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All Journal Gorga : Jurnal Seni Rupa Jurnal PTK dan Pendidikan
Siti Syawalina
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Arts Education

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LEARNING ASSESSMENT IN THE MERDEKA CURRICULUM: DIAGNOSTIC, FORMATIVE, AND SUMMATIVE Siti Khodijah Lubis; Siti Syawalina
Jurnal PTK dan Pendidikan Vol. 10 No. 2 (2024): Juli - Desember
Publisher : Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/ptk.v10i2.12599

Abstract

This research aims to outline the assessment process in the Merdeka curriculum, encompassing diagnostic, formative, and summative assessments. The approach utilized involves conducting a review of the literature, by gathering information through exploration of different written sources. Content analysis is utilized in data analysis. The study findings reveal that the diagnostic assessment consists of cognitive and non-cognitive assessments designed to evaluate students' condition and fundamental skills. Formative assessment occurs during the learning process, while summative assessment occurs after a specific instructional period. Teachers must conduct diagnostic, formative, and summative assessments to understand the strengths and weaknesses of student learning during the learning process to tailor instruction to fit the abilities and characteristics of each student.  
Teacher Strategies in Assessment of Fine Arts Learning in Early Childhood Education Lubis, Siti Khodijah; Adek Cerah Kurnia Azis; Ratno Susanto; Nur Qomariah Panjaitan; Siti Syawalina
Gorga : Jurnal Seni Rupa Vol. 14 No. 2 (2025): Gorga: Jurnal Seni Rupa (On Going)
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/gr.v14i2.68857

Abstract

Assessment of fine arts learning in early childhood education (PAUD) plays a crucial role, whereby teachers focus not only on evaluating the products of children's work but also on the process itself. This study aims to describe the strategies employed by teachers in assessing fine arts learning in PAUD, encompassing both process-based and product-based approaches. The research method employed was library research, involving the review of relevant national and international articles published over the last five years. Data analysis was performed using thematic synthesis techniques. The results showed that process-based assessment strategies included direct observation, the use of the child development achievement checklist scale, and anecdotal notes. Meanwhile, product-based assessment strategies are carried out through children's work results and portfolios. Both forms of assessment provide a complete picture of children's development and form the basis for subsequent learning planning. This study concludes that fine arts assessment in early childhood education must emphasize a balance between process and product assessment to support children's holistic development and improve the quality of teachers' learning practices.
Co-Authors Azis, Adek Cerah Kurnia Nur Qomariah Panjaitan Ratno Susanto Siti Khodijah Lubis