scholarly journals PROGRAM GURU AYO MENULIS!!! UPAYA PENINGKATAN KOMPETENSI PROFESIONAL GURU MELALUI PENYUSUNAN INSTRUMEN PENILAIAN AUTENTIK

2021 ◽  
Vol 6 (1) ◽  
pp. 43
Author(s):  
Muhlis Fajar Wicaksana
Keyword(s):  
Professional Competence ◽  
Language Education ◽  
Authentic Assessment ◽  
Language Teachers ◽  
Assessment System ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Asking Questions ◽  
Alternative Solutions ◽  
Bahasa Indonesia

<p><strong><em>Abstract.</em></strong><strong><em> </em></strong>The authentic assessment system in applying the 2013 curriculum is one of the problems faced by Indonesian language teachers in Sukoharjo. Various problems arise in the hope of this authentic assessment. The purpose of this activity is: 1) fostering the enthusiasm of Indonesian language education teachers to develop their competence in the field of preparing authentic assessment instruments; 2) provide insights into knowledge about developing authentic assessment instruments; 3) introduce and assist teachers in developing authentic assessment instruments. The detailed training is divided into several activities, namely: (1) Presentation on the authentic assessment system and its characteristics; (2) Discussion of various problems in the application of authentic assessment; (3) assisting the teacher in preparing the assessment instrument for Indonesian subjects. After conducting a series of training, participants learned the importance of developing professional competence of teachers through the preparation of authentic assessment instruments. The participants were very enthusiastic about asking questions and discussing after the speakers gave their material. Most participants asked about alternative solutions to the problems faced in applying authentic assessment. It is hoped that from the training on the preparation of this authentic assessment instrument, Indonesian language teachers will no longer experience difficulties in preparing the assessment instruments.</p><p> </p><p><strong>Abstrak</strong><strong>.</strong><strong> </strong>Sistem penilaian autentik pada penerapan kurikulum 2013 menjadi salah satu permasalahan yang dihadapi oleh guru bahasa Indonesia di Sukoharjo. Berbagai permasalahan muncul pada penarapan penilaian autentik ini. Tujuan kegiatan ini adalah 1) menumbuhkan semangat guru pendidikan bahasa Indonesia untuk mengembangkan kompetensinya dalam bidang penyusunan instrumen penilaian autentik; 2) memberikan wawasan pengetahuan tentang pengembangan instrumen penilaian autentik; 3) mengenalkan dan membantu guru dalam menyusun instrumen penilaian autentik. Pelaksanaan pelatihan secara terperinci dibagi menjadi beberapa kegiatan yaitu: (1) Presentasi tentang sistem penilaian autentik dan karakteristiknya; (2) Diskusi tentang berbagai permasalahan-permasalahan pada penerapan penilaian autentik; (3) mendampingi guru dalam menyusun instrumen penilaian mata pelajaran bahasa Indonesia.<strong><em> </em></strong>Setelah melakukan serangkaian pelatihan, peserta mengetahui arti penting pengembangan kompetensi profesional guru melalui penyusunan instrumen penilaian autentik. Para peserta sangat antusias bertanya dan berdiskusi setelah pemateri menyampaikan materinya. Sebagian besar peserta bertanya tentang solusi alternatif dalam permasalahan yang dihadapai pada penerapan penilaian autentik. Diharapkan dari pelatihan penyusunan instrumen penilaian autentik ini, guru bahasa Indonesia tida lagi mengalami kesulitan dalam menyusun instrumen penilaian.</p>

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

The assessment competence of university foreign language teachers: A Ukrainian perspective

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Olga Kvasova ◽  
Tamara Kavytska
Keyword(s):  
Foreign Language ◽  
Bologna Process ◽  
Language Education ◽  
Language Testing ◽  
Language Teachers ◽  
Assessment Instruments ◽  
Foreign Language Teachers ◽  
Common Framework ◽  
Language Testing And Assessment ◽  
The Bologna Process

AbstractThis article considers the assessment challenges and prospects faced by foreign language teachers in Ukrainian universities in the context of the country's joining the Bologna Process. A major problem relates to adapting higher education to a common framework designed to facilitate comprehension and comparison of the content and outcomes of degree programmes and devising methods of quality assurance in foreign language teaching. The implementation of reforms in the area includes the improvement of assessment standards, the creation of new assessment instruments, and ensuring that teachers' professional repertoire includes skills in accurately measuring students' performance. Given the increased role of assessment in Ukrainian language education and the challenges this new demand poses to teachers, we investigated university foreign language teachers' readiness to carry out complex and multifaceted functions related to formative and summative assessment. Specifically, we replicated the European Survey of Language Testing and Assessment Needs and carried out a survey of our own design to identify specific strengths and weaknesses in the assessments performed by university foreign language teachers. The surveys yielded results that are broadly comparable with the European data, but with minor variations that mostly have to do with newly introduced forms of assessment. Our study shows that Ukrainian university foreign language teachers are quite test-wise and prepared to do a good job in language testing and assessment. The insights drawn from the data can contribute to developing syllabi for pre- and in-service teacher training in the area.

