IDENTIFIKASI DESAIN EVALUASI PEMBELAJARAN YANG EFEKTIF UNTUK MENINGKATKAN PENGUASAAN KONSEP SISWA PADA MATA PELAJARAN FISIKA DI SMA NEGERI 4 SAMPIT

This study aims to identify the Physics learning evaluation designs applied by teachers to measure students’ conceptual mastery at SMA Negeri 4 Sampit. A mixed-method approach with a convergent parallel design was employed. Participants included three Physics teachers, six students from grades X–XII, and summative assessment documents. Data were collected through interviews, classroom observations, and test-item analysis. Qualitative data were analyzed using Miles and Huberman’s interactive model, while quantitative data were classified according to the revised Bloom’s taxonomy and the SOLO taxonomy. The results indicate that evaluation practices are still dominated by summative assessments in the form of written tests, with a high proportion of lower-order thinking skills (C1–C3). Analysis based on the SOLO taxonomy revealed that most test items were at the multistructural and relational levels, with very few reaching the extended abstract level. Diagnostic assessments were not conducted, formative assessments were present but not systematically documented, and practice-based evaluations were rarely implemented due to limited facilities. This study recommends the implementation of diagnostic assessments, systematic documentation of formative assessments through digital platforms, increasing the proportion of HOTS items (C5–C6), and developing tasks that promote extended abstract thinking through project-based approaches and digital simulations to strengthen practice-based evaluations