scholarly journals PENGEMBANGAN MODEL ASESMEN OTENTIK DALAM PEMBELAJARAN KETERAMPILAN BERBAHASA INDONESIA LISAN DI SEKOLAH MENENGAH ATAS (SMA)

LITERA ◽  
2013 ◽  
Vol 9 (1) ◽  
Author(s):  
Sri Wahyuni
Keyword(s):  
High Schools ◽  
Authentic Assessment ◽  
Spoken Language ◽  
Assessment Model ◽  
Assessment Instrument ◽  
Language Skill ◽  
Evaluation Standard ◽  
Implementation Model ◽  
Recursive Design ◽  
Score Interpretation

This study aims to develop a model of authentic assessment in the learning of the spoken Indonesian language skill in senior high schools. The model was adapte  from the Reflective, Recursive Design and Development (R2D2) model by Willis and the model of spoken language assessment by O’Malley & Pierce. The product of the development is a set of authentic assessment in the spoken Indonesian language skill in senior high schools, consisting of (a) assessment planning, (b) assessment mapping, (c) assessment instrument and rubric, (d) evaluation standard, and (e) score interpretation. The product is equipped with a VCD containing the implementation model to help teachers conduct authentic assessment. In general, the developed authentic assessment model is effective to evaluate the spoken Indonesian languageskill in senior high schools.

scholarly journals Implementation of an Authentic Assessment Model to Improve the Quality of Learning Assessment

2019 ◽  
Vol 25 (1) ◽  
pp. 103-115
Author(s):  
Rini Agustiningsih ◽  
Dwi Rahdiyanta
Keyword(s):  
Instrument Validation ◽  
Sampling Technique ◽  
Authentic Assessment ◽  
Assessment Model ◽  
Assessment Instrument ◽  
Learning Assessment ◽  
Research Subjects ◽  
Vocational High Schools ◽  
Assessment Results

An assessment instrument is one of the most important factors to guarantee objectivity, fairness, and accuracy in assessing the level of students' performances in the learning process. This study aims to produce an authentic assessment model in problem solving learning. The objectives of this studyare to examine: (1) the feasibility of the developed authentic assessment model in the aspects of practicality, effectiveness, and feasibility of assessment; and (2) the accuracy of the assessment results from the authentic assessment model. This study was a research and development that adopts the Analyze, Design, Develop, Implement, and Evaluate (ADDIE) development model. The research subjects consisted of eight teachers and 44 students selected with a purposive sampling technique. This study was conducted in 4 Vocational High Schools in Yogyakarta. The research instrument validation was examined by expert judgment. The data were collected using questionnaires and observation sheets. Its data wereanalysed with descriptive statistical techniques, inter-rater reliability, inter-item correlation, and intraclass correlation.The results of the study show that (1) the developed authentic assessment model was feasible to be implemented since it fulfilled the requirements of practicality, effectiveness and implementation; and (2) the level of accuracy of the assessment results from the authentic assessment model has a very good criteria with  κ mean  of 0.978.

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 DEVELOPING AUTHENTIC ASSESSMENT FOR MECHANICAL ENGINEERING SUBJECT OF VOCATIONAL SCHOOL STUDENTS (ESP) AT SMK N 2 OF BENGKULU

2018 ◽  
Vol 2 (1) ◽  
pp. 34-43
Author(s):  
Erlian Dwisnu ◽  
Syahriah Syahrial ◽  
I Wayan Dharmayana
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
Rating Scale ◽  
Role Play ◽  
Authentic Assessment ◽  
Assessment Model ◽  
Assessment Instrument ◽  
Vocational School ◽  
School Students ◽  
Speaking Assessment

This research was aimed to know the appropriate assessment, find out speaking’s authentic assessment material and find out the characteristics of authentic speaking assessment model for Mechanical Engineering of Vocational School. The type of research was Research and Development. This study was conducted in Mechanical Engineering subject at SMKN 2 Bengkulu City. The sample was taken from third class of Mechanical Engineering students. The data was collected by using questionnaire. The result of the study showed  that; first, the appropriate assessment for Mechanical Engineering students Section of Vocational School in SMK N 2 of Bengkulu city was Authentic Assessment. Second,  the researcher found 4 kinds of speaking’s authentic assessment for Mechanical Engineering. It can be clasified into role play, presentation, picture cued and debate. Third, the characteristics of authentic speaking assessment model for students and teachers of Mechanical Engineering at SMKN 2 of Bengkulu city were topic of assessment, social function  format, type of authentic assessment, instrument of authentic assessment, types of rating scale/rubric and times

scholarly journals Development of Text Review Assessment Model Using Authentic Assessment in 11th Grade Students of Senior High School Negeri 1 Dolok Batunanggar, Simalungun Regency

