scholarly journals SISI ABU-ABU KAUSALITAS DAN EVALUASINYA DALAM PEMBELAJARAN SEJARAH

Jurnal Socius ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 169
Author(s):  
Mohamad Zaenal Arifin Anis ◽  
Sriwati Sriwati ◽  
Fitri Mardiani
Keyword(s):  
Cognitive Assessment ◽  
Authentic Assessment ◽  
Multidimensional Approach ◽  
Historical Science ◽  
History Teachers ◽  
Scientific Approach

The development of historical science in exploring the causes of historical phenomena or causality with monocausal and multicausal approaches has progressed rapidly. However, it is inversely proportional to the study of history which still often explains historical causality with a single one (monocausality) or a centric logo without a scientific approach with a cognitive assessment only. Whereas the causes of history can be explained by the approach of a science (monocausality) and various (multi causality) with a multidimensional approach. The purpose of this study is to provide an alternative for teachers who teach history so that students can analyze various historical causality so that they are not only able to think critically but also be creative and adults so they can get used to the differences. Likewise, the assessment must be directed towards authentic assessment that can bring students to be creative and mature so that they are familiar with differences. The source of this study is through literature studies. The results of the writing are an alternative for history teachers so that students are accustomed to analyzing causality in seeing historical phenomena both mono under the demands of the 2013 curriculum.

scholarly journals IMPLEMENTASI KURIKULUM 2013 DALAM PEMBELAJARAN SEJARAH DI SMA NEGERI 1 METRO

2017 ◽  
Vol 5 (1) ◽  
pp. 45
Author(s):  
Safitri Mardiana ◽  
Sumiyatun Sumiyatun
Keyword(s):  
Authentic Assessment ◽  
Questionnaire Data ◽  
History Teachers ◽  
Learning History ◽  
Scientific Approach ◽  
Descriptive Approach ◽  
History Teacher ◽  
The Republic ◽  
Data Collection Technique ◽  
Depth Interviews

The purpose of this research are 1) Describe the implementation of the curriculum in 2013 on teaching of history, 2) to explain the principal visual, history teacher, and students regarding the implementation of the curriculum 2013, 3) to formulate the factors that support and hinder the implementation of Curriculum 2013, Where this research is a study with qualitative research with descriptive approach. The data collection technique is to conduct in-depth interviews observation, documentation, and questionnaire. Data analysis performed by the researchers is to perform the first reducing the data after it's done after the presentation of data that do verifikasion. The results showed that a history teacher in the eleventh grade curriculum mengimplemntasikan 2013 quite well. This can be seen with the preparation of RPP conducted by the teacher never mind in accordance with the demands contained in the Minister of Education and Culture of the Republic of Indonesia 103 2014. In the process of learning history teachers already apply learning with the scientific approach which consists of observing, ask, gather information, associate and communicate. This approach aims to guide students actively following the learning process. Besides scoring system using authentic assessment includes an assessment of attitudes, knowledge and skills.

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 MERANCANG KEGIATAN PEMBELAJARAN SEJARAH MELALUI KOMIK: RESPON TERHADAP TANTANGAN KURIKULUM 2013

Diakronika ◽  
2017 ◽  
Vol 17 (1) ◽  
pp. 104
Author(s):  
Aisiah Anwar
Keyword(s):  
Project Based Learning ◽  
Learning Activities ◽  
Learning Material ◽  
Learning Models ◽  
History Teachers ◽  
Student Centered ◽  
Learning History ◽  
Scientific Approach ◽  
Special Challenge

Crucial issues, as well as the classic issues that have always been the subject of historical learning problems related to activities or learning processes that tend to be monotonous, boring and lack of innovation and creativity of the teachers in designing historical learning activities that can generate students interest and motivation in learning the history. The 2013 curriculum presents a special challenge for teachers to design studentcentered learning activities using a scientific approach through problembased learning models, project-based learning and discovery learning models. One solution that can be done by history teachers in answering the challenges of the 2013 curriculum is to design learning activities through historical comics. Historical teachers can apply problem-based learning models by utilizing historical comics that are already available on the market as well as on the internet. In addition, history teachers can also apply project-based learning models through activities of making comic history by learners in accordance with the historical learning material learned. The design of learning activities through comics is expected to create innovations in the form of historical comics as a result of the design and creativity of the students. The process of learning history through the making of comics is certainly based on a scientific approach and student-centered. History teachers are asked to direct, provide solutions and suggestions to improve the quality of learning activities and learning outcomes as well as the quality of historical comic produced by students.

