scholarly journals Keterlaksanaan pembelajaran fisika implementasi kurikulum 2013 berdasarkan latar belakang akademik guru di MAN DIY

2016 ◽  
Vol 2 (1) ◽  
pp. 76 ◽  
Author(s):  
Ninik Uswatun Fadilah ◽  
Suparwoto Suparwoto
Keyword(s):  
Learning Process ◽  
Portfolio Assessment ◽  
Authentic Assessment ◽  
Pilot Project ◽  
Project Based Learning ◽  
Assessment Instruments ◽  
Planning Stage ◽  
Academic Background ◽  
Stage 4 ◽  
Research Population

Penelitian ini bertujuan untuk mengetahui keterlaksanaan pembelajaran fisika di MAN pilot project DIY dalam implementasi Kurikulum 2013 berdasarkan latar belakang akademik guru ditinjau dari (1) pemahaman terhadap Kurikulum 2013, (2) perencanaan, (3) pelaksanaan, (4) penilaian, (5) upaya yang dilakukan untuk meningkatkan pemahaman pada implementasi Kurikulum 2013 dan (6) hambatan yang dihadapi pada implementasi Kurikulum 2013. Jenis penelitian ini merupakan penelitian survei dengan pendekatan deskriptif kualitatif dan kuantitatif. Populasi penelitian ini adalah guru fisika kelas X di MAN pilot project DIY yang menerapkan Kurikulum 2013. Teknik pengumpulan data yang digunakan adalah angket, observasi, wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa pemahaman mengenai Kurikulum 2013 berada pada kategori sangat baik. Perencanaan berada pada kategori baik, pelaksanaan berada pada kategori baik, penilaian berada pada kategori baik. Upaya guru fisika di MAN pilot project di DIY yaitu mencari informasi mengenai rasionalisasi kurikulum 2013, pendekatan saintifik, administrasi pembelajaran dan penilaian otentik baik secara mandiri maupun dari kegiatan pelatihan. Hambatan yang dihadapi guru yaitu kurangnya ketersediaan buku/panduan mengenai pendekatan saintifik, guru kesulitan dalam membuat instrumen penilaian portofolio, dan guru belum maksimal dalam memfungsikan instrumen penilaian sikap.Kata Kunci: keterlaksanaan, Kurikulum 2013, latar belakang akademik guru The Feasibility of the Physic Learning Process in Implementing Curriculum 2013 Based on the Teachers’ Academic Background  AbstractThis study aims to determine the feasibility of the physic learning process in implementing Curriculum 2013 based on the teachers’ academic background at the pilot project MAN in DIY  in terms of (1) understanding of the Curriculum 2013, (2) planning stage, (3) implementation stage, (4) assessment stage, (5) the effort of the phisycs teachers in pilot project MAN to integrat the knowledge about Curriculum 2013 in phisycs learning process; (6) the obstacles found by the phisycs teachers in the implementation of Curriculum 2013. This research was survey research with descriptive qualitative and quantitative approach. The research population was phisycs teachers of class X of pilot project MAN in DIY which implemented Curriculum 2013. The technique of data collection was questionnaires, observation, interviews, and documentation. The results show that the teachers’ knowledge of Curriculum 2013 is very good. The planning is in the quite good category, the implementation is in the good category, the assessment is in the good category. the efforts of physics teachers at pilot project MAN are looking for information about: the rationalization of the Curriculum 2013, the scientific approach, the administration of learning and authentic assessment either independently or by training program; (4) the obstacles found by the teachers are: the lack of availability of the book/guide on Problem Based Learning (PBL), Project Based Learning (PjBL) learning model, the teachers difficulty in making portfolio assessment instruments, and the teachers have not been able to maximal functioning of attitude assessment instruments.Keywords: the feasibility, Curriculum 2013, teachers’ academic background

scholarly journals IMPLEMENTASI KURIKULUM 2013 PADA BIDANG STUDI PENDIDIKAN AGAMA ISLAM KELAS XI SMK NEGERI 3 PAREPARE

2017 ◽  
Vol 15 (2) ◽  
pp. 188-211
Author(s):  
Haizah Haizah
Keyword(s):  
Learning Process ◽  
Peer Assessment ◽  
Lesson Plan ◽  
Portfolio Assessment ◽  
Lesson Planning ◽  
Authentic Assessment ◽  
Learning Assessment ◽  
Self Assessment ◽  
True Condition ◽  
Written Test

