scholarly journals Evaluation of Authentic Assessment Implementation on Biology Learning at SMA Negeri in Semarang

2021 ◽  
Vol 9 (3) ◽  
pp. 8-16
Author(s):  
Vita Kusumawati ◽  
Sri Mulyani Endang Susilowati ◽  
Wiwi Isnaeni
Keyword(s):  
Learning Outcomes ◽  
Instrument Development ◽  
Authentic Assessment ◽  
Assessment Instrument ◽  
Input Process ◽  
Biology Teachers ◽  
Student Learning Outcome ◽  
Research Findings ◽  
Biology Learning ◽  
Instrument Quality

Authentic assessment is an assessing technique on 2013 curriculum learning. Authentic assessment assesses learning process and students’ learning outcomes. This research aims to evaluate authentic assessment implementation on Biology learning at 4 Public Senior High Schools in Semarang. This descriptive qualitative research used CIPP (context, input, process, and product) evaluative model. The data was taken by observing, interviewing, and analyzing instrument quality used by the teacher during learning. The research instrument was developed and modified from Sumei (2014) and Bhakti's (2017) research findings. The data was analyzed by using Milles & Huberman model which consisted of reduction, display, and conclusion. The findings of authentic assessment implementation showed various outcomes. The authentic assessment instrument development of Public SHS A, B, C, and D’s biology teachers in Semarang was generally categorized excellent or high. All teachers had obtained 2013 curriculum learning training through Biology teacher discussion. The teachers were regularly supervised once in a year. The process of biology authentic assessment implementations at SHS A, B, C, and D in Semarang were categorized sufficient or moderate. The findings showed that SHS A student learning outcome average was 51; SHS B was 72; SHS C was 63; and SHS D was 73. The hindrances of the SHS A, B, C, and D’s teachers in implementing the assessment dealt with cognitive, affective, and psychomotor aspects of the students simultaneously during each learning.

scholarly journals Application of Moodle as Authentic Assessment in Learning Mathematics in SMK

2020 ◽  
Vol 10 (2) ◽  
pp. 27
Author(s):  
Chrisnawati HE ◽  
Arum Nur Wulandari ◽  
Sutopo Sutopo ◽  
Yemi Kuswardi
Keyword(s):  
Learning Outcomes ◽  
Lesson Plan ◽  
Authentic Assessment ◽  
Assessment System ◽  
Assessment Instrument ◽  
Limit Function ◽  
Student Attendance ◽  
Average Student ◽  
Positive Attitudes ◽  
Learning Mathematics

<p class="BodyAbstract">The purpose of this study was to develop an assessment system using Moodle e-learning to improve mathematics learning outcomes in terms of knowledge, skills and attitudes of students. The development design in this study is more on how to develop learning activities with authentic assessment that must be carried out by the teacher which of course will be very difficult if everything is paper-based. The implementation of a reliable assessment with easy administration by the teacher becomes the consideration of the researcher. And with regard to the pandemic conditions that are being experienced by the Indonesian nation, online learning is an option for students and teachers. Even in the assessment that must be carried out. For this reason, the Moodle application is an alternative that allows students to access teaching materials and practice problem solving easily. This is very interesting to do a development study in SMK, why? Because vocational students usually lack positive attitudes towards mathematics. The use of the Moodle application in learning mathematics in the classroom is certainly the teacher's job to limit the time to face students, and the lack of positive attitudes of these students into "energy" to optimize student abilities. This research was conducted at SMK Warga Surakarta, in class XII Machines, using the Thiagarajan RnD 4D steps, namely Define, Design, Develop and Disseminate. From this research, an authentic assessment instrument has been developed using the Moodle application on the Limit Function material. By reviewing the basic competencies in the Function Limit material, 20 questions were developed in the C2 (8 points), C3 (6 points) and C4 (6 points) categories and validated with a professional judgment on the test instrument. In the student attendance data, it appears that the desire of students to improve their understanding of the Limit Function material is quite high, more than 70% of students want to repeat the class independently. Also, the average student attendance was 13.4 out of 10 meetings planned in the teacher's lesson plan (1 meeting for the implementation of daily tests). From the average value of assignments, there was an increase in the grades in assignment 1 and assignment 2, but in assignment 3, the average score of student achievement decreased, this was possible because the material in assignment 3 was a continuation of the material for assignments 1 and 2, but if viewed from the frequency of doing assignments in each task session, there was a decrease in the number of frequencies. This can be seen in assignment 2, where the average student did the assignment 2.87 on task 1, and in task 2 the average student did 2.43 times with the results significantly increasing. Meanwhile, the average daily test for students in class XII M1 was 78.7, which means that the class average was above the school's KKM and 73.3% of students obtained learning outcomes above the KKM on the Function Limit material. It can be said that learning can improve student learning outcomes and motivate students, because from the response questionnaire, 86.7% of students said they were motivated to try the test to get good results.</p>

