scholarly journals Pendampingan Guru Melalui Capacity Building dalam Rangka Optimalisasi Implementasi Penilaian Otentik Kurikulum 2013 (K-13) di MINU Curungrejo Kepanjen Malang

2019 ◽  
Vol 3 (1) ◽  
pp. 32-42
Author(s):  
Nanik Ulfa ◽  
Aan Fardani Ubaidillah ◽  
Isna Nurul Inayati
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Community Service ◽  
Attitude Assessment ◽  
Learning Outcomes Assessment ◽  
Intensive Training ◽  
Assessment Of Learning ◽  
Authentic Assessments ◽  
K 13 ◽  
Two Phases

Kurikulum 2013’s is actually a government program that has been rolled out since then. However, in practice, there are still many teachers who have difficulties to implement it, especially in the case of the implementation of authentic assessments. This was experienced by the teachers of MINU Curungrejo Kepanjen Malang Regency. On this basis, the program focused on helping a teacher to improve understanding of Curriculum 2013 implementation (K-13) that relates to assessment. Various assessments must be carried out, namely; optical assessment, assessment of learning outcomes, Assessment of mastery learning, class assessment, and attitude assessment. The community service method in this activity uses two phases; the School Action Research and the Outcome Mapping. The results of the activities were carried out for six weeks starting from August to September 2018. They showed that intensive training and mentoring through School Action Research (SAR) and Outcome Mapping (OM) can improve the ability of teachers to implement the 2013 curriculum.

scholarly journals The Assessment of Learning Outcomes in Australia

AERA Open ◽  
2017 ◽  
Vol 3 (1) ◽  
pp. 233285841668890 ◽  
Author(s):  
Linley Martin ◽  
Marian Mahat
Keyword(s):  
Learning Outcomes ◽  
Learning Outcomes Assessment ◽  
Undergraduate Study ◽  
Assessment Of Learning ◽  
Assessment Tasks ◽  
Institutional Learning ◽  
The Subject ◽  
Course Outcomes ◽  
Insight Into ◽  
Australian Universities

Since 2009 there has been increased interest in Australian universities’ ability to demonstrate that their students have acquired knowledge and skills as specified by them in the form of graduate attributes or institutional learning outcomes. This paper describes research undertaken in Australia to identify a comprehensive set of generalized learning outcomes for undergraduate study and a set of criterion-based standards to assist in grading of achievement of those outcomes. It was discovered that although Australian universities document institutional- and course-based learning outcomes for their programs, they generally do not assess students at this level. Instead, the majority of assessment of learning outcomes is at the subject level, and frequently these outcomes do not align well with the course- or institutional-based outcomes that have also been specified. In spite of this, it appears possible to identify generalized assessment tasks for subjects and use constructive alignment between subjects, course curriculum, and chosen course-based learning outcomes, which could be used to reliably measure course outcomes and compare results between universities. These developments are framed in terms of the assessment transparency framework, which provides insight into the current “as-is” situation as well as an indication of what is needed to move learning outcomes assessment toward a fully implemented “ideal” across the higher education sector.

scholarly journals PELATIHAN MERANCANG ASESMEN HASIL BELAJAR DI LBB TAMAN PINTAR LAMONGAN

2021 ◽  
Vol 1 (2) ◽  
pp. 123-129
Author(s):  
Hadi Suryanto ◽  
Yayuk Chayatun Machsunah ◽  
Ratna Nurdiana
Keyword(s):  
Learning Outcomes ◽  
Community Service ◽  
Formal Education ◽  
Educational Institution ◽  
Assessment Of Learning

The Learning Guidance Institute (LBB) Taman Pintar Lamongan is a non-formal educational institution. Even though it is non-formal education, the assessment of learning outcomes for students must still be considered like formal education. The choice of Taman Pintar as a place for Community Service for us lecturers at PGRI Adi Buana University, Lamongan Campus, is inseparable because Taman Pintar is an institution that uses graduates on our campus as tutors in the last 10 years

scholarly journals Training of Classroom Action Research for Science Teachers on Padang Pariaman’s SMPN 1, SMPN 2 Sintuk Toboh Gadang and SMPN 1 V Koto Kampung Dalam

