8 .
Journal of Curriculum Indonesia http://hipkinjateng.
org/jurnal/index.
php/jci Postpositivism Critique of the Validity of Quantitative Assessment (Positivis.
in Moral Learning of Grade VI Students of SDN 8 South Lahat Fitria Hariati.
Uswatun Hasana.
Era Apriza.
Duski.
Syarnubi.
Keywords Abstract
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assessment validity, moral learning, positivism, postpositivism, qualitative critique This study examines the postpositivist critique of the validity of quantitative .
assessment in the moral learning of sixth-grade students at SDN 8 Lahat Selatan.
The research arises from concerns that traditional positivist approachesAiemphasizing objectivity, measurement, and numerical validityAimay inadequately capture the holistic and contextual nature of studentsAo moral development.
The study aims to analyze how postpositivist perspectives reinterpret assessment validity by considering subjective, cultural, and situational factors in evaluating studentsAo moral attitudes and behaviors.
Using a qualitative descriptive approach with a postpositivist lens, data were collected through observation, interviews, and document analysis involving teachers and students.
The findings reveal that while quantitative assessments provide measurable outcomes, they fail to reflect the dynamic process of moral internalization.
Postpositivism offers a more comprehensive framework by integrating interpretive and reflective assessments aligned with the studentsAo lived experiences.
The study concludes that valid moral assessment requires not only empirical accuracy but also philosophical depth and ethical sensitivity toward contextual realities.
e-ISSN 2549-0338 Journal of Curriculum Indonesia 8 .
INTRODUCTION In contemporary educational research, the dominance of positivist paradigms has shaped assessment practices that emphasize objectivity, measurement, and statistical validity.
Within this framework, learning outcomes are primarily evaluated through quantitative indicators, assuming that knowledge, skills, and attitudes can be precisely measured.
However, in moral or akhlak education, this approach often fails to capture the complex and subjective dimensions of studentsAo moral reasoning, emotional growth, and ethical decision-making.
The learning of akhlakAiwhich is deeply rooted in spiritual and social contextsAicannot be fully understood through numerical data alone.
Consequently, the validity of quantitative assessments in moral education deserves critical examination, especially in the context of elementary school learners whose moral development is still in formative stages.
The problem addressed in this study arises from the tendency of educators to rely solely on positivistbased quantitative instruments, such as structured tests and rating scales, to evaluate moral understanding.
These instruments, while offering consistency and comparability, often neglect the interpretive and contextual aspects of moral learning.
Prior studies, such as those by Biggs and Tang .
and Creswell .
, have emphasized the limitations of positivist paradigms when applied to complex human behaviors.
Meanwhile.
Phillips and Burbules .
introduced postpositivism as a philosophical refinement of positivism, acknowledging that absolute objectivity is unattainable and that knowledge is always influenced by context, perspective, and interpretation.
In moral education, postpositivism invites a more holistic and reflective view of assessment that respects the interplay between measurable performance and moral This research is significant because it bridges philosophical critique with educational practice.
It aims to expand the discourse on assessment validity beyond statistical rigor toward interpretive and ethical By examining the case of moral learning in Grade VI at SDN 8 Lahat Selatan, this study contributes both theoretically and practically to understanding how postpositivist perspectives can enrich the design and validation of assessment tools.
Theoretically, it redefines validity in moral assessment as multidimensionalAiintegrating empirical, contextual, and ethical components.
Practically, it offers educators insights into how reflective and interpretive approaches can complement quantitative data in capturing studentsAo moral growth.
Therefore, the purpose of this study is to analyze the postpositivist critique of quantitative assessment validity within the moral learning process of sixth-grade students at SDN 8 Lahat Selatan.
Specifically, it seeks to identify the philosophical and practical limitations of positivist assessment methods and to explore how postpositivist principles can enhance the credibility and contextual relevance of moral learning METHODS This study employed a qualitative descriptive approach framed within the postpositivist paradigm, aiming to critique and reinterpret the validity of quantitative .
assessments in moral .
learning among sixth-grade students at SDN 8 Lahat Selatan.
