scholarly journals Development of authentic assessment that based on scientific approach to improve students’ skills of science process in physics learning

2019 ◽  
Vol 1185 ◽  
pp. 012033
Author(s):  
Bahril Ilmiwan ◽  
Festiyed ◽  
Usmeldi
Keyword(s):  
Authentic Assessment ◽  
Physics Learning ◽  
Scientific Approach

scholarly journals Implementation of Scientific Approach in Physics Learning in Makassar City

2020 ◽  
Vol 8 (2) ◽  
pp. 121-136
Author(s):  
Andi Evi Sulfiyani Nurfathanah Amsal ◽  
Kaharuddin Arafah
Keyword(s):  
High Schools ◽  
Qualitative Study ◽  
Authentic Assessment ◽  
Research Data ◽  
Research Subjects ◽  
Physics Learning ◽  
Knowledge And Skills ◽  
Assessment Systems ◽  
Scientific Approach ◽  
Insufficient Time

This research is a qualitative study that aims to uncover the implementation of scientific approaches and assessment systems in learning physics at senior high schools in Makassar. The research subjects consisted of 8 physics class XI teachers from 4 schools in Makassar City. The research data were obtained through questionnaires, documentation, observation, and interviews. Interviews aim to synchronize data obtained through questionnaires, observations and documentation. Based on the results of the study showed that, a scientific approach in learning physics by teachers has been implemented even though it has not been maximized. Likewise, authentic assessment in learning physics in aspects of knowledge and skills has been carried out well, but not yet in the attitude aspect. The cause of the lack of optimal is insufficient time, different abilities of students, the willingness of students to ask questions and seek help, responded accordingly, the number of learners is large, and the readiness is still inadequate.

The experiences and understandings of the K-13 curriculum implementation of Indonesian teachers of Adapted Physical Education (APE)

2020 ◽  
Vol 42 (3) ◽  
pp. 29-42
Author(s):  
Erick Burhaein ◽  
Beltasar Tarigan ◽  
Diajeng Tyas Pinru Phytanza
Keyword(s):  
Physical Education ◽  
Special Needs ◽  
Authentic Assessment ◽  
Primary Teacher ◽  
Basic Knowledge ◽  
Learning And Development ◽  
Ongoing Research ◽  
Special Needs Education ◽  
Scientific Approach ◽  
K 13

The purpose of this study was to illuminate the experiences and understandings of adaptive physical education (APE) teachers in their implementation of the newly introduced K-13 curriculum in special needs schools (SLB) in Indonesia. This research is a replication of previous research (Sigid XXABSTRACT Setiawan, 2018) conducted with primary school physical education (PE) teachers. Twenty-six APE teachers aged 28-39 years (X = 34.04, SD = 3.46) who worked with various disabilities in SLB were involved as participants. Data collected were observations, interviews, and documentation working within a phenomenological framework. Results indicated that teachers’ experiences of the K-13 implementation were focused on (1) the acquisition of basic knowledge and competence, (2) the adoption of the scientific approach, (3) the use of authentic assessment, and (4) awareness of the supporting and inhibiting factors. The understandings arising from these experiences were that: (1) the required knowledge of APE SLB teachers could be found within the supporting government publications; (2) the scientific approach placed systematic student problem solving at its core, and; (3) authentic assessment involves a comprehensive focus on the learning and development of skills, attitudes and knowledge. A comparison of these findings with those of the primary teacher study showed that some of the additional understandings revealed by the Adapted PE teachers reflected some of the specific demands and challenges facing teachers in the context of special needs education. This research should serve as a reference for novice teachers in emphasizing that good K-13 curriculum learning at all levels must involve preparation for its implementation and its assessment. Recommendations for the value of ongoing research of this nature with a broader cohort of teachers are made.

scholarly journals Penilaian Autentik Dalam Meningkatkan Hasil Belajar Fisika di SMAN 1 Pagaden

2021 ◽  
Vol 2 (1) ◽  
pp. 65-74
Author(s):  
Dadang Suhardi
Keyword(s):  
Qualitative Study ◽  
Student Learning ◽  
Learning Outcomes ◽  
Authentic Assessment ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Cycle Model ◽  
Physics Learning ◽  
Student Activities ◽  
Improve Student Learning

