Formative Assessment in Kurikulum Merdeka for Ornamental Drawing Lessons in Secondary School

Abstract

This study aims to identify the form of formative assessment instruments used by teachers and to understand the implementation of formative assessment within Kurikulum Merdeka in ornamental drawing lessons at the secondary school level. The research employs a descriptive qualitative approach with activity analysis methods. Primary and secondary data were obtained through interviews and observations. The sample in this study consists of eight cultural arts teachers from secondary schools. The results indicate that the application of formative assessment in learning leads to students achieving good learning outcomes because teachers can identify students' strengths and weaknesses, thus facilitating the improvement of the learning process and focusing on indicators such as the process of cultural arts (decorative patterns) learning in class, the form of formative assessment instruments, the implementation of formative assessment, and examining the strengths and weaknesses of formative assessment implementation. Furthermore, the implementation of formative assessment has been well-executed in the learning process, as observed directly by the researchers during the learning activities and the teachers' evaluation methods. Formative assessment in ornamental drawing lessons at the secondary school level applies three assessment instruments within one sub-chapter or material, including knowledge, attitude, and skill assessments. Teachers conduct formative assessments for each sub-material, and the evaluations cover the three aspects in every session.