PRACTICES, CHALLENGES, INHIBITING FACTORS, AND STRATEGIES FOR IMPROVING LEARNING EVALUATION IN ELEMENTARY SCHOOLS
DOI:
https://doi.org/10.36526/sosioedukasi.v14i4.6842Keywords:
assessment, evaluation, elementary schoolAbstract
This study aims to comprehensively analyze assessment practices, challenges, inhibiting factors, and strategies to improve learning evaluation in elementary schools. This study uses a Systematic Literature Review. Through this method, researchers collect, review, and analyze various written sources relevant to the topic of assessment and evaluation of learning in elementary schools. The primary sources of data for this study come from books, scientific journals, articles, and educational policy documents published between 2012 and 2025, both from national and international publications. Data in this study were collected through online searches, utilizing various databases such as Google Scholar, ResearchGate, ScienceDirect, Semantic Scholar, and the Education Resources Information Center (ERIC), among other sources. The data analysis technique in this study was carried out using thematic analysis. Research findings indicate that assessment practices in elementary schools are currently in a transition phase from a conventional paradigm to an authentic, student-centered approach. Through the proportional implementation of diagnostic, formative, and summative assessments, teachers can obtain a comprehensive picture of students' abilities, needs, and development. However, the effectiveness of assessment implementation in the field still faces various challenges, including teacher competency, limited infrastructure, administrative burdens, and a learning paradigm that is still oriented towards final results. Strategies to improve the effectiveness of assessment and evaluation can be implemented by teachers by understanding the types of assessments and selecting techniques and instruments that are appropriate to student characteristics and learning objectives.
References
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Amna, C. A., Prihantoro, W. K., A, A. Q., Syahbana, A.-F. F., & Purwati, L. (2025). Peran Model Evaluasi Scriven : Formatif-Sumatif dalam Meningkatkan Hasil Belajar PAI Siswa di SD Negeri Ngrukeman Bantul. Hikmah: Jurnal Studi Pendidikan Agama Islam, 2(4).
Ardiansyah, Mawaddah, F. S., & Juanda. (2023). Assesmen dalam Kurikulum Merdeka Belajar. Jurnal Literasi Dan Pembelajaran Indonesia, 3(1), 8–13.
Armini, N. K. (2024). Evaluasi Metode Penilaian Perkembangan Siswa dan Pendidikan Karakter dalam Kurikulum Merdeka Pada Sekolah Dasar. Metta : Jurnal Ilmu Multidisiplin, 4(1), 98–112. https://doi.org/10.37329/metta.v4i1.2990
Azhar, F. (2015). Assessing students’ learning achievement: An evaluation. Mediterranean Journal of Social Sciences, 6(2), 535–540. https://doi.org/10.5901/mjss.2015.v6n2p535
Baht, B. A., & Bhat, D. J. (2019). Formative and Summative Evaluation Techniques for Improvement of Learning Process. European Journal of Business and Social Sciences, 7(5), 776–785.
Berk, R. A. (2005). Survey of 12 Strategies to Measure Teaching Effectiveness. International Journal of Teaching and Learning in Higher Education, 17(1), 48–62.
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597.
Clark, I. (2012). Formative assessment: A systematic and artistic process of instruction for supporting school and lifelong learning. Canadian Journal of Education, 35(2), 24–40.
Datnow, A., & Hubard, L. (2015). Teachers’ use of assessment data to inform instruction: Lessons from the past and prospects for the future. Teachers College Record, 117(4), 1–26. https://doi.org/10.1177/016146811511700408
DeLuca, C., & Bellara, A. (2013). The Current State of Assessment Education: Aligning Policy, Standards, and Teacher Education Curriculum. Journal of Teacher Education, 64(4), 356–372. https://doi.org/10.1177/0022487113488144
Devi, L. P. S. A., & Winangun, I. M. A. (2024). Peran Literasi Digital Dalam Meningkatkan Kompetensi Teknologi Siswa Sekolah Dasar. Jurnal Ilmiah Pendidikan Citra Bakti, 11(4), 1255–1267. https://doi.org/10.38048/jipcb.v11i4.4681
Dutta, S., He, M., & Tsang, D. C. W. (2023). Reflection and peer assessment to promote self-directed learning in higher education. Journal of Educational Research and Reviews, 11(3), 35–46. https://doi.org/10.33495/jerr_v11i3.23.111
Fernanda, S. A., Fernica, V. O., & Pratama, M. B. (2025). Penerapan Evaluasi Autentik Dalam Pembelajaran Pendidikan. Jurnal Penelitian Nusantara, 1(5), 334–340.
