An Analysis of Teachers’ Understanding of Criterion Referenced Assessment Implementation in Kurikulum Merdeka

• Tina Levia

  Indonesia University of Education

  Author

• Zainal Arifin

  Indonesia University of Education

  Author

This study investigates teachers’ understanding of criterion-referenced assessment (CRA) within the context of the Kurikulum Merdeka. Although CRA is a fundamental component of competency-based education, its classroom application remains inconsistent based on what teachers understanding. Using a qualitative descriptive design, data were collected through semi-structured interviews with five teachers from SMP Islam Ummulqura Indonesia who have direct experience implementing the curriculum. The findings reveal that while teachers possess a general conceptual understanding of CRA, teachers often struggle to operationalize it effectively. Teachers commonly adopt existing rubrics without considering the students and experience difficulties in interpreting learning outcomes, formulating measurable indicators, and aligning assessment criteria with students’ diversity. Nevertheless, they perceive this approach as providing more meaningful and personalized feedback that supports students’ learning development. The study highlights that enhancing teachers’ capacity through authentic assessment training and rubric development is essential to ensure the consistent application of criterion-referenced assessment. In conclusion, both conceptual and technical understanding among teachers need to be strengthened through continuous mentoring. This study recommends the development of practice-based training programs and professional learning communities to enhance teachers’ assessment competence in alignment with the goals of the Kurikulum Merdeka.

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