A Qualitative Portrait of Learning Evaluation Implementation at SDN 195 Isola Bandung

• Gracia Emmanuella

  Indonesia University of Education

  Author

• Faiza Azka Salsabila

  Indonesia University of Education

  Author

Learning evaluation served as a crucial component in measuring learning objectives achievement, yet field practices revealed variations in implementing comprehensive evaluation instruments and methods. This study reveals a unique characteristic in SDN 195 Isola's evaluation system: the integration of formative and summative approaches with structured parent involvement mechanisms, which differs from conventional elementary school practices in Indonesia. The study employed a descriptive qualitative method with data collection techniques consisting of interviews with the grade VI homeroom teacher, observations of 25 grade VI students, and review of learning documents. Sample was determined through purposive sampling with instruments in the form of observation guides and interview guides. Results showed that the school implemented evaluations across cognitive, affective, and psychomotor domains. In the cognitive domain, post-tests and individual assignments were the most frequently used methods to measure student understanding. The affective domain was assessed through observations by homeroom teachers and student affairs teachers, as well as self-assessment and peer assessment. The psychomotor domain was assessed through practice, projects, and product creation. The main findings of this study revealed two important points: first, the school had implemented various assessment techniques that reflected a holistic approach; second, there remained inconsistency in the use of instruments, especially in the affective and psychomotor domains, thus requiring an increase in assessment literacy for teachers. This diverse evaluation approach supported learning decision-making and helped teachers understand student development more comprehensively.

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