This paper aimed to empirically determine and describe: lesson planning in the 2013 curriculum, the implementation of the 2013 curriculum, learning assessment conducted by the class XI teacher of Pendidikan Agama Islam at SMK Negeri 3 Parepare. The method aiming at describing an existing phenomenon and its true condition by using observation techniques, interview, and studying documents. The data were then analyzed by following the steps of (1) data reduction; (2) data presentation; (3) the data conclusion and verification. The results of the study showed that to date SMK Negeri 3 is still applying 2013 curriculum as its reference for a learning process. The implementation of the 2013 curriculum was determined by (1) lesson planning; (2) learning implementation; and (3) learning assessment. At the stage of lesson planning, teacher designs lesson plan which are then implemented in learning process by applying a scientific approach consisting of the following stages: (1) observing; (2) questioning; (3) collecting materials; (4) processing materials; and (5) communicating, which is then followed by administering authentic assessment on the learning in the forms of: (1) observation; (2) oral and written test; (3) self assessment; (4) peer-assessment; (5) journal; (6) performance assessment; and (7) portfolio assessment. Factors that support the implementation of the 2013 curriculum include (1) teacher; (2) learners; (3) infrastructure and facilities; and (4) environment. On the other hand, the hindering factors are (1) lack of learners’ care with their lessons; (2) lack of teachers’ understanding of 2013 curriculum due to minimum education and training.

scholarly journals Implementation of the 2013 Curriculum for Science Learning

2019 ◽  
Vol 6 (1) ◽  
pp. 105
Author(s):  
Ana Rohmatulloh ◽  
Zuhdan Kun Prasetyo ◽  
Haryo Aji Pambudi
Keyword(s):  
Science Learning ◽  
Curriculum Implementation ◽  
Authentic Assessment ◽  
Assessment Instruments ◽  
Research Subjects ◽  
Classroom Implementation ◽  
Planning Stage ◽  
Scientific Approach ◽  
Data Validity ◽  
Students Attitudes

This research aims at describing the 2013 Curriculum implementation for science learning on the planning, classroom implementation, and assessment stages, as well as the obstacles faced by teachers and their efforts to overcome them. This qualitative research was by involving Grade 4 teachers, students, and the principal of a primary school in Yogyakarta as the research subjects. The research object was the activities carried out in the curriculum implementation. The data collection instruments include observation sheets, interview guidelines, questionnaires, and analysis guidelines. The data were analyzed through data reduction, data display, and conclusion. The data validity was tested using triangulation techniques. The research found that the planning stage include studying the syllabus and teacher’s books then outlining the steps of the activities with the scientific approach; the teachers had integrated the science learning with other subjects under a theme; and the scientific approach was employed through observing, questioning, experimenting, associating/reasoning, and communicating. However, the overall implementation of the 2013 Curriculum had not been optimal yet. The teachers had used authentic assessment to assess the students' attitudes, knowledge, and skills, but they rarely used assessment instruments and rubrics. The obstacles faced by teachers were in the planning, classroom implementation, and assessment stages.

scholarly journals Authentic Assesment of The Lesson Planning Accomplished by The Indonesian Language and Literary Teachers in Bogor Secondary Schools

2007 ◽  
Vol 1 (1) ◽  
pp. 20-23
Author(s):  
Suhendra , ◽  
Rina Rosdiana ◽  
Stella Talitha
Keyword(s):  
Performance Appraisal ◽  
Lesson Plan ◽  
Portfolio Assessment ◽  
Authentic Assessment ◽  
Assessment Instrument ◽  
Choice Test ◽  
Assessment Instruments ◽  
Evaluation Instrument ◽  
Project Appraisal ◽  
Written Assessment

Teachers are an significant element in the development of assessment instruments. Assessing is, therefore, one of the competencies that must be possessed by teachers . The teacher's understanding of the assessment can be reflected in the assessment presentation on the Lesson Plans (RPP). This study examines the preparation of authentic assessment of the even semester Lesson Plan in the Indonesian language curriculum at five high schools in Bogor. The applied method in this research is qualitatively descriptive research. The purpose of this study is to describe 1) the accuracy of the formulation of the problem with the basic competence and indicator, 2) the completeness of the assessment instrument, and 3) the selection of assessment type. The results showed that 90.9% BC or indicator evaluation instrument is made while 9.1% is not made. This causes the teacher unable to know the level of students' understanding of the BC. Ninety percents (90%) of instrument evaluation is less precise; while 10 % of the evaluation instrument is less precise, less appropriate. Forty ( 40 %) of evaluation instruments are complete and 60% are incomplete (no scoring guidelines and answer keys). There are seven development forms of authentic assessment, namely performance appraisal, project appraisal, portfolio assessment, written assessment, attitude assessment, self-assessment, and product assessment. Here is an overview of the authentic assessment form used by teachers. 20% of all indicators are studied, in the form of performance appraisals, the type is the oral practice . Meanwhile, 80% is a written assessment, in the form of multiple choice test and description (short field and essay). This shows that most teachers do not take advantage of other forms of authentic assessment. Keywords: authentic assessment, basic competencies, indicators.

