scholarly journals ANALYSIS OF INDONESIAN MATHEMATICS TEACHERS’ ABILITY IN APPLYING AUTHENTIC ASSESSMENT

2018 ◽  
Vol 37 (2) ◽  
Author(s):  
Pardimin Pardimin
Keyword(s):  
High School ◽  
Focus Group ◽  
High School Teachers ◽  
Focus Group Discussion ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Group Discussion ◽  
Authentic Assessment ◽  
School Teachers ◽  
Junior High School Teachers

Abstract: The 2013 curriculum implies the use of authentic assessment that emphasizes on the assessment of students' readiness aspects, processes and students’ learning outcomes as a whole. The integration of the assessment of the three components will demonstrate the students' capacity, style, and learning achievement. It is important for mathematics teachers to have the ability to conduct assessments of learning and to utilize the results of those assessments for the purposes of mathematics learning. This study aims to: (1) analyze the profile of the ability of the mathematics teachers in carrying out the authentic assessment, (2) find out the profile of the mathematics teachers’ ability to apply authentic assessment results, and (3) know the constraints of the mathematics teachers in developing the authentic assessment. This research uses a quantitative descriptive method involving junior high school teachers in Yogyakarta Indonesia. Data were collected using questionnaires and triangulated with documentation and Focus Group Discussion (FGD). The results show that the ability of the junior high school teachers in Yogyakarta in applying and using the results of authentic assessment was relatively good. The teachers used authentic assessment information to design remedial and enrichment programs. This study also reveals that the teachers still experienced difficulties in developing authentic assessment instruments. Keywords: authentic assessment, teachers’ ability, mathematics teachers, Curriculum 2013 ANALISIS KEMAMPUAN GURU MATEMATIKA DI INDONESIA DALAM MENERAPKAN PENILAIAN OTENTIK Abstrak: Kurikulum 2013 mengisyaratkan penggunaan penilaian otentik yang menekankan penilaian pada aspek kesiapan, proses, dan hasil belajar siswa secara utuh. Keterpaduan penilaian ketiga komponen tersebut akan menggambarkan kapasitas, gaya, dan perolehan belajar siswa. Penting bagi guru matematika untuk memiliki kemampuan menyelenggarakan penilaian terhadap pembelajaran serta memanfaatkan hasil penilaian tersebut untuk kepentingan pembelajaran matematika. Penelitian ini bertujuan untuk: (1) menganalisis profil kemampuan guru matematika dalam melaksanakan penilaian otentik, (2) profil kemampuan guru matematika dalam menerapkan hasil penilaian autentik, dan (3) mengetahui hambatan-hambatan dari guru matematika dalam mengembangkan penilaian otentik. Penelitian menggunakan metode deskriptif kuantitatif yang melibatkan guru matematika SMP di Yogyakarta Indonesia. Data dikumpulkan dengan menggunakan kuesioner dan dilakukan triangulasi dengan dokumentasi dan Focus Group Discussion. Hasil penelitian menunjukkan bahwa kemampuan guru SMP di Yogyakarta untuk menerapkan dan menggunakan hasil penilaian otentik relatif baik. Guru telah menggunakan informasi hasil penilaian otentik untuk mendesain program remedial dan pengayaan. Studi ini juga mengungkapkan bahwa para guru juga masih mengalami kendala dalam mengembangkan instrumen penilaian otentik. Kata Kunci: penilaian otentik, kemampuan guru, guru matematika, Kurikulum 2013

scholarly journals Pelatihan Penyusunan Lembar Kerja Siswa (LKS) Bagi Guru Matematika SMP di Telukjambe, Karawang

2018 ◽  
Vol 3 (1) ◽  
pp. 45-52
Author(s):  
Kiki Nia Sania Effendi ◽  
Indrie Noor Aini
Keyword(s):  
High School ◽  
High School Teachers ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
School Teachers ◽  
Junior High School Teachers ◽  
Math Teachers ◽  
Question And Answer

