scholarly journals THE AUTHENTIC ASSESSMENT TO MEASURE STUDENTS’ ENGLISH PRODUCTIVE SKILLS BASED ON 2013 CURRICULUM

2017 ◽  
Vol 7 (2) ◽  
pp. 25 ◽  
Author(s):  
Dwi Rukmini ◽  
Lenggahing Asri Dwi Eko Saputri
Keyword(s):  
Junior High School ◽  
Portfolio Assessment ◽  
Authentic Assessment ◽  
Performance Assessments ◽  
Ministry Of Education ◽  
Project Assessment ◽  
Authentic Assessments ◽  
Pilot School ◽  
Performance Project ◽  
Academic Year

In 2013, the Indonesian Ministry of Education and Culture published the 2013 Curriculum which demands teachers to implement authentic assessment as the method of assessing the students’ competence. There were three areas of students’ competence that should be assessed by authentic assessments, namely attitudes, knowledge, and skills. The types of authentic assessment that could be used to assess students’ skills are performance, project, and portfolio. This study aims at describing the implementation of authentic assessment to measure students’ English productive skills based on 2013 Curriculum at the eighth grade of a pilot school--State Junior High School 1 Ungaran (SJHS1U) in the academic year 2015/2016, explaining the problems the teachers encountered in implementing it, and explaining the solution used by the teachers to overcome those problems. The data were collected through interviews, class and document observations, were validated by triangulation of sources and analysed by using the flow model of Miles and Hubberman (1984). The results of the study revealed that the English teachers of the school have implemented the authentic assessment to measure students’ English productive skills. In doing so, the teachers asked the students to describe picture cues and retell the story as the performance assessments, to write a text for the portfolio assessment and to produce a comic for the project assessment. However, the implementation has not been conducted properly yet.

scholarly journals English teachers’ perceptions and constraint on the use of authentic assessment in teaching English

2021 ◽  
Vol 12 (2) ◽  
pp. 282-300
Author(s):  
Riadi Syah Putra
Keyword(s):  
Teacher Perceptions ◽  
Junior High School ◽  
Authentic Assessment ◽  
English Teachers ◽  
Assessment Instruments ◽  
Ministry Of Education ◽  
Teachers Perceptions ◽  
Junior High School Teachers ◽  
Authentic Assessments ◽  
The Government

This study aims to determine teacher perceptions of authentic assessment, and to find out the teacher's problems in implementing authentic assessment and solutions that can be done by English teachers in overcoming problems in implementing authentic assessment. In data collection, researchers used questionnaires, interviews and documentation to junior high school teachers in Banda Aceh, then analyzed the data using descriptive-quantitative analysis techniques. The results showed that the English teacher's perceptions of authentic assessment were in the medium category, starting from the teacher's absorption of authentic assessment information, understanding and assessing the authentic assessment of the 2013 Curriculum. learning so there is not enough time; teachers still do not understand the preparation of authentic assessment instruments and rubrics. Teachers still have difficulty sorting between the three aspects to be assessed, namely aspects of attitude, knowledge and skills; The teacher feels overwhelmed because if there are many students, a lot of time and money will be needed to implement authentic assessments; The teacher finds it difficult because they have to add up each score obtained by the students as a whole and then describe the value obtained. Finally, the teacher's efforts to overcome this difficulty by participating in peer discussion training between teachers, especially English teachers, as well as attending training and assistance by the Government or the Ministry of Education and higher education institutions.

MANAJEMEN PEMBELAJARAN TEMATIK INTEGRATIF SESUAI KURIKULUM 2013 PADA KELAS 4 SD KHADIJAH SURABAYA

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Nafiah Nafiah
Keyword(s):  
Data Collection ◽  
Primary School ◽  
Research Method ◽  
Lesson Plan ◽  
Portfolio Assessment ◽  
Authentic Assessment ◽  
Project Assessment ◽  
Written Assessment ◽  
Data Collection Technique ◽  
Thematic Learning

The purpose of this study is to describe the implementation of management of integrative thematic learning based on curriculum 2013 at grade 4 khadijah primary school Surabaya. The focus of this study are 1. The lesson plan for integrative thematic class based on curriculum 2013 at grade 4 khadijah primary school . the research method of this study is descriptive kualitatif, the data collection technique are interview, observation and documentation. The result of this study are 1) the lesson plan of integrative thematic based on curriculum 2013 at grade 4 khadijah primary school Surabaya conducted by several steps are : a) set thema, b) doing analisys SKL, KI, and basic competence, c) arrage syllabus, d) arrage the lesson plan, 2) doing integrative thematic learning based on curriculum 2013 at grade 4 Khadijah primary school used scientific approch by observing, questioning, reasoning, trying, processing, displaying, verivicaying, and communicating, 3) the assessment of integrative thematic learning based on curriculum 2013 at grade 4 khadijah primary school used authentic assessment that include written assessment, project assessment and portfolio assessment.

