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All Journal Litera Jurnal Konseling dan Pendidikan Jurnal Prima Edukasia Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Martabe : Jurnal Pengabdian Kepada Masyarakat JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu International Journal of Elementary Education JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR Jurnal Pendidikan dan Konseling Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Abdidas Jurnal Pendidikan Transformatif Jurnal Basicedu e-Jurnal Inovasi Pembelajaran Sekolah Dasar JPLED Jurnal Penelitian Pendidikan Indonesia (JPPI)
Muhammadi Muhammadi
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Asesmen Pembelajaran di Sekolah Dasar: Kajian Teoritis Prinsip, Teknik, dan Instrumen Penilaian: Abstract, Pendahuluan, Metode, Hasil dan Pembahasan, Kesimpulan, dan Daftar Rujukan Jefri Oktaviandi; Atika Isharifa; Jingga Febri Yona Malta; Mohd Furqon; Muhammadi
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1088

Abstract

This conceptual study explores the theoretical and practical dimensions of learning assessment in elementary education by integrating assessment principles, techniques, and instruments within a unified conceptual framework. Employing a literature review approach, this research synthesizes relevant studies published between 2020 and 2025 from reputable international and national journals to examine current trends and challenges in assessment practices. The findings indicate a significant paradigm shift from traditional product-oriented assessments to formative and authentic assessments that emphasize learning as a reflective and continuous process. Core principles such as validity, reliability, authenticity, and continuity are identified as critical in ensuring fairness, accuracy, and meaningfulness of learning evaluations. Furthermore, the integration of test-based and non-test techniques, alongside the application of digital and authentic instruments, enhances the comprehensiveness and adaptability of assessment implementation in various educational contexts. Despite these advancements, challenges persist in teacher assessment literacy, technological readiness, and the contextual adaptation of assessment practices across diverse school settings. The study concludes by proposing a theoretical model that positions assessment not merely as a tool for measurement but as a pedagogical instrument that fosters reflection, student engagement, and competency-based learning aligned with 21st-century educational goals.
Mengintegrasikan Asesmen Formatif di Sekolah Dasar: Sebuah Tinjauan Sistematis terhadap Landasan Filosofis, Implementasi, dan Dampak Holistik: Abstract, Pendahuluan, Metode, hasil dan pembahasan, kesimpulan, daftar rujukan Aulia Khairatunnisa; Afdal Ayumi NA; Lenggana Wulan safitri; Nadya Meisya Putri; Muhammadi
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1102

Abstract

This article presents a systematic review of recent empirical research on the implementation of formative assessment in elementary schools 2020-2025. Formative assessment is defined as the ongoing process of collecting and using evidence of learning to guide instruction and improve student achievement (assessment for learning). Following the PRISMA protocol, researchers identified 38 studies from 512 articles found through searches in indexed databases. A thematic analysis of these studies revealed three main themes: (1) the conceptual evolution from evaluation techniques to a pedagogical philosophy based on dialogue and student agency; (2) the complexity of implementation related to socio-emotional dynamics, cultural contextualization, and technology integration; and (3) multidimensional impacts on academic achievement, 21st-century competencies, and teacher professional identity. Successful implementation depends on teachers' ability to create psychologically safe spaces, build reflective dialogue, and design responsive systems. The conclusion states that effective implementation requires a systemic approach through continuous professional development, instructional leadership, and supportive policies. Future research is recommended to adopt participatory design, develop contextual frameworks, and expand studies on the affective-spiritual dimensions of formative assessment.
Co-Authors Aditra Zulfi Adrias Adrias Afdal Ayumi NA Ahmad Zikri Aini Putri Azuri Aisyah Anggraeni Anindi Putri Anisah Anisah Annisa Nurul Hadi Ardipal Ardipal Arfa Novia Santi Arwin Arwin Atika Isharifa Aulia Khairatunnisa Aziz Arianto Azizah Gusdelia Chandra Chandra Chandra Chandra Cindy Aprilia Ningsih Citra Sepyusi Ikhsani Claudea Deby Marta Darmansyah Desyandri Desyandri Disha Hikarahmi Ramfineli Dwi Aikhe Faradiya Elfia Sukma Fadila Suciana Farida Mayar Firna Arti Lalita Fitri Chahyani Fitria, Yanti Gusti Suryani Hanafa Putri Ferdinal Hanif Faisal Harnofri Syafrihadi Herbi Ikhwal Imam Taufiq Intan Nia Silvia Izzati Izzati Jefri Oktaviandi Jeliana Jeliana Jingga Febri Yona Malta Khairunnisa Khairunnisa Kholista Zikhra Amalia Latifah Utami Lenggana Wulan safitri Leni Zahara Mansur Mansur Mansurdin Maria Montessori Mayarnimar Mayarnimar Meisya Meizatri, Ranti Milda Ayu Mohd Furqon Muhammad Fachri Adnan Muhammad Faqih Muhammad Ilham Syarif Mutiara Felicita Amsal Mutiara Felicita Amsal Nabela Ayu Nadya Meisya Putri Nafhila Isna Fahra Nesha Nur Aini Niki Yulianti Nita Yeni Asmara Nurul Dwi Rahayu Putri Dariani Putri Rahmadani Rahmiyanti Rahmiyanti Randy Ariesta Almy Ranti Meizatri Ranti Satriani Putri Rany Puspita Raudhotul Jannah Rayendra Rayendra regina _ Reinita Reinita Ricky Avandra Rijal Fahmi Risda Amini Rusdian Fahriza Saffanah Alifia Salmaini Safitri Syam Salmaini Syofian Septi Misliza Serly Safitri Sinta Medya Agustin Siti Aura Siti Dhinda Tiarani Siti Fatimah Azzahrah Siti Naina Suci Kurnia Syofanti Engreini Taufina Taufina Taufina Taufina Thasya Dwi Hendri Yenni Tiara Sri Wahyuni Tin Indrawati Tri Waluyo Ulfia Rahmi Ulfia Rahmi Usmaulidar Wina Yalvema Miaz Yanti Fitria Yeni Erita Yeni Karneli Yesni Yenti Zahrin Aisha Mahfuz Zainudin Abu Bakar Zen, Zelhendri