ANALYSIS OF ELEMENTARY SCHOOL TEACHERS^ CONSTRAINTS IN IMPLEMENTING CLASSROOM LEARNING EVALUATION Dewi Laras Tuti (a), Tia Citra Bayuni (b*), Titin Sunaryati (c), Shabrina Safinatun Najah (d), Syahrani Subagyo (e), Nurul Hidayah Darobi (f), Mardiana (g)
Elementary School Teacher Education, Pelita Bangsa University, Bekasi, Indonesia.
Abstract
This study aims to analyze the obstacles faced by elementary school teachers in implementing learning evaluation using a descriptive quantitative approach. Data were obtained through a questionnaire to 54 elementary school teachers in the Bekasi area and its surroundings with 25 statements covering instrument development, result processing, evaluation formats, and student factors. The results showed an average score of 3.01 on a scale of 4, categorized as moderate. The majority of respondents agreed (55.5%) and strongly agreed (24.5%) that there were obstacles to learning evaluation. The highest obstacles were in evaluation planning (82.41%), followed by evaluation result assessment (81.48%), evaluation instrument use (74.54%), and student factors (71.30%). The main difficulties included processing student scores and students^ low understanding of evaluation questions. These findings indicate the need to improve teachers^ assessment competencies, provide supporting facilities, and provide ongoing professional training.