Handayani, T. P., Indah, J. S., Dilfa, R., Safitri, W., & Adriantoni. (2025). Paradigma Penilaian Kelas Dalam Perspektif Perundang-Undangan Pendidikan Di Indonesia. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 11(02), 290–300.
K, I. B. (2017). Evaluasi Pembelajaran Sekolah Dasar (SD) Berbasis Pendidikan Karakter dan Multikultural. Jurnal Ilmiah Sekolah Dasar, 1(4), 247–251.
Kasilingam, G., Ramalingam, M., & Chinnavan, E. (2014). Assessment of learning domains to improve student’s learning in higher education. Journal of Young Pharmacists, 6(1), 27–33. https://doi.org/10.5530/jyp.2014.1.5
Kibble, J. D. (2017). Best practices in summative assessment. Advances in Physiology Education, 41(1), 110–119. https://doi.org/10.1152/advan.00116.2016
Kitchenham, B. (2004). Procedures for performing systematic literature reviews. Keele University.
Kusmaryono, I., Suyitno, H., Dwijanto, D., & Dwidayati, N. (2019). The effect of mathematical disposition on mathematical power formation: Review of dispositional mental functions. International Journal of Instruction, 12(1), 343–356. https://doi.org/10.29333/iji.2019.12123a
Mailani, R. D., Aswad, F. H., & Siswoyo. (2025). Kendala dalam penerapan penilaian formatif (studi kasus di SMP Negeri 2 Wonosobo). Jurnal Manajemen Pendidikan Al Multazam, 7(1), 75–81.
Minna, M., Minna, M., & Heidi, H.-L. (2022). Difficult but Valuable! Learning in Student-centered Assessment Feedback Practices in Higher Education. Journal of Education, Society and Behavioural Science, 35(11), 20–37. https://doi.org/10.9734/jesbs/2022/v35i1130467
Munaroh, N. L. (2024). Asesmen dalam Pendidikan : Memahami Konsep, Fungsi dan Penerapannya. Dewantara: Jurnal Pendidikan Sosial Humaniora, 3(3), 281–297.
Nagy, P. (2000). The three roles of assessment: Gatekeeping, accountability, and instructional diagnosis. Canadian Journal of Education, 25(4), 262–279. https://doi.org/10.2307/1585850
Pang, N. S. (2020). Teachers’ Reflective Practices in Implementing Assessment for Learning Skills in Classroom Teaching. ECNU Review of Education, 5(3), 470–490. https://doi.org/10.1177/2096531120936290
Qomaruddin, & Sa’diyah, H. (2024). Kajian Teoritis tentang Teknik Analisis Data dalam Penelitian Kualitatif: Perspektif Spradley, Miles dan Huberman. Journal of Management, Accounting, and Administration, 1(2), 77–84.
Redecker, C., & Johannessen, Ø. (2013). Changing Assessment - Towards a New Assessment Paradigm Using ICT. European Journal of Education, 48(1), 79–96. https://doi.org/10.1111/ejed.12018
Sari, E., Suryawati, E., & Mahadi, I. (2024). Diagnostic assessment to identify learning styles and critical thinking in independent learning. JPBI (Jurnal Pendidikan Biologi Indonesia), 10(3), 860–873. https://doi.org/10.22219/jpbi.v10i3.36557
Susanto, A. (2023). Assessment Dan Evaluasi Pembelajaran Pendidikan Agama Islam Berbasis It. Jurnal Tahsinia, 4(2), 338–349.
Syafi’i, M., Samsudin, M., Abidin, Z., & Basarrudin, M. (2025). EVALUASI PENDIDIKAN SEBAGAI DASAR PENGEMBANGAN INSTRUMEN PENILAIAN BERBASIS KOMPETENSI. Jurnal Akuntansi, Manajemen, Dan Ilmu Pendidikan (JAMED), 1(4), 1–12.
Urhahne, D., Chao, S. H., Florineth, M. L., Luttenberger, S., & Paechter, M. (2011). Academic self-concept, learning motivation, and test anxiety of the underestimated studentAcademic self-concept, learning motivation, and test anxiety of the underestimated student. British Journal of Educational Psychology, 81(1), 161–177. https://doi.org/10.1348/000709910X504500
Utami, A., & Salito, S. (2025). Implementasi Asesmen Berkelanjutan untuk Meningkatkan Kualitas Pembelajaran di Sekolah Dasar. Jurnal Akuntansi, Manajemen, Dan Ilmu Pendidikan (JAMED), 1(3), 124–136.
