Implementation of Online-based Social Studies Learning Assessment

at Junior High Schools in Bandung, Indonesia

Deni Sutisna

1 a

, Mamat Ruhimat

2 b

Kokom Komalasari

3 c

and Erlina Wiyanarti

1 d

Department of Social Sciences Education, Universitas Pendidikan Indonesia, Bandung, Indonesia

Department of Geography Education, Universitas Pendidikan Indonesia, Bandung, Indonesia

Department of Pancasila and Citizenship Education, Universitas Pendidikan Indonesia, Bandung, Indonesia

Keywords: Online-Based Assessment, Learning Assessment, Online Learning, and Social Studies.

Abstract: This study attempts to identify the problems of online-based social studies learning assessment in junior high

schools in Bandung City based on teacher perspectives. This study uses a descriptive qualitative approach

with in-depth interview techniques focused on groups or communities of social studies teachers in junior high

schools throughout Bandung City. Data analysis uses thematic analysis methods. This study involved at least

five different schools based on the western, eastern, northern, southern, and central regions of Bandung City.

The results of the study indicate that the implementation of online-based social studies learning assessments

still encounters various obstacles ranging from inadequate facilities and infrastructure, technical obstacles,

and the lack of experts in digital technology for learning. In addition, the aspect of student honesty in carrying

out online based learning assessments is still a problem. However, teachers are of the view that online-based

social studies learning assessments are quite effective because they make it easier for teachers to check and

summarize student work results. The findings of this study are that teachers are considered not to fully

understand the principles of ideal social studies learning assessments, this can be seen when teachers do not

conduct validity and reliability tests on questions or instruments that will be used to carry out online-based

learning assessments.

1 INTRODUCTION

Technology is a means of supporting human life and

enhancing its quality. In education, technology is

used to facilitate its implementation (Churiyah et al.,

2020). Economical, practical, effective, and flexible

are the positive impacts of utilizing technological

developments (Blyznyuk, 2019).

In the last decade, the use of digital

technology in education and teaching has increased.

The Covid-19 virus which has become a pandemic in

various countries has forced society to adjust

educational and learning practices. Starting from

elementary school to college, learning is carried out

online or offline with the help of communication

technology, information, or digital technology with

the help of internet networks (Boumaaize et al., 2021;

https://orcid.org/0000-0002-3596-2950

https://orcid.org/0000-0003-1769-2552

https://orcid.org/0000-0001-6370-5639

https://orcid.org/0000-0002-1031-8464

Widodo et al., 2020; Marinoni et al., 2020;

Almusharraf & Khahro, 2020). Although the

pandemic has ended, the world of education has

returned to normal, but learning patterns have

changed to new habits, especially in terms of utilizing

digital technology (Valentino et al., 2021).

The use of technology, especially digital

technology in education is becoming increasingly

widespread. Teachers are increasingly interested

because modern technology has been proven to

improve quality and create enjoyable learning (Raja

& Nagasubramani, 2018), Increase the effectiveness

of learning (M. et al. et al., 2017)), can facilitate

teachers in the learning process, increase students'

interest in learning (Egan et al., 2023; Means, 2010),

can also develop various student skills

(Wahyuningtyas, 2019; Prasasti & Anas, 2023), so

Sutisna, D., Ruhimat, M., Komalasari, K. and Wiyanarti, E.

Implementation of Online-Based Social Studies Learning Assessment at Junior High Schools in Bandung, Indonesia.

DOI: 10.5220/0013406900004654

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 411-419

ISBN: 978-989-758-752-8

411

that it can improve students' life skills to the demands

of the times (Burbules et al., 2020). However, online-

based learning has risks that have the potential to

become problems (Timmis et al., 2016). These

problems vary from the lack of teacher understanding

both theoretically, conceptually, and in

implementation to the lack of supporting facilities and

infrastructure for implementing online-based

assessment (Ramdhanika & Darkam, 2021),

Technical and non-technical problems in

implementing learning assessments (Kearns, 2024)

and the difficulty of teachers in controlling and

assessing students objectively (Jamila et al., 2021).