2018 ◽  
Vol 1 (1) ◽  
pp. 50
Author(s):  
Rahmah Evita Putri ◽  
Tuti Lestari
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Community Service ◽  
Science Teachers ◽  
Science Learning ◽  
Training Session ◽  
Scientific Work ◽  
Learning Problems ◽  
Classroom Action Research

To improve the quality of learning and reflect on learning outcomes are things that really improve science teacher profesionalism. That is the biggest motivation for Universitas Negeri Padang’s community service team to make a training session about science learning on Padang Pariaman’s. Understanding the classroom action reaserch, science teachers can solve the learning problems and write their own scientific work. The purpose of this training are teachers can make their own classroom action research and do their own research untill they can make theirown journals. The result shows that the training was good and reach the target that reaserchers make. 16th proposal finished are more than enough. Proposal are the result from traning, with a lot of revition before the proposal really finished.

scholarly journals PENGEMBANGAN PROTOTIPE PERANGKAT PEMBELAJARAN FISIKA SMK MODEL INKUIRI TERBIMBING MATERI CERMIN UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KRITIS

2017 ◽  
Vol 6 (1) ◽  
pp. 1175
Author(s):  
Dewi Suryani ◽  
Mohamad Nur ◽  
Wasis Wasis
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Instruments ◽  
Learning Material ◽  
Guided Inquiry ◽  
Physics Learning ◽  
Learning Outcomes Assessment ◽  
Two Phases

This research development aims to determine the quality (validity, practicality, and effectiveness) of Physics Learning Material Using Guided Inquiry Model to Practice Student’s Critical Thinking Skills in subject of Mirror for class XI State Vocational High School 2 Kota Pasuruan. This research was conducted   in two phases, namely the development of physics learning materials using the Dick and Carey design, continued with implementation of the learning in the classroom using One Group Pretest-Posttest Design. The result showed that the developing package has a valid, pratical, and effective. Validity  showed by the validator assessment of the Teacher’s Book Prototype; Student’s Book Prototype; Student’s Worksheets; Learning outcomes assessment instruments of Affective, Cognitive Product, Process, Critical Thinking Skills and Psycomotor. Practicality seen from the percentage of 100% level of practicality; scores practicality in class XI of Machine Technique is 3.78; activities that support the guided inquiry model are more dominant in learning and the irrelevant activity has decreased in every meeting; students responded positively to the student’s book prototype and process of learning using guided inquiry model that has been developed. Effectiveness seen from individual mastery of cognitive product outcomes of students of class XI Machine Technique is 100%; individual mastery of affective and psycomotor learning outcomes are 100%; all students’s critical thinking skills is increase, 10% of students change the skill from skillfull to very skillfull; 40% of students change the skill from no skillfull to skillfull and 50% change from less skillfull to skillfull. Obstacles encountered in this study are less efficient in guiding students carry out experiments and practice critical thinking skills. The research showed that the physics learning package using guided inquiry model has valid, practical, and effective to practice critical thinking skills.Penelitian pengembangan ini bertujuan untuk mengetahui kualitas (validitas, kepraktisan, dan keefektifan) perangkat pembelajaran fisika menggunakan model inkuiri terbimbing untuk melatihkan keterampilan berpikir kritis pada materi Cermin untuk siswa kelas XI SMK Negeri 2 Kota Pasuruan. Penelitian dilaksanakan dalam dua tahap, yaitu pengembangan perangkat mengikuti rancangan Dick dan Carey, dilanjutkan implementasi perangkat pembelajaran di kelas menggunakan One Group Pretest-Posttest Design. Hasil penelitian menunjukkan bahwa perangkat yang dikembangkan telah valid, praktis, dan efektif. Valid terlihat dari penilaian validator terhadap Model Pembelajaran; Buku Guru; Buku Siswa; LKS; Instrumen Penilaian Hasil Belajar Afektif, Kognitif Produk, Proses, Keterampilan Berpikir Kritis dan Psikomotor. Praktis terlihat dari persentase keterlaksanaan tahapan pembelajaran sebesar 100%, dengan skor keterlaksanaan pembelajaran di kelas XI Teknik Permesinan sebesar 3,78; aktivitas yang mendukung model inkuiri terbimbing lebih dominan dalam pembelajaran dan aktivitas tidak relevan mengalami penurunan setiap pertemuan; siswa memberikan respon positif terhadap prototipe buku siswa  dan proses pembelajaran menggunakan model inkuiri terbimbing yang telah dikembangkan. Efektif terlihat dari ketuntasan individual hasil belajar kognitif produk siswa kelas XI Teknik Pemesinan sebesar 100%; ketuntasan hasil belajar afektif dan psikomotor siswa sebesar 100%; semua siswa mengalami peningkatan keterampilan berpikir kritis, dari seluruh siswa 3% mengalami perubahan dari terampil menjadi sangat terampil; 50% dari tidak terampil menjadi terampil; 47% dari kurang terampil menjadi terampil. Kendala yang dihadapi dalam penelitian ini adalah kurang efisien waktu dalam membimbing siswa melaksanakan eksperimen dan melatihkan keterampilan berpikir kritis. Hasil penelitian menunjukkan bahwa perangkat pembelajaran fisika menggunakan model inkuiri terbimbing telah valid, praktis, dan efektif untuk melatihkan keterampilan berpikir kritis.