scholarly journals Authentic Assessment Analysis Based on the Curriculum 2013 at SMP Negeri 7 Muaro Jambi

BIODIK ◽  
2018 ◽  
Vol 4 (2) ◽  
pp. 135-144
Author(s):  
Mia Rima Agustina ◽  
Suraida Suraida ◽  
Alfian Alfian ◽  
Boby Syefrinando
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Authentic Assessment ◽  
Biology Teachers ◽  
Curriculum Assessment ◽  
Authentic Assessments ◽  
Long Time ◽  
The Many ◽  
Collection Methods

The 2013 curriculum requires the use of authentic assessment, where students are assessed for their readiness, process, and learning outcomes as a whole. This research was conducted at Muaro Jambi 7 Junior High School which aimed to find out the implementation of authentic assessment  subjects at Muaro Jambi Junior High School and to find out whether authentic assessment was carried out properly or not. Data collection methods used in the study are documentation studies, interviews and questionnaires. Subjects used in this study were biology teachers who used the 2013 curriculum and VIII grade students at Muaro Jambi 7 Junior High School. The results obtained showed that all biology teachers had carried out authentic assessments. The teacher has carried out an authentic assessment during the learning process which includes three aspects of assessment namely attitudes, knowledge, and skills. However, in the process of authentic assessment there are still some obstacles, namely the number of assessment formats that must be made by the teacher with limited availability of time so that the teacher is not optimal in carrying out authentic assessments. The many aspects that must be assessed in the 2013 Curriculum assessment, so that the teacher takes a long time to make an assessment.   Keywords   : analysis, authentic assessment, 2013 curriculum.   Abstrak: Kurikulum 2013 mensyaratkan penggunaan penilaian autentik, dimana siswa dinilai kesiapannya, proses, dan hasil belajar secara utuh. Penelitian ini dilakukan di Sekolah Menengah Pertama Negeri 7 Muaro Jambi yang bertujuan untuk mengetahui pelaksanaan penilaian autentik di Sekolah Menengah Pertama Negeri Muaro Jambi dan untuk mengetahui apakah penilaian autentik dilaksanakan dengan baik atau tidak. Metode pengumpulan data yang digunakan dalam penelitian adalah studi dokumentasi, wawancara dan angket. Subjek yang digunakan dalam penelitian ini yaitu guru mata pelajaran biologi yang menggunakan kurikulum 2013 dan siswa kelas VIII di Sekolah Menengah Pertama Negeri 7 Muaro Jambi. Hasil penelitian yang diperoleh menunjukkan bahwa seluruh guru biologi sudah melaksanakan penilaian autentik. Guru sudah melaksanakan penilaian autentik pada saat proses pembelajaran yang meliputi tiga aspek penilaian yaitu sikap, pengetahuan, dan keterampilan. Namun, pada proses pelaksanaan penilaian autentik masih ada beberapa kendala yaitu banyaknya format penilaian yang harus dibuat oleh guru dengan ketersediaan waktu yang guru miliki terbatas sehingga membuat guru kurang maksimal dalam melaksanakan penilaian autentik. Banyaknya aspek yang harus dinilai dalam penilaian Kurikulum 2013, sehingga guru membutuhkan waktu yang lama untuk melakukan penilaian.   Kata kunci: analisis, penilaian autentik, kurikulum 2013.  

scholarly journals Asesmen Otentik sebagai Pendukung Desain Instruksional Jaringan Komputer Berstrategi Blended-Learning dengan Pendekatan Konstruktivistik

2017 ◽  
Vol 1 (2) ◽  
pp. 82
Author(s):  
Nyoman Sugihartini ◽  
Ketut Agustini
Keyword(s):  
Instructional Design ◽  
Blended Learning ◽  
Learning Strategy ◽  
Computer Network ◽  
Authentic Assessment ◽  
Performance Assessments ◽  
Constructivist Approach ◽  
Development Models ◽  
Lecture Material ◽  
Authentic Assessments

This study aimed to develop instructional design of computer network courses packed with blanded learning strategy, and presented with constructivist approach of subak concept. The method used in this research is the method of research and development (R & D) using the Instructional Development Models (MPI) steps that adapt the Dick & Carey model. Each Chapter, equipped with an evaluation packed with authentic assessment. The authentic assessments used include: performance assessments, essays, products and portfolios. Based on the analysis of needs and instructional that has been done can be concluded that according to the syllabus used, there are 11 Chapter with twenty-three special instructional purposes computer network lecture material that can be analogy in subak concept. Three chapters have not been successfully analysed: internet protocol material, internetworking and naming protocol and directori.

