Postpositivism Critique of the Validity of Quantitative Assessment (Positivism) in Moral Learning of Grade VI Students of SDN 8 South Lahat

Abstract

This study examines the postpositivist critique of the validity of quantitative (positivist) assessment in the moral learning of sixth-grade students at SDN 8 Lahat Selatan. The research arises from concerns that traditional positivist approaches—emphasizing objectivity, measurement, and numerical validity—may inadequately capture the holistic and contextual nature of students’ moral development. The study aims to analyze how postpositivist perspectives reinterpret assessment validity by considering subjective, cultural, and situational factors in evaluating students’ 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 students’ lived experiences. The study concludes that valid moral assessment requires not only empirical accuracy but also philosophical depth and ethical sensitivity toward contextual realities.