Praktik Assessment of Learning pada Evaluasi Matematika SMP: Studi Kasus Guru

Abstract

This study aimed to describe assessment of learning practices in the evaluation of mathematics learning at junior secondary schools (SMP), covering reflection on assessment, the determination of criteria, instrument selection, student involvement, the use of evaluation results, and implementation challenges. The study employed a qualitative approach with a case study design. Data were collected through interviews with mathematics teachers and analyzed descriptively according to themes in assessment practice. The interview findings showed that teachers reflected on assessment through collegial discussions and feedback, considered a range of mathematical competencies when determining criteria, and aligned instruments with learning objectives and student characteristics. The reported forms of assessment included written tests, oral tests, performance assessment, portfolios, self-assessment, and peer assessment. Evaluation results were used to inform the planning of subsequent instruction and remediation. The main challenges included difficulties in assessing problem-solving and critical thinking skills, as well as low motivation among some students. The reported practices reflect teachers’ efforts to integrate multiple sources of evidence into the assessment of learning outcomes, although operational indicators, rubrics, and transparency in assessment decision-making still need to be strengthened. These findings provide a contextual account of mathematics assessment practices in junior secondary schools and indicate aspects that need to be strengthened in their implementation. Because the study was based on interviews, further research using observation and document analysis is needed to examine the technical implementation of assessment in greater depth.