Dilema Objektivitas dan Empati dalam Observasi Pengambilan Keputusan Penilaian Akhir Siswa di Bawah Standar (KKM)

Abstract

The final assessment of students who are on the borderline of the Minimum Completeness Criteria (KKM) often places teachers in an ethical dilemma between the demand for objective evaluation and empathy toward the students' conditions and learning efforts. This tension becomes even more complex in madrasah ibtidaiyah, where teachers bear the dual responsibility of academic duties and character development. This research aims to analyze the forms of ethical dilemmas, the factors considered by teachers, and the resolution strategies used in determining the final assessment of students at the KKM threshold. The research uses a descriptive qualitative approach with an intrinsic case study design at MI Tamrinussibyan 1 Al-Hikmah, thru in-depth interviews, observations, and document studies that are analyzed thematically. The research results show that teachers develop holistic professional considerations by integrating cognitive, affective, and learning process development aspects, as well as managing ethical dilemmas thru collective consultation mechanisms and empathy-based formative remediation. This study concludes that the dilemma of objectivity and empathy is not resolved dichotomously, but rather thru collaborative assessment practices that expand the meaning of objectivity and transform empathy into accountable pedagogical decisions.