Learning success indicators can be seen from

the assessment results. Assessment is an activityto see

the level of learning success toward students either

directly or indirectly through a systematic, analytical,

and interpretive process (Gronlund et al., 2017;

Sangle et al., 2020). Learning assessment is used to

assess the work results of students either individually

or in groups (C. Y. Lin et al., 2018). As one of the

processes that cannot be separated from learning

(Darling-Hammond & Snyder, 2000; Suskie, 2010;

Ogange et al., 2018), assessment must uphold the

principles of being sustainable, comprehensive,

objective, cooperative, an integral part of the teaching

and learning process, and oriented towards student

development (Race, 2017; Arikunto, 2018). By

upholding the principles of assessment, the

assessment process will be run according to the

desired learning objectives.

This study attempts to identify the use of

digital applications in online social studies learning

assessment in junior high schools in the city of

Bandung. Previous research has found that online-

based learning assessment still encounters various

problems. In addition, based on initial interviews with

the head of the social studies subject teacher

community in junior high schools in the city of

Bandung, several facts were shown, namely: 1)

schools in the city of Bandung still implement online-

based learning; 2) there are problems in the

implementation of online-based learning that have

not been resolved, starting from the availability of

facilities and infrastructure, students' economic

capabilities, and teachers' understanding of

supporting technology for online learning and 3) the

implementation of social studies learning

assessments, especially for mid-semester and final

semester exams, is carried out online using digital

applications. Based on the facts above, we assume

that if the online-based learning process still has

many problems, then how is it possible that the

online-based assessment process is not free from

these problems? Therefore, we are trying to study and

analyze how implementing online-based social

studies learning assessments in junior high schools in

Bandung has been carried out effectively.

There are quite a lot of studies related to the

topic to be studied. For example, research related to

the assessment of the use of technology or

applications in online learning (Kaba, 2019; Halil,

2020), or the influence of digital applications in

learning assessment (Garcia et al., 2024). In addition,

research and development of models, methods,

techniques, or strategies for online-based learning

assessment are ongoing (T. Anderson & Elloumi,

2004; Siu et al., 2024).

From the various studies above, researchers

tend to examine the use of applications or their

influence on learning assessments. In addition, there

are also related responses of teachers and students in

the implementation of online-based learning

assessments, while this study seeks to analyze how

online-based learning assessments are implemented

and identify the problems that arise so that it can be

concluded how effective they are from the teacher's

perspective. More specifically, the research was

conducted on the subject of Social Studies for Junior

High Schools specifically in the city of Bandung,

Indonesia. Based on literature searches from various

scientific publications, the theme raised in this study

has not been widely studied so it is hoped that the

results of this study will be something important to be

used as a basis for developing an effective and

efficient online-based learning assessment model

2 METHOD

This study examines and analyses the implementation

of online-based social studies learning assessments

and how effective the evaluation is based on the

teacher's perspective. This study was conducted in

Bandung using a descriptive qualitative (Creswell,

2007). In-depth interviews were used as a data

collection technique and were conducted in the social

studies learning teacher community known as the

musyawarah guru mata pelajaran (MGMP). The key

informant for this study was the head of the Social

Studies MGMP. This is because he is a figure who is

very knowledgeable about the policies on how social

studies learning and assessment are implemented in

schools. In addition, at least 4 social studies subject

teachers from 4 different schools were involved. The

schools involved were selected based on different

locations, namely schools located in the east, west,

south, and north of Bandung City. The goal is that

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

412

each location has one school representative or one

respondent. The schools that participated in the study

included SMPN 4 Bandung City, SMPN 17 Bandung

City, SMPN 21 Bandung City, and SMPN 26

Bandung City. The head of the MGMP is also an

SMPN 51 Bandung City teacher. Therefore, this

study involved at least five respondents from 5

different junior high schools in Bandung.