WORKSHOP OF STUDENT WORKSHEET COMPILATION FOR MATHEMATICS TEACHERS OF JUNIOR HIGH SCHOOL IN TELUKJAMBE, KARAWANG. The majority of math teachers use Student Worksheet (LKS) traded by the publisher’s distributor. The contents of LKS are less interesting and innovative. LKS does not help the participants to collect the material and learn their interest in mathematics learning. None or steps in the LKS which allows participants to discuss the concepts they are studying. According to the theory of constructivism a learner in learning must be able to mengkontruksi knowledge to understand a material. On that basis, we prepare training on the preparation of LKS. Activities undertaken through socialization with methods that in this devotion program is a method of lectures and exercises supported by discussion and question and answer. Output target after the implementation of this Program is the increase of the ability of Junior High School teachers who teach in class VII in preparing the LKS as well as the product of LKS.

scholarly journals Developing augmented reality in mathematics learning: The challenges and strategies

2019 ◽  
Vol 6 (2) ◽  
pp. 211-221
Author(s):  
Muhamad Ikhsan Sahal Guntur ◽  
Wahyu Setyaningrum ◽  
Heri Retnawati ◽  
Marsigit Marsigit ◽  
Novilda Angela Saragih ◽  
...  
Keyword(s):  
High School ◽  
Augmented Reality ◽  
High School Teachers ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Mathematics Learning ◽  
School Teachers ◽  
Public And Private ◽  
Junior High School Teachers ◽  
Qualitative Phenomenological

One of the technologies developed massively in learning is Augmented Reality (AR) technology. This research will explain the challenges of teachers in developing AR-assisted learning media and strategies to anticipate the challenges that arise in developing AR-assisted learning media. This type of research is qualitative phenomenological research. The participants of this research were 75 Mathematics teachers who joined the developing AR-assisted learning media training. The teachers came from various regions in Indonesia. The mathematics teachers invited were 36 junior high school teachers and 29 senior high school teachers from public and private schools who were vulnerable at the age of 22-35 years and 27 teacher is male and the others are female. They have attended an AR-assisted media development training because have interested in AR and education. The data collection used is a questionnaire and an interview which is done to all participants and data analyzed using the Bogdan & Biklen model. The results of the research show that the challenges encountered by the teacher are meeting the minimum standards of hardware and software, limited references both sourced from humans, online media or print media. Efforts made by teachers to overcome existing problems such as gradually upgrading laptops, finding sources from foreign languages and trying to form joint learning communities.

scholarly journals PEMAHAMAN PENDIDIK SEKOLAH MENENGAH PERTAMA DALAM SISTEM PENILAIAN KURIKULUM 2013

2018 ◽  
Vol 18 (1) ◽  
pp. 21-45
Author(s):  
Ikhya Ulumudin
Keyword(s):  
High School ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Group Discussion ◽  
Qualitative Approach ◽  
Assessment System ◽  
School Teachers ◽  
Junior High School Teachers ◽  
And Training

Government had implemented the 2013 Curriculum for 5 years now, however, in practice, there are still a lot of teachers who haven’t fully comprehended this curriculum. Thus, it is intriguing to study “Junior High School Teacher’s Comprehension on Assessment System in 2013 Curriculum”. This study aims to find out the level of comprehension junior high school teachers have regarding the assessment technique in 2013 Curriculum. Furthermore, this study also tried to discern issues faced by teachers in implementing the assessment system in 2013 Curriculum. This study uses qualitative approach, and data were collected using questionnaires and focus group discussion (FGD). 5 sample locations were selected using purposive technique. The informants in FGD were 25 teachers and respondents filling the questionnaire were 4337 teachers. The result concludes that junior high school teachers’ comprehension on the assessment systemof 2013 Curriculum is still low and not optimal. There are also several issues in the implementation. Recommendation proposed are for a strategic and detailed dissemination and training, and also a simplification of the assessment system in 2013 Curriculum, especially in assessment for attitude aspect and descriptive assessment.

scholarly journals Competence of EFL Junior High School Teachers in Implementing Classroom assessment in Merauke Distict, Papua

2019 ◽  
Vol 4 (2) ◽  
pp. 65-80
Author(s):  
Lalu Suhirman ◽  
Yulini Rinantanti
Keyword(s):  
High School ◽  
High School Teachers ◽  
Junior High School ◽  
Classroom Assessment ◽  
Junior High ◽  
Group Discussion ◽  
School Teachers ◽  
Junior High School Teachers ◽  
Efl Teachers ◽  
Evaluative Research