Abstract: Physics is one of the subjects that students consider difficult. This can be seen from the learning outcomes of students at SMAN 1 Pagaden Class X IPA 4, where the majority of students score below the KKM (minimum completeness criteria). Of the 36 students in class X IPA 4 in physics, only about 12 students got a complete score. Of course, this situation should get serious attention to improve student learning outcomes. One of the efforts made to improve learning outcomes is through authentic assessment. In this assessment, all student activities will be observed and rated according to their respective portions. This research is a descriptive qualitative study with a two-cycle model that is characteristic of Classroom Action Research. From the research results it was revealed that with authentic assessment of physics learning in Class X IPA 4 SMAN 1 Pagaden there was an increase in each cycle. In the first cycle, the students' average score on the skills aspect was around 71% and increased in the second cycle to 80%. So that the use of authentic assessment is one of the references as an effort to improve student learning outcomes. Abstrak: Fisika merupakan salah satu mata pelajaran yang dianggap sulit oleh siswa. Hal ini ini dapat terlihat dari hasil belajar siswa di SMAN 1 Pagaden Kelas X IPA 4 yang mayoritas siswa mendapatkan nilai di bawah KKM (kriteria ketuntasan minimum). Dari 36 siswa di kelas X IPA 4 dalam pelajaran fisika, hanya sekitar 12 siswa yang mendapatkan nilai tuntas. Tentu saja, keadaan ini harus mendapatkan perhatian serius untuk meningkatkan hasil belajar siswa. Salah satu upaya yang dilakukan untuk meningkatkan hasil belajar yaitu melalui penilaian autentik. Dalam penilaian ini, seluruh aktivitas siswa akan diamati dan diberi nilai sesuai dengan porsinya masing-masing. Penelitian ini bersifat kualitatif deskriptif dengan model dua siklus yang menjadi ciri khas dari Penelitian Tindakan Kelas. Dari hasil penelitian terungkap bahwa dengan penilaian autentik pada pembelajaran fisika di Kelas X IPA 4 SMAN 1 Pagaden terjadi peningkatan pada setiap siklusnya. Pada siklus pertama rata-rata siswa mendapatkan nilai pada aspek keterampilan sekitar 71% dan naik pada siklus kedua menjadi 80%. Sehingga penggunaan penilaian autentik merupakan salah satu rujukan sebagai upaya untuk meningkatkan hasil belajar siswa.

scholarly journals Developing An Authentic Assessment Instruments of Psychomotor Domain For The Physics Learning on Measurement Materials in Class X SMA

2020 ◽  
Vol 4 (2) ◽  
pp. 44-48
Author(s):  
Dahlia Dahlia ◽  
Maison Maison ◽  
Nehru Nehru
Keyword(s):  
Formative Evaluation ◽  
Learning Strategy ◽  
Authentic Assessment ◽  
Developmental Model ◽  
Assessment Instrument ◽  
Learning Activity ◽  
Assessment Instruments ◽  
Physics Learning ◽  
Ability To Act ◽  
Psychomotor Domain

Practicum is a form of learning activity relates to assessment, which is part of a series of learning processes. Assessment in practicum not only consists of cognitive aspects but also emphasizes affective and psychomotor aspects. Psychomotor is a domain related to skills or ability to act after receiving learning experiences. An authentic assessment of the psychomotor domain is needed to determine each student learns and apply their learning outcomes into life. The study aimed to determine the procedure for developing an authentic assessment instrument of the psychomotor domain for physics learning on measurement material in class X SMA and describe the teacher's assessment toward the developed the authentic assessment instrument. The study used Dick and Carey developmental model consisted of ten stages. They are (1) analysis the learning objectives, (2) learning analysis, (3) analysis of students and their environment, (4) formulating specific objectives, (5) developing assessment instruments, (6) developing learning strategy, (7) developing and selecting learning materials, (8) formative evaluation, (9) revision, and (10) summative evaluation. But, the article used only nine of ten stages. The validation sheet was assessed by two expert lecturers. The product of the psychomotor assessment instrument was validated by two expert lecturers through 2 revisions. The developed instrument was tested in small groups, namely class X MIA 7, SMA N 1 Muaro Jambi. The validation obtained a total score of 136. Means, the score included in the category of 136 ≤ N <150: "Very Good." The teacher's responses were 82% of very good (positive). In short, the developed instrument was feasible to continue to trial steps. The trial to 10 students obtained a mean of 82.1. Based on the range of student scores, seven students were classified as highly skilled, and three students were classified as skilled. Based on results and discussion, it concluded that authentic assessment instruments of the psychomotor domain for the physics learning on measurement materials were feasible to use for teacher class of class X MIA in SMA N 1 Muaro Jambi.

