Transforming Classroom Learning Assessment in Holistic Learning within the Merdeka Curriculum Era

Abstract

Assessment Classroom assessment plays a pivotal role in determining the effectiveness of the teaching and learning process. However, current practices often emphasize cognitive outcomes while overlooking affective and psychomotor domains, resulting in imbalanced student development. The urgency of transforming assessment arises from the demands of 21^st-century education and the Merdeka Curriculum, which call for the integration of multiple domains to foster well-rounded competencies. Using a literature review method focused on studies from the last five years, sourced from academic databases such as Google Scholar and ResearchGate, this article identifies key trends and insights from journals, books, and policy documents. Findings reveal that holistic classroom assessment integrating cognitive, affective, and psychomotor domains requires restructuring of assessment instruments, enhancement of teacher competencies through professional development, and curriculum alignment. Effective implementation also involves collaborative efforts between teachers, school leaders, and policymakers in designing inclusive and balanced assessment strategies. This transformation not only improves assessment quality but also supports a paradigm shift toward education that nurtures analytical thinking, emotional intelligence, and practical skills. It poses future challenges in scalability and consistency, yet presents a significant opportunity to reshape classroom learning experiences for deeper, more human-centered outcomes.