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 Developing formative authentic assessment instruments based on learning trajectory for elementary school

2016 ◽  
Vol 2 (1) ◽  
pp. 13
Author(s):  
Anesa Surya ◽  
Aman Aman
Keyword(s):  
Elementary Schools ◽  
Item Difficulty ◽  
Authentic Assessment ◽  
Fourth Grade ◽  
Pilot Project ◽  
Learning Trajectory ◽  
Assessment Instruments ◽  
Developmental Study ◽  
Item Discrimination ◽  
Fourth Grade Students

This research aims to (1) develop research formative authentic assessment instruments based on learning trajectory that is eligible for the fourth grade students of elementary schools; and (2) develop formative authentic assessment instruments based on learning trajectory that is effective for the fourth grade students of elementary schools. This developmental study refers to the model developed by Borg & Gall. The developmental design was grouped into four development procedures, consisting of: (a) Exploration, (b) development of the draft/prototype, (c) product testing and revisions, and (d) final validation. The experimental subjects are some pilot project elementary schools which used Curriculum 2013 in Ngawi Regency. The data were collected using interview guides, documentation, assessment sheets of the product instrument of authentic assessment, observation sheets of the students, achievement test, questionnaire responses of teachers and students. The data of the instrument reliability were analyzed in terms of item discrimination and item difficulty, and the agreement index was employed for the reliability of the instrument. The research finding reveals that the research instrument in terms of attitude assessment, assessment of knowledge and skills according to subject-matter experts and experts in evaluation is categorized as ‘very good’. The results of the item discrimination analysis show that nonnegative and item difficulties  range from easy to hard. The formative authentic assessment instruments are categorized as ‘reliable’ by the agreement index of ≥ 0.75.

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 Providing support for the development of authentic assessment instruments for civic education teachers in Central Lampung Regency

2021 ◽  
Vol 6 (8) ◽  
pp. 1477-1488
Author(s):  
Yunisca Nurmalisa ◽  
Muhammad Mona Adha ◽  
Rohman Rohman
Keyword(s):  
Civic Education ◽  
Learning Process ◽  
Authentic Assessment ◽  
Community Empowerment ◽  
Learning Activities ◽  
Assessment Instruments ◽  
Group Mentoring ◽  
Scientific Approach ◽  
Attitude Scales ◽  
Quality Learning

The objective of this paper is to increase the comprehension of teachers on the significance of authentic assessment in Civic Education, particularly with a scientific approach and quality learning process. Therefore, adequate skill support for developing these channels, specifically in relation to character and learning activities in the form of attitude scales and guidelines. Expository, discussion, assignment, training, individual or group mentoring were among the applied community empowerment methods. Based on this assistance, teachers' understanding of the design and implementation of authentic assessment instruments in the 2013 curriculum was greatly increased. Furthermore, it is expected that the knowledge learned is simultaneously integrated into the learning process.

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.

PENINGKATAN AKTIVITAS BERTANYA DAN HASIL BELAJAR SISWA MELALUI PENERAPAN PENDEKATAN KETERAMPILAN PROSES PADA MATERI POKOK PESAWAT SEDERHANA KELAS V MI YUSUF ABDUSSATAR KEDIRI LOMBOK BARAT

2020 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Elya Yuliana
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Assessment Process ◽  
Learning Activity ◽  
Class V ◽  
Planning Stage ◽  
Average Value

The purposes of this research are to increase the students asking activity and student learning outcomes in class V of MI Yusuf Abdussatar Kediri, totaling 23 people. Learning to apply the process skills approach, teaches students to discover and develop the facts by themselves. the concept of learning presenting, students' courage in ideas, opinions and questions, effort, activity and creativity in the learning process and the level of student attitudes that dominate in the learning process. This learning activity helps students to be more active in asking.This research is a classroom action research conducted in two cycles, consisting of the action planning stage, the stage of implementation of the action, observation, and the stage of evaluation and reflection. Students and teacher activity data derived from observations and interviews for the assessment process, while data on student learning outcomes obtained through tests given at the end of each cycle. Indicators of success of this study extend from the average value grade students can reach the KKM 65 and with a percentage of 85%. The results showed that the average value of students in cycle I and II increased from 72.70 into 82.43 with the difference in value of 9.73. While the percentage of students who earn a minimum value standard upward cycle I and II also increased from 73.91% to 86.95% by a margin of 13:04%. This means that action research is in compliance indicators to be achieved. The results showed that the application process can increase the skill of asking activity and science learning outcomes in science teaching class V.

scholarly journals Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Maki K. Habib ◽  
Fusaomi Nagata ◽  
Keigo Watanabe
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Process ◽  
Laboratory Experiments ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Learning Approaches ◽  
Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

Sign in / Sign up

Export Citation Format

Share Document