scholarly journals HOTS assessment in circulatory system learning: Validity, reliability, and item quality

2021 ◽  
Vol 7 (2) ◽  
pp. 171-178
Author(s):  
Yosi Laila Rahmi ◽  
Isnaini Nur Habibah ◽  
Z. Zulyusri ◽  
Rahmawati Darussyamsu
Keyword(s):  
Circulatory System ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Assessment Instrument ◽  
Biology Teachers ◽  
Higher Order Thinking Skills ◽  
Item Quality ◽  
Biology Learning ◽  
D Model ◽  
Mathematics And Science

Biology learning, based on the curriculum-2013, requires students to be skilled at analyzing, evaluating, and creating to achieve Higher-Order Thinking Skills (HOTS). Thus, HOTS assessment instrument is crucial to be made. This study aimed to produce HOTS assessment instrument focused on circulatory system materials for XI graders. This research was conducted by using Research and Development (R&D) method with 4-D model. The subjects of this study were: two biology lecturers from Faculty of Mathematics and Science of Universitas Negeri Padang, two biology teachers, and 33 XI graders of Public Senior High School 1 Nan Sabaris. The data were collected using questionnaires which were validated by experts and analyzed using ANATES 4.09. The validity results reached as high as 87.54% (very valid) in which the empirical validity value was 88%. Meanwhile, the instrument was stated as very reliable (0.78), has a moderate difficulty, good differentiating power, and excellent option quality. Thus, as the recommendation, this instrument can be used to foster students’ HOTS.

scholarly journals PENILAIAN AUTENTIK DALAM PEMBELAJARAN MATEMATIKA

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Laelasari Laelasari
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Authentic Assessment ◽  
Assessment Instrument ◽  
Learning Material ◽  
Student Activities ◽  
Direct Assessment ◽  
Project Appraisal ◽  
Visual Spatial ◽  
Actual Learning

Authentic assessment or direct assessment is important in the learning process activities that have been implemented. The design of an authentic assessment instrument can know the competencies achieved at the time of the KBM activities. Authentic assessment is a form of assessment that can describe actual learning outcomes, can use various techniques, including through project appraisal, or student activities, portfolio use, journal, demonstration, written reports, checklists and observation instructions. Through an authentic assessment of a teacher can know the level of success and achievement of students in receiving learning material in real or factual. The authentic assessment gives students the opportunity to show what they have mastered and learned. The seven basic skills that need to be assessed on authentic assessment include, visual-spatial, bodily-kinesthetic, musical-rhythmical, interpersonal, logical mathematical, verbal, and linguistic. The development of authentic assessment includes four ways, 1). standard setting; 2). authentic task determination; 3). making criteria, and 4). making a rubric.

scholarly journals Biology Teachers: Knowledge in Authentic Assessment Through Cooperative Integrated Reading and Composition Based Scientific Approach (Cirsa)

