scholarly journals The Implementation of Authentic Assessment in Thematic Learning in Elementary Schools

2020 ◽  
Vol 4 (2) ◽  
pp. 255
Author(s):  
Debby Intan Safitri ◽  
Mudzanata Mudzanata ◽  
Anggun Dewi Setya Putri
Keyword(s):  
Authentic Assessment ◽  
Research Data ◽  
Second Grade ◽  
Competency Assessment ◽  
Knowledge And Skills ◽  
Authentic Assessments ◽  
Pedagogical Competence ◽  
Assessment Techniques ◽  
Product Assessment ◽  
Thematic Learning

The purpose of this study was to determine the teacher's pedagogical competence in the implementation of authentic assessment in the thematic learning of the second grade in SD Negeri (Public Elementary School) Pandeanlamper 01 Semarang. The background was due to teacher difficulty in implementing authentic assessments. The type of study was qualitative research. Data in this study were obtained through observation, interviews, and documentation. The results of this study indicate that 1) teachers and principals know about authentic assessments in thematic learning 2) teachers carry out authentic assessments that include assessment of competency attitudes, knowledge, and skills. The attitude competency assessment was conducted through a journal assessment. Knowledge competency assessment was conducted through written tests and assignment techniques. Skill competency assessment was conducted through product assessment techniques.

Evaluative analysis of authentic thematic learning assessment at Indonesian Islamic primary school

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Abdul Kadir ◽  
Kharis Sulaiman Hasri
Keyword(s):  
Planning Process ◽  
Authentic Assessment ◽  
Learning Assessment ◽  
Process Implementation ◽  
Authentic Assessments ◽  
Assessment Guidelines ◽  
Assessment Techniques ◽  
Authentic Evaluation ◽  
Present Case Study ◽  
Thematic Learning

While several research papers on authentic assessment have been extensively explored, few have addressed the evaluation of authentic assessments starting from the stages of planning, process/implementation, and outcome. To fill the research gap, the purpose of the present case study is to investigate the authentic evaluation of thematic learning enactment. To collect the data, observations, in-depth interviews, and documentation were conducted. The results of this study indicate that the teacher's comprehension of authentic assessment is generally good. However, several assessment techniques did not work as planned. Based on this, the enactment of authentic assessment is still in the poor category. Processing and reporting resulting from the type of assessment are executed according to procedures. However, some did not follow the assessment guidelines of the elementary school level's learning outcome assessment, especially the effective one.

Authentic Assessment For Improving The Quality Of Learning

2019 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Musthofa Musthofa
Keyword(s):  
Human Resources ◽  
Problem Based Learning ◽  
Authentic Assessment ◽  
Research Literature ◽  
Project Based Learning ◽  
Library Research ◽  
Authentic Assessments ◽  
Quality Of Learning ◽  
Product Assessment

<p class="15bIsiAbstractBInggris">This research aims to determine the phenomenon of authentic assessment implementation in improving learning quality. The method used in this study uses library research or research literature. The study concluded that authentic assessments with project-based learning and problem-based learning approach could improve the learning quality, giving positive implications for the development of human resources. For example, building competence, positive, critical thinking, innovative, and doing work in the form of products. Thus, an authentic assessment (project-based learning, problem-based learning, and product assessment) can improve the quality of learning to give implications for the development of human resources in the future.</p><p class="16aJudulAbstrak"><strong>Abstrak</strong></p><p class="16bIsiAbstrak">Penelitian ini bertujuan untuk mengetahui fenomena implementasi asesmen otentik dalam meningkatkan kualitas pembelajaran. Metode yang digunakan dalam penelitian ini menggunakan penelitian kepustakaan atau literatur penelitian. Studi ini menyimpulkan bahwa penilaian otentik dengan pembelajaran berbasis proyek dan pendekatan pembelajaran berbasis masalah dapat meningkatkan kualitas pembelajaran, memberikan implikasi positif untuk pengembangan sumber daya manusia. Misalnya, membangun kompetensi, berpikir positif, kritis, inovatif, dan melakukan pekerjaan dalam bentuk produk. Dengan demikian, penilaian otentik (pembelajaran berbasis proyek, pembelajaran berbasis masalah, dan penilaian produk) dapat meningkatkan kualitas pembelajaran untuk memberikan implikasi bagi pengembangan sumber daya manusia di masa depan.</p>

scholarly journals Implementation of Scientific Approach in Physics Learning in Makassar City

