Desain Model Dan Instrumen Evaluasi Holistik Dalam Mata Pelajaran Matematika Kelas 4 Jenis-Jenis Segitiga

Abstract

Comprehensive learning assessment is a crucial concern in education, particularly at the elementary level. This study aims to design and test a holistic evaluation model and instrument for Grade 4 Mathematics focused on the topic of triangle types. This topic was chosen due to the urgent need to improve assessment systems that still predominantly measure cognitive aspects without considering affective and psychomotor domains. This research used a qualitative descriptive method with a developmental approach. Data were collected through observation, documentation, and trial implementation of the instrument involving 20 fourth-grade students. The evaluation encompassed three domains: cognitive (written test), affective (attitude observation during group work), and psychomotor (triangle drawing and presentation task). The results indicate that the holistic evaluation model provides a more complete and in-depth picture of students’ learning achievements. The average student scores were high across all domains, with the psychomotor domain scoring the highest. These findings highlight the significance of holistic assessment in developing students’ full potential. Holistic evaluation fosters active student engagement, provides meaningful feedback for teachers, and continuously improves learning quality.