<![CDATA[Learning is a process that regulates and organizes the environment of students so that a process called learning occurs. Learning is an effort made to organize a good learning process, so the essence of learning is "setting". The arrangement in question is all forms of arrangement that are planned for the occurrence of a good learning process, good learning is learning that occurs in an educative interactive process between educators and students. This research uses a qualitative approach and observation methods to gain an in-depth understanding of the evaluation of attitude assessment in schools. Poris Palawad 6 uses a checklist instrument. The qualitative approach allows researchers to explore the views, experiences and perspectives of students, teachers and parents regarding attitude assessment. Data from researchers' interviews with teachers at SDN Poris Pelawad 6 show that in general the teacher or school does not have specific rules regarding the implementation of attitude assessments, but teachers are instructed to carry out assessments in accordance with the rules that apply according to the existing curriculum. The attitude assessment materials by the teacher all refer to the teacher's book that has been provided by the school such as discipline, responsibility, cooperation, self-confidence and so on. The teacher did not compile an attitude assessment instrument because according to them the attitude assessment instrument was already in the teacher's book, therefore when asked about how to compile an attitude assessment instrument, the teacher answered according to the teacher's book, because the teacher did not prepare his own attitude assessment instrument. An assessment plan prepared by the teacher is equated with the instructions in the teacher's book according to the curriculum. Even when writing more lesson plans by the teacher it is also the same as the contents of the teacher's book. The teacher stated that all activities, all activity plans, as well as assessment plans, were the same as the teacher's book. The assessment plan prepared by the teacher related to the observation rubric of student attitudes with the type of instrument examination. The implementation of attitude assessment in class is carried out using the observation method but does not use assessment guidelines or rubrics that have been designed beforehand. The teacher stated that all activities, all activity plans, as well as assessment plans, were the same as the teacher's book. The assessment plan prepared by the teacher related to the observation rubric of student attitudes with the type of instrument examination. The implementation of attitude assessment in class is carried out using the observation method but does not use assessment guidelines or rubrics that have been designed beforehand. The teacher stated that all activities, all activity plans, as well as assessment plans, were the same as the teacher's book. The assessment plan prepared by the teacher related to the observation rubric of student attitudes with the type of instrument examination. The implementation of attitude assessment in class is carried out using the observation method but does not use assessment guidelines or rubrics that have been designed beforehand.]]>
