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This study aims to gather information on the assessment methods used in assessing the learning process in STEM learning in Curriculum 2013 implementation. It is a qualitative descriptive study using in-depth interviews and a focus group discussion as data collection techniques. This study was conducted between March to June 2018. There were fifteen schools which already adapting STEM learning studied. Informants for this study were school teachers and principals. The result shows that in comparison with other schools, Darul Hikam and Al-Ma’moen Junior High Schools are the two most eligible schools in adapting STEM learning, as these schools fit most of the STEM criteria in comparison with the other thirteens. Additionally, these two schools also used assessment which is suitable for the nature of STEM learning that assess the collaborative and problem-solving skills adequately. Both Darul Hikam and Al-Ma’moen measure the three domains of learning, i.e. the cognitive, affective, as well as psychomotor. Both schools are using different tools of assessment such as rubrics, written essays, and observations. In terms of cognitive domain, both schools use written essay to measure it. An assessment model of Collaborative Problem-Solving can be use in assessing STEM learning due to the nature of STEM which requires collaboration and problem-solving skills. STEM learning in Darul Hikam and Al-Ma’moen Junior High are the two most prominent STEM approach in Curriculum 2013 implementation which satisfy the STEM criteria in STEM by Design in comparison with other schools. Assessing STEM learning is somewhat difficult but not impossible. STEM Assessment method used by Darul Hikam and Al-Ma’moen are still lacking in terms of the measurement of Cognitive Domain. Proposed Assessment Method for assessing STEM learning is the combination of CPS Assessment method add by the affective domain of learning (mandated by the Assessment Standards)

ASSESSING STEM LEARNING: A CASE STUDY OF DARUL HIKAM AND AL-MA’MOEN JUNIOR HIGH SCHOOLS