Penelitian ini bertujuan untuk mengetahui proses penilaian hasil belajar siswa sesuai kurikulum 2013 pada mata pelajaran IPA di SMP Negeri 2 Tarakan. Metode penelitian menggunakan pendekatan deskriptif kualitatif. Subjek penelitian berjumlah 4 orang yang terdiri dari 2 guru mata pelajaran IPA, Wakil Kepala Kurikulum dan Siswa dengan penentuan sampel menggunakan teknik purposive sampling. Data diperoleh berdasarkan hasil observasi, wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa pemahaman guru IPA terhadap perencanaan penilaian hasil belajar berdasarkan kurikulum 2013 yaitu sangat efektif (100%) dan pemahaman guru IPA terhadap pelaksanaan penilaian hasil belajar berdasarkan kurikulum 2013 yaitu efektif (70%). Pelaksanaaan penilaian hasil belajar dalam kurikulum 2013 rata-rata penilaian sikap dengan kategori efektif (75,0%), penilaian pengetahuan dengan kategori efektif (66,7%) dan penilaian keterampilan dengan kategori tidak efektif (37,5%). Proses implementasi penilaian sikap hampir tidak terlaksana, penilaian pengetahuan lebih dominan pada tes tertulis serta penilaian kompetensi keterampilan lebih dominan penilaian praktek hal ini berarti guru masih mengutamakan sistem penilaian yang berorientasi pada hasil kognitif siswa.

This study aimed to determine the process of assessing student learning outcomes according to the 2013 curriculum in science subjects at SMP Negeri 2 Tarakan. The research used a qualitative descriptive method. The research subject consisted of 4 people consisting of 2 science subject teachers, the Deputy Head of the Curriculum and a student. The samples were determined using purposive sampling technique. Data were obtained based on the results of observations, interviews and documentation. The results showed that the science teacher’s understanding of the planning of learning outcome assessment based on the 2013 curriculum was very effective (100%) and the science teacher’s understanding of the implementation of learning outcomes assessment based on the 2013 curriculum was also effective (70%). The implementation of the assessment of learning outcomes in the 2013 curriculum for attitude assessment was effective (75.0%), for the knowledge assessment was effective (66.7%), and for the skill assessment was ineffective (37.5%). The process of implementing attitude assessment was almost not carried out, knowledge assessment was more dominant in written tests and skill competency assessments were more dominant in practical assessments. This meant that teachers still prioritized assessment systems that were oriented towards student cognitive outcomes.