scholarly journals Workshop Pemanfaatan Aplikasi Berbasis Komputer “CMI-SIPSMA Sistem Informasi Penilaian Sekolah” bagi Guru IPA Tingkat SMP di Sleman, Yogyakarta

2018 ◽  
Vol 2 (2) ◽  
pp. 78-82
Author(s):  
Wita Setianingsih ◽  
Dadan Rosana ◽  
Didik Setyawarno
Keyword(s):  
Learning Outcomes ◽  
Science Teachers ◽  
Junior High School ◽  
Item Analysis ◽  
Computer Application ◽  
Assessment Of Learning ◽  
Problems And Solutions ◽  
On Line ◽  
K 13 ◽  
Computer Based

Tujuan program pengabdian (PPM) ini adalah untuk meningkatkan penguasaan penggunaan aplikasi computer “CMI-SIPSMA” guru IPA di Sleman, Yogyakarta dalam bidang penilaian hasil belajar. Kegiatan pelatihan ini diperuntuk bagi guru-guru IPA di Sleman, Yogyakarta. Pelaksanaan kegiatan ini direncanakan di salah satu SMP di Sleman Yogyakarta yang dikolaborasikan dengan kegiatan MGMP atau pertemuan guru IPA secara rutin, sehingga memudahkan akses bagi semua guru yang akan mengikuti pelatihan ini. Pelaksanaan PPM pada hari Sabtu, 9 September 2017, di Laboratorium Komputer Jurusan Pendidikan IPA FMIPA UNY, mulai pukul 07.00 – 11.30. Kegiatan PPM dilaksanakan dengan cara tutorial (Tatap Muka), workshop, penugasan terstruktur, dan konsultasi via on-line. Hasil kegiatan PPM ini yaitu guru memiliki pemahaman dasar tentang problem dan solusi dalam implementasi penilaian berdasarkan K-13 dan memiliki kemampuan menggunakan aplikasi yang ada di CMI SIPSMA untuk analisis butir soal untuk menghasilkan butir soal yang berkualitas. Kata kunci: CMI-SIPSMA, Penilaian, Guru IPA.Workshop Use of Computer-Based Applications "CMI-SIPSMA Information System of School Assessment" For Science Teachers of SMP in Sleman, YogyakartaAbstract           The purpose of this program of dedication (PPM) is to increase the mastery of the use of computer application "CMI-SIPSMA" science teachers in Sleman, Yogyakarta in the field of assessment of learning outcomes. This training activity is intended for science teachers in Sleman, Yogyakarta. Implementation of this activity is planned in one of Junior High School in Sleman Yogyakarta which is collaborated with MGMP activity or IPA meeting regularly, making it easier for all teachers who will attend this training. Implementation of PPM on Saturday, September 9, 2017, at the Laboratory Computer Science Department IPA FMIPA UNY, starting at 07:00 to 11:30. PPM activities are conducted by way of tutorial (Tatap Muka), workshop, structured assignment, and consultation via on-line. The result of this PPM activity is that teachers have a basic understanding of the problems and solutions in the implementation of the assessment based on K-13 and have the ability to use existing applications in CMI SIPSMA for item analysis to produce quality items. Keywords: CMI-SIPSMA, Assessment, Science Teacher.