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 Analisis Kesiapan Guru dalam Menerapkan Pembelajaran Tematik di Madrasah Ibtidaiyah

2021 ◽  
Vol 1 (2) ◽  
pp. 75-88
Author(s):  
Putri Wulan Dhari ◽  
Wajnah Wajnah ◽  
Nova Susanti
Keyword(s):  
Qualitative Method ◽  
Lesson Plan ◽  
Authentic Assessment ◽  
Learning Activities ◽  
Research Subject ◽  
Attitude Assessment ◽  
Data Presentation ◽  
Scientific Approach ◽  
Using Data ◽  
Thematic Learning

AbstrakPenelitian ini bertujuan untuk menganalisis dan menjabarkan kesiapan guru Madrasah Ibtidaiyah dalam melaksanakan pembelaran tematik berdasarkan standar yang berlaku. Penelitian ini menggunakan metode kualitatif deskriptif. Subjek penelitiannya adalah guru Madrasah Ibtidaiyah Negeri 10 Aceh Tengah. Data penelitian ini telah diuji keabsahannya menggunakan triangulasi data dan member check, dan dianalisis melalui tahap reduksi data, sajian data, dan penarikan kesimpulan. Hasil penelitian ini menemukan bahwa: 1) sebagian guru yang telah memahami konsep pembelajaran tematik tidak dapat menearapkan pembelajaran tematik; 2) guru telah mampu menyusun rencana pembelajaran tematik dengan baik; 3) guru melaksanakan kegiatan pembelajaran tematik sesuai dengan RPP yang disusunnya, 4) dan metode dan media pembelajaran yang digunakan guru dalam pembelajaran tematik kurang bervariasi, dan 5) guru kurang terampil dalam menyusun rubrik penilaian autentik. Kesulitan guru dalam mengimplementasikan pembelajaran tematik adalah; 1) kondisi sarana belajar yang tidak memadai; 2) sumber belajar dan media yang digunakannya masih sangat terbatas, 3) kesulitan dalam menyusun rubrik penilaian sikap; dan 4) guru kesulitan dalam menguraikan kegiatan pembelajaran yang sesuai dengan pendekatan saintifik. AbstractThis study aims to analyze and describe the readiness of Madrasah Ibtidaiyah teachers in carrying out thematic learning based on applicable standards. This research uses descriptive qualitative method. The research subject is a teacher at Madrasah Ibtidaiyah Negeri 10 Central Aceh. The validity of this research data has been tested using data triangulation and member check, and analyzed through the stages of data reduction, data presentation, and drawing conclusions. The results of this study found that: 1) some teachers who had understood the concept of thematic learning were unable to apply thematic learning; 2) the teacher has been able to develop a thematic lesson plan well; 3) teachers carry out thematic learning activities in accordance with the RPP they have compiled, 4) and the methods and learning media used by teachers in thematic learning are less varied, and 5) teachers are less skilled in compiling authentic assessment rubrics. The difficulties of teachers in implementing thematic learning are; 1) conditions of inadequate learning facilities; 2) learning resources and media used are still very limited, 3) difficulties in compiling an attitude assessment rubric; and 4) the teacher has difficulty in describing learning activities that are in accordance with the scientific approach. 

scholarly journals ANALISIS BUKU TEKS TEMATIK INTEGRATIF BERBASIS SCIENTIFIC APPROACH DAN AUTHENTIC ASSESSMENT PADA KURIKULUM 2013

2016 ◽  
Vol 9 (1) ◽  
Author(s):  
Degi Alrinda Agustina ◽  
Ali Mustadi
Keyword(s):  
Authentic Assessment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Scientific Approach

