Analysis of Formative Assessment Implementation in Science and Social Studies Learning in the Fourth Grade of Elementary School within the Merdeka Curriculum

Abstract

This research aims to analyze the implementation of formative assessment in Science and Social Studies (IPAS) learning for fourth-grade students in the Independent Curriculum of Elementary School. The research method used is a mixed methods approach, collecting data through interviews and observations of fourth-grade teachers and analyzing the frequency of formative assessment instrument usage by teachers. The research findings indicate that fourth-grade teachers actively use various formative assessment instruments such as formative tests, observations, project assignments, and portfolios to gather data on students' learning progress in IPAS. However, there are challenges in the implementation of formative assessment. Challenges faced by fourth-grade teachers include a lack of understanding of the concepts and methods of formative assessment, limited time to evaluate all students individually, and resource limitations such as inadequate guidelines and instructional materials. The conclusion is that the implementation of formative assessment in IPAS learning for fourth-grade students in Elementary School is not effective overall. Although fourth-grade teachers use various formative assessment instruments, there are indicators that receive low approval from students.