Attalikhtia, Wiwit
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ANALISIS TINGKAT KESESUAIAN ASESMEN PEMBELAJARAN DENGAN CAPAIAN PEMBELAJARAN PADA KURIKULUM MERDEKA DI SEKOLAH DASAR Attalikhtia, Wiwit; Susilo, Hari; Windi Setiawan, Ahmad; Sutarni, Sri; Ghufron, Anik
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58390

Abstract

The implementation of the Independent Curriculum requires a paradigm shift in learning assessments to align with Learning Outcomes (CP) and support student-centered learning. However, in practice, there are still discrepancies between teacher-designed assessments and the requirements of the Independent Curriculum, particularly in the application of diagnostic assessments and learning differentiation. This study aims to analyze the level of alignment of teacher-implemented learning assessments with the Learning Outcomes in the Independent Curriculum at SDN Margapadang 1. The study used a quantitative approach with a descriptive design. The research subjects consisted of 11 teachers from grades I to VI. Data were collected through structured questionnaires and document analysis of teacher-designed assessment tools. Data analysis was conducted using descriptive statistics by calculating the percentage of balance based on indicators developed from the Independent Curriculum regulations. The results showed that the level of alignment of learning assessments with Learning Outcomes was in the moderate category, at 68.4%. Formative assessments had a higher level of alignment (74.2%) than summative assessments (62.6%). The aspect with the highest level of conformity was the variation in assessment techniques (78.3%), while the lowest was the implementation of cognitive diagnostic assessments (54.1%). Research findings indicate that teachers have begun implementing the assessment principles of the Independent Curriculum, but still need to strengthen their competencies in designing diagnostic assessments, developing instruments aligned with Learning Outcomes, and implementing adaptive assessments according to student characteristics and needs.
EFEKTIVITAS KEBIJAKAN PERENCANAAN BIAYA PENDIDIKAN DALAM MENDUKUNG PENINGKATAN KUALITAS PEMBELAJARAN: SYSTEMATIC LITERATURE REVIEW Susilo, Hari; Attalikhtia, Wiwit; Windi Setiawan, Ahmad; Harsono; Suyatmini
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59502

Abstract

Educational cost planning policy is one of the key aspects of supporting effective educational management and improving the quality of learning. Well-planned educational budgeting enables educational institutions to allocate resources efficiently to support teacher professional development, the provision of learning facilities and infrastructure, the integration of educational technology, and the implementation of high-quality teaching and learning processes. However, previous studies have shown that increasing education funding does not always lead to improvements in learning quality, as the implementation of educational cost planning policies continues to face various challenges, including inadequate budget planning, ineffective financial management, and limited supervision of education fund utilization. This study aims to analyze the effectiveness of educational cost planning policies in improving learning quality, identify the factors influencing their implementation, and formulate recommendations to enhance the effectiveness of educational financial planning. The study employed a Systematic Literature Review (SLR) approach by reviewing scientific articles published between 2021 and 2026 from various national and international academic databases. The selected articles were screened based on predetermined inclusion and exclusion criteria and were analyzed using content analysis through data classification, synthesis, and interpretation. The findings indicate that the effectiveness of educational cost planning policies is influenced by several key factors, including needs-based budget planning, school principals' managerial capacity, transparency and accountability in financial management, stakeholder participation, and continuous monitoring and evaluation. Effective educational cost planning contributes to more efficient budget utilization, strengthens teachers' professional development, improves the availability of learning facilities, and enhances both the learning process and learning outcomes. Therefore, educational cost planning policies should be implemented in a systematic, participatory, transparent, and needs-oriented manner to provide optimal support for improving the quality of learning.