Unstructured interviews were conducted

between February and May. The interviews were

divided into 2 parts. The first part was the core

interview conducted between February and March

and the second part was an additional interview

conducted between April and May. To facilitate the

processing of research data, each respondent was

given a different code. The code is R1 for the first

respondent or teacher and continues to R4 which

means the 4th respondent. For the head of MGMP,

the code R5 is given which means the 5th respondent.

Data analysis used thematic analysis (Braun &

Clarke, 2012). The entire interview process was

documented and recorded except for one respondent

from SMPN 26 Kota Bandung who did not want her

interview process to be recorded. The researcher only

recorded important parts of the interview process.

The data processing process begins with data

collection. After that, the data is described in

interview transcripts and then grouped based on the

type and type of data, after which the data is reduced.

At this stage, the data sorting and interpretation

process is carried out. After that, the data

compression process is carried out to see the data

trends of each respondent. This is an important step

so that data from each respondent can be seen from

the side of similarities or differences so that the data

is ready to be presented and can be concluded the

instructions closely to make the volume look as

uniform as possible (J. Moleong, 2005).

3 RESULT

The research data was generated from in-depth

interviews with respondents focused on the

community of social studies teachers in Bandung

City. The data are described below:

First, related to the process of assessing social

studies learning at the junior high school in Bandung

City. R5 said, "Social studies learning assessment at

the junior high school level in Bandung City includes

summative and formative assessments, the

implementation of which is in daily or end-of-chapter

assessments, mid and end-of-semester or end-of-year

assessments." This is in line with the statement from.

R3, R4 and R5 confirm "For daily assessments, there

are 2, tests and non-tests". R5 said the technique can

be paper-pencil based or online based. This is in line

with R1, R3, and R4 said "in addition to being paper-

pen based, daily assessments can also be online based

with the help of assessment applications such as

Quizziz, Edmodo or Google form. After being

identified, there were at least 3 respondents, namely

R5, R3, and R4 who often carried out daily

assessments using online-based digital applications

but occasionally carried out paper-pencil-based while

R and R2 rarely used online-based digital applications

for daily assessments or final chapter assessments.

After being confirmed with R5, "basically for daily

assessments, teachers are given the freedom to use the

assessment methods or techniques used.

In addition to daily assessment scores, there

are also mid-semester assessments. R1 and R3 said,

"Mid-semester assessments are not mandatory, only

for reporting to parents." The researcher asked what

method was used. All respondents answered that the

process was also free. This is to the statement of the

Head of the Social Studies subject teacher community

or R4 "The mid-semester assessment method is also

flexible, the same as daily tests or end-of-chapter

assessments; there are schools that carry out tests,

there are also those that take all daily scores and

average them out, so they become the mid-semester

score." Meanwhile, for the technicalities as stated by

R2, R4, and R5 "the mid-semester assessment process

can be carried out online or paper-based. Based on

this, it can be interpreted that the mid-semester

assessment process is an assessment process that is

entirely the autonomy of the school. Of the five

schools studied, they can be grouped into two groups.

The first group, namely schools R1 and R2,

sometimes carry out daily assessments by taking tests

or averaging the final chapter scores to be used as

mid-semester scores. The second group, namely the

school group from R3, R4, and R5, carries out

assessments in the form of tests for the middle of the

semester.

The last is the end-of-semester assessment or

end-of-year assessment. Based on the research, all

respondents used LMS (learning management

system) for end-of-semester or end-of-year

evaluations. R2, R3, and R5 added, "The school has

determined the implementation of end-of-semester or

end-of-year assessments and is usually programmed

by the education office so that its implementation is

simultaneous nationally."