Penelitian ini bertujuan untuk mendeskripsikan muatan tematik integratif, scientific approach, dan authentic assessment pada buku teks Kurikulum 2013. Penelitian ini merupakan penelitian analisis konten yang menggunakan pendekatan kualitatif. Subjek penelitian ini adalah tiga buku teks Kurikulum 2013 kelas V Tema I yang diterbitkan oleh Puskurbuk, Non Puskurbuk 1, dan Non Puskurbuk 2 tahun 2014. Hasil dari penelitian ini adalah sebagai berikut. (1) Semua buku teks yang dianalisis telah memenuhi sebagian besar muatan tematik integratif, yaitu pada aspek pengalaman bermakna dan student centered learning. Sebagian kecil indikator yang belum terpenuhi adalah pada aspek multidisipliner karena kekurang-telitian dan perbedaan pandangan yang digunakan oleh penulis. (2) Semua buku teks yang dianalisis telah memenuhi semua muatan scientific approach. Kegiatan mengumpulkan informasi merupakan kegiatan yang mendominasi. (3) Semua buku teks yang dianalisis telah memenuhi sebagian besar muatan authentic assessment. Rubrik penilaian pada buku teks berupa contoh format penilaian yang dapat dikembangkan oleh guru.

scholarly journals IMPLEMENTASI METODE DEMONSTRASI PADA MATA PELAJARAN PAI

Tanzhimuna ◽  
2021 ◽  
Vol 1 (1) ◽  
pp. 35-53
Author(s):  
Iis Khomisah ◽  
Syafe’i.R ◽  
Fathurrohman.A
Keyword(s):  
Data Collection ◽  
Cognitive Assessment ◽  
Qualitative Approach ◽  
Learning Material ◽  
Method Evaluation ◽  
Inhibiting Factor ◽  
Scientific Approach ◽  
K 13 ◽  
The Government ◽  
Body Care

Implementation of Demonstration Methods in PAI Subjects on Body Care Sub Material SMK Negeri 1 Cipanas. This research is motivated by the large number of families who cannotafford the care of the corpse so it is carried out by other people. The purpose of this study was to determine the planning, implementation, and evaluation of demonstration methods of PAI subjects in the sub-material of corpse care at SMK Negeri 1 Cipanas , Cianjur Regency and it is hoped that it can provide useful contributions for the future of students. The method used by researchers is descriptive with a qualitative approach. Data collection techniques through observation, interviews, and documentation. The results of this study indicate that the planning of learning PAI K-13 material for body care in class XI SMK Negeri 1 Cipanas  Cianjur has been prepared by the government where the PAI teacher only implements it. The implementation of PAI learning material for body care uses a scientific approach with a demonstration method. Evaluation of PAI learning material on body care in class XI SMK Negeri 1 Cipanas Cianjur includes three aspects, including affective, psychomotor, and cognitive assessment. The supporting factors for the implementation of the demonstration method in PAI learning material on the care of the corpse at SMK Negeri 1 Cipanas include: teachers, students, learning environment and facilities. Meanwhile, the inhibiting factor is the lack of critical attitude of students in learning PAI in the material of funeral care.

scholarly journals The Implementation of Discovery Learning Model with Scientific Learning Approach to Improve Students’ Critical Thinking in Learning History

2018 ◽  
Vol 5 (3) ◽  
pp. 106
Author(s):  
Edi Nurcahyo ◽  
Leo Agung S ◽  
Djono Djono
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Final Exam ◽  
History Teachers ◽  
Learning History ◽  
Scientific Approach ◽  
Innovative Learning

Historical learning has not reached optimal in the learning process. It is caused by the history teachers’ learning model has not used the innovative learning models. Furthermore, it supported by the perception of students to the history subject because it does not become final exam (UN) subject so it makes less improvement and builds less critical thinking in students’ daily learning. This is due to the lack of awareness of historical events and the availability of history books for students and teachers in the library are still lacking. Discovery learning with scientific approach encourages students to solve problems actively and able to improve students' critical thinking skills with scientific approach so student can build scientific thinking include observing, asking, reasoning, trying, and networking.

