Penilaian Pembelajaran Matematika Berbasis Pendekatan Pembelajaran Mendalam
DOI:
https://doi.org/10.53696/venn.v5i5.633Keywords:
Deep Learning, Mathematics Assessment, Higher-Order Thinking Skills, Formative FeedbackAbstract
Mathematics assessment needs to capture not only students’ final answers but also their conceptual understanding, reasoning, and reflection. This study examines the implementation of mathematics assessment based on the deep learning approach at SMP Negeri 1 Parepare, focusing on assessment planning, instrument characteristics, classroom practices, feedback, and students’ responses. A descriptive qualitative design was selected to examine assessment practices in their natural school context. Participants comprised one mathematics teacher and two ninth-grade students selected purposively because they could provide information relevant to the research focus. Data were collected through classroom observation, interviews, and document analysis, then analyzed through data reduction, data display, and conclusion drawing. Methodological triangulation was used to strengthen credibility. The findings indicate that assessment planning emphasizes conceptual understanding and connections among mathematical concepts, but evaluation and creation are not explicitly represented and assessment rubrics are not yet systematic. Instruments include reasoning and reflection but are dominated by closed-ended tasks, limiting opportunities to demonstrate alternative solution strategies. Classroom practices encourage explanation and discussion, although higher-order questioning and contextual integration are inconsistent. Feedback is immediate and constructive but is mostly oral and not systematically documented. Students described assessment as challenging and supportive of analysis, while reporting difficulties with numerical operations, formula selection, and learning motivation. The study suggests strengthening alignment among learning objectives, open-ended assessment tasks, analytic rubrics, and documented formative feedback. Because the study involved a small number of participants in one school, the findings are context-specific and should not be generalized without further research.
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