The qualitative design was chosen because it allows the exploration of context, meaning, and interpretation underlying assessment practicesAidimensions that cannot be captured solely through numerical data.
The research followed a case study design (Yin, 2.
, focusing on one school as a representative setting for analyzing the philosophical and practical implications of quantitative assessment in moral The postpositivist framework guided the researcher to balance empirical observations with interpretive understanding, ensuring that findings were grounded in evidence while acknowledging contextual subjectivity.
Participants consisted of one moral education teacher and twenty-six sixth-grade students at SDN 8 Lahat Selatan during the 2024/2025 academic year.
The teacher was selected purposively as the main informant, while students were observed to identify patterns in moral behavior assessment.
Permission was obtained from the school principal to ensure ethical compliance.
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The instruments included Observation checklist, adapted from standard moral learning indicators in the national curriculum.
Interview guide, consisting of semi-structured questions to explore teachersAo perspectives on assessment validity and postpositivist interpretation.
Document analysis sheet, used to evaluate assessment rubrics, test scores, and teacher notes.
Additional materials included an audio recorder, notebook, and camera to document interactions and classroom settings.
Data were collected through three techniques Observation conducted over four weeks during moral learning sessions, focusing on how teachers implemented and interpreted quantitative assessments.
Interviews held individually with the teacher and selected students to obtain in-depth insights into the meaning, process, and perceived fairness of assessment, and Document Analysis examination of studentsAo assessment results, moral learning rubrics, and teacher reflection journals.
All data were recorded, transcribed, and coded using a thematic framework guided by postpositivist principles that acknowledge the coexistence of empirical facts and interpretive context.
Data were analyzed using Miles and HubermanAos .
interactive model, consisting of data reduction, data display, and conclusion drawing/verification.
Analysis was conducted through iterative comparison, combining empirical observations .
uantitative aspect.
with reflective interpretation .
ualitative meanin.
Triangulation among observation, interviews, and documents ensured credibility.
Researcher reflexivity was maintained to minimize bias, following the postpositivist notion that complete objectivity is impossible but can be approached through transparency and methodological Trustworthiness was established through credibility, transferability, dependability, and confirmability (Creswell, 2.
Ethical procedures included obtaining informed consent, ensuring anonymity of participants, and protecting data confidentiality.
The study adhered to research ethics for educational RESULTS AND DISCUSSION This section presents the results of the study on the postpositivist critique of quantitative assessment validity in moral .
learning among sixth-grade students at SDN 8 Lahat Selatan.
The data are presented in tables and figures to highlight key findings derived from observation, interviews, and document The discussion that follows interprets these findings in light of the studyAos objectives, theoretical framework, and broader implications for moral education research.
Table 1.
Comparison between Quantitative and Postpositivist Assessment Approaches in Moral Learning Assessment Aspect Focus of Evaluation Nature of Data Validity Orientation Role of the Teacher Student Perspective Quantitative (Positivis.
Postpositivist Approach Approach Cognitive outcomes.
Contextual understanding.
concepts measured numeribehavior and reflection Structured, standardized test Interpretive narratives, rescores flective journals, interviews Contextual credibility, reStatistical reliability and obflexivity, and interpretive Reflective facilitator and Objective evaluator moral guide Active moral agent with Passive respondent unique experiences Source: Field observation and document analysis, 2025.
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Figure 1.
Percentage of TeachersAo Perceptions Toward Assessment Validity Table 2.
Themes Derived from Interviews with Teachers and Students Theme Identified Supporting Evidence (Quotes/Summar.
Teachers admit numeric scores oversimplify stuReductionism in quantitative scoring dentsAo moral growth.
