ANALYSIS OF THE RELATIONSHIP OF TEACHER ASSESSMENT WITH CONSTRUCTIVISM LEARNING THEORY IN BUILDING SUSTAINABLE UNDERSTANDING AT SDN KENEP 03
DOI:
https://doi.org/10.32585/dikdasbantara.v7i1.5120Abstract
This study aims to analyze the relationship between teacher assessment and constructivism learning theory in building sustainable understanding in grade IV students at SDN Kenep 03. This type of research is qualitative research. In analyzing the data of this study, researchers used three lines of qualitative data analysis, namely data reduction, data presentation, and conclusion drawing. Constructivism learning theory has an important role in the implementation of assessment activities for students in class IV at SDN Kenep 03. This can be seen from the running of the assessment activities in class IV at SDN Kenep 03. Constructivism theory and assessment are closely related because both emphasize the importance of learner-centered learning. In the viewpoint of constructivism theory, assessment is used to understand how students construct their own knowledge. Assessment as well as constructivism focuses on measuring the understanding that learners have, considering each individual's unique frame of mind. Assessment and constructivism approaches emphasize providing constructive feedback, giving learners opportunities to reflect on their understanding, and encouraging the development of critical thinking in problem solving. Thus, assessment in the context of constructivism not only measures the end result, but also pays attention to the learning process that students experience.
Keywords: Constructivism, Assessment, Comprehension
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