THE IMPLEMENTATION OF ASSESSMENTS BASED ON MERDEKA CURRICULUM IN TEACHING WRITING AT PHASE E AT SMAN 6 KEDIRI

Asrori, Chandra Iman (2025) THE IMPLEMENTATION OF ASSESSMENTS BASED ON MERDEKA CURRICULUM IN TEACHING WRITING AT PHASE E AT SMAN 6 KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

By mastering writing skills in English, learners will have greater opportunities to interact using a variety of texts. English writing skills align with the focus of general English language learning in Phases E and F, which focuses on strengthening spoken and written language with a target of CEFR B1. So, teachers must conduct assessments by process standards and assessment standards during the learning process, which is used to find evidence of the achievement of learning objectives, especially the learning outcomes of the English subject in the writing element in Phase E. The research purposes are 1) to describe the implementation assessment process, 2) to find the strengths of implementing assessment, and 3) to find the challenges of implementing assessment based on the Merdeka Curriculum in teaching writing at Phase E in SMAN 6 Kediri. The research used a qualitative approach, with a case study as the research type. The subjects of the research method were Mr. S, an English teacher, and 1 class, X-1, including 34 students. The sources of data were an English teacher and the teaching and learning process. Techniques for collecting data included participatory observation, structured interviews, and documentation. Techniques for analyzing data include organizing and familiarizing, coding and reducing, interpreting, and representing. Data validity emphasized credibility and used technique triangulation. The findings about the assessment process had two activities: for planning, a teacher created teaching materials, teaching modules, and teaching support tools. While for implementing, a teacher conducted formative and summative assessments. Moreover, a reflection was also performed. The strengths had three aspects. The challenges had three aspects. The conclusion about the assessment process showed that planning had fulfilled the teacher's and students' needs based on learning and assessment guidelines in the Merdeka Curriculum. While implementing, formative assessments were implemented to suit the purpose of implementing learning and assessment based on the Merdeka Curriculum, but not with summative assessment. The strengths showed that various kinds of assessments were implemented, the realization of the Pancasila student profile, and the realization of learning outcomes for the English subject in writing and presenting elements at Phase E. The challenges in the assessment process include inappropriate time allocation, inappropriate assessment, and a lack of understanding of students. Suggestions for English teachers to conduct the learning and assessment, including planning, implementing, processing and reporting assessment results, reflection, and follow-up on learning and assessment based on learning and assessment guidelines.

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