Analysis of Classroom-Based Mathematics Learning Evaluation at Public Elementary School Jajar 01: A Qualitative Study
Article Sidebar
Main Article Content
Abstract
This study aims to analyze the practice of classroom-based mathematics learning evaluation carried out by grade IV teachers at Public Elementary School Jajar 01, as well as identify the challenges faced in its implementation. The focus of the research is directed at how teachers structure, implement, and follow up on learning evaluations in a contextual and reflective manner. This study uses a qualitative descriptive approach with data collection techniques in the form of in-depth interviews, direct observations, and documentation. The subjects of the study are homeroom teachers of grade IV and supporting documents such as Student Worksheet, test results, and teaching modules. The results of the study show that learning evaluation is not only carried out in the form of written tests, but also through project evaluations, diagnostic assessments, and the provision of constructive formative feedback. Teachers also involve parents in the evaluation process through periodic communication aimed at increasing students' motivation to learn at home. The use of concrete media in evaluation has been proven to help students' understanding of mathematical concepts, especially in abstract materials. Although there are still challenges such as time constraints and the dominance of conventional tests, the evaluation practices implemented have shown a direction towards more inclusive, participatory, and development-oriented assessments. These findings provide important implications for other elementary school teachers to develop more meaningful evaluation practices and empower students as active and reflective learners.
Article Details
Section
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
References
Alsarawi, A. A. (2024). Managing and learning from the practicum challenges of graduate entry pre-service teachers of students with learning disabilities: A case study. Teaching and Teacher Education, 145, 104636. https://doi.org/10.1016/j.tate.2024.104636
Bennett, S., Bishop, A., Dalgarno, B., Waycott, J., & Kennedy, G. (2012). Implementing Web 2.0 technologies in higher education: A collective case study. Computers & Education, 59(2), 524–534. https://doi.org/10.1016/j.compedu.2011.12.022
Blannin, J., Wood, C., Stubbs, P., & Hattie, J. (2024). Informing professional learning interventions with evidence-based analysis of student feedback: Implications for software use and learning clarity. Computers and Education Open, 7, 100211. https://doi.org/10.1016/j.caeo.2024.100211
Boehme, R., Coors, S., Oster, P., Munser-Kiefer, M., & Hilbert, S. (2024). Machine learning for spelling acquisition: How accurate is the prediction of specific spelling errors in German primary school students? Computers and Education: Artificial Intelligence, 6, 100233. https://doi.org/10.1016/j.caeai.2024.100233
Bortes, C., & Giota, J. (2024). Beyond academics: Links from teaching practices in Swedish schools to students’ achievements and mental health complaints. Learning and Instruction, 92, 101937. https://doi.org/10.1016/j.learninstruc.2024.101937
Chen, A. S. (2024). Study on teaching practices of multicultural competences: Fostering a cultural connection between new immigrant females and undergraduate students. International Journal of Intercultural Relations, 100, 101968. https://doi.org/10.1016/j.ijintrel.2024.101968
Chen, X., Chen, Y., Yu, X., Wei, J., & Yang, X. (2024). The impact of family socioeconomic status on parental involvement and student engagement during COVID-19 in promoting academic achievement: A longitudinal study in Chinese children. Journal of Experimental Child Psychology, 246, 105992. https://doi.org/10.1016/j.jecp.2024.105992
Dasruth, J., Naicker, S. R., & Smith, C. (2024). Teachers’ perceptions of principals’ digital leadership practices in a school district in a developing country. Social Sciences & Humanities Open, 10, 101192. https://doi.org/10.1016/j.ssaho.2024.101192
Gebremariam, H. G., Taye, S., & Tarekegn, A. G. (2024). Parent concrete strength effects on the quality of recycled aggregate concrete: A review. Heliyon, 10(4), e26212. https://doi.org/10.1016/j.heliyon.2024.e26212
Halitaj, A., & Zubiaga, A. (2024). Providing citations to support fact-checking: contextualizing detection of sentences needing citation on small wikipedias. Natural Language Processing Journal, 8, 100093. https://doi.org/10.1016/j.nlp.2024.100093
Hang, Y., & Zhang, X. (2023). Intercultural competence developmental processes of university and college students as three types of transition – A systematic review. International Journal of Intercultural Relations, 92, 101748. https://doi.org/10.1016/j.ijintrel.2022.101748
Hooshyar, D., Weng, X., Sillat, P. J., Tammets, K., Wang, M., & Hämäläinen, R. (2024). The effectiveness of personalized technology-enhanced learning in higher education: A meta-analysis with association rule mining. Computers & Education, 223, 105169. https://doi.org/10.1016/j.compedu.2024.105169
Imani, M., & Montazer, G. A. (2019). A survey of emotion recognition methods with emphasis on E-Learning environments. Journal of Network and Computer Applications, 147, 102423. https://doi.org/10.1016/j.jnca.2019.102423
Kahmann, R., Droop, M., & Lazonder, A. W. (2024). Dutch elementary school teachers’ differentiation practices during Science and technology lessons. Teaching and Teacher Education, 145, 104626. https://doi.org/10.1016/j.tate.2024.104626