The goal  of this study was to explore the classroom assessment comprehension of EFL–JHS (Junior High School)  teachers in Merauke District. A descriptive evaluative research design was used to describe objectively and evaluate several variables related to the competence of EFL teachers in implementing classroom-based assessment (CBA) in English subject. This research was carried out in Merauke district. The sample used in this study was all the number of populations that we term to the total sampling or purposive sampling, namely  56 respondents. Questionnaires were distributed to 56 respondents, but in the allotted time only 25 returned the questionnaires. Of the 25 questionnaires  were returned to the researchers, there were 18 questionnaires stated as feasible and complete to be analyzed while 7 questionnaires were declared incomplete. There were three instruments used to collect data: questionnaire, interview, and focus group discussion (FGD). The results showed that respondents' understanding of the principles and characteristics of CBA was that 9 (50%) respondents claimed to understand and 9 (50%) said they did not understand. They did not understand CBA generally lived and taught in remote  areas and  stated that they did not have sufficient access to conduct training or curriculum workshops or other professional development.  

scholarly journals Elementary and Junior High School Teachers’ Promotion of Self-Determination in Taiwan

2017 ◽  
Vol 10 (9) ◽  
pp. 141
Author(s):  
Pen-Chiang Chao ◽  
Yu-Chi Chou
Keyword(s):  
High School ◽  
General Education ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Teaching Experience ◽  
Self Determination ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Junior High School Teachers

instruction is implemented by elementary and junior high school teachers; (b)examine the frequency with which the components of self-determination are taught; and (c)investigate whether teachers’ gender, class setting, and teaching experience affect their classroom practices regarding the promotion of self-determination. The participants were 1,039 teachers recruited from elementary and junior high schools nationwide in Taiwan using a random sampling method. The Teaching Self-Determination Scale (TSDS) was used to gauge the extent to which educators teach knowledge and skills related to self-determination. Descriptive statistics, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data collected. Findings showed that more than half of the teachers surveyed reported having often or always provided instruction to promote students’ self-determination. The most frequently taught skills are related to Psychological Empowerment (self-advocacy skills, expecting positive outcomes), while the least frequently taught skills were primarily located in the domain of Self-Regulation (goal setting and problem solving skills). Furthermore, our findings showed that teachers’ gender, class setting, and teaching experience were factors attecting the extent to which teachers delivered instruction to promote self-determination. Female teachers exhibited higher levels of implementation with respect to self-determination instruction. Teachers in general education classrooms showed significantly higher levels of applied self-determination instruction, followed by resource room teachers and self-contained classroom teachers. Additionally, teachers with more teaching experiences more frequently employed instructional activities promoting self-determination. Suggestions and implications are provided.

scholarly journals PENDAMPINGAN PEMBELAJARAN MODEL PBL BERBASIS CARING COMMUNITY DALAM MATEMATIKA SUB BAHASAN PERBANDINGAN BAGI GURU MATEMATIKA SMP IBRAHIMY 1 SUKOREJO SITUBONDO

2021 ◽  
Vol 3 (2) ◽  
pp. 167-192
Author(s):  
Moh. Atikurrahman ◽  
Mar’atus Sholehah
Keyword(s):  
High School ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Learning Model ◽  
Group Model ◽  
School Teachers ◽  
Caring Community ◽  
Planning Stage ◽  
Junior High School Teachers

The mentoring and training activities for junior high school teachers in the innovation of the Caring Community-based PBL learning model go through three stages, namely planning, implementation, and evaluation. At the planning stage, the process of identifying problems, making work plans (work plans), and classifying teaching practice tasks is carried out. There are 5 groups with the same target material. At the implementation stage, it consists of two stages; 1) training on caring community learning models with a student centered approach which includes group model class management techniques, learning media design. 2) mentoring the learning practices of junior high school teachers in the classroom based on the ability level group, group L, and group M. Evaluation activities are carried out at the end of the activity to make improvements to mistakes, teacher weaknesses in the process of implementing the learning model.

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