STUDI LITERATUR: ASESMEN FORMATIF SEBAGAI SARANA UMPAN BALIK EFEKTIF BAGI PESERTA DIDIK
DOI:
https://doi.org/10.51878/learning.v6i4.15000Keywords:
asesmen formatif, umpan balik belajar, Peserta didikAbstract
Formative assessment is a key element in modern learning systems that functions as a means of providing continuous feedback to improve the quality of the learning process and student learning outcomes. This study aims to examine the concept, role, and impact of formative assessment as an effective feedback mechanism in the context of primary education. Using a narrative review approach, this study analyzes and synthesizes 25 relevant scientific articles published between 2019 and 2025, obtained through reputable academic databases. The analysis was conducted through a narrative synthesis process, which includes identifying key findings, categorizing themes, and conceptual integration. The results show that formative assessment contributes significantly to increasing learning motivation, active engagement, and students' reflective abilities. Feedback that is provided constructively and in a directed manner encourages students to develop metacognitive awareness and independent learning. In addition, this study confirms that the effectiveness of formative assessment is strongly influenced by the quality of teacher-student interaction, the clarity of learning objectives, and the consistency of feedback implementation. Theoretically, this article strengthens the integration between constructivism theory, self-regulated learning, and mastery learning in the context of competency-based assessment. Practically, the results of this study provide a conceptual foundation for educators and policymakers to design learning systems that are oriented toward reflective feedback and the continuous growth of students.
ABSTRAK
Asesmen formatif merupakan elemen kunci dalam sistem pembelajaran modern yang berperan sebagai sarana pemberian umpan balik berkelanjutan untuk meningkatkan kualitas proses dan hasil belajar peserta didik. Penelitian ini bertujuan untuk mengkaji konsep, peran, dan dampak asesmen formatif sebagai mekanisme umpan balik efektif dalam konteks pendidikan dasar. Menggunakan pendekatan narrative review, penelitian ini menelaah dan mensintesis 25 artikel ilmiah yang relevan dan terpublikasi antara tahun 2019 hingga 2025, yang diperoleh melalui basis data akademik bereputasi. Analisis dilakukan melalui proses narrative synthesis yang meliputi identifikasi temuan utama, kategorisasi tema, dan integrasi konseptual. Hasil penelitian menunjukkan bahwa asesmen formatif berkontribusi signifikan terhadap peningkatan motivasi belajar, keterlibatan aktif, serta kemampuan reflektif peserta didik. Umpan balik yang diberikan secara konstruktif dan terarah mendorong peserta didik mengembangkan kesadaran metakognitif dan kemandirian belajar. Selain itu, penelitian ini menegaskan bahwa efektivitas asesmen formatif sangat dipengaruhi oleh kualitas interaksi guru-siswa, kejelasan tujuan pembelajaran, serta konsistensi penerapan umpan balik. Secara teoretis, artikel ini memperkuat integrasi antara teori konstruktivisme, self-regulated learning, dan mastery learning dalam konteks asesmen berbasis kompetensi. Secara praktis, hasil kajian ini memberikan landasan konseptual bagi pendidik dan pembuat kebijakan untuk merancang sistem pembelajaran yang berorientasi pada umpan balik reflektif dan pertumbuhan berkelanjutan peserta didik.
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