Krishnan, K. V., Venugopalan, M., & Sahib, P. R. (2024). Tailoring success: How individualised learning and increased awareness can combat dropout in skill development programs. Journal of Open Innovation: Technology, Market, and Complexity, 10(4), 100430. https://doi.org/10.1016/j.joitmc.2024.100430
Lavigne, H. J., Presser, A. L., Rosenfeld, D., Cuellar, L., Vidiksis, R., Ferguson, C., Wolsky, M., & Andrews, J. (2023). Computational thinking with families: Studying an at-home media intervention to promote joint media engagement between preschoolers and their parents. Early Childhood Research Quarterly, 65, 102–114. https://doi.org/10.1016/j.ecresq.2023.05.009
Nickl, M., Sommerhoff, D., Radkowitsch, A., Huber, S. A., Bauer, E., Ufer, S., Plass, J. L., & Seidel, T. (2024). Effects of real-time adaptivity of scaffolding: Supporting pre-service mathematics teachers’ assessment skills in simulations. Learning and Instruction, 94, 101994. https://doi.org/10.1016/j.learninstruc.2024.101994
Peck, L., & Kavanagh, S. S. (2024). Learning to give feedback to student writers: A systematic review of research on field-based experiences for pre-service writing teachers. Teaching and Teacher Education, 144, 104602. https://doi.org/10.1016/j.tate.2024.104602
Peng, L., Xiong, S., Li, J., Wang, M., & Wong, F. K. Y. (2024). Promoting psychological support services for parents of children with sarcoma through health-social partnership: A quality improvement project. Journal of Pediatric Nursing, 77, e583–e592. https://doi.org/10.1016/j.pedn.2024.05.025
Peng, R., Razak, R. A., & Halili, S. H. (2024). Exploring the role of attitudes, self-efficacy, and digital competence in influencing teachers’ integration of ICT: A partial least squares structural equation modeling study. Heliyon, 10(13), e34234. https://doi.org/10.1016/j.heliyon.2024.e34234
Pettigrew, J., Golieb, K., & Winokur, M. (2024). Service navigation and concrete supports from a family perspective: A preventative and community-based approach to child welfare. Children and Youth Services Review, 163, 107793. https://doi.org/10.1016/j.childyouth.2024.107793
Powell, A. B. (2023). Enhancing students’ fraction magnitude knowledge: A study with students in early elementary education. The Journal of Mathematical Behavior, 70, 101042. https://doi.org/10.1016/j.jmathb.2023.101042
Primor, L., & Barzilai, S. (2024). Teachers’ perceptions of the epistemic aims and evaluation criteria of multiple text integration. Contemporary Educational Psychology, 77, 102270. https://doi.org/10.1016/j.cedpsych.2024.102270
Rehman, N., Huang, X., Mahmood, A., AlGerafi, M. A. M., & Javed, S. (2024). Project-based learning as a catalyst for 21st-Century skills and student engagement in the math classroom. Heliyon, 10(23), e39988. https://doi.org/10.1016/j.heliyon.2024.e39988
Rojas-Bravo, J., Fromm, G., & Carrasco-Ogaz, D. (2024). School conditions and principal practices promoting instructional data use in high-stakes accountability systems. Studies in Educational Evaluation, 83, 101399. https://doi.org/10.1016/j.stueduc.2024.101399
Roque-Hernández, R. V., López-Mendoza, A., & Salazar-Hernandez, R. (2024). Perceived instructor presence, interactive tools, student engagement, and satisfaction in hybrid education post-COVID-19 lockdown in Mexico. Heliyon, 10(6), e27342. https://doi.org/10.1016/j.heliyon.2024.e27342
Strømskag, H. (2024). Complementary dimensions of the theory of didactic situations in mathematics and the theory of social interactionism: synthesizing the topaze effect and the funnel pattern. The Journal of Mathematical Behavior, 76, 101194. https://doi.org/10.1016/j.jmathb.2024.101194
Vlachopoulos, D., & Makri, A. (2024). A systematic literature review on authentic assessment in higher education: Best practices for the development of 21st century skills, and policy considerations. Studies in Educational Evaluation, 83, 101425. https://doi.org/10.1016/j.stueduc.2024.101425
Volk, M., Cotič, M., Zajc, M., & Istenic Starcic, A. (2017). Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes. Computers & Education, 114, 1–23. https://doi.org/10.1016/j.compedu.2017.06.004
Vuk, S. (2023). Development of creativity in elementary school. Journal of Creativity, 33(2), 100055. https://doi.org/10.1016/j.yjoc.2023.100055
Wang, J., Zhou, H., Chen, S., Tong, H., & Yang, Y. (2024). How teachers support secondary school students to become self-regulated learners in technology-enhanced language learning. System, 123, 103313. https://doi.org/10.1016/j.system.2024.103313
Wong, A. K. C., Chan, E. A., Chung, B. P. M., Lai, T. K. H., & Ho, A. K. Y. (2023). Predictors of nursing students’ intentions to participate in an internationalization-at-home program: The roles of expectancies for success and subjective task value. Nurse Education Today, 129, 105918. https://doi.org/10.1016/j.nedt.2023.105918
Yao, Y., Yu, S., Zhu, X., Zhu, S., & Pang, W. (2024). Examining the mindsets toward students’ writing competence and feedback-giving practices of Chinese University English writing teachers. Studies in Educational Evaluation, 80, 101318. https://doi.org/10.1016/j.stueduc.2023.101318
Yazici, G., & Dogan, F. (2024). Fostering metacognition in the design studio: The effect of minimal interventions on architectural students’ metacognitive awareness. Thinking Skills and Creativity, 54, 101651. https://doi.org/10.1016/j.tsc.2024.101651
Zou, W., Purington Drake, A., Masur, P. K., Whitlock, J., & Bazarova, N. N. (2024). Examining learners’ engagement patterns and knowledge outcome in an experiential learning intervention for youth’s social media literacy. Computers & Education, 216, 105046. https://doi.org/10.1016/j.compedu.2024.105046