Widyanti, E., Hasanah, U., & Rohmadani, S. (2025). Evaluasi Strategi Guru Dalam Mengukur Capaian Pembelajaran Pendidikan Agama Islam Di SDN 002 Sangatta Utara. Journal of Holistic Education, 2(1), 1–15.
Yuliyanti, E., & Fajar, W. N. (2025). INTEGRASI TEKNOLOGI DALAM ASESMEN FORMATIF: INOVASI PEMBELAJARAN IPS ABAD Ke-21. EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi, 5(2), 290–304. https://doi.org/10.1093/oseo/instance.00208803
Adzkia, U., Jl, A., Paneh, T., Korong, N., Kuranji, K., & Padang, K. (2024). Asesmen dalam Pendidikan : Memahami Konsep,Fungsi dan Penerapannya. Dewantara: Jurnal Pendidikan Sosial Humaniora, 3(3), 281–297.
Agi, C., Kpum, M., & ADULOJU, M. O. (2018). Beyond Cognitive Assessment: Teachers Attitudes towards Assessing Psychomotor and Affective Domains of Students’ Behaviors in Classrooms in North Central-Nigeria. Journal of Education and Practice, 9(16), 96–104.
Amna, C. A., Prihantoro, W. K., A, A. Q., Syahbana, A.-F. F., & Purwati, L. (2025). Peran Model Evaluasi Scriven : Formatif-Sumatif dalam Meningkatkan Hasil Belajar PAI Siswa di SD Negeri Ngrukeman Bantul. Hikmah: Jurnal Studi Pendidikan Agama Islam, 2(4).
Ardiansyah, Mawaddah, F. S., & Juanda. (2023). Assesmen dalam Kurikulum Merdeka Belajar. Jurnal Literasi Dan Pembelajaran Indonesia, 3(1), 8–13.
Armini, N. K. (2024). Evaluasi Metode Penilaian Perkembangan Siswa dan Pendidikan Karakter dalam Kurikulum Merdeka Pada Sekolah Dasar. Metta : Jurnal Ilmu Multidisiplin, 4(1), 98–112. https://doi.org/10.37329/metta.v4i1.2990
Azhar, F. (2015). Assessing students’ learning achievement: An evaluation. Mediterranean Journal of Social Sciences, 6(2), 535–540. https://doi.org/10.5901/mjss.2015.v6n2p535
Baht, B. A., & Bhat, D. J. (2019). Formative and Summative Evaluation Techniques for Improvement of Learning Process. European Journal of Business and Social Sciences, 7(5), 776–785.
Berk, R. A. (2005). Survey of 12 Strategies to Measure Teaching Effectiveness. International Journal of Teaching and Learning in Higher Education, 17(1), 48–62.
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597.
Clark, I. (2012). Formative assessment: A systematic and artistic process of instruction for supporting school and lifelong learning. Canadian Journal of Education, 35(2), 24–40.
Datnow, A., & Hubard, L. (2015). Teachers’ use of assessment data to inform instruction: Lessons from the past and prospects for the future. Teachers College Record, 117(4), 1–26. https://doi.org/10.1177/016146811511700408
DeLuca, C., & Bellara, A. (2013). The Current State of Assessment Education: Aligning Policy, Standards, and Teacher Education Curriculum. Journal of Teacher Education, 64(4), 356–372. https://doi.org/10.1177/0022487113488144
Devi, L. P. S. A., & Winangun, I. M. A. (2024). Peran Literasi Digital Dalam Meningkatkan Kompetensi Teknologi Siswa Sekolah Dasar. Jurnal Ilmiah Pendidikan Citra Bakti, 11(4), 1255–1267. https://doi.org/10.38048/jipcb.v11i4.4681
Dutta, S., He, M., & Tsang, D. C. W. (2023). Reflection and peer assessment to promote self-directed learning in higher education. Journal of Educational Research and Reviews, 11(3), 35–46. https://doi.org/10.33495/jerr_v11i3.23.111
Fernanda, S. A., Fernica, V. O., & Pratama, M. B. (2025). Penerapan Evaluasi Autentik Dalam Pembelajaran Pendidikan. Jurnal Penelitian Nusantara, 1(5), 334–340.
Handayani, T. P., Indah, J. S., Dilfa, R., Safitri, W., & Adriantoni. (2025). Paradigma Penilaian Kelas Dalam Perspektif Perundang-Undangan Pendidikan Di Indonesia. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 11(02), 290–300.
K, I. B. (2017). Evaluasi Pembelajaran Sekolah Dasar (SD) Berbasis Pendidikan Karakter dan Multikultural. Jurnal Ilmiah Sekolah Dasar, 1(4), 247–251.