scholarly journals DESIGNING ICT COMPETENCES-INTEGRATED ASSESSMENT INSTRUMENTS OF PRACTICAL KEY TEACHING COMPETENCES FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

2019 ◽  
Vol 5 (1) ◽  
pp. 47-55
Author(s):  
Made Gede Dwi Susantha S. ◽  
Sri Sumarni
Keyword(s):  
21St Century ◽  
Integrated Assessment ◽  
Word Processing ◽  
Teaching Practice ◽  
Rapid Development ◽  
Language Education ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Study Program ◽  
Course Planning

The rapid development of information and communication technology (ICT) in this 21st century arises a new major challenge in education. 21st century learning challenges require the assessment instrument to be integrated with the ICT competences which is not yet accomplished by the existing assessment instrument. This study aims to design ICT competence-integrated assessment instruments of practical key teaching competences courses. This research adapted Design and Development Research (DDR). The used of DDR stages are need analyzing, designing. prototype and evaluation. The data were taken from the existing assessment instruments from seven different universities in Indonesia. The result of the research shows that first, the existing assessment instruments make use of ICT in extent of technology literacy where the ICT competences indicators that mostly used were using word processing software by following standard conventions, using ICT resources to enhance their productivity and download resources from websites. Second, based on the need analysis the researcher designed the procedures of integrating ICT competences into table of specification of practical key teaching competences. Third, the researcher designed the table of specifications of practical key teaching competences course namely, lesson course planning, Instruction Management and Monitoring and Teaching Practice. Fourth the researcher designed the ICT competences- integrated assessment instrument test of practical key teaching competences course namely, lesson course planning, Instruction Management and Monitoring and Teaching Practice. The last, the researcher designed the ICT competences-integrated assessment instrument non-test of practical key teaching competences course namely, lesson course planning, Instruction Management and Monitoring and Teaching Practice.

scholarly journals Application of Moodle as Authentic Assessment in Learning Mathematics in SMK

2020 ◽  
Vol 10 (2) ◽  
pp. 27
Author(s):  
Chrisnawati HE ◽  
Arum Nur Wulandari ◽  
Sutopo Sutopo ◽  
Yemi Kuswardi
Keyword(s):  
Learning Outcomes ◽  
Lesson Plan ◽  
Authentic Assessment ◽  
Assessment System ◽  
Assessment Instrument ◽  
Limit Function ◽  
Student Attendance ◽  
Average Student ◽  
Positive Attitudes ◽  
Learning Mathematics

<p class="BodyAbstract">The purpose of this study was to develop an assessment system using Moodle e-learning to improve mathematics learning outcomes in terms of knowledge, skills and attitudes of students. The development design in this study is more on how to develop learning activities with authentic assessment that must be carried out by the teacher which of course will be very difficult if everything is paper-based. The implementation of a reliable assessment with easy administration by the teacher becomes the consideration of the researcher. And with regard to the pandemic conditions that are being experienced by the Indonesian nation, online learning is an option for students and teachers. Even in the assessment that must be carried out. For this reason, the Moodle application is an alternative that allows students to access teaching materials and practice problem solving easily. This is very interesting to do a development study in SMK, why? Because vocational students usually lack positive attitudes towards mathematics. The use of the Moodle application in learning mathematics in the classroom is certainly the teacher's job to limit the time to face students, and the lack of positive attitudes of these students into "energy" to optimize student abilities. This research was conducted at SMK Warga Surakarta, in class XII Machines, using the Thiagarajan RnD 4D steps, namely Define, Design, Develop and Disseminate. From this research, an authentic assessment instrument has been developed using the Moodle application on the Limit Function material. By reviewing the basic competencies in the Function Limit material, 20 questions were developed in the C2 (8 points), C3 (6 points) and C4 (6 points) categories and validated with a professional judgment on the test instrument. In the student attendance data, it appears that the desire of students to improve their understanding of the Limit Function material is quite high, more than 70% of students want to repeat the class independently. Also, the average student attendance was 13.4 out of 10 meetings planned in the teacher's lesson plan (1 meeting for the implementation of daily tests). From the average value of assignments, there was an increase in the grades in assignment 1 and assignment 2, but in assignment 3, the average score of student achievement decreased, this was possible because the material in assignment 3 was a continuation of the material for assignments 1 and 2, but if viewed from the frequency of doing assignments in each task session, there was a decrease in the number of frequencies. This can be seen in assignment 2, where the average student did the assignment 2.87 on task 1, and in task 2 the average student did 2.43 times with the results significantly increasing. Meanwhile, the average daily test for students in class XII M1 was 78.7, which means that the class average was above the school's KKM and 73.3% of students obtained learning outcomes above the KKM on the Function Limit material. It can be said that learning can improve student learning outcomes and motivate students, because from the response questionnaire, 86.7% of students said they were motivated to try the test to get good results.</p>

