Transformasi Evaluasi Pendidikan Berbasis Artificial Intelligence: Sintesis Literatur tentang Adaptive Assessment, Learning Analytics, dan Tantangan Implementasi di Indonesia

Dwi Noviani; Uci Amelia; Baidinda Dwi Amanah; Deni Kusuma

doi:10.31004/riggs.v5i2.10751

Authors

Dwi Noviani Universitas Al- Quran Ittifaqiyah
Uci Amelia Universitas Al- Quran Ittifaqiyah
Baidinda Dwi Amanah Universitas Al- Quran Ittifaqiyah
Deni Kusuma Universitas Al- Quran Ittifaqiyah

DOI:

https://doi.org/10.31004/riggs.v5i2.10751

Keywords:

Evaluasi Pendidikan, Adaptive Assessment, Learning Analytics, Artificial Intelligence, Konektivisme, Human-In-The-Loop, Indonesia

Abstract

Perkembangan Artificial Intelligence (AI) mendorong transformasi sistem evaluasi pendidikan dari penilaian periodik dan seragam menuju penilaian yang berkelanjutan, adaptif, dan berbasis data. Artikel ini bertujuan menganalisis transformasi evaluasi pendidikan berbasis AI yaitu khususnya melalui adaptive assessment dan learning analytics, serta mengidentifikasi tantangan implementasinya di Indonesia. Penelitian menggunakan pendekatan kualitatif library research dengan kajian terhadap 28 sumber ilmiah yang dipilih dari 312 sumber melalui penelusuran pada database Google Scholar, Scopus, DOAJ, dan Sinta rentang 2016–2025, dianalisis menggunakan model Miles dan Huberman dengan kerangka konektivisme Siemens. Temuan menunjukkan bahwa adaptive assessment merestrukturisasi jaringan penilaian melalui penyesuaian soal secara real-time, sementara learning analytics menggeser fungsi evaluasi dari deskriptif menuju prediktif melalui early warning system. Namun, kajian literatur mengungkap paradoks implementasi: AI meningkatkan konsistensi penilaian, tetapi sekaligus berpotensi memperluas dampak bias terhadap kelompok peserta didik yang kurang terwakili dalam data pelatihan. Di Indonesia, implementasi terhambat oleh rendahnya kompetensi digital guru (34% memenuhi standar minimum berdasarkan Rapor Pendidikan Kemendikbudristek, 2023), kesenjangan infrastruktur digital antar daerah, belum tersedianya regulasi yang secara spesifik mengatur penggunaan data peserta didik dalam sistem AI pendidikan, dan keterbatasan anggaran. Artikel ini berkontribusi pada integrasi kerangka konektivisme dengan prinsip human-in-the-loop dalam analisis konteks kelembagaan Indonesia yaitu sebuah pendekatan yang masih jarang digunakan dalam kajian serupa.

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