IMPLEMENTASI EVALUASI SUMATIF PADA MATA PELAJARAN IPS DI SEKOLAH DASAR: TANTANGAN DAN SOLUSI
Keywords:
evaluasi sumatif, IPS, Sekolah Dasar, tantangan, solusiAbstract
Penelitian ini membahas implementasi evaluasi sumatif pada mata pelajaran Ilmu Pengetahuan Sosial (IPS) di Sekolah Dasar, dengan fokus pada tantangan yang dihadapi guru dan solusi yang dapat diterapkan untuk meningkatkan efektivitasnya. Evaluasi sumatif merupakan bagian penting dalam mengukur pencapaian kompetensi siswa setelah proses pembelajaran, namun dalam praktiknya seringkali menghadapi berbagai kendala. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Data diperoleh melalui wawancara, observasi, dan dokumentasi dari guru IPS di beberapa Sekolah Dasar. Hasil penelitian menunjukkan bahwa tantangan utama dalam implementasi evaluasi sumatif meliputi keterbatasan waktu, kesulitan dalam merancang soal yang sesuai dengan level kemampuan siswa, serta kurangnya sumber daya dan pelatihan guru dalam menyusun evaluasi yang valid dan reliabel. Selain itu, variasi kemampuan siswa dan minimnya pemanfaatan teknologi juga menjadi hambatan dalam proses evaluasi. Solusi yang ditawarkan mencakup pelatihan intensif bagi guru dalam perancangan instrumen evaluasi, penggunaan teknologi untuk mempermudah proses evaluasi, serta penerapan pendekatan evaluasi berbasis kompetensi untuk mengakomodasi keragaman siswa. Temuan penelitian ini diharapkan dapat menjadi acuan bagi para pendidik dan pemangku kebijakan dalam meningkatkan kualitas evaluasi sumatif di Sekolah Dasar, khususnya pada mata pelajaran IPS.
Abstract
This study discusses the implementation of summative evaluation in Social Studies (IPS) subjects in Elementary Schools, focusing on the challenges faced by teachers and solutions that can be applied to improve its effectiveness. Summative evaluation is an important part of measuring student competency achievement after the learning process, but in practice it often faces various obstacles. This study uses a qualitative approach with a descriptive method. Data were obtained through interviews, observations, and documentation from IPS teachers in several Elementary Schools. The results of the study indicate that the main challenges in implementing summative evaluation include time constraints, difficulties in designing questions that are appropriate to students' ability levels, and lack of resources and teacher training in compiling valid and reliable evaluations. In addition, variations in student abilities and minimal use of technology are also obstacles in the evaluation process. The solutions offered include intensive training for teachers in designing evaluation instruments, using technology to facilitate the evaluation process, and implementing a competency-based evaluation approach to accommodate student diversity. The findings of this study are expected to be a reference for educators and policy makers in improving the quality of summative evaluation in Elementary Schools, especially in IPS subjects
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