Analyzing Formative Test Results for Descriptive Questions on Paragraph Main Ideas in Elementary Students.

Aulia Pramudani; Hetilaniar H; Susanti Faipri Selegi

doi:10.56806/jh.v7i2.433

Authors

Aulia Pramudani Universitas PGRI Palembang
Hetilaniar H Universitas PGRI Palembang
Susanti Faipri Selegi Universitas PGRI Palembang

DOI:

https://doi.org/10.56806/jh.v7i2.433

Keywords:

descriptive questions, main idea of paragraphs, Bloom's taxonomy, Formative test results

Abstract

This study aims to analyse the achievement of formative test results of fifth grade students on the main idea of paragraphs based on Bloom's taxonomy (C1-C6) in elementary schools. This study uses a descriptive quantitative approach. The subjects of this study were 15 students of grade V.B of SD Negeri 1 Makarti Jaya. The instrument used was a formative test in the form of essay questions arranged based on Bloom's taxonomy cognitive level. The research data were obtained through formative test results which were then analyzed using descriptive statistics and percentage of achievement. The results showed that the average score of students was 75 with a median of 77, mode of 75, minimum score of 37, and maximum of 95, and a standard deviation of 17.8. A total of 11 students had achieved learning mastery, while 4 students had not yet completed and needed remedial. After remedial and enrichment, the final results showed that 13 students (86.67%) were in the very good category and 2 students (13.33%) were in the good category. Based on the cognitive level analysis, students' abilities at the low to intermediate levels (C1–C3) are classified as good, while those at the high levels (C4–C6) still need improvement. Thus, it can be concluded that students' formative test results on the main idea of paragraphs are generally in the good category, but efforts are needed to improve higher-order thinking skills.

Downloads

Download data is not yet available.

References

Adawiyah, S. R., & Nofisulastri, N. (2020). Kualitas Peer Assessment sebagai Assessment Formatif. Bioscientist?: Jurnal Ilmiah Biologi, 8(2), 337. https://doi.org/10.33394/bjib.v8i2.3159

Afif Marta, M., Purnomo, D., & Gusmameli. (2024). Konsep Taksonomi Bloom dalam Desain Pembelajaran. Lencana: Jurnal Inovasi Ilmu Pendidikan, 3(1), 227–246. https://doi.org/10.55606/lencana.v3i1.4572

Aji, U. S. (2020). Analisis Higher Order Thinking Skill (Hots) Siswa Madrasah Ibtidaiyah Dalam Menyelesaikan Soal Bahasa Indonesia. ELEMENTARY: Islamic Teacher Journal, 8(2), 377. https://doi.org/10.21043/elementary.v8i2.7440

Aprilianti, A., Hetilaniar, & Nindiati, D. S. (2025). The Effect of Scramble Learning Model on Learning Motivation in Indonesian Language for Second Grade Students. Jurnal Gentala Pendidikan Dasar, 10(2), 275–290. https://doi.org/10.22437/gentala.v4i1

Dzambiyah, A., Rakhman, P. A., & Rokmanah, S. (2024). Analisis Kesulitan Siswa SD Dalam Mengidentifikasi Ide Pokok Paragraf Di SDN Sempu 2. Jurnal Review Pendidikan Dasar?: Jurnal Kajian Pendidikan Dan Hasil Penelitian, 10(1), 17–23. https://doi.org/10.26740/jrpd.v10n1.p17-23

Huljannah, M. (2021). Pentingnya Proses Evaluasi Dalam Pembelajaran Di Sekolah Dasar. 2(2), 164–180.

Ismail Ilyas, M. (2020). Evaluasi Pembelajaran?: Konsep dasar, Prinsip, Teknik, dan Prosedur (V. PRAJNA, Ed.). Rajawali, PRESS.

