RADIGMA PENILAIAN KELAS DALAM PERSPEKTIF PERUNDANG-UNDANGAN PENDIDIKAN DI INDONESIA

Abstract

This study examines the classroom assessment paradigm from the perspective of

educational legislation in Indonesia, focusing on policy changes and their

implementation in the context of the 2013 Curriculum and the Merdeka Curriculum.

The method used is literature review (library research), analyzing various

regulations, policy documents, and relevant previous studies. The results indicate

that the classroom assessment paradigm in Indonesia has shifted from final exam-

based assessments to more holistic and continuous assessments, encompassing

cognitive, affective, and psychomotor aspects. Authentic assessment, which

measures students' skills in real-world situations through various methods such as

project tasks and portfolios, has become the main principle in the new assessment

policy. However, significant challenges remain in implementation, particularly

regarding the limited understanding and skills of teachers in developing assessment

instruments that align with these principles. The implications of this study highlight

the importance of developing teachers' capacity through ongoing training to enable

them to implement competency-based assessments that comply with existing

regulations. Furthermore, the synergy between educational policy and field

practices is crucial in realizing a more equitable, objective, and effective assessment

system to support the improvement of education quality in Indonesia.