Efektivitas Asesmen Sumatif dalam Mengidentifikasi Kemampuan Kognitif Siswa pada Mata Pelajaran Fikih di Madrasah Tsanawiyah
DOI:
https://doi.org/10.20414/elhikmah.v19i1.14022Keywords:
asesmen sumatif, kemampuan kognitif, madrasah tsanawiyah, evaluasi pembelajaran, pembelajaran FikihAbstract
Abstrak: Asesmen sumatif merupakan instrumen evaluasi yang berfungsi mengukur pencapaian belajar siswa pada akhir suatu periode pembelajaran. Dalam konteks mata pelajaran Fikih di Madrasah Tsanawiyah, asesmen sumatif memiliki peran strategis karena materi Fikih menuntut kemampuan kognitif yang tidak hanya bersifat faktual, tetapi juga analitis dan evaluatif. Penelitian ini bertujuan menganalisis efektivitas asesmen sumatif dalam mengidentifikasi kemampuan kognitif siswa, khususnya pada level analisis dan evaluasi. Metode penelitian menggunakan pendekatan kuantitatif dengan desain survei deskriptif. Sampel terdiri dari 150 siswa kelas VIII MTsN yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui tes sumatif yang telah divalidasi serta wawancara terstruktur dengan guru Fikih. Hasil penelitian menunjukkan bahwa asesmen sumatif mampu mengidentifikasi kemampuan kognitif siswa dengan tingkat akurasi 85,3%. Nilai rata-rata kemampuan analisis mencapai 78,5, sedangkan kemampuan evaluasi berada pada angka 72,3. Asesmen juga berhasil memetakan kesulitan belajar siswa, terutama pada konsep Fikih yang bersifat abstrak dan memerlukan penalaran tingkat tinggi. Temuan ini menegaskan bahwa asesmen sumatif tidak hanya berfungsi sebagai alat pengukur hasil belajar, tetapi juga sebagai instrumen diagnostik untuk pengembangan strategi pembelajaran Fikih yang lebih komprehensif.
Kata Kunci: asesmen sumatif; kemampuan kognitif; pembelajaran Fikih; evaluasi pembelajaran; madrasah tsanawiyah
Abstract: Summative assessment serves as a key evaluative instrument used to measure students’ learning attainment at the end of an instructional cycle. In the context of Fiqh education at the Madrasah Tsanawiyah level, summative assessment plays a strategic role, as Fiqh requires not only factual recall but also analytical and evaluative cognitive skills. This study aims to examine the effectiveness of summative assessment in identifying students’ cognitive abilities, particularly at the levels of analysis and evaluation. Employing a quantitative approach with a descriptive survey design, the research involved 150 Year 8 students selected through purposive sampling. Data were collected using a validated summative test and structured interviews with Fiqh teachers. The findings indicate that summative assessment is effective in identifying students’ cognitive abilities, achieving an accuracy rate of 85.3 per cent. The average score for analytical ability was 78.5, while evaluative ability reached 72.3. The assessment also successfully identified students’ learning difficulties, especially in understanding abstract Fiqh concepts that require higher-order reasoning. These results demonstrate that summative assessment functions not only as a tool for measuring learning outcomes but also as a diagnostic instrument that supports the development of more comprehensive instructional strategies in Fiqh education.
Keywords: summative assessment; cognitive ability; Fiqh education; learning evaluation; Madrasah Tsanawiyah
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