PENERAPAN EVALUASI PEMBELAJARAN TERHADAP PESERTA DIDIK DI SEKOLAH DASAR

Abstract

Learning evaluation is an essential component of the education system, serving as an instrument for measuring and continuously improving the quality of learning. This study aims to analyze the implementation of learning evaluation by teachers at Elementary School X and its impact on improving student learning outcomes. The study used a quantitative approach with a descriptive-correlational design and a pre-test/post-test model. Eighty teachers were selected through a total sampling technique. Data were collected using a validated Likert-scale questionnaire (1–5) (Cronbach's Alpha = 0.89) and documentation of student learning outcomes. Data analysis included descriptive statistics, Pearson correlation tests, paired t-tests, and Cohen's d effect size calculations. The results showed that the average score for the implementation of learning evaluation was in the good category (M = 3.85), with summative (M = 4.35) and formative (M = 4.12) evaluations being the highest dimensions. The average student learning outcomes increased significantly from 64.75 (pre-test) to 76.93 (post-test) with a t-value of 10.234 (p = 0.000 < 0.05) and a large effect size (d = 1.17). The correlation between the implementation of evaluation and learning outcomes was strong positive (r = 0.658; R² = 0.433). The study concluded that the implementation of systematic and comprehensive learning evaluation was proven to be effective in improving student learning outcomes in elementary schools.