PERAN ASESMEN FORMATIF DALAM MENINGKATKAN KOMPETENSI SISWA SD

Abstract

This article aims to examine the role of formative assessment in improving the competencies of elementary school students, reviewed from the theoretical perspectives of experts and its relevance to learning practices in Indonesia. Basic education plays a fundamental role in forming the foundation of students’ cognitive, affective, and psychomotor competencies. However, assessment practices in many elementary schools still tend to be oriented towards summative assessments that only serve to provide final grades without providing room for continuous improvement in the learning process. This study uses a library research approach with descriptive-qualitative content analysis techniques on relevant primary and secondary sources. The results of the study indicate that formative assessment, as proposed by Black and Wiliam, Popham, Sadler, Heritage, and Hattie and Timperley, plays a significant role in detecting learning difficulties early, providing meaningful feedback, and encouraging teachers to adjust learning strategies based on students’ real needs. Formative assessment has also been shown to contribute to strengthening affective competencies, such as motivation and learning independence, as well as psychomotor competencies through gradual correction of students’ practical skills. In the context of the Independent Curriculum, formative assessment occupies a strategic position as part of diagnostic assessment and differentiated learning. However, its implementation in the field still faces challenges, including limited teacher time, incomplete conceptual understanding, and an educational culture that remains oriented toward exam results. This article concludes that the effectiveness of formative assessment in improving elementary school students’ competencies depends heavily on teachers’ pedagogical readiness, policy support, and a shift in school culture toward a continuous learning process.