scholarly journals Discrepancy Analysis of Authentic Assessment Implementation Based on Curriculum 2013 in EFL Classroom at SMA Negeri 1 Kuta Utara, Badung

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Luh Suastini
Keyword(s):  
Evaluation Model ◽  
Portfolio Assessment ◽  
Authentic Assessment ◽  
Descriptive Statistics ◽  
Self Assessment ◽  
Project Assessment ◽  
Discrepancy Analysis ◽  
Efl Teachers ◽  
Research Questions ◽  
The Ideal

This study aimed at analyzing the discrepancy between the ideal authentic assessment implementation and the real implementation in a Senior High School EFL class at senior, and describing the teachers’ belief on authentic assessment. The study was conducted in SMAN 1 Kuta Utara, Badung. There are two research questions which become guidelines of this study:  a) the extent of the discrepancy of authentic assessment implementation in EFL classroom of SMAN 1 Kuta Utara based on Curriculum2013; b) the EFL teachers’ belief on the authentic assessment based on Curriculum 2013. The research employed Discrepancy Evaluation Model by Provus modified by Marhaeni (2012). The data were collected through observation sheet, questionnaire and interview. The obtained data were analyzed using descriptive statistics of Ideal Theoretical Reference. The research found that in self-assessment, the discrepancy was big (77,22%); in performance assessment, the discrepancy was kecil (10.04%);in project assessment, the discrepancy was very big  (5.5%), and in portfolio assessment, the discrepancy was big (66.26%). In general it can be concluded that the discrepancy in authentic assessment implementation in EFL classroom at SMAN 1 Kuta Utara was categorized as moderate (46.19%).  In contrast with the finding of discrepancy of authentic assessment, the finding in teachers’ belief is positive (65.56%). These findings indicate that teachers’ belief are positive toward authentic assessment but they did not optimally implement authentic assessment.

scholarly journals ANALISIS PELAKSANAAN KEGIATAN PEMBELAJARAN JARAK JAUH DITINJAU DALAM PERSPEKTIF PENILAIAN AUTENTIK

2022 ◽  
Vol 7 (02) ◽  
pp. 540-551
Author(s):  
Siti Nur Rasya Ramadhan
Keyword(s):  
Elementary School ◽  
Distance Learning ◽  
Authentic Assessment ◽  
First Grade ◽  
Female Students ◽  
Learning Activities ◽  
Male Students ◽  
Effective Distance ◽  
Authentic Assessments ◽  
Academic Year

The purposes of this study were to understand how effective distance learning in elementary school and how to discover the results of distance learning in authentic assessment perspective at SDIF Al - Fikri Sukmajaya District, Depok City, West Java.The subjects of the study were the first grade students of SDIF Al-Fikri for the academic year 2020/2021, with a total of 10 students, consisted of 6 female students and 4 male students. The first cycle consisted of 1 (one) meeting and the second cycle consisted of 3 (three) meetings, with the research procedures including: interviews and observations. The results demonstrated that the analysis of the implementation of distance learning activities was effective at SDIF Al - Fikri because the teachers and staff carried out learning according to the needs of students thus authentic assessments did not disappear during the implementation of distance learning.

scholarly journals EFEKTIVITAS PENERAPAN PENILAIAN OTENTIK PEMBELAJARAN BAHASA INDONESIA UNTUK PENINGKATAN KINERJA ILMIAH SISWA

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Nusrotus Sa’idah ◽  
Hayu Dian Yulistianti ◽  
Yushinta Eka Farida
Keyword(s):  
Performance Appraisal ◽  
Portfolio Assessment ◽  
Authentic Assessment ◽  
Mean Value ◽  
P Value ◽  
Homogeneity Test ◽  
Scientific Performance ◽  
Project Appraisal ◽  
Authentic Assessments ◽  
The Mean

The aims of the study are to determine the effectiveness of three authentic assessments appilcations, there are project appraisal, performance appraisal and portfolio assessment. The methodelogy used in this research is experimental study that used three classes of sampling and each class used different treatment of authentic assessment. The sample of the research is the students of class X  in MA Darul Ulum Purwogondo Jepara with random sampling. This research is preceded by requirement data test that is homogeneity test p-value 0,163 as a result which showed sample taken identical because more than sig 0,05. The results show that there is a difference in the mean value of three authentic assessment apps with p-value 0.00. Among the three assessments the most effective is the portfolio assessment with the mean difference showing the value of 3.371.Therefore, authentic assessment is very effective in learning to improve students' scientific performance.

