Exploring Pre-service Elementary Teachers Readiness to Implement Holistic Assessment in Mathematics Learning Nurhudayah Manjani (a), Muhammad Takwin Machmud (a), Syahrial (a), Muhammad Ikhlas (a)
(a) Faculty of Education, Medan State University
Jl. Willem Iskandar Pasar V Medan Estate, Deli Serdang Regency, North Sumatra 20371
Abstract
This study explores the readiness of pre-service elementary teachers to implement holistic assessment in mathematics learning. Holistic assessment includes cognitive, affective, and psychomotor domains, supported by the theory of multiple intelligences and authentic tasks. Using a descriptive survey method, data were collected through a 30-item Likert-scale questionnaire. Results indicate that while participants show positive perceptions of holistic assessment, their practical readiness-especially in evaluating non-cognitive domains-remains limited. The study highlights the need for better preparation through targeted training in teacher education programs.