Kasilingam, G., Ramalingam, M., & Chinnavan, E. (2014). Assessment of learning domains to improve student’s learning in higher education. Journal of Young Pharmacists, 6(1), 27–33. https://doi.org/10.5530/jyp.2014.1.5
Kibble, J. D. (2017). Best practices in summative assessment. Advances in Physiology Education, 41(1), 110–119. https://doi.org/10.1152/advan.00116.2016
Kitchenham, B. (2004). Procedures for performing systematic literature reviews. Keele University.
Kusmaryono, I., Suyitno, H., Dwijanto, D., & Dwidayati, N. (2019). The effect of mathematical disposition on mathematical power formation: Review of dispositional mental functions. International Journal of Instruction, 12(1), 343–356. https://doi.org/10.29333/iji.2019.12123a
Mailani, R. D., Aswad, F. H., & Siswoyo. (2025). Kendala dalam penerapan penilaian formatif (studi kasus di SMP Negeri 2 Wonosobo). Jurnal Manajemen Pendidikan Al Multazam, 7(1), 75–81.
Minna, M., Minna, M., & Heidi, H.-L. (2022). Difficult but Valuable! Learning in Student-centered Assessment Feedback Practices in Higher Education. Journal of Education, Society and Behavioural Science, 35(11), 20–37. https://doi.org/10.9734/jesbs/2022/v35i1130467
Munaroh, N. L. (2024). Asesmen dalam Pendidikan : Memahami Konsep, Fungsi dan Penerapannya. Dewantara: Jurnal Pendidikan Sosial Humaniora, 3(3), 281–297.
Nagy, P. (2000). The three roles of assessment: Gatekeeping, accountability, and instructional diagnosis. Canadian Journal of Education, 25(4), 262–279. https://doi.org/10.2307/1585850
Pang, N. S. (2020). Teachers’ Reflective Practices in Implementing Assessment for Learning Skills in Classroom Teaching. ECNU Review of Education, 5(3), 470–490. https://doi.org/10.1177/2096531120936290
Qomaruddin, & Sa’diyah, H. (2024). Kajian Teoritis tentang Teknik Analisis Data dalam Penelitian Kualitatif: Perspektif Spradley, Miles dan Huberman. Journal of Management, Accounting, and Administration, 1(2), 77–84.
Redecker, C., & Johannessen, Ø. (2013). Changing Assessment - Towards a New Assessment Paradigm Using ICT. European Journal of Education, 48(1), 79–96. https://doi.org/10.1111/ejed.12018
Sari, E., Suryawati, E., & Mahadi, I. (2024). Diagnostic assessment to identify learning styles and critical thinking in independent learning. JPBI (Jurnal Pendidikan Biologi Indonesia), 10(3), 860–873. https://doi.org/10.22219/jpbi.v10i3.36557
Susanto, A. (2023). Assessment Dan Evaluasi Pembelajaran Pendidikan Agama Islam Berbasis It. Jurnal Tahsinia, 4(2), 338–349.
Syafi’i, M., Samsudin, M., Abidin, Z., & Basarrudin, M. (2025). EVALUASI PENDIDIKAN SEBAGAI DASAR PENGEMBANGAN INSTRUMEN PENILAIAN BERBASIS KOMPETENSI. Jurnal Akuntansi, Manajemen, Dan Ilmu Pendidikan (JAMED), 1(4), 1–12.
Urhahne, D., Chao, S. H., Florineth, M. L., Luttenberger, S., & Paechter, M. (2011). Academic self-concept, learning motivation, and test anxiety of the underestimated studentAcademic self-concept, learning motivation, and test anxiety of the underestimated student. British Journal of Educational Psychology, 81(1), 161–177. https://doi.org/10.1348/000709910X504500
Utami, A., & Salito, S. (2025). Implementasi Asesmen Berkelanjutan untuk Meningkatkan Kualitas Pembelajaran di Sekolah Dasar. Jurnal Akuntansi, Manajemen, Dan Ilmu Pendidikan (JAMED), 1(3), 124–136.
Widyanti, E., Hasanah, U., & Rohmadani, S. (2025). Evaluasi Strategi Guru Dalam Mengukur Capaian Pembelajaran Pendidikan Agama Islam Di SDN 002 Sangatta Utara. Journal of Holistic Education, 2(1), 1–15.
Yuliyanti, E., & Fajar, W. N. (2025). INTEGRASI TEKNOLOGI DALAM ASESMEN FORMATIF: INOVASI PEMBELAJARAN IPS ABAD Ke-21. EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi, 5(2), 290–304. https://doi.org/10.1093/oseo/instance.00208803
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