2020 ◽  
Vol 4 (2) ◽  
pp. 111
Author(s):  
Rizhal Hendi Ristanto ◽  
Refirman Djamahar ◽  
Ericka Darmawan
Keyword(s):  
Learning Process ◽  
Authentic Assessment ◽  
Biology Teachers ◽  
Concept Understanding ◽  
Concept Mastery ◽  
Authentic Assessments ◽  
Scientific Approach ◽  
Before And After ◽  
Training Activities ◽  
Biology Learning

<span>Evaluation activities of biology learning process for learners is teachers’ and education units’ responsibility. An authentic assessment is crucial to be implemented in the learning process so that learners could be guided to have abilities in knowledge as well as attitudes and skills. The research aims in 2019 is to observe 50 biology teachers’ differences in biology teachers’ skills in Bekasi Regency, Indoensia in mastering authentic assessment knowledge in biology learning before and after the implementation of training activities through a Scientific Approach-based Cooperative Integrated Reading and Composition (Cirsa).  Cirsa, a learning developed by integrating a CIRC-based scientific approach, axpected to facilitate teacher learning in accordance with the objectives. The research is a quasi-experiment using one group pretest-posttest design. The research independent variable includes Cirsa learning model, whereas the dependent variable is concept understanding of authentic assessment. The research data are analyzed using descriptive statistics that encompasses teachers’ response on learning and analysis of average pretest and posttest. The research results indicate that there is an influence of Cirsa learning application on the concept mastery of authentic assessments of Biology teachers</span><span lang="EN-US">.</span>

scholarly journals PENGEMBANGAN MODEL ASESSMENT AUTENTIK GUNA MENILAI KETERAMPILAN PEMECAHAN MASALAH DALAM KEGIATAN PRAKTIK LAPANGAN CALON GURU BIOLOGI

2015 ◽  
Vol 20 (1) ◽  
pp. 82
Author(s):  
Mr. Cartono ◽  
Yusuf Ibrahim ◽  
Cita Tresnawati ◽  
Nia Nurdiani
Keyword(s):  
Problem Solving ◽  
Authentic Assessment ◽  
Assessment Model ◽  
Assessment Instrument ◽  
Needs Analysis ◽  
Product Analysis ◽  
Biology Teachers ◽  
Problem Solving Skills ◽  
Analysis Process ◽  
Field Practice

The aim of this study was to generate an authentic assessment model which has tested-distinctive characteristics so that it can be used to assess pre service Biology teachers’ problem-solving skills in an integrated field practice activities. This study consists of Needs Analysis, Process and Learning Product Analysis, Study Objectives and Benefits Determination, Authentic Assessment Model and Instrument Designing, as well as Design and Instrument Validation. The first three steps are based on lecturers and participating students interview results, and also direct observation of two field practice activities in coastal and rangeland ecosystems. The authentic assessment design and instrument development  was based on the results of needs analysis, while validation is done based on experts’ judgements and trials in limited audience. The model of authentic assessment instrument developed in this study includes assessment of the realm of knowledge, skills, and scholarly behavior. Moreover, its content and construct were validated as logically and empirically adequate to assess problem-solving skill. Socialization of assessment aspects encourages the students to show their best performances, explore knowledge by themselves, and be more scholarly during field practice activities. The existence of this authentic assessment instrument provides convenience for supervisors in determining student’ learning objective achievement and further guiding actions.Keywords: authentic assessment, problem-solving skill, education of prospective biology teachers, integrated field practicePenelitian ini bertujuan untuk menghasilkan suatu model asessment autentik yang memiliki karakter khusus dan teruji sehingga layak digunakan untuk menilai keterampilan pemecahan masalah mahasiswa calon guru biologi dalam kegiatan praktik lapangan terpadu. Penelitian ini terdiri atas tahapan Analisis Kebutuhan, Analisis Proses dan Produk Pembelajaran, Penentuan Tujuan dan Manfaat Penelitian, Merancang Model dan Instrumen Asessment Autentik, serta Validasi Rancangan Model dan Instrumen Asessment Autentik yang dikembangkan. Tiga tahap pertama didasarkan pada wawancara terhadap dosen pembimbing dan mahasiswa peserta, serta pengamatan langsung dua kegiatan praktik lapangan di ekosistem pantai dan pegunungan.  Pengembangan rancangan model dan instrumen asessment autentik didasarkan atas hasil analisis kebutuhan, sedangkan validasi dilakukan melalui penilaian pakar dan uji coba pada kalangan terbatas. Model instrumen asessment autentik yang dikembangkan dalam penelitian ini meliputi penilaian ranah pengetahuan, keterampilan dan sikap ilmiah, serta memiliki validitas isi dan bentuk/susunan  yang cukup memadai secara logis dan empiris untuk mengukur keterampilan pemecahan masalah mahasiswa  calon guru biologi dalam kegiatan praktik lapangan terpadu. Sosialisasi aspek-aspek penilaian mendorong mahasiswa untuk menunjukkan kinerja terbaiknya, menggali pengetahuan sendiri dan lebih bersikap ilmiah selama kegiatan praktik lapangan. Keberadaan instrumen penilaian autentik ini memberi kemudahan bagi dosen pembimbing untuk menentukan ketercapaian tujuan pembelajaran mahasiswa dan menentukan bentuk tindakan bimbingannya lebih lanjut.Kata kunci: asessment autentik, keterampilan pemecahan masalah, pendidikan calon guru biologi, praktik lapang terpadu

