Implementation of Non-Cognitive Dimension Assessment through Caring Assessment in Informatics Learning Eighth Grade

Abstract

Assessment practices in learning still often focus on measuring cognitive achievement, while the non-cognitive and emotional dimensions of students have not been fully accommodated. This study aims to examine the implementation of Caring Assessment in Informatics learning eighth grade junior high school, find out students' perceptions of its application, and understand how the principle of caring affects students' learning experience. This study used a qualitative descriptive approach with simple quantitative support design involving 32 eighth grade students in one of the junior high schools in Purwakarta Regency. Data was collected through learning observations, student interviews, in-depth interviews, and student perception questionnaires adapted from the Perceived Caring Scale with four dimensions, namely attention, empathy, support, and feedback. The results of the study showed that Caring Assessment was carried out very well in learning practice and was perceived very positively by students in all aspects measured. Support emerges as the most powerful dimension, while empathy appears to be a more subtle dimension, but it is still perceived to be very high. Observation and interview data also show that Caring Assessment contributes to creating a safer, supportive, and meaningful learning environment, so that students feel more helped, valued, and more courageous to engage in learning. Thus, Caring Assessment not only functions as a means of assessing learning outcomes, but also as a pedagogical practice that supports a more complete student learning experience.