Development of mathematics learning evaluation instruments for elementary school students
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elementary school mathematics,
higher-order thinking skills,
instrument development,
learning evaluation
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Abstract
This study aims to examine the development of mathematics learning evaluation instruments tailored to the characteristics of elementary school students. The instrument is designed to evaluate cognitive, affective, and psychomotor aspects holistically, in line with a competency-based approach and higher-order thinking skills (HOTS). The method applied is a literature review, which involves collecting, analyzing, and synthesizing data from various relevant scholarly sources related to the development of mathematics learning evaluation instruments for elementary school students. The results indicate that contextual and digital technology-based instruments, such as interactive computer applications, are effective in enhancing students’ understanding of mathematical concepts. Moreover, HOTS-based instruments support students’ critical thinking and problem-solving abilities. However, the main challenges in implementation include limited teacher training and insufficient time to test instrument validity and reliability in the field. This study recommends intensive teacher training, the involvement of educational evaluation experts, and the integration of digital technology to support the development of quality evaluation instruments. With appropriate instruments, the mathematics learning process in elementary schools becomes more accurate, focused, and supportive of students’ overall development.
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