After knowing the habits of social studies

learning assessment carried out by junior high school

teachers in Bandung, the researcher then dug up data

Implementation of Online-Based Social Studies Learning Assessment at Junior High Schools in Bandung, Indonesia

413

related to the types of digital applications used by

teachers for online-based assessments. The researcher

asked, "What applications are often used for online

based assessments?" Respondents answered. R1 " Is

usually Quizzizz, Edmodo, or LMS for end-of

semester assessments. R2 Quizzizz is the most

frequent. R3 "Google form or LMS. R4 “We have

LMS and for daily tests, we can use Quizzizz. R5

“LMS but for daily tests we use Google form.

After that, the researcher asked about the

advantages and disadvantages of online-based social

studies learning assessment from the teacher's

perspective. The researcher asked "advantages of

implementing online-based social studies learning

assessment?" R1 said, " Ummm what is it ... it's just

faster." R2 said "It's good, we don't need to check one

by one, checking takes a long time. R3 "We don't

need to correct students' work, the results can be seen

immediately. R4 "The advantages are few. I don't

need to check students' answers. R5 "Oh that ... the

results are immediately visible, no need to calculate

and check students' answers". It can be concluded that

online-based assessment provides the advantage of

time efficiency starting from preparation,

implementation and checking and processing

assessment results. R1, R2, and R4 emphasized, "...

conventional assessments based on paper and pencils

take a long time to correct students' work while online

assessments are auto-correct ". In addition, R1 and R2

said "online assessments save pencil paper. Of

course, it's more economical. R3 also added that

online-based assessments make students more

enthusiastic than conventional assessments based on

paper and pens. It should be noted, from the interview

results it was stated that if the assessment was carried

out using multiple-choice questions, then the work

efficiency conveyed by the respondents was correct.

However, this does not apply if the assessment

questions are in the form of essays or descriptions.

However, behind the advantages, there are

certainly weaknesses. These weaknesses sometimes

become problems. After being grouped, the problems

were classified into three aspects, namely

infrastructure problems, technical problems, and

human resource problems. R1, R2, R3, R4, and R5

agreed that the first problem related to infrastructure

was that not all students had gadgets, R4 and R2

added that not all gadgets owned by students

supported the implementation of online-based

learning assessments. Not to mention the problem of

internet quota, this could be an obstacle to the

implementation of online-based assessments.

The second is the technical problem of

implementation. This problem arises and is also

related to facilities and infrastructure. R5 said

"Although it has been prepared in such a way,

technical problems such as lost internet connection,

or inadequate network often occur" R3 and R4 Every

implementation of online-based assessment requires

a good and consistent internet connection because

when the connection is disrupted, the assessment

process will be disrupted, some even have to be

repeated. R1 also gave an example of an incident

where the server was down so that the results of the

students' work were not all recorded, as a result, the

entire assessment process was repeated. Other

technical problems are related to the supervision of

the implementation of online-based assessments. R1

emphasized that every implementation of student

assessments is mixed between class 1 and other

classes. Meanwhile, each room that is tasked with

supervising the online-based assessment process is

only one teacher, therefore this is sometimes used as

an opportunity for students to cheat by opening a new

tab to browse to find answers to questions. and that

often happens.

Other technical obstacles also happened when

children tried to fool the supervisor. This was as

expressed by R1 "Children easily cheat" R3 "Children

are now smarter in using technology so they can fool

us. R4 said "... there are those who can hack so they

can see the answer key to the questions being tested.

R2 "There are also students who darken the gadget

screen, the aim is so that the supervisor cannot see

what the students see on the gadget screen from the

side or distance, R4 and R5 said "... there are even

students who deliberately open google or others to see

cheat sheets "

The third is the problem of human resources.

learning This is related to teacher awareness and

student awareness as well. Instead of implementing

this assessment to measure the success of student

learning, many students do not take it seriously. This

is as stated by all respondents where they often find

students who fill out questions during online

assessments carelessly, Just clicking. R4 said "... even

though the time provided for this online assessment is

80 minutes, many children only do it in 15 to 30

minutes. and the answers are careless. Not because

they understand but because they don't know the

answer so they just click". In addition, R1 said

"Cheating behavior is often found, as a result,

teachers are sometimes confused because many

students whose daily test scores are bad at the end of

semester test suddenly get big. Of course that raises

doubts among teachers about the results of students'

answers"

