ASESMEN FORMATIF DALAM PERKEMBANGAN KOGNITIF ANAK USIA 5-6 TAHUN DI TK AISYIYAH BUSTANUL ATHFAL 06
Abstract
This study aims to describe the formative assessment methods and instruments used by teachers to support the cognitive development of children aged 5–6 years at TK Aisyiyah Bustanul Athfal 06. The study used a qualitative descriptive approach. The research subjects were two classroom teachers of Group B. Data were collected through interviews and documentation, then analyzed through data reduction, data display, and conclusion drawing. The findings show that teachers used observation, interviews or conversations, and portfolios as formative assessment methods. Observation was carried out by paying attention to children's activities during learning, interviews or conversations were conducted through simple questions to identify children's understanding, and portfolios were used through collections of children's activity results to observe development over time. The formative assessment instruments used were checklists, anecdotal records, portfolios, and observation sheets. Checklists were used to record children's development according to predetermined indicators, anecdotal records to document specific events or abilities, portfolios to collect children's work, and observation sheets to record teachers' observations during learning activities. The use of these methods and instruments provides teachers with information about children's cognitive development during the learning process.
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