2020 ◽  
Vol 3 (2) ◽  
pp. 1099-1112
Author(s):  
Rizqa Jauhiratul Umma ◽  
Abdurahman Adisaputera ◽  
Isda Pramuniati
Keyword(s):  
High School ◽  
Assessment Tool ◽  
Authentic Assessment ◽  
Student Learning Outcomes ◽  
Senior High School ◽  
Assessment Model ◽  
Assessment Instrument ◽  
Average Value ◽  
Authentic Text ◽  
11Th Grade

This study aims to analyze the development of a review text assessment model with authentic assessment in 11th grade students of Senior high school 1 Dolok Batunanggar Simalungun Regency. The subjects of this study were 11th grade students of Senior high school Negeri 1 Dolok Batunanggar, Simalungun Regency, and product validator experts totaling 4 people who had criteria as Indonesian Language material experts and assessment experts, namely authentic assessment. The results of this study indicate that the effectiveness of the authentic text assessment instrument review text obtained an average of 80.97%. The lowest student score is 70 and the highest is 98. This shows that student learning outcomes are better when compared to without the teacher using an authentic text review assessment tool. Based on the average value of students' posttest data it can be concluded that the ability of students has increased significantly high and reached KKM (72) as expected. It was concluded that the authentic assessment text review instrument developed was effectively used in learning.

scholarly journals Exploring the Ability of Early Childhood Teachers to Carry Out Assessment

2021 ◽  
Vol 4 (1) ◽  
pp. 689-698
Author(s):  
Anita Yus ◽  
Dwi Septi Anjas Wulan ◽  
Winda Widya Sari ◽  
Salim Salim
Keyword(s):  
Child Development ◽  
Authentic Assessment ◽  
Kindergarten Teachers ◽  
Assessment Model ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Assessment Data ◽  
Teaching Process ◽  
The Government ◽  
Children’S Work

This study aims to determine how the application of authentic assessment in kindergarten by assessing the adequacy of aspects of assessment and implementation of assessment instruments. Research respondents are kindergarten teachers in North Sumatra Province, totaling 65 people. The data was collected using a questionnaire and document analysis, which consisted of lesson plans, children's work that had been analyzed by the teacher and the assessment instruments that had been used by the teacher. Data were analyzed using descriptive statistical techniques and qualitative analysis by linking existing data to obtain meaning. The results of the analysis showed that: (1) there were 100% of kindergarten teachers who stated that they had carried out an assessment every time they carried out the teaching process but most had difficulty indicating the assessment instrument used, (2) 97% of kindergarten teachers only used a checklist to collect developmental assessment data and children's learning activities by putting a check mark on one of the scales consisting of "developing very well", "developing as expected", "starting to develop", and "not developing", (3) 98% of kindergarten teachers use the instruments in the book assessment guide issued by the government and have never used an assessment rubric developed by the teacher to determine child development achievements, and (4) 89% of kindergarten teachers do not collect assessment data in the context of competencies being developed, (5) kindergarten teachers have difficulty using descriptive notes or class notes to record the child's behavior during the teaching process due to difficulties in to write down the child's behavior as seen by the teacher, and (6) as many as 89% of kindergarten teachers have not used an assessment instrument developed based on the principles of authentic assessment. The results of this study have implications for the need to develop an assessment model that is useful to help teachers conduct a valid and reliable assessment of child development.

scholarly journals DEVELOPING AUTHENTIC ASSESSMENT FOR MECHANICAL ENGINEERING SUBJECT OF VOCATIONAL SCHOOL STUDENTS (ESP) AT SMK N 2 OF BENGKULU

2018 ◽  
Vol 1 (1) ◽  
pp. 80-87
Author(s):  
Erlian Dwisnu
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
Rating Scale ◽  
Role Play ◽  
Authentic Assessment ◽  
Assessment Model ◽  
Assessment Instrument ◽  
Vocational School ◽  
School Students ◽  
Speaking Assessment