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

414

Next, the researcher asked about what could

be done by both the school and the teacher to

overcome the problems of implementing online based

assessments. The researcher asked what teachers did

to overcome the problems of online-based

assessments. R1 "Coordinate with the school. R2

"Communicate with the homeroom teacher, later the

homeroom teacher will communicate with the

school". R3 The school has tablets that can be lent to

students who do not have them. R4 "borrowed from

the school. This is in line with the key statement

informant, namely R5 "Every school in Bandung City

(in this context, government-owned junior high

schools) has been given assistance in the form of 70

PCS tablets for online learning purposes so that until

now it can be used for implementing online learning

assessments"

For technical problems that still often occur, it

can be concluded that teachers and schools have not

been able to find a way out. R1, R3, and R5 said that

schools lack people who are truly IT experts. R4

stated, "Apart from thorough preparation and

ensuring that facilities and infrastructure and

supporting factors are ready, there is nothing else that

can be done". The same thing also happened to the

problem of student honesty in working on questions,

especially in the final semester assessment. R1, R2,

and R3 got around their doubts about the grades. They

conducted a short test again on students who were

suspected of cheating by giving a simple test to

convince teachers whether the students' high grades

during the online assessment were based on their

abilities or by cheating.

About this, it can be interpreted that of the

three major problems in the implementation of

online-based learning assessments, only the problem

of facilities and infrastructure has found a way out.

Meanwhile, technical problems and human resource

problems, especially those related to student

awareness and honesty, have not been solved.

4 DISCUSSION

The implementation of social studies learning

assessments carried out in junior high schools in

Bandung city has been programmed. The

implementation includes daily assessments or

assessments between chapters, mid-semester

assessments, and end-of-semester assessments or

end-of-year assessments. The results of the study

showed that there was no significant difference in

daily assessments and mid-semester assessments

from the assessment techniques implemented in each

school. Each school can carry out assessments either

online or offline, in a traditional paper-pencil-based

way or online with the help of computers and digital

technology.

Meanwhile, the implementation of end-of

semester or end-of-year learning assessments at the

Meanwhile, the implementation of end-of semester or

end-of-year learning assessments at the junior high

school level in all schools in Bandung city is carried

out using online-based digital applications. This is

intended so that all schools have the same standards.

In this regard, it can be interpreted so that there is no

inequality between one school and another. What

differentiates between daily assessments, mid

semester assessments and end-of-semester

assessments or end-of-year assessments is the use of

the assessment application carried out. For daily and

mid-semester assessments teachers are given the

freedom to choose the assessment application that

will be used, meanwhile, for end-of-semester or end

of-year assessments, the assessment application used

must use LMS (Learning). Management system). One

important thing in the research findings is that

teachers continue to strive to uphold the principles of

assessment or evaluation of learning. Evaluation is

the process of describing, obtaining, and presenting

useful information to formulate an alternative

decision (Rahman & Nasryah, 2019).

Although teachers are given the freedom to

determine the model and method of learning

assessment, they still try to find the best techniques,

methods, and strategies to carry out ideal learning

assessment. This can be seen from the teacher's

efforts in finding the right assessment methods and

techniques. And they should be like that. This is as

stated by Sangle et al. (2020) "Because it is a complex

process, assessment requires teacher effort to be able

to design systematically and measurably, so that the

assessment results can be objective and by the

objectives of the assessment, namely to determine the

development and success of the student learning

process, and to see the success of achieving

competencies and learning objectives ". Therefore,

social studies teachers in Bandung City in carrying

out learning assessments are oriented towards student

learning development, and student interest

tendencies, which lead to increased student

competencies.