scholarly journals Peningkatan Keterampilan Generik Sains pada Materi Tata Surya melalui Pembelajaran Berbantuan Aplikasi Solar System Scope untuk Siswa SMP

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Ika Mustika Sari
Keyword(s):  
Solar System ◽  
Junior High School ◽  
Science Learning ◽  
Hypothesis Test ◽  
Apply Solar ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Physics Learning ◽  
Scientific Approach

In order to survive and improve self quality in higher levels of education and work, generic science skills are needed. Generic science skill is the skill that can be grown from science learning as a provision to pursue careers in a broader field. In this day and age, many things can be done by using devices, including physics learning. This study aims to find out the differences of generic science skills improvement between a class that apply solar system learning with a scientific approach assisted by Solar System Scope with a class that do not use Solar System Scope. The method used in this study was quasi-experiment with the control group pretest-posttest design. The sample consisted of 31 experimental class students and 31 control class students in the junior high school in Bandung. Both classes were given the multiple choice test. The results of data analysis showed an improvement in both classes with N-gain 45.9% in the experimental class and 22.8% in the control class. The conclusion of this study can be showed by Mann Whitney hypothesis test which produces z = -3.60. It shows that there is a significant differences of generic science skills improvement between both classes after the implementation of solar system learning assisted by Solar System Scope.

scholarly journals Analisis Model Blended POE2WE Terhadap Keterampilan Proses Sains Siswa Melalui Penggunaan Laboratorium Virtual Pada Materi Dualisme Gelombang Partikel

2021 ◽  
Vol 12 (1) ◽  
pp. 83-89
Author(s):  
Mutia Laelawati ◽  
Nana Nana ◽  
Dwi Sulistyaningsih
Keyword(s):  
Research Method ◽  
Theory And Practice ◽  
Balance Theory ◽  
Natural Phenomena ◽  
Science Process Skills ◽  
Physics Learning ◽  
Process Skill ◽  
Science Process Skill ◽  
Virtual Laboratories ◽  
Scientific Approach

Most natural phenomena in physics learning require students to understand conscientific knowledge, so to improve students' understanding requires a scientific approach. The skills that can be developed are the skills of the science process. To balance theory and practice, practical activities are required to practice the skills of the science process. . However, there have been some experiments in which processes and concepts are abstract - one of which is on particle wave dualisme material. This research aims to describe how poe2we blended models students' science process skills on particle wave dualism material through the use of virtual laboratories. This research method uses literature studies from previous research. The results showed that the poe2we blended model in the use of virtual laboratories in particle wave dualism material was found to be a science process skill in students.

scholarly journals Pengaruh Pendekatan Saintifik Berbantukan LKS terhadap Hasil Belajar Fisika Peserta Didik Kelas XI SMA Perintis 1 Bandar Lampung

2016 ◽  
Vol 5 (1) ◽  
pp. 83 ◽  
Author(s):  
Rahma Diani
Keyword(s):  
Data Management ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
T Test ◽  
Test Analysis ◽  
Physics Learning ◽  
Scientific Approach