This research was aimed to know the appropriate assessment, find out speaking’s authentic assessment material and find out the characteristics of authentic speaking assessment model for Mechanical Engineering of Vocational School. The type of research was Research and Development. This study was conducted in Mechanical Engineering subject at SMKN 2 Bengkulu City. The sample was taken from third class of Mechanical Engineering students. The data was collected by using a questionnaire. The result of the study showed that; first, the appropriate assessment for Mechanical Engineering students Section of Vocational School in SMK N 2 of Bengkulu city was Authentic Assessment. Second,  the researcher found 4 kinds of speaking’s authentic assessment for Mechanical Engineering. It can be clasified into role play, presentation, picture cued and debate. Third, the characteristics of authentic speaking assessment model for students and teachers of Mechanical Engineering at SMKN 2 of Bengkulu city were topic of assessment, social function  format, type of authentic assessment, instrument of authentic assessment, types of rating scale/rubric and times.

scholarly journals PENILAIAN AUTENTIK MATA PELAJARAN MATEMATIKA KURIKULUM 2013 GURU KELAS IV KOTA SEMARANG

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Fajar Cahyadi ◽  
Apriliana Purwandari
Keyword(s):  
Elementary Schools ◽  
Sampling Technique ◽  
Authentic Assessment ◽  
Assessment System ◽  
Assessment Instrument ◽  
Data Card ◽  
Assessment Instruments ◽  
Knowledge And Skills ◽  
Curriculum Assessment ◽  
Qualitative Descriptive

The change of KTSP curriculum into 2013 curriculum?é?á lead to changes in the assessment system. With the change in valuation system, teachers should be able to adapt and develop appropriate assessment with the curriculum has changed. In this 2013 curriculum using authentic assessment system that can assess the competence of the three domains, namely the domain of attitudes, knowledge, and skills. The problems revealed in this study are Is authentic assessment instrument in the subjects of mathematics which has been prepared by the teacher in accordance with the characteristics of the curriculum in 2013? Goals to be achieved in this study was to determine the suitability of authentic assessment instrument in the subjects of mathematics that had been developed by teachers with the characteristics of curriculum assessment in 2013, this is a type of qualitative research that uses qualitative descriptive approach. The population in this study is a Primary School in Hyderabad who have applied in the process of learning curriculum was radically 2013, amounting to 12 elementary schools. Samples taken are 5 elementary schools in Semarang by using purposive sampling technique. The data in this study was obtained through the analysis of the research instruments and text data card interview. Based on the analysis of experimental data showed that the instrument of authentic assessment in mathematics is organized by fourth grade teachers from five elementary schools in Semarang 85.2% in accordance with the characteristics of curriculum assessment in 2013, where the authentic assessment instruments assessment covers the realm of attitudes, knowledge, and skills. Therefore it can be concluded that the teacher has been able to make an authentic assessment instrument based on the characteristics of the curriculum in 2013.

scholarly journals Developing An Authentic Assessment Instruments of Psychomotor Domain For The Physics Learning on Measurement Materials in Class X SMA

2020 ◽  
Vol 4 (2) ◽  
pp. 44-48
Author(s):  
Dahlia Dahlia ◽  
Maison Maison ◽  
Nehru Nehru
Keyword(s):  
Formative Evaluation ◽  
Learning Strategy ◽  
Authentic Assessment ◽  
Developmental Model ◽  
Assessment Instrument ◽  
Learning Activity ◽  
Assessment Instruments ◽  
Physics Learning ◽  
Ability To Act ◽  
Psychomotor Domain

Practicum is a form of learning activity relates to assessment, which is part of a series of learning processes. Assessment in practicum not only consists of cognitive aspects but also emphasizes affective and psychomotor aspects. Psychomotor is a domain related to skills or ability to act after receiving learning experiences. An authentic assessment of the psychomotor domain is needed to determine each student learns and apply their learning outcomes into life. The study aimed to determine the procedure for developing an authentic assessment instrument of the psychomotor domain for physics learning on measurement material in class X SMA and describe the teacher's assessment toward the developed the authentic assessment instrument. The study used Dick and Carey developmental model consisted of ten stages. They are (1) analysis the learning objectives, (2) learning analysis, (3) analysis of students and their environment, (4) formulating specific objectives, (5) developing assessment instruments, (6) developing learning strategy, (7) developing and selecting learning materials, (8) formative evaluation, (9) revision, and (10) summative evaluation. But, the article used only nine of ten stages. The validation sheet was assessed by two expert lecturers. The product of the psychomotor assessment instrument was validated by two expert lecturers through 2 revisions. The developed instrument was tested in small groups, namely class X MIA 7, SMA N 1 Muaro Jambi. The validation obtained a total score of 136. Means, the score included in the category of 136 ≤ N <150: "Very Good." The teacher's responses were 82% of very good (positive). In short, the developed instrument was feasible to continue to trial steps. The trial to 10 students obtained a mean of 82.1. Based on the range of student scores, seven students were classified as highly skilled, and three students were classified as skilled. Based on results and discussion, it concluded that authentic assessment instruments of the psychomotor domain for the physics learning on measurement materials were feasible to use for teacher class of class X MIA in SMA N 1 Muaro Jambi.

