Analysis of Competency-Based Assessment (Cognitive, Affective, Psychomotor) at SDIT Miftahul Wildan
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Abstract
This study aims to analyze the implementation of competency-based assessment (cognitive, affective, psychomotor) and classroom-based assessment at SDIT Miftahul Wildan, as well as the integration of these two approaches in supporting students’ competency achievement according to the Independent Curriculum. The study employs a descriptive qualitative approach combined with a literature review. Data were collected through interviews, observations, and documentation involving classroom teachers and subject teachers directly engaged in planning and conducting assessments. Data analysis was conducted through data reduction, data display, and continuous conclusion drawing. The results indicate that competency-based assessment at SDIT Miftahul Wildan is implemented comprehensively, covering the cognitive domain through written tests, oral tests, and assignments; the affective domain through attitude observation, behavior journals, and teacher collaboration; and the psychomotor domain through skill practice both in class and in real-life contexts. Classroom-based assessment is carried out continuously and contextually, allowing teachers to monitor students’ learning progress personally while reflecting on the effectiveness of instructional strategies. The integration of both approaches is evident in the preparation of assessment instruments tailored to class characteristics, student needs, and learning objectives, as well as the use of digital technology for documentation and communication of learning outcomes. Despite challenges related to large class sizes and teacher workload, this integrative practice supports student-centered learning, emphasizes learning processes, and enhances accountability and instructional quality. This study contributes theoretically by enriching the understanding of assessment practices in primary schools and practically by providing strategic recommendations for teachers and educational policymakers in designing effective, responsive, and contextual assessment systems.
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