Learning assessment aims to assess students'

work results. It can be carried out individually or in

groups (C. Y. Lin et al., 2018). This is also done by

social studies teachers in the city of Bandung. They

are aware that the assessment aims not only to

measure the success of teachers in teaching or

Implementation of Online-Based Social Studies Learning Assessment at Junior High Schools in Bandung, Indonesia

415

students in learning more than to see the whole thing

related to the implementation of social studies

education and learning. This aligns with social studies

learning assessment objectives: 1). To describe the

abilities, weaknesses, and strengths of students in

learning social studies lessons; 2). To see the level of

success of teaching and accountability for both

teachers and schools to parents (Supardi, 2016).

Although technology is developing rapidly, not

all teachers use modern technology to conduct

learning assessments. This is what causes differences

in the implementation of evaluations among social

studies teachers in Bandung City. Some are paper-

pencil-based, and some are online-based. There is

nothing wrong or more correct in utilizing this

technology. Because technology should only be

something to support and facilitate human work

(Skinner, 1967; McCarthy & Wright, 2004).

Each teacher has their reasons that form the

basis for choosing a method that is considered

appropriate for implementing social studies learning

assessments in the classroom. Teachers who use

traditional methods in implementing daily

assessments based on paper and pencils believe that

this method supports assessments in the form of

essays or complex descriptions. Teachers emphasize

that description questions require students' deeper

knowledge and understanding of the questions being

tested. It can be interpreted that essay questions or

complex description questions require students' skills

in arranging words into sentences, and require a high

level of reasoning. This is as stated by Supardi, (2016)

“Where essay questions require students to have the

skills to describe, explain, give examples, and

compare aspects or answers using their language”.

In contrast to multiple-choice questions.

Multiple-choice questions have advantages because

the questions are more objective without any

subjective elements (Klufa, 2015). However,

regarding multiple choice has weaknesses. These

weaknesses include students being able to choose and

try to answer easily regardless of whether the answer

is right or wrong (Race, 2017). This can be interpreted

as meaning that assessment using complex

descriptive questions can be more ideal in measuring

student learning success compared to multiple

assessments. choice because there is no element of

chance in answering the questions or questions being

tested. However, assessment using complex essay

questions cannot be done using many questions

because it will be troublesome in the process of

checking students' answers. Although there have been

many studies on learning assessment with essay or

descriptive questions, and the process of checking the

remaining answers can be checked automatically by

a digital application-based system, there are still

many obstacles, for example, each word must be the

same per character, the sentence structure must also

be the same, the characters or use of upper and lower

case letters must also be the same as the answer key.

Meanwhile, the characteristics of essay or complex

essay answers require students to be able to answer

using their language.

Another reason why teachers are more likely

to use multiple choice questions choice compared to

descriptive questions lies in the efficiency and interest

of students in carrying out learning assessments, R3

said that students are more interested when the

assessment is carried out using digital applications

compared to paper-based pens. Multiple question

form Choice makes it easier to input answer keys into

the assessment system or application used so that

when students complete and submit their answers,

they can instantly find out the assessment score that

was carried out.

Based on the findings above, it can be

concluded that the factor of interest and increased

motivation is one of the reasons teachers choose

assessment methods using digital technology. It

should be noted that the current condition of students

is a generation that is closely related to digital

technology, known as Z Generation and Alpha

Generation. The tendency of students' interest in

Alpha Generation and Z Generation towards

technology, especially computer and digital

technology, is because they have been exposed to it

since birth (Crindle, 2020)In addition, the Z

Generation and Alpha Generation are generations

closely related to internet-based virtual world

activities. Therefore, learning and assessment will

attract more attention than traditional methods,

(Hernandez-de-Menendez et al., 2020). The teacher's

job is to find the proper learning assessment

techniques and methods because the students'

learning styles differ from those of previous

generations, (Metallo et al., 2021).

In learning, the use of appropriate digital

technology can improve the quality of learning, create

enjoyable learning (Raja & Nagasubramani, 2018). In

addition, digital technology can also increase the

effectiveness of learning, (M. H. Lin et al., 2017).