Khalimatusadiyah, A., Khoiri, E. N. (2024). Langkah Penilaian Sumatif Guru PAI Dalam Mata Pelajaran Fiqih di MI Ma’arif Patihan Kidul. Muaddib: Jurnal Pendidikan Agama Islam, 2(2), 354–364. https://ejournal.insuriponorogo.ac.id/index.php/muaddib

Kiranti, W. A., Selegi, S. F., & Lian, B. (2023). Literasi Baca Tulis Dalam Pembelajaran Bahasa Indonesia Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas V SD Negeri Bangun Harjo. BADA’A: Jurnal Ilmiah Pendidikan Dasar, 5(2), 179–193. https://doi.org/10.37216/badaa.v5i1.1057

Kusuma, A. S., & Nurmawanti, I. (2023). Pengembangan Soal-Soal Literasi dan Numerasi Berbasis High Order Thinking Skills (HOTS) untuk Siswa Sekolah Dasar (SD). Jurnal Ilmiah Profesi Pendidikan, 8(1), 516–523. https://doi.org/10.29303/jipp.v8i1.1313

Magdalena, I., Wahyuni, H., Imelda, M. I.. (2020). Analisis Evaluasi Formatif Pada Materi Kewajiban, Hak Dan Tanggung Jawab Pelajaran Pkn Kelas V Sdn Salembaran Iii. Jurnal Pendidikan Dan Dakwah, 2, 255–269. https://ejournal.stitpn.ac.id/index.php/pandawa

Maulidyah,R. L., & Zainuddin, A. (2022). Implementasi Tes Formatif Berbasis Multirepresentasi Untuk Analisis Pemahaman Konsep Siswa. Jurnal Penelitian Pembelajaran Fisika, 13(1), 1–8. https://doi.org/10.26877/jp2f.v13i1.11317

Mubin, M., Juniar, S., & Islam, U. (2023). Pembelajaran Bahasa Indonesia di Sekolah Dasar. (2003), 554–559. https://doi.org/10.47709/educendikia.v3i03.3429

Putri, H., Susiani, D., Wandani, nabilla setya, & Putri, fia alifah. (2024). Instrumen Penilaian Hasil Pembelajaran Kognitif Pada uraiandan Tes Objektif. Jurnal Publikasi Pendidikan Dasar (Papeda), 2(4), 86–96. https://doi.org/10.54066/jupendis.v2i4.2159

Ramdani, N. G., Fauziyyah, (2023). Definisi Dan Teori Pendekatan, Strategi, Dan Metode Pembelajaran. Indonesian Journal of Elementary Education and Teaching Innovation, 2(1), 20. https://doi.org/10.21927/ijeeti.2023.2(1).20-31

Rosyidi, D. (2020). Teknik dan Instrumen Asesmen Ranah Kognitif. 2(April), 1–13. https://ejournal.kopertais4.or.id/pantura/index.php/tasyri/article/view/3479/2482

Sanusi, R. N. A., & Aziez, F. (2021). Analisis Butir Soal Tes Objektif dan Subjektif untuk Keterampilan Membaca Pemahaman pada Kelas VII SMP N 3 Kalibagor. Metafora: Jurnal Pembelajaran Bahasa Dan Sastra, 8(1), 99. https://doi.org/10.30595/mtf.v8i1.8501

Selegi, S. F., Murniyanti, L., Irawan, D. B., & Tanzimah. (2024). Konsep Belajar Dalam kurikulum Merdeka. Azka Pustaka.

Tiyas, D. A. C., Mushafanah, Q., Wakhyudin, H., & Darsimah, D. (2023). Model Problem Based Learning Untuk Meningkatkan Kemampuan Menentukan Ide Pokok Paragraf. Jurnal Educatio FKIP UNMA, 9(2), 709–715. https://doi.org/10.31949/educatio.v9i2.4819

Ulfah, & Arifudin, O. (2023). Analisis Teori Taksonomi Bloom pada Pendidikan di Indonesia. Jurnal Al-Amar, 4(1), 13–22