ANALYZING FORMATIVE ASSESSMENT IN CITIZENSHIP GRADUATE PROFILE STRENGTHENING PROJECTS

Abstract

This study aims to analyze the implementation of formative assessment in the Civic Graduation Profile Strengthening Project (P3LK) to understand its effectiveness in shaping student character. This study uses a descriptive qualitative method conducted at SDN Larangan 2, involving teachers, students, and the principal as key informants. Data collection was carried out through participatory observation, in-depth interviews, and documentation studies. Data validity was tested using source and technique triangulation, while data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawing. The results show that the practice of formative assessment in P3LK is not yet fully optimal due to teachers' lack of understanding of process assessment instruments and constructive feedback. Nevertheless, formative assessment has been proven to increase student engagement in self-reflection related to citizenship values. This study recommends the need for intensive training for educators on various formative assessment strategies and the development of assessment rubrics that are more adaptive to the dynamics of the civic graduate profile strengthening project.