scholarly journals Pengembangan Penilaian Autentik Keterampilan Berbahasa Tulis Di Sekolah Dasar

2020 ◽  
Vol 1 (2) ◽  
pp. 41
Author(s):  
Witgia Indah Rosayu
Keyword(s):  
Elementary Schools ◽  
Writing Assessment ◽  
Authentic Assessment ◽  
Kappa Coefficient ◽  
Written Language ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Attitude Assessment ◽  
Writing Evaluation ◽  
Poetry Writing

This study aims to (1) find out the profile of writing assessment in elementary schools today. (2) explain the prototype of developing authentic assessment of written language skills in elementary schools. (3) describes the results of the implementation of the prototype development of an authentic assessment instrument for written language skills in elementary schools. This research was conducted using research and development methods that refer to the Sukmadinata steps, namely preliminary studies, development stages and trials. Products for developing written language authentic assessment instruments consist of (1) assessment instruments for writing book reports; (2) instrument for writing rhymes assessment; (3) poetry writing evaluation instruments and; (4) attitude assessment instruments in writing activities. The results of this development research are (1) authentic assessment instruments writing book reports, rhyming writing, poetry writing and attitude assessment in writing activities declared valid by assessment experts and practitioners; (2) the consistency of kappa coefficient> 0.775 in the consistency test of the book writing assessment instrument means that the rhyme writing assessment instrument obtains the average kappa coefficient value> 0.709, and the poetry writing evaluation instrument obtains an average value of kappa coefficient> 0.651 which means that the instrument Valuation of writing book notes, rhymes and poetry has a high consistency in the assessment by several assessors. Thus the authentic assessment developed was declared valid and reliable so that it could be used as an alternative to written language assessment instruments in elementary schools. Abstrak Penelitian ini bertujuan untuk (1) mengetahui profil penilaian menulis di Sekolah Dasar saat ini. (2) memaparkan prototipe pengembangkan penilaian autentik keterampilan berbahasa tulis di Sekolah Dasar. (3) memaparkan hasil implementasi prototipe pengembangan instrumen penilaian autentik keterampilan berbahasa tulis di Sekolah Dasar.  Penelitian ini dilaksanakan dengan menggunakan metode penelitian dan pengembangan yang mengacu pada langkah-langkah Sukmadinata yaitu studi pendahuluan, tahap pengembangan dan uji coba. Produk pengembangan instrumen penilaian autentik berbahasa tulis terdiri dari (1) instrumen penilaian menulis laporan buku; (2) instrumen penilaian menulis pantun; (3) instrumen penilaian menulis syair dan; (4) instrumen penilaian sikap dalam kegiatan menulis. Hasil penelitian pengembangan ini yaitu (1) instrumen penilaian autentik menulis laporan buku, menulis pantun, menulis syair dan penilaian sikap dalam kegiatan menulis dinyatakan valid oleh ahli penilaian dan praktisi; (2) dalam uji kekonsistenan instrumen penilaian menulis buku diperoleh nilai rata-rata koefisien kappa > 0,775, instrumen penilaian menulis pantun memperoleh nilai rata-rata koefisien kappa > 0,709, dan instrumen penilaian menulis syair memperoleh nilai rata-rata koefisien kappa > 0,651 artinya instrumen penilaian menulis catatan buku, pantun dan syair memiliki kekonsistenan yang tinggi dalam penilaian oleh beberapa penilai. Dengan demikian penilaian autentik yang dikembangkan dinyatakan valid dan reliabel sehingga dapat digunakan sebagai alternatif instrumen penilaian berbahasa tulis di Sekolah Dasar

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