scholarly journals English Teachers' Perceptions to Authentic Assessments

2018 ◽  
Author(s):  
Rohib Adrianto Sangia
Keyword(s):  
Portfolio Assessment ◽  
Core Competencies ◽  
School Achievement ◽  
Authentic Assessment ◽  
Language Teachers ◽  
Assessment Instruments ◽  
Teachers Perceptions ◽  
Project Assessment ◽  
Construction Of Knowledge ◽  
Basic Competencies

Authentic assessment is a meaningful measurement significantly over the study of students to the domain of attitudes, knowledge, and skills. In applying authentic assessment to determine the learning outcomes of students, teachers apply the criteria relating to the construction of knowledge, and try to observe activity, and value beyond school achievement. The purpose of this authentic assessment is to measure a variety of skills in a variety of contexts that reflect real-world situations where those skills are used. The types of authentic assessment in the curriculum in 2013 include performance assessment, portfolio assessment, project assessment, and a written assessment. Stages in authentic assessment in the 2013 curriculum are included analysing core competencies and basic competence. Basic competence determines the appropriate foundation to learning, to develop indicators of basic competencies chosen, and determining aspects, forms, rubrics, and assessment instruments. In order to implement effective authentic assessment the teacher must clearly understand the objectives to be achieved. This research has purposed to expose the response from the language teachers in Ambon after having curriculum 2013 training. The results show the teachers are grouped into two major opinions, the optimistic and pessimistic teachers.

scholarly journals ANALISIS DAMPAK MEKANISME PENERIMAAN SISWA BARU BERDASARKAN UMUR DI INDONESIA KHUSUSNYA DI JAKARTA

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Muhammad Salman Al Farisyi ◽  
Achmad Fawaz Ferdiansyah ◽  
Andhika Rahadian ◽  
Dhanurangga Al Fadh ◽  
Yasyfiana Fariha Putrisusari ◽  
...  
Keyword(s):  
High School ◽  
Junior High School ◽  
Main Parameter ◽  
Ministry Of Education ◽  
Literature Study ◽  
School Senior ◽  
New Students ◽  
New Student ◽  
Academic Year ◽  
Entry Age

New Student Admission is a series of annual compulsory activities held by all schools in Indonesia in order to accept new students in the new academic year. The process of New Student Admission is based on school and government policies. In 2019, the Ministry of Education and Culture issued a regulation regarding the admission of new students as stipulated in the Regulation of the Minister of Education and Culture Number 44 of 2019. In this regulation, the age of students is used as one of the parameters that are put into consideration after the distance between residence. In its implementation, many schools in Jakarta use age as the main parameter instead of the distance of student residence so that it violates the provisions of Permendikbud 44 of 2019. The use of age as a main parameter can affect student achievement in school. To see this further, a literature study was conducted which discussed the effect of entry age and achievement in several countries and various levels of education. Based on the literature that has been done, it is unfortunate that the effect of student entry age on achievement at school has different results between each level of education. At the early education level (Kindergarten - Elementary School), the age at which students enter has an influence on their achievement at school, but this does not apply at the secondary level (Junior High School - Senior High School) where the age of students has no effect on achievement at school. 

scholarly journals A Discrepancy Analysis of Authentic Assessment Implementation in EFL Classroom of Senior High School In Badung Based On Curriculum 2013

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Gede Kardiana
Keyword(s):  
Data Collection ◽  
Portfolio Assessment ◽  
Authentic Assessment ◽  
Teacher Belief ◽  
Self Assessment ◽  
Project Assessment ◽  
Depth Interview ◽  
Teachers Beliefs ◽  
Interview Guide ◽  
Discrepancy Analysis

This study aimed at investigating and describing the discrepancy of authentic assessment implementation in EFL classroom of SMAN 1 Abiansemal based on the 2013 Curriculum and the teacher’s belief on the authentic assessment implementation. This is an evaluative study, especially educational evaluation. The subjects of this research are three EFL teachers in SMAN 1 Abiansemal. The data were collected by using four methods of data collection, namely documenting, observation, in depth interview and questionnaire. Based on the methods of data collection, there were instruments utilized such as observation sheet, teacher’s belief questionnaires, and interview guide. The data obtained from the observation sheet and questionnaire of teacher belief were analyzed and calculated by using Ideal Theoretical Reference Criteria. From the data analysis it was found that (i) the discrepancy of authentic assessment implementation in EFL classroom of SMA Negeri 1 Abiansemal based on the curriculum 2013 is categorized into narrow, specifically, self assessment is categorized into narrow, portfolio assessment is categorized into moderate, performance assessment is categorized into very narrow. and project assessment is categorized into narrow and (ii) The teachers’ beliefs about authentic assessment implementation is categorized into very positive. This results means that the implementaion of authentic assessment in Curriculum 2013 can not be achieved ideally.

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