PERAN EVALUASI FORMATIF REFLEKTIF DALAM PEMBELAJARAN MENULIS TERHADAP KOMPETENSI LITERASI SISWA SMA - Asih Riyanti; Parasheila Fadillah; Balqis Balqis; Firda Ariani; Muzdalipah Muzdalipah; Indah Ulan Ramadhani (ACADEMIA: Jurnal Inovasi Riset Akademik, 2026)
This study was motivated by initial observations indicating that students’ writing skills still faced difficulties in mechanics, sentence structure, and text consistency. The initial findings also indicated a gap between students’ awareness of errors in their writing and their ability to revise those errors consistently. This study aimed to analyze the relationship between metacognitive awareness and writing revision ability and to describe students’ reflective processes during the implementation of formative assessment in Indonesian language writing instruction. A qualitative approach with descriptive and intrinsic case study strategies was employed. The participants consisted of one Indonesian language teacher and eight students at SMA NU 1 Tarakan selected through purposive sampling. Data were collected through observations, semi-structured interviews, reflective questionnaires, and analysis of students’ written work. Qualitative data were analyzed thematically through data reduction, data presentation, and conclusion drawing, while questionnaire data were used descriptively as supporting data. The findings showed that reflective processes through rereading activities helped students identify errors and make simple revisions. However, awareness of errors was not fully followed by consistent revision ability, particularly in grammar, sentence structure, and text coherence. Students’ reflective processes also tended to remain at the level of error identification and had not developed optimally into analytical reflection. These findings indicate a relationship between metacognitive awareness and writing revision ability, but this relationship had not yet resulted in optimal improvement because the reflective activities were not sufficiently structured and the time available for writing and revision was limited. ABSTRAK Penelitian ini dilatarbelakangi oleh hasil observasi awal yang menunjukkan bahwa kemampuan menulis siswa masih menghadapi kendala pada aspek mekanika, struktur kalimat, dan konsistensi teks. Selain itu, ditemukan adanya perbedaan antara kesadaran siswa terhadap kesalahan dalam tulisannya dan kemampuan mereka dalam melakukan perbaikan secara konsisten. Penelitian ini bertujuan untuk menganalisis keterkaitan kesadaran metakognitif dengan kemampuan revisi tulisan serta menggambarkan proses reflektif siswa selama penerapan evaluasi formatif dalam pembelajaran menulis Bahasa Indonesia. Penelitian menggunakan pendekatan kualitatif dengan strategi deskriptif dan studi kasus intrinsik. Subjek penelitian terdiri atas satu guru Bahasa Indonesia dan delapan siswa SMA NU 1 Tarakan yang dipilih melalui purposive sampling. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, kuesioner reflektif, serta analisis hasil tulisan siswa. Data kualitatif dianalisis secara tematik melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan data kuesioner digunakan sebagai data pendukung secara deskriptif. Hasil penelitian menunjukkan bahwa proses reflektif melalui kegiatan membaca ulang membantu siswa mengenali kesalahan dan melakukan revisi sederhana. Namun, kesadaran terhadap kesalahan belum sepenuhnya diikuti kemampuan merevisi tulisan secara konsisten, terutama pada aspek tata bahasa, struktur kalimat, dan koherensi teks. Proses refleksi siswa juga cenderung berada pada tingkat identifikasi kesalahan dan belum berkembang secara optimal menuju refleksi analitis. Temuan tersebut menunjukkan adanya keterkaitan antara kesadaran metakognitif dan kemampuan revisi tulisan, tetapi keterkaitan tersebut belum menghasilkan perbaikan tulisan yang optimal karena proses refleksi belum terstruktur dan waktu yang tersedia untuk melakukan revisi masih terbatas.