<![CDATA[Abstrak: Pada masa pandemi covid 19, terjadi perubahan dalam proses dan penilaian pembelajaran. Tujuan penelitian ini adalah untuk mendeskripsikan penilaian aspek kognitif, afektif dan psikomotorik peserta didik, ketersediaan instrumen penilaian, bentuk instrumen dan kesulitan serta tantangan yang dihadapi guru dalam proses penilaian di kelas V SDI Onekore 6. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Metode pengumpulan data dilakukan dengan wawancara mendalam dan dokumentasi. Teknik analisis data menggunakan analisis Miles dan Huberman. Hasil penelitian menunjukkan bahwa penilaian aspek kognitif, afektif dan psikomotorik dilakukan setiap minggu setelah peserta didik mengumpulkan hasil pekerjaan yang diberikan oleh guru secara online (dalam jaringan) dan offline (luar jaringan). Instrumen penilaian tersedia untuk aspek kognitif, afektif dan psikomotor. Penilaian aspek kognitif dilakukan dengan instrumen tes (tes pilihan ganda dan uraian), penilaian aspek afektif dan psikomotorik dengan instrumen non tes (wawancara dan dokumentasi). Kesulitan yang dialami guru secara umum adalah keterlambatan dalam mengumpulkan tugas, terbatasnya pengamatan aspek afektif dan psikomotorik. Tantangan dalam proses penilaian pembelajaran adalah teknik penilaian aspek afektif dan psikomotorik dalam pembelajaran secara tidak langsung.Abstract: During the Covid-19 pandemic, the learning process and assessment changes. Hence, the purpose of this study is to describe the assessment of cognitive, affective and psychomotor aspects of students, the availability of assessment instruments, the form of the instruments, and the difficulties and challenges faced by teachers in the assessment process at class V Inpres Onekore 6 Elementary School. This study used a qualitative approach with a case study method. The data collection stage was carried out through in-depth interviews and documentation. The data analysis stage was conducted using a qualitative analysis technique. The results showed that the assessment of cognitive, affective and psychomotor aspects was carried out every week after assignments given by the teacher online and offline. The instruments were available for assessing those three aspects. The assessment of cognitive aspect was done using tests (multiple choice tests and descriptions). The assessment of affective and psychomotor aspects was carried out using interviews and documentation. The difficulties experienced by teachers in general were delayed assignment submission and limited observations of the affective and psychomotor aspects. The challenge during the assessment process was on the assessment of the affective and psychomotor aspects in an indirect learning.]]>
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