An Analysis of the Alignment Between Learning Assessment Techniques and the Pancasila Student Profile in Indonesian Primary Schools

Abstract

This study examines the extent to which learning assessment techniques in Indonesian primary schools align with the objectives of the Pancasila Student Profile (PSP). Employing a qualitative research design through a literature review method, data were collected from relevant journals, academic books, and policy documents published within the last five years. The analysis indicates that current assessment practices predominantly emphasize cognitive domains, with minimal attention to affective and psychomotor aspects. This discrepancy poses a significant challenge to achieving the intended outcomes of the PSP within the framework of the Merdeka Curriculum. The study recommends the adoption of comprehensive assessment models, such as the CIPP (Context, Input, Process, Product) approach, alongside enhanced teacher professional development, to create evaluation instruments that effectively measure character values, including collaboration, independence, and critical thinking. Theoretically, this article contributes to the development of character-based assessment frameworks and provides practical insights for educators and education policymakers.