2020 ◽  
Vol 8 (2) ◽  
pp. 121-136
Author(s):  
Andi Evi Sulfiyani Nurfathanah Amsal ◽  
Kaharuddin Arafah
Keyword(s):  
High Schools ◽  
Qualitative Study ◽  
Authentic Assessment ◽  
Research Data ◽  
Research Subjects ◽  
Physics Learning ◽  
Knowledge And Skills ◽  
Assessment Systems ◽  
Scientific Approach ◽  
Insufficient Time

This research is a qualitative study that aims to uncover the implementation of scientific approaches and assessment systems in learning physics at senior high schools in Makassar. The research subjects consisted of 8 physics class XI teachers from 4 schools in Makassar City. The research data were obtained through questionnaires, documentation, observation, and interviews. Interviews aim to synchronize data obtained through questionnaires, observations and documentation. Based on the results of the study showed that, a scientific approach in learning physics by teachers has been implemented even though it has not been maximized. Likewise, authentic assessment in learning physics in aspects of knowledge and skills has been carried out well, but not yet in the attitude aspect. The cause of the lack of optimal is insufficient time, different abilities of students, the willingness of students to ask questions and seek help, responded accordingly, the number of learners is large, and the readiness is still inadequate.

PENINGKATAN HASIL BELAJAR MATEMATIKA MELALUI PENERAPAN AUTHENTIC ASSESSMENT

2019 ◽  
Vol 2 ◽  
Author(s):  
Ani Purwati ◽  
Soeprijanto Soeprijanto ◽  
Aip Badrujaman
Keyword(s):  
Performance Assessment ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Authentic Assessment ◽  
Fourth Grade ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Authentic Assessments ◽  
Fourth Grade Students ◽  
Product Assessment

The purpose of this study was to improve the learning outcomes of Mathematics in fourth grade students of SD Negeri Jatipulo 06 Jakarta through the application of authentic assessment. The type of research used in this study is classroom action research, which consists of three cycles. Each cycle consists of stages of action planning, implementation of action, observation, and reflection. The action taken in this study is to carry out mathematics learning through discovery learning with the application of authentic assessments which include performance evaluation, attitude assessment through observation, self-assessment, product assessment, assignments and written tests. The results of the study show that the application of authentic assessments to mathematics learning can improve the mathematics learning outcomes of fourth grade students at SD Negeri Jatipulo 06 Jakarta. The application of authentic assessment in the first cycle through performance assessment, attitude assessment and assignment resulted in an increase in mathematics learning outcomes with a percentage of KKM achievement of 42,42%, in the second cycle by applying performance assessment techniques, attitude assessment, self-assessment and assignment to increase students who achieved KKM became 60,61% and in the third cycle applied performance appraisal, attitude assessment, self-assessment, product assessment and assignment of increasing the number of students who reached KKM to 75,76%.

scholarly journals Improving the Ability of the Physical Education Teachers from the Four th Elementary School Region III Ko to Tangah District of Padang in Understanding

2019 ◽  
Vol 1 (2) ◽  
pp. 57-87
Author(s):  
Maidarman Maidarman
Keyword(s):  
Problem Solving ◽  
Physical Education ◽  
Performance Assessment ◽  
Authentic Assessment ◽  
Physical Education Teachers ◽  
Attitude Assessment ◽  
Training Material ◽  
Authentic Assessments ◽  
Product Assessment

Abstract Various problems faced by Sports and Health Physical Education Subjects (PJOK) in SDN Cluster IV Region III Koto Tangah Padang District in understanding and implementing the 2013 Curriculum. These problems need to be resolved so that the quality of learning can be improved. Priority problems to two aspects, namely PJOK teachers do not understand and apply: (1) Authentic assessment in the form of a grid and (2) Understanding, making and applying the concept rubric of performance assessment, product assessment, attitude assessment. Problem solving is done by: making models, writing teaching materials, presenting material, training, and applying. After presenting the material, the level of mastery of Mitra SDN teachers on the training material increased. (1) 77.21% authentic assessments in the form of lattices have been mastered by Mitra SDN teachers, and (2) 76.47% have understood, made and applied the rubric of performance assessment, product assessment, attitude assessment.