This study aims to determine the effect of LKS scientific approach to the study result of students. This study is a research quasy experimentation, the samples in this study were students of class XI SMA PERINTIS 1 Bandar Lampung, the sampling technique using simple rondom sampling, where the class XI.3 is an experimental class and class XI.5 as control class, with style material. The Instruments used for learning outcomes is a description that had previously been tested. Based on the results of research and data management t-test analysis on a significant level = 0.05 obtained t> t table ie 5.45415> 1.68107 means that H0 is accepted. Thus, the learning of physics by using a scientific approach of LKS more influence on physics learning outcomes of learners compared with not using a scientific approach.Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan saintifik berbantukan LKS terhadap hasil belajar  peserta didik. Penelitian ini merupakan jenis penelitian quasy eskperimen, sampel dalam penelitian ini adalah peserta didik kelas XI SMA PERINTIS 1 Bandar Lampung, teknik pengambilan sampel menggunakan simple rondom sampling, dimana kelas XI.3 merupakan kelas eksperimen dan kelas XI.5 merupakan kelas control, dengan materi gaya. Instrumen yang digunakan untuk hasil belajar adalah uraian yang sebelumnya telah diuji cobakan. Berdasarkan hasil penelitian dan pengelolaan data analisis uji-t pada taraf signifikan= 0,05 diperoleh thitung > ttabel  yaitu 5.45415 > 1.68107  berarti H0 diterima. Dengan demikian, pembelajaran fisika dengan menggunakan pendekatan saintifik  berbantukan LKS lebih berpengaruh terhadap hasil belajar fisika peserta didik dibandingkan dengan yang tidak menggunakan pendekatan saintifik.

scholarly journals Analyzing the thematic-integrative content, the scientific approach, and the authentic assessment in the theme 1 textbook for grade II students of elementary schools

2017 ◽  
Vol 5 (2) ◽  
pp. 172
Author(s):  
Putri Zudhah Ferryka
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Data Gathering ◽  
Authentic Assessment ◽  
Qualitative Approach ◽  
Data Recording ◽  
Thematic Content ◽  
Scientific Approach ◽  
Grade Ii ◽  
The Subject

This study aimed at describing the integrative-thematic content, the scientific approach, and the authentic assessment in the 2013 Curriculum Theme 1 Textbook Peaceful Life for the Grade II Students of Elementary School. This study was a content analysis research using a qualitative approach. The subject in this study was 2013 Curriculum Theme 1 Textbook Peaceful Life for the Grade II Students of Elementary School. Then, the objects of this study were integrative-thematic content, scientific approach, and authentic assessment. The data analysis that the researcher employed consisted of data gathering, sample selecting, data recording, data reducing, conclusion drawing, and narrating. The results of the study show that: (1) most of the integrative-thematic contents in the 2013 Curriculum Theme 1 Textbook Peaceful Life for the Grade II Students of Elementary School have been in accordance with the indicators but the author still make some errors within the contents; (2) the scientific approach that has been embedded into the textbook includes various activities that direct the students to interact with their environment in establishing their own knowledge; and (3) the authentic assessment has been in accordance with the indicators.

scholarly journals Peningkatan Motivasi dan Hasil Belajar Fisika Kompetensi Usaha, Energi dan Daya Melalui Pembelajaran dengan Pendekatan Saintifik Siswa SMK

2020 ◽  
Vol 13 (2) ◽  
pp. 45-49
Author(s):  
Wahyono Wahyono
Keyword(s):  
Data Collection ◽  
Empirical Research ◽  
Motivation To Learn ◽  
Optimal Learning ◽  
Internal Motivation ◽  
Physics Learning ◽  
Average Value ◽  
Scientific Approach ◽  
Observation Instruments ◽  
Improve Student Learning

This research aims to improve the motivation and results of learning physics effort competency, energy, and power through learning with a scientific approach for students of grade X TKRO 4 SMK Negeri 2 Wonosobo. The data collection techniques used documentation and observation techniques to process the data of observation instruments. The results showed that based on theorists through study with scientific approaches can improve the motivation of learning physics for students. Based on empirical (research), the internal motivation aspect rises by 3.48% and the external motivation aspect rises by 3.01%. Then through learning with scientific approaches can increase the motivation to learn the physics effort competence in energy and power subject matter. Then by theoretical, that through learning with scientific approaches can improve student learning results. While based on empirical (research), apparently the highest value remains 86.67, the lowest value rises 37.06%, the average value rises 35.14% and the number of students who graduated up 41.67%, then through learning with scientific approaches can improve the results of the study of Physics effort competence, energy, and power for students. Therefore through learning with a scientific approach can improve the motivation and results of the physics learning of effort competence, energy, and power for students in grades X TKRO 4 SMK Negeri 2 Wonosobo Semester 2 years lesson 2019/2020. Findings in this study reinforce theoretical and empirical perspectives, in the teacher's effort to achieve optimal learning results. 

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