<![CDATA[ABSTRACT This study was motivated by the need for an assessment instrument capable of providing a structured representation of students’ listening skills in Indonesian language learning. The study aimed to describe the form of the listening skills assessment instrument, its characteristics and alignment with learning objectives, as well as the challenges encountered during its implementation in Grade III at SD Negeri 074056 Dahana Humene. A qualitative approach was employed, with data collected through observation, interviews, and documentation. The research informants were selected using a purposive sampling technique, consisting of a Grade III teacher and five students. Data were analyzed through open coding, axial coding, and selective coding stages to identify the form of the instrument, assessment quality and indicators, alignment with learning objectives, as well as the strengths and limitations of the instrument in its implementation. The findings indicate that listening skills assessment covered cognitive, affective, and psychomotor domains. In the cognitive domain, the teacher predominantly used essay questions developed based on learning materials and objectives, while the affective and psychomotor domains were assessed through observation. The instrument addressed the indicators of listening, paying attention, understanding, and responding to the information presented, supported by scoring guidelines. Implementation challenges primarily involved students’ lack of concentration, differences in their ability to understand information, learning interest, and an unconducive classroom environment. The study concludes that the quality of listening assessment needs to be supported by alignment between the assessment instrument and learning objectives, as well as conducive implementation conditions. ABSTRAK Penelitian ini dilatarbelakangi oleh perlunya instrumen penilaian yang mampu menggambarkan keterampilan menyimak peserta didik secara terarah dalam pembelajaran Bahasa Indonesia. Penelitian ini bertujuan mendeskripsikan bentuk instrumen penilaian keterampilan menyimak, karakteristik dan kesesuaiannya dengan tujuan pembelajaran, serta kendala yang muncul dalam penerapannya pada kelas III SD Negeri 074056 Dahana Humene. Penelitian menggunakan pendekatan kualitatif dengan pengumpulan data melalui observasi, wawancara, dan dokumentasi. Informan penelitian dipilih menggunakan teknik purposive sampling yang terdiri atas guru kelas III dan lima peserta didik. Analisis data dilakukan melalui tahapan open coding, axial coding, dan selective coding untuk mengidentifikasi bentuk instrumen, kualitas dan indikator penilaian, kesesuaian dengan tujuan pembelajaran, serta kelebihan dan kelemahan instrumen dalam pelaksanaannya. Hasil penelitian menunjukkan bahwa penilaian keterampilan menyimak mencakup ranah kognitif, afektif, dan psikomotorik. Pada ranah kognitif, guru dominan menggunakan soal uraian (essay) yang disusun berdasarkan materi cerita dan tujuan pembelajaran, sedangkan ranah afektif dan psikomotorik dinilai melalui observasi. Instrumen mencakup indikator mendengar, memperhatikan, memahami, dan menanggapi informasi yang disimak serta menggunakan pedoman penskoran. Kendala penerapan terutama berkaitan dengan kurangnya fokus peserta didik, perbedaan kemampuan memahami informasi, minat belajar, dan kondisi kelas yang kurang kondusif. Penelitian menyimpulkan bahwa kualitas penilaian menyimak perlu didukung keselarasan instrumen dengan tujuan pembelajaran dan kondisi pelaksanaan yang kondusif.]]>