scholarly journals PENGEMBANGAN PENILAIAN AUTENTIK MATA PELAJARAN PENDIDIKAN AGAMA ISLAM

2019 ◽  
Vol 8 (1) ◽  
pp. 109-124
Author(s):  
Indah Khoirrul Mutakin
Keyword(s):  
Religious Education ◽  
Educational Institution ◽  
Authentic Assessment ◽  
Positive Contribution ◽  
Limited Time ◽  
Knowledge And Skills ◽  
Student Activity ◽  
Authentic Assessments ◽  
Quality Assessments

This article aims to describe the development of authentic assessment of Islamic Religious Education subjects. Authentic assessment basically focuses on the balance between assessing the competence of attitudes, knowledge, and skills in accordance with the development of student characteristics. The type of research in this article uses qualitative research with field study methods. The results of this study indicate that the obstacles in carrying out authentic assessments lie in the very diverse characteristics of students that make it difficult for teachers to provide assessments, the limited time in conducting assessments related to student activity, there are several aspects that must be assessed thoroughly, and the instruments used are more than one. Teachers can follow up on these obstacles by planning and managing the learning process properly, participating in several training related to assessments based on the 2013 curriculum, seeking information and references related to authentic assessment, and developing self-creativity in order to find new ways to assess students. The positive contribution that is expected from this article is that authentic assessments can be developed in every educational institution to provide quality assessments and are not limited to the cognitive realm.

scholarly journals The Implication of Authentic Assessment in Thematic Integrated Learning Process at Lower Level Elementary School

2018 ◽  
Author(s):  
Taufina ◽  
Chandra
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Authentic Assessment ◽  
School Level ◽  
Learning Assessment ◽  
Average Score ◽  
Qualitative And Quantitative ◽  
Product Assessment ◽  
Level Building ◽  
Thematic Learning

The assessment done focused on authentic assessment which is sought to assess the students' competence in terms of attitude, knowledge and skill. This research is classified into descriptive study. This research applied concurrent embedded models in which qualitative and quantitative models were applied disproportionately. The results of the research indicated that the integrated thematic learning assessment for the implementation of 2013 Curriculum at lower level Elementary Schools in Kabupaten 50 Kota had been done fairly well. The average score obtained before mentoring activities were done was 39,06 (low) while that after mentoring activities were done was 64,78 (quite good). Based on the result, it was concluded that the authentic assessment could be done during the learning process (process assessment) and after the learning process was done (product assessment). Nevertheless, it should be realized that, in Elementary School level, building the students' characters is more crucial than developing their academic ability.

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.

IMPLEMENTASI KURIKULUM 2013 PADA PEMBELAJARAN TEMATIK TERPADU TEMA INDAHNYA NEGERIKU SUB TEMA KEANEKARAGAMAN HEWAN DAN TUMBUHAN KELAS IV SEMESTER 2 SDN TOMPOMULYO 02 KABUPATEN PATI

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Mudzanatun Mudzanatun ◽  
Eka Kurniasih
Keyword(s):  
Fourth Grade ◽  
Research Data ◽  
Research Approach ◽  
Average Percentage ◽  
Is Research ◽  
Assessment Of Learning ◽  
Learning Evaluation ◽  
Fourth Grade Students ◽  
Thematic Learning ◽  
Class Iv

