Paradigma Evaluasi Pembelajaran di Era Society 5.0 /Abad Ke-21
DOI:
https://doi.org/10.63822/71mhsb89Keywords:
Learning Evaluation, Society 5.0, Artificial Intelligence, HOTS, Authentic Assessment, Human-Centered Digital Evaluation, Educational Technology.Abstract
The rapid advancement of digital technology in the Society 5.0 era has driven significant transformations in various aspects of education, including learning evaluation. Evaluation is no longer viewed merely as a tool for measuring learning outcomes but also as a process aimed at developing students’ competencies, character, and skills holistically. This study aims to analyze the paradigm shift in learning evaluation relevant to the demands of 21st-century education and to examine the integration of digital technology and Artificial Intelligence (AI) in modern evaluation systems. The study employed a qualitative approach using a literature review method by examining various scientific sources, including books, journal articles, and educational policy documents. The findings indicate that learning evaluation in the Society 5.0 era has shifted from an outcome-oriented approach to a process-oriented evaluation that emphasizes competency development and character building. Modern evaluation is characterized by authentic assessment, digital technology integration, AI utilization, and the measurement of Higher Order Thinking Skills (HOTS). As a conceptual contribution, this study proposes the Human-Centered Digital Evaluation model, which integrates AI-Based Assessment, HOTS Evaluation, Character Assessment, Continuous Feedback, and Personalized Learning Evaluation as an adaptive and human-centered evaluation framework. However, the implementation of this paradigm still faces challenges, including limited infrastructure, disparities in digital literacy, and ethical concerns regarding technology use. Therefore, strengthening teacher competencies, providing adaptive policy support, and improving technological infrastructure are necessary to establish an effective and future-oriented learning evaluation system.
References
Chyan, P., Anurogo, D., & Aziziy, Y. N. (n.d.). Keterampilan Dasar Abad 21.
Era, P. D. I. (2021). 2021. November, 265–276.
Juli, V. N., Budaya, M., Era, P., Hakim, L., & Hamdi, M. (2025). MANAJERIAL KURIKULUM MUADAH DALAM IAI At Taqwa Bondowoso , Indonesia Pesantren merupakan lembaga pendidikan Islam tertua di Indonesia yang telah memainkan peranan penting dalam membentuk identitas keilmuan , sosial ,. 1.
Khalik, Z. (2025). Integrasi Paradigma Inklusivitas dalam Model Evaluasi Kurikulum PAI Berbasis Kompetensi Abad 21. 4(3), 150–161.
Marzuki, I., Soraya, F., Pascasarjana, P., Pendidikan, M., Islam, A., & Muhammadiyah, U. (2024). Transformasi Model Evaluasi Pembelajaran Berbasis Teknologi Di Era Society. 6(2), 167–179.
Muis, M. A., Maisarah, A., Fitri, A., Ramadhani, C., & Syahwira, E. (2025). Integrasi Kecerdasan Buatan ( AI ) Dalam Kurikulum Pendidikan Agama Islam Era 5 . 0 Universitas Muhammadiyah Palu. 8(6), 3219–3233. https://doi.org/10.56338/jks.v8i6.7707
Muslimin, T. P., Anugrah, A., & Fatimah, B. (2024). CJPE : Cokroaminoto Juornal of Primary Education Kompetensi dan Kesiapan Guru Sekolah Dasar Terhadap Tantangan Pendidikan di Era Society 5 . 0 Pendahuluan. 7, 55–72.
Napitupulu, A., & Gulo, R. P. (2024). Artificial Intelligence dan Transformasi Pendidikan Kristen : Integrasi Teknologi Cerdas ke dalam Pembelajaran. 1, 63–75.
Pada, T., Publik, O., & Society, M. (2025). Tantangan dan strategi evaluasi kinerja berbasis teknologi pada organisasi publik menuju society 5.0. 2, 154–164.
Pendidikan, K., Era, D. I., Maulana, U. I. N., & Ibrahim, M. (2022). PERAN EVALUASI PEMBELAJARAN DALAM PENINGKATAN ( Ratna & Rosdiana , 2015 ). Evaluasi merupakan suatu proses yang didalamnya termuat kegiatan mengumpulkan dan menganalisa informasi yang kemudian diinterpretasikan dengan tujuan untuk mengetahui tingkat pencapaian peserta didik dari tujuan pembelajaran yang dirumuskan sebelumnya ( Magdalena et al , 2020 ) ( Oktaviana & Barizi , 2022 ). Untuk mencapai kualitas pendidikan yan…. 7, 182–191.
Putra, M. S., Sudatha, I. G. W., & Suatama, I. K. (2025). Artikel Review : Penerapan Model Pembelajaran Blended Learning untuk Meningkatkan , Aksesibilitas , Fleksibilitas Serta Efektifitas Assessment dan Evaluasi Pembelajaran Mahasiswa. 6, 366–377.
Saidah, A., Muhid, A., Negeri, I., & Ampel, S. (2025). Transformasi Evaluasi Pendidikan di Era Digital : Integrasi Asesmen Autentik dan Learning Analytics The Transformation of Educational Evaluation in the Digital Era : Integration of Authentic Assessment and Learning Analytics. 76.
Sinuraya, A. M., Asbari, M., Hillary, S., & Perangin, B. (2024). Tantangan dan Inovasi Pendidikan Indonesia : Evaluasi , Solusi , Ekspektasi. 03(05), 33–36.
Sirozi, M. (2024). Mengatasi Tantangan Pembelajaran Berbasis Digital Dengan Prinsip-Prinsip Dan Tahapan. 03(05), 71–82.
Society, D. I. E. R. A. (N.D.). Media Pembelajaran PAI.
Society, G. D., & Sholeh, H. (N.D.). Peningkatan Mutu Pendidikan Melalui Evaluasi Kinerja. 767–783.
Studi Literatur : Pembelajaran Abad-21 Melalui Pendekatan Steam ( Science , Technology , Engineering , Art , And Mathematics ) Dalam Menyongsong Era. (2021). 584–594.
Tinggi, S., Kristen, A., Pesat, T., & Digital, E. (n.d.). Peningkatan Kompetensi Guru Pendidikan Agama Kristen Dalam Era Digital.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nofrianti Enliyani Tualaka, Vivi Elviana Nuban, Keti Regina Runesi (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