scholarly journals IMPLEMENTASI KURIKULUM 2013 DALAM MATA PELAJARAN BAHASA INDONESIA DI SMA NEGERI 7 PADANG

2020 ◽  
Vol 9 (1) ◽  
pp. 188
Author(s):  
Tesha Marlina ◽  
Atmazaki Atmazaki
Keyword(s):  
High School ◽  
Language Learning ◽  
Authentic Assessment ◽  
Language Teachers ◽  
Practice Performance ◽  
Scientific Approach ◽  
Research Findings ◽  
Performance Project ◽  
Bahasa Indonesia ◽  
Analyze Data

ABSTRACT The purpose of this study is to describe (1) planning of learning Indonesian language in the implementation of 2013 Curriculum in SMA Negeri 7 Padang (2) implementing Indonesian learning in implementing 2013 Curriculum in SMA 7 Padang, and (3) evaluating Indonesian learning in implementing 2013 Curriculum at Padang 7 High School. This type of research is a qualitative research with descriptive methods. This research was carried out in Padang 7 High School. The data in this study are the results of data collection by utilizing guidelines for observation, interviews, and documentation about planning, implementing, and evaluating learning conducted by Indonesian language teachers in SMA Negeri 7 Padang obtained from data sources. The techniques used in the research are observation, interviews, and documentation studies. Techniques used to analyze data are data identification, data presentation, and drawing conclusions.Based on the research findings and research results, the following three things can be concluded. (1) Learning planning in the form of RPP made by Indonesian language teachers in SMA Negeri 7 Padang is mostly in accordance with the principles of RPP preparation contained in Permendikbud Number 22 of 2016 concerning the Process of Primary and Secondary Education. (2) The implementation of Indonesian language learning in SMA Negeri 7 Padang has been carried out with a scientific approach. (3) Assessment in Indonesian language learning at SMA Negeri 7 Padang is carried out with authentic assessment, which includes an assessment of the process and an assessment of results. Teacher 1 and teacher 2 of Indonesian subjects have carried out attitude aspect assessments by observation and journals, knowledge assessment by written tests and assignments and skills assessment by practice / performance, project and product assessments. Kata Kunci: Implementasi, Kurikulum 2013, Mata Pelajaran Bahasa Indonesia

scholarly journals Thathbiq al-Taqyim al-Waqi’i bi al-Manhaj al-Dirasi 2013 Fi Ta’lim al-Lughah al-‘Arabiyah

2020 ◽  
Vol 4 (2) ◽  
pp. 279
Author(s):  
Umi Hanifah ◽  
Imam Mahmudi
Keyword(s):  
Cognitive Assessment ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Descriptive Study ◽  
Arabic Language ◽  
Performance Assessments ◽  
Language Teachers ◽  
Basic Form ◽  
Self Assessment ◽  
Qualitative Descriptive

This study aims to explain how to plan the authentic assessment according to 2013 Curriculum in Arabic teaching, how to apply the authentic assessment according to 2013 Curriculum in Arabic teaching and what problems in applying the authentic assessment according to 2013 Curriculum in Arabic teaching and the solution. Thus, this study is very important for Arabic language teachers in implementing the authentic assessment according to 2013 properly. This study is a qualitative descriptive study. The subjects in this study were Arabic teachers in class XI at State Islamic Senior High schooI 2 Bojonegoro, East Java. Data collection uses observation، interview and documentation techniques. The results showed that the planning of authentic assessment according to curriculum 2013 in Arabic teaching at State Islamic Senior High schooI 2 Bojonegoro was carried out properly. Teachers have used several forms of authentic assessment، such as in cognitive assessment، they use written and oral tests، in affective assessments، they use observation، self-assessment، peer assessment، and journals، in psychomotor assessments they use performance assessments، projects، and portfolios. The problematic of teachers in implementing authentic assessment in Arabic teaching are the teachers find it difficult to develop instruments and determine authentic forms of assessment. The solution to these problems is that the teacher tries to understand the guidelines for authentic assessment and applies the basic form of authentic assessment in teaching.

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