scholarly journals Kompetensi Profesional Guru Bahasa Indonesia Kelas IV Sekolah Dasar Katolik

2021 ◽  
Vol 4 (3) ◽  
pp. 381-394
Author(s):  
Stefanus Tebajak Henakin ◽  
Siprianus See
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Data Collection ◽  
Language Learning ◽  
Primary Schools ◽  
Professional Competence ◽  
Language Teachers ◽  
Research Subjects ◽  
Basic Competencies ◽  
Bahasa Indonesia

The purpose of this research is to describe the professional competence of Grade IV Indonesian teachers at The Central Ende Catholic Primary School in Ende Regency. Professional competence relates to the teacher's ability to master materials and teaching tasks. This research is a type of descriptive qualitative research. Subjects in this study were Indonesian teachers, principals, and grade IV students. The object of this research is the professional competence of teachers of Bahasa Indonesia subjects. Data collection using interview, observation, and documentation methods. Data analysis is conducted descriptively qualitatively. Based on the results of this study, it is known that the professional competence of Indonesian teachers in grade IV in Catholic primary schools in Central Ende subdistrict is relatively good. Professional competencies that have been mastered by teachers include the ability of teachers in mastering materials, structures, concepts, and scientific mindsets, the ability of teachers in mastering the standard of competence and basic competencies of the Indonesian language, the ability of teachers in developing indonesian language learning materials creatively, and the ability of teachers in developing professionally in a sustainable manner. Thus, it can be concluded that the overall professional competence of indonesian language teachers in grade IV as threatening as Ende Tengah needs to be maintained and also organized efforts to continuously improve the professional competence of teachers in accordance with the development of science and technology.

scholarly journals Pendampingan peningkatan profesionalitas guru Bahasa Indonesia melalui literasi menulis artikel di jurnal ilmiah

2021 ◽  
Vol 2 (1) ◽  
pp. 128-136
Author(s):  
Muhlis Fajar Wicaksana ◽  
◽  
Suparmin Suparmin ◽  
Titik Sudiatmi ◽  
Sri Muryati ◽  
...  
Keyword(s):  
Community Service ◽  
Positive Response ◽  
Scientific Journal ◽  
Language Education ◽  
Language Teachers ◽  
Teacher Professionalism ◽  
School Subject ◽  
Language And Literature ◽  
Implementation Method ◽  
Bahasa Indonesia

Teachers are currently required to produce scientific works, especially writing scientific articles. The purpose of this community service is to improve teacher professionalism literacy in writing scientific articles. The method applied in community service activities is descriptive qualitative through training and mentoring activities intended for teachers of the Indonesian Language Senior High School Subject Teacher Consultation (MGMP) in Sukoharjo. The implementation method in community service is carried out through the following stages: 1) preparation (observations and action plans); 2) implementation; 3) evaluation and feedback; 4) assistance in compiling scientific articles. The results of this training include a positive response from the trainees and an increase in the skills of teachers in literacy in writing scientific articles. The final results showed that of the 30 participants who participated in the mentoring, there were ten manuscripts of scientific articles for Indonesian language teachers in Sukoharjo adapted to the scientific journal templates to be addressed. The journals targeted include Klitika Journal; Scientific Journal of Indonesian Language and Literature Education, Univet Bantara; Literature Journal; Journal of Language Education and Teaching Sebelas Maret University; TABASA Journal; Indonesian Language Tadris Scientific Journal IAIN Surakarta; and the Linguistic Journal; PGRI Madiun University. If a percentage of 33% of participants succeeded in submitting in achieving the goal of publishing in the desired scientific journal, as many as 45% succeeded in converting the PTK report into articles, the remaining 22% were still struggling with revisions of converting reports into articles. It can be concluded that, in total, 78% of the total number has shown maximum progress in the mentoring process.

