IMPLEMENTASI PENILAIAN KURIKULUM MERDEKA DI SD ISLAM ASSALAM BANDAR LAMPUNG

SILPA, Sunirman (2025) IMPLEMENTASI PENILAIAN KURIKULUM MERDEKA DI SD ISLAM ASSALAM BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan implementasi penilaian kurikulum merdeka di SD Islam Assalam Bandar Lampung. Metode penelitian yang digunakan adalah penelitian kualitatif dengan data deskriptif. Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Teknik analisis data dalam penelitian ini yakni reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa implementasi penilaian kurikulum merdeka di SD Islam Assalam sudah terlaksanakan dengan baik dan optimal. Terdapat 9 dari 12 indikator penilaian dengan indikator baik. Indikator tersbut meliputi penilaian kinerja, tes tertulis, tes lisan, ujian tertulis, sumatif tengah semester, sumatif akhir semester, diagnostik kognitif, dan diagnostik non kognitif. Sedangkan indikator penugasan, tugas projek, dan portofolio dalam kategori kurang baik. Dengan demikian penilaian yang dilaksanakan oleh guru diharapkan dapat memotivasi peserta didik untuk terus belajar dan mengembangkan kompetensi peserta didik. Kata kunci: penilaian kurikulum merdeka iii ABSTRACT This study aims to describe the implementation of the independent curriculum assessment at SD Islam Assalam Bandar Lampung. The research method used is qualitative research with descriptive data. Data collection techniques using interviews, observations, and documentation. Data analysis techniques in this study are data reduction, data presentation, and drawing conclusions. The results of this study indicate that the implementation of the independent curriculum assessment at SD Islam Assalam has been carried out well and optimally. There are 9 out of 12 assessment indicators with good indicators. These indicators include performance assessments, written tests, oral tests, written exams, mid-semester summatives, end-of-semester summatives, cognitive diagnostics, and non-cognitive diagnostics. While the assignment indicators, project assignments, and portfolios are in the poor category. Thus, the assessment carried out by teachers is expected to motivate students to continue learning and developing student competencies. Keywords: independent curriculum assessment

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