Facilitate teachers in the learning process and

increase students' interest in learning. (Means, 2010).

In addition, learning methods using digital

technology have proven more effective than

traditional methods (Cheung & E.Slavin, 2012).

Therefore, technology can be used as a support in

increasing the success of education and learning to

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

416

improve students' life skills by the demands of the

times (Burbules et al., 2020).

Teachers must have expertise in compiling

assessment programs, determining assessment

methods, and determining online-based assessment

techniques. (Madsen et al., 2018). To achieve all of

this, teachers must have high skills related to digital

(Schmidt, L. J., & DeSchryver, 2021). So that online

learning assessments run by the principles of social

studies learning assessments which include

meaningfulness, explicitness, and fairness, (L .

Anderson & Krathwohl, 2010). and oriented towards

achieving student competencies, valid, fair, objective,

continuous, comprehensive, and open (Rahman &

Nasryah, 2019). With these competencies, teachers

will understand that online-based social studies

learning assessments can provide interest because the

feedback received by students is faster than

conventional assessment methods (Ogange et al.,

2018; Almusharraf & Khahro, 2020), can provide

effectiveness and develop new skills for students

(Kundu & Bej, 2021; Kim & Hwa, 2022) and can

improve student learning achievement (Petrović et

al., 2017). Of course, this must be supported by

determining strategic assessments for online-proper

(Conrad & Openo, 2018). Therefore, teachers must

strive to improve their digital technology skills and

expertise through training or courses.

5 CONCLUSION

Based on the results of the research that has been

carried out, it can be concluded that the assessment of

social studies learning in junior high schools in

Bandung City, Indonesia has been realized even

though many problems and obstacles are still found.

Teachers are of the view that the implementation of

the social studies learning assessment that has been

carried out has not been fully effective because many

problems still arise. Problems or obstacles that often

arise in the implementation of social studies learning

assessments in junior high schools in Bandung City

include lack of facilities and infrastructure, technical

problems in implementation, and lack of teacher

expertise in maximizing digital applications for

learning assessments and student dishonesty. Of the

three problems, only problems related to facilities and

infrastructure have found solutions while others have

not yet found a way out. The advantages of

implementing online social studies learning

assessments in junior high schools in Bandung City

only lie in the efficiency of implementation time and

checking student work results which are

automatically carried out by the system and the

positive enthusiasm of students during the

implementation of online learning assessments

compared to conventional assessments. The findings

in this study are that teachers do not fully understand

the implementation of social studies learning

assessments. This can be seen when teachers do not

carry out validity and reliability tests on assessment

instruments in the form of measuring instruments or

questions to be tested.

There are several suggestions and

recommendations based on the results and findings of

the study, including: 1) The problem of supporting

facilities can be coordinated with the education

office, or maximize and budget funds from school

operational costs for the procurement of gadgets or

laptops periodically so that within a certain period of

time this can be met. Meanwhile, for the problem of

student honesty, teachers can utilize applications or

AI that can detect the similarity of student answers so

that this can help reduce teacher doubts in checking

student work results on questions; 2) the problem of

teachers not having carried out validity and reliability

tests of the assessment instruments used, we suggest

that teachers must improve their professional

competence, especially their understanding of

learning assessment design, to provide maximum

service to students; 3) The final recommendation for

further researchers, the results of this study are

certainly still temporary, in the sense that over time

the conditions of schools and students will develop,

therefore to provide valuable insights into long-term

effectiveness, longitudinal research can be

conducted.

ACKNOWLEDGEMENT

Thanks are extended to all parties who have

supported the completion of this manuscript,

especially to Balai Pembiayaan Pendidikan Tinggi

(BPPT) And Lembaga Pengelola Dana Pendidikan

(LPDP), who have provided research funding

support. Hopefully, this manuscript can provide

benefits to build better education.

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