scholarly journals Developing Authentic Assessment Instrument on Short Story Appreciation and Production for Senior High School Students

2017 ◽  
Vol 2 (2) ◽  
pp. 186
Author(s):  
Purwadi Susilo ◽  
Ratu Wardarita
Keyword(s):  
High School ◽  
Short Stories ◽  
High School Students ◽  
Short Story ◽  
Research Question ◽  
Authentic Assessment ◽  
Senior High School ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
The One

This study was conducted as the follow-up action toward the result of a preliminary study which showed that Indonesian Language teachers in Senior High School (mentioned as “SMA”) YPI Tunas Bangsa Palembang had not yet implemented any standardized, objective, accurate nor appropriate assessment instruments as demanded by the 2013 curriculum. Based on this problem, the research question in this study was “How are teachers’ necessities of an authentic assessment instrument to assess understanding on the short stories production and appreciation in SMA YPI Tunas Bangsa Palembang?”. This study employed the research and development method adapted from the one proposed by Akker which consisted of several steps: (1) analysis, (2) design, (3) evaluation, and the one by Tessmer: (1) self-evaluation, (2) expert judgment, (3) one-to-one, (4) small group, (5) revision, and (6) field test. The implementation of the authentic assessment for short stories production and appreciation was analyzed by using the inter-rater agreement. The inter-rater reliability was measured using the Cronbach’s Alfa. The data were also analyzed using the SPSS 16 program which resulted to a level of significance at 0.5. Therefore, it is found that the evaluation given by the experts and the respondents reached a similar perception. Based on the result of the Cronbach’s Alpha test, a value of 0.99 was obtained above 0.70 which implies that the authentic assessment instruments developed in this study are highly reliable.

scholarly journals Peningkatan Kompetensi Guru SMPN 3 Pademawu Dalam Menyusun Instrumen Penilaian Autentik Melalui Workshop

2018 ◽  
Vol 6 (01) ◽  
pp. 27-40
Author(s):  
Abdul Qadimul Azal
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Authentic Assessment ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Qualitative Data Analysis ◽  
Data Presentation ◽  
Self Evaluation

 In the result of academic supervision and the result of school self evaluation, the data was obtained that there were still many teachers at SMPN 3 Pademawu Pamekasan who did not understand how to develop the authentic assesment instruments. The teachers at SMPN 3 Pademawu Pamekasan get difficult to compile the autenthic assesments based on the 2013 curriculum. The problem of this study is how to increase teachers competency at SMPN 3 Pademawu Pamekasan in compiling the authentic assesment instruments through the workshop. This research is School Action Research (SAR). The qualitative data analysis used is the principles of data analysis, namely: reduction data, presentation data, and conclusion data. Meanwhile, for the quantitative data was obtained by using deseriptive analysis. The results indicated that the teachers competency at SMPN 3 Pademawu Pamekasan get further progress in compiling authentic assessment instruments from the first to the second cycle. The percentage of classical completeness  increased from 53,20 % to 95,65 %  and the classical everage increased from 53,20 to 66,63. The conclusion of this study is teachers competency at SMPN 3 Pademawu Pamekasan in compiling Authentic Assessment Instrument have increased through the workshop. Abstrak Pada hasil supervisi akademik dan hasil evaluasi diri sekolah diperoleh data bahwa masih banyak guru SMPN 3 Pademawu Pamekasan yang kurang memahami cara menyusun instrumen penilaian autentik. Guru SMPN 3 Pademawu Pamekasan merasa sulit untuk menyusun instrumen penilaian autentik sesuai tuntutan kurikulum 2013. Permasalahan pada penelitian ini adalah bagaimana meningkatkan kompetensi Guru SMPN 3 Pademawu dalam menyusun instrumen penilaian autentik melalui workshop. Penelitian ini merupakan penelitian tindakan sekolah (PTS). Analisis data kualitatif digunakan prinsip-prinsip analisis data yaitu: reduksi data, penyajian data, dan penyimpulan data. Sedangkan untuk data kuantitatif dilakukan analisis deskriptif. Hasil penelitian menunjukkan bahwa kompetensi guru SMPN 3 Pademawu meningkat dalam menyusun instrumen penilaian autentik dari siklus 1 ke siklus 2.  Persentase ketuntasan klasikal meningkat dari 73,68% menjadi 95,65% dan nilai rata-rata klasikal meningkat pula dari 53,20 menjadi 66,63. Kesimpulan penelitian ini adalah kompetensi guru SMPN 3 Pademawu Pamekasan dalam menyusun instrumen penilaian autentik meningkat melalui workshop

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