This research is motivated by the lack of knowledge of teachers in the implementation of the curriculum in 2013 on the learning process. Teachers do not understand fully the curriculum in 2013, because of socialization of the service is still lacking.The problem in this study is how the implementation of the curriculum in 2013 of integrated thematic learning on the theme?óÔé¼?ØIndahnya Negeriku?óÔé¼?Ø Sub Theme ?óÔé¼?ôKeanekaragaman Hewan dan Tumbuhan?óÔé¼?Ø class IV in the 2nd half of the fourth grade students of SDN Tompomulyo 02?. The purpose of this study is to investigate the implementation of the curriculum in 2013 on the theme of integrated thematic learning on the theme?óÔé¼?ØIndahnya Negeriku?óÔé¼?Ø Sub Theme ?óÔé¼?ôKeanekaragaman Hewan dan Tumbuhan?óÔé¼?Ø class IV in the 2nd half of the fourth grade students of SDN Tompomulyo 02.This research uses descriptive qualitative research approach that is research data collection in the form of words. Location of the study in 02 Pati SDN Tompomulyo fourth grade 2nd semester.Data sourced words research results. The average percentage of lesson plans prepared by teachers good observer I category with a percentage of 82,21%, a good observer II category with a percentage of 81,77% . The average percentage of the implementation of learning that teachers do a good observer I category with a percentage of 82,19%, a good observer II category with a percentage of 8,.43%. Assessment of learning evaluation conducted after a study showed that six of 21 people there are 10 students or 47,62% to the category of very good, good category there are 5 students with a percentage of 23,80%, good enough category there are 4 students with a percentage of 19,05%, unfavorable category there are 2 students or 9,53%, and there were no students in the category of bad result.Suggestions given to teachers , learners and the school is implementing in order to further develop the learning in the classroom in accordance with the implementation of the curriculum in 2013 .

PERAN BAHASA INDONESIA DALAM PEMBELAJARAN TEMATIK TERPADU MELALUI PENDEKATAN SAINTIFIK

2017 ◽  
Vol 5 (2) ◽  
pp. 171
Author(s):  
Yusnawarni Yusnawarni
Keyword(s):  
Social Studies ◽  
Social Life ◽  
Primary Schools ◽  
Knowledge And Skills ◽  
New Learning ◽  
Scientific Approach ◽  
The Subject ◽  
Thematic Learning ◽  
Bahasa Indonesia

To commemorate the 21st century, a new learning model was designed in 2013 curriculum, in which there is a shift from teachers give knowledge to students become student must actively seek out knowledge from a variety of learning resources. In this case, the teacher acts as facilitators. Thus, language is a very central role, because the language should be in front of all other subjects. Curriculum 2013 imposed a thematic integrated learning which is no longer based subjects. Various subjects for primary schools (such as: Religion, Civics, Indonesian, Mathematics, Science, Social Studies, and so on) are integrated intoone book. The subject matter is not presented in textbook, but it presented in book thematics lesson, the themes are about nature, social life and culture. In this new curriculum, learning process is implemented by applying a scientific approach (observing, questioning, experimenting, associating, and networking) that includes three aspects such as attitudes, knowledge, and skills. So, how is the role of Indonesian in an integrated thematic learning by applying scientific approaches in primary schools in 2013 curriculum? By appying the method, the object of this paper is to gain preview about the role of Indonesian in 2013 curriculum that uses integrated thematic learning by scientific approach in primary schools.AbstrakUntuk menyongsong abad ke-21, model pembelajaran baru dirancang dalam Kurikulum 2013, yang di dalamnya terdapat pergeseran dari siswa diberi tahu menjadi siswa harus aktif mencari tahu ilmu pengetahuan dari berbagai sumber belajar. Dalam hal ini, guru berperan sebagai fasilitator. Dengan demikian, peran bahasa menjadi sangat sentral, karena bahasa harus berada di depan semua mata pelajaran lain. Kurikulum 2013 memberlakukan pembelajaran tematik terpadu yang tidak lagi berbasis mata pelajaran. Berbagai mata pelajaran untuk sekolah dasar (seperti: Agama, PPKN, Bahasa Indonesia, Matematika, IPA, IPS, dan sebagainya) diintegrasi menjadi satu buku. Materi pelajaran tidak disajikan dalam buku mata pelajaran, tetapi dalam buku tema pelajaran, baik tema alam, sosial, maupun budaya. Proses pembelajaran dalam kurikulum baru ini diimplementasikan melalui pendekatan saintifik (mengamati, menanya, menalar, mencoba, dan mengomunikasikan) yang mencakup tiga aspek, yaitu sikap, pengetahuan, dan keterampilan. Lalu, bagaimana peran bahasa Indonesia dalam pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar pada Kurikulum 2013 ini? Melaluimetode deskriptif, yang menjadi tujuan penulisan ini adalah mendapatkan gambaran mengenai peran bahasa Indonesia dalam Kurikulum 2013 yang menggunakan pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar.

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