EFL TEACHERS’ PERCEPTION ON THE PROCESS OF ASSESSING STUDENTS IN IMPLEMENTING MERDEKA BELAJAR CURRICULUM AT JUNIOR HIGH SCHOOL 4 JEMBER

Watin, Kafil Hidayah (2023) EFL TEACHERS’ PERCEPTION ON THE PROCESS OF ASSESSING STUDENTS IN IMPLEMENTING MERDEKA BELAJAR CURRICULUM AT JUNIOR HIGH SCHOOL 4 JEMBER. Undergraduate thesis, UIN KHAS Jember.

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Abstract

Extensive studies on the implementation of Merdeka Belajar curriculum has been conducted. However, it is rarely connected to EFL teachers' perception of the assessment in Merdeka Belajar curriculum. For this reason, this study aims to investigate how is the process of assessing student in implementing Merdeka Belajar curriculum as well as EFL teachers' perception about the assessment in implementing Merdeka Belajar curriculum.
This study employed a qualitative design. It involved 2 participants EFL teachers in junior high school 4. The data were garnered from the interviews, observation and document review. The collected data were analyzed using content analyses proposed by Miles and Huberman (2014). The technique consists of data collection, data condensation, data display and drawing conclusion. In order to check the trustworthiness of data the researcher used source and technique triangulation.
Findings showed that in the process of assessing students in implementing Merdeka Belajar curriculum, namely; (1) there are three types of assessment in Merdeka Belajar curriculum implemented at junior high school 4 namely: diagnostic assessment, formative assessment and summative assessment. (2) Diagnostic assessment was conducted before process of learning and it divided into two types diagnostic cognitive and non-cognitive. (3) Formative assessment was conducted to measures students' readiness and progres of student through process of learning. It divided into two types, formative assessment in the beginning of learning and ongoing process of learning. (4) Summative assessment was conducted in a certain period and it aims to measure students' learning outcomes and students' learning objectives. It divided into three types namely; summative material test, summative the last of semester, summative last of phase.
In addition, finding shows about EFL teachers’ perception about the assessment in implementing Merdeka Belajar curriculum, namely; (1) Assessing students in implementing Merdeka Belajar curriculum can make it easier for teachers because Merdeka Belajar curriculum is flexible for teachers to conduct assessments or not if students' daily progress is in accordance with the learning objectives (2) Yet, assessing students in Merdeka Belajar curriculum can be difficult because teachers must prepare different assessment rubrics when the results of students' projects are different and this is called differentiation product. (3) However, in assessing the variety of students’ product teacher can collaborate with others subject teacher

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