scholarly journals ANALISIS KEPRAKTISAN INSTRUMEN PENILAIAN AUTENTIK MATERI EKOSISTEM DI SMA DITINJAU DARI ASPEK PENGGUNA

2021 ◽  
Vol 6 (1) ◽  
pp. 75-83
Author(s):  
Dian Dwi Putri Ulan Sari Patongai ◽  
Saparuddin ◽  
Sahribulan
Keyword(s):  
Learning Outcomes ◽  
Positive Response ◽  
Authentic Assessment ◽  
Student Learning Outcomes ◽  
Student Response ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Design Development ◽  
Teacher Response ◽  
Teachers And Students

This study aims to analyze the practicality of an authentic assessment instrument for ecosystem materials in high school which has been developed using the 4D development model (Define, Design, Development, Disseminate) by Thiagarajan. The practicality of the instrument in terms of the user aspect is measured using a teacher response questionnaire filled out by the teacher and also students who are given an assessment instrument to use. Aspects assessed in the instrument are related to aspects of clarity and aspects of understanding/acceptance. Practically, teachers find it easy to use it in assessing student learning outcomes and students who feel enthusiastic about learning that apply authentic assessment instruments. From the results of data analysis carried out, the teacher gave a very positive response to both aspects which were assessed with a student response value of 92.5% greater than 85%. Meanwhile, the student response showed that the students gave a positive response to the implementation of authentic assessment of ecosystem materials with a response value of 84.11%. Thus, it can be concluded that the authentic assessment instrument for ecosystem material that has been developed can practically be used properly and gives a positive response from both teachers and students.  

scholarly journals PENILAIAN PROYEK BERPENDEKATAN VISUAL, AUDITORI, DAN KINESTHETIK DENGAN PRODUK STORYBOARD DAN PENERAPANNYA PADA SISWA SMA

2016 ◽  
Vol 7 (2) ◽  
pp. 13
Author(s):  
Wilis Okti Pamungkas
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Research Method ◽  
Authentic Assessment ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Project Assessment ◽  
A Value ◽  
Minimum Criteria ◽  
D Model

