INTEGRASI TEKNOLOGI DALAM ASESMEN FORMATIF: INOVASI PEMBELAJRAN IPS ABAD Ke-21
DOI:
https://doi.org/10.51878/edutech.v5i2.5249Keywords:
asesmen formatif, teknologi digital, IPS, evaluasi pembelajaran, studi literaturAbstract
The digital transformation in education has significantly influenced the evaluation process, particularly in formative assessment. This study aims to systematically review five scholarly articles discussing the implementation of technology-based formative assessment in Social Studies (IPS) learning. The research employed a qualitative literature review method with a content analysis approach to analyze relevant articles. The findings indicate that the use of digital tools such as Kahoot, Quizizz, Google Form, and Padlet can enhance student participation, provide instant feedback, and strengthen active engagement in the learning process. However, the implementation still faces several challenges, including teachers' readiness to use technology, limited device access in schools, and the insufficient ability of these tools to automatically assess open-ended questions. Based on these findings, the study recommends continuous teacher training, the development of more reflective assessment tools, and sufficient infrastructure and policy support to optimize the use of technology-based formative assessment in Social Studies education.
ABSTRAK
Transformasi digital dalam dunia pendidikan telah mendorong perubahan signifikan dalam proses evaluasi pembelajaran, khususnya pada asesmen formatif. Penelitian ini bertujuan untuk meninjau secara sistematis lima artikel ilmiah yang membahas penerapan asesmen formatif berbasis teknologi dalam pembelajaran Ilmu Pengetahuan Sosial (IPS). Metode yang digunakan adalah studi literatur kualitatif dengan pendekatan analisis isi terhadap artikel-artikel yang relevan. Hasil kajian menunjukkan bahwa penggunaan alat digital seperti Kahoot, Quizizz, Google Form, dan Padlet dapat meningkatkan partisipasi siswa, memberikan umpan balik secara cepat, serta memperkuat keterlibatan aktif dalam proses pembelajaran. Meski demikian, penerapannya masih menghadapi sejumlah tantangan, antara lain kesiapan guru dalam menggunakan teknologi, keterbatasan akses perangkat di sekolah, serta kurangnya kemampuan alat dalam menilai soal terbuka secara otomatis. Berdasarkan temuan tersebut, penelitian ini merekomendasikan pelatihan guru secara berkelanjutan, pengembangan alat asesmen yang lebih reflektif, serta dukungan infrastruktur dan kebijakan pendidikan yang memadai guna mengoptimalkan asesmen formatif berbasis teknologi dalam pembelajaran IPS.
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