Abstract

Formative assessment plays a crucial role in enhancing learning progression, yet its implementation in physics education faces numerous challenges. This study explores the perceptions, practices, and obstacles encountered by public senior high school physics teachers in implementing formative assessment in Sambas Regency, Indonesia. Using a mixed-methods approach, data was collected from thirty-five physics teachers through closed and open-ended questionnaires. Thematic analysis with a constructivist approach was applied to qualitative data. The results reveal that while teachers generally hold positive perceptions toward formative assessment, they face significant practical challenges, including time constraints, lack of standardized guidelines, insufficient training, and curriculum pressures. Despite these obstacles, teachers employ various strategies to overcome them, such as using diverse data collection methods, learning adaptations, technology utilization, and student motivation techniques. The study also uncovers a discrepancy between teachers’ perceived and actual understanding of formative assessment concepts. Furthermore, the research highlights the need for enhanced professional development and supportive school policies to facilitate the effective implementation of formative assessment. This study contributes to the growing body of knowledge on formative assessment in physics education within the context of Indonesia’s independent curriculum. The findings provide valuable insights for educational policymakers and school administrators in designing targeted interventions and support systems to improve formative assessment practices in physics classrooms. Future research should focus on developing and evaluating professional development programs that address the identified challenges and enhance teachers’ competencies in effectively implementing formative assessment.