Observed variation in moral actions depending on Contextual moral behavior Teachers reflect on fairness and cultural influence Reflexivity in teaching and assessment in grading.
Students express feelings of unfairness in standardEmotional and ethical dimensions ized grading.
Source: Interview transcriptions and thematic coding results.
The study found that moral learning outcomes assessed using positivist instrumentsAisuch as structured rubrics or Likert-based scalesAifailed to capture moral reasoning and emotional awareness.
Teachers often reduced moral values to cognitive recall .
, identifying AurightAy and AuwrongA.
, neglecting the reflective and situational nature of moral understanding.
From a postpositivist standpoint, validity must be understood as context-dependent rather than absolute.
Observation and interview data revealed that teachers began to consider studentsAo intentions, social context, and consistency between words and actionsAi elements often disregarded in positivist models.
Postpositivist critique emphasizes researcher .
r teache.
The teacher at SDN 8 Lahat Selatan recognized her own biases and emotional influences during assessment, aligning with Phillips and BurbulesAo .
notion that knowledge construction involves interpretive interaction.
Combining quantitative data .
with qualitative insights .
eflections, peer observation.
provided a more authentic and credible picture of moral growth.
This aligns with Teddlie and TashakkoriAos .
framework for integrating multiple data sources to enhance validity.
The results highlight that quantitative assessments in moral learning are inherently limited in measuring abstract, affective, and situational moral dimensions.
The overemphasis on objectivityAitypical of positivismAiproduces valid data only within narrow empirical boundaries.
Postpositivism challenges this by asserting that truth claims are provisional and knowledge is value-laden.
In moral education, this implies that validity cannot be defined purely in terms of reliability coefficients but must incorporate contextual coherence and ethical interpretation (Creswell, 2.
Furthermore, the interpretive shift toward postpositivism enables teachers to act as reflective facilitators who contextualize assessment results within cultural, emotional, and situational realities.
The findings resonate with Biggs and Tang .
, who argue that effective learning evaluation requires alignment between intended outcomes, learning activities, and assessment methodsAi especially in value-based education.
The why and how of this transformation lie in the epistemological stance of postpositivism: it recognizes that measurement alone cannot explain human morality because behavior is influenced by internal reflection, social norms, and lived experience.
The study thus extends current research by offering a hybrid model of validity, integrating quantitative consistency with interpretive credibility.
In practical terms, these findings can be applied to curriculum and assessment reform in moral education.
By adopting reflective journals, peer assessments, and situational analyses, educators can better capture the dynamic process of Journal of Curriculum Indonesia 8 .
moral internalization.
Scientifically, this research contributes to educational assessment theory by redefining validity from a postpositivist perspectiveAibridging empirical evidence and interpretive understanding.
Figure 2.
Model of Postpositivist Validity Framework in Moral Learning CONCLUSION The findings of this study indicate that the validity of quantitative .
assessment in moral learning is fundamentally limited when used as the sole measure of studentsAo moral understanding.
Through the lens of postpositivism, it becomes evident that moral education cannot be fully represented by numerical outcomes, as morality is embedded within social, emotional, and contextual experiences.
The study concludes that validity in moral assessment must be redefined as a multidimensional construct that integrates empirical reliability, contextual interpretation, and ethical reflexivity.
By doing so, assessment becomes more holistic, credible, and aligned with the lived realities of learners.
This research contributes to educational science by expanding the theoretical foundation of validityAitraditionally grounded in positivist logicAi toward a more interpretive and human-centered paradigm.
Practically, the postpositivist critique provides educators with a framework for designing reflective assessment tools that value moral reasoning and situational behavior alongside measurable performance, thereby strengthening both philosophical understanding and pedagogical application in moral education.
Acknowledgement Contributors who are not mentioned as authors should be acknowledged, and their particular contribution should be described.
All sources of funding for the work must be acknowledged, both the research funder and the grant number .
f applicabl.
should be given for each source of funds REFERENCES