Authentic assessment is assessment instrument that assess the learning process and learning outcomes of students. Authentic assessment instrument which developed in this research is project assessment instrument with storyboard product. This study aims to develop project assessment instruments which are valid, reliable and effective to be used for all of the students. The research method used is the modified 4-D model. This research implemented in grade class XI of SMA N 10 Semarang and subjects of research is students in class XI with IPA concentration. The results of research showed that project assessment instruments valid, reliable, and proper to used for assessing learning process and learning outcomes. Project assessment instrument effective used in learning, because the vmean of project assessment and learning outcomes all of students gained a value with the minimum criteria of good, also there is an ascendant of N-gain with high category for students visual, student auditory, and student kinesthetic. Thus it can be concluded that the developed assessment instruments is valid, reliable, and effective. Keywords: Project Assessment; Storyboard; Visual, Auditory, and Kinesthetik Approach

scholarly journals The Effectiveness of Team Games Tournament with Edmodo on Students’ Learning Outcome and as an Attempt to Support the Pillar of Paperless Conservation

2019 ◽  
Vol 8 (1) ◽  
pp. 99-105
Author(s):  
Ibnu Rizaki ◽  
Endah Peniati ◽  
Eling Purwantoyo
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Sampling Methods ◽  
Learning Outcome ◽  
Learning Activity ◽  
Biology Teachers ◽  
Student Activity ◽  
Team Games ◽  
Student Learning Outcome ◽  
Data Analysis Result

Model and learning media is the important component that can affect the result of learning outcomes. The appropriate model of learning can improve students learning activity. The result of interest questionnaire and interview with biology teachers in SMA N 1 Jatibarang showed that student activity interest at medium category and paper became the main option for all administration and documentation needs. Team Games Tournament with edmodo was rated as the most appropriate model that match the situations and conditions in SMA N 1 Jatibarang nowadays. This model has high efficacy level to solve the activity and learning outcome problem, meanwhile Edmodo is the proper rated class-based website as the solution for paperless attempt. This study aim is to evaluate the effectiveness of Team Games Tournament with edmodo toward student learning outcome and as an attempt to support the pillar of paperless conservation in SMA N 1 Jatibarang. A pre-experimental, One Group Pretest-Posttest Design was used. Samples was collected by purposive sampling methods. All XI MIPA students used as experiment class. Data collection method in this study is a test and questionnaire based methods. Data analysis result showed that classical mastery at 93.26% and N-gain score at 0.70 with high category. The student opinion towards TGT method with edmodo has a very good category. The conclusion is Team Games Tournament model with edmodo effective towards student learning outcome and as an attempt to support the pillar of paperless conservation.

ENGARUH MODEL PEMBELAJARAN AKTIF COURSE REVIEW HORAY TERHADAP HASIL BELAJAR BIOLOGI SISWA KELAS VIII SMP NEGERI 10 BATAM

SIMBIOSA ◽  
2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramses Ramses ◽  
Nurhaty Purnama Sari ◽  
Harni Lainy Br.Bakkara
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
T Test ◽  
Eighth Grade ◽  
Control Group ◽  
Homogeneity Test ◽  
Control Group Design ◽  
Eighth Grade Students ◽  
Biology Learning

This study aims to know the influence of active learning model Course Review Horay to biology learning outcomes at eighth grade students of SMP Negeri 10 Batam academic year 2013/2014. This research design is  randomized experiment using posttest only control-group design. The study population is all the eighth grade students of  SMP Negeri 10 Batam with reached population consist of 7 classes. The sampling technique using a simple random sampling. Samples were selected class VIII5 as control class and VIII8 as experiment class. The instrument  that use in this research is the form of the test. Requirement have been in the form of normality and homogeneity test, which showed that normal and homogeneous data. Technique of data analysis conducted by the t test. The result analysis of data using the t test showed the tvalue 3.01 and ttable is 2.00 (tvalue > ttable). The results showed that the active learning result model Course Review Horay give effect to increase student learning outcomes from the average of the experimental class 82,57 and control class 76,04. Thus, the hypothesis put forward acceptable significance level (α = 0.05). Thus, it can be concluded that the using of active learning model Course Review Horay influential on learning outcomes of biology at eighth grade students of SMP Negeri 10 Batam. Keywords: Course Review Horay, Biology Learning Outcomes.

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