PENINGKATAN KOMPETENSI GURU DALAM MENYUSUN RUBRIK PENILAIAN MELALUI PEMBINAAN TERSTRUKTUR (Penelitian Tindakan di SDN 1 Cempaka Lampung Utara)

2020 ◽  
Vol 2 (1) ◽  
pp. 97-106
Author(s):  
Ernawati Ernawati
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Action Observation ◽  
Research Model ◽  
Average Value ◽  
Teacher Competency ◽  
Assessment Of Learning ◽  
Conducting Research ◽  
Assessment Rubric

One of the important tasks of the teacher is conducting research. The research developed at this time is the Class Research Model. But the reality on the ground, the assessment of learning outcomes is still very poorly adjusted. This is due to research conducted by teachers currently not using the assessment rubric. Therefore, it is necessary to have an effort to improve teacher competency in compiling assessment rubrics so that research meets the expected requirements. The problem in this study is how to improve the competence of teachers in grades IV, V, VI teaching Indonesian North Lampung in compiling assessment rubrics. To improve teacher competency in compiling the rubric of assessment, there needs to be structured coaching. Structured coaching is coaching that is carried out in a planned and ongoing manner, this research is a school action research. In this action research using repetitive cycles. Each cycle there are four stages, namely planning, implementing action, observation-evaluation, and reflection. The results showed that increasing teacher competency in compiling assessment rubrics could be improved through structured coaching. Structured guidance referred to in this study, is guidance (MGMP/KKG) activities. Based on the results of observations and evaluations of the cycle, it can be obtained that the assessment rubric prepared by the teacher is increasing. This is indicated by the average value of the results of the assessment rubric.

scholarly journals Evaluation of the implementation of the 2013 curriculum reviewed from the aspect of the learning process and assessment of learning outcomes (case study: SMA / SMK / MA Pringsewu regency)

2019 ◽  
Vol 12 (2) ◽  
pp. 111-119
Author(s):  
Trisnawati Trisnawati ◽  
Leni Anggraeni ◽  
Winia Waziana ◽  
Dian Puspita
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Learning Process ◽  
Descriptive Study ◽  
Assessment Of Learning ◽  
Scientific Approach ◽  
Qualitative Descriptive ◽  
K 13 ◽  
The Subject

Abstract: This study aims to determine and evaluate the implementation of the 2013 curriculum specifically in aspects of the learning process and aspects of assessment of learning outcomes. This study is a qualitative descriptive study, with the population being SMA / SMK equivalent in Pringsewu Regency while the sample is 10 high school / SMK level schools in Pringsewu Regency selected from 9 different sub regency. In terms of the learning process aspect, achieving the highest percentage is the teacher's understanding of the subject matter in student textbooks, while the lowest percentage is the suitability of learning procedures with a scientific approach. In terms of the assessment of learning outcomes, the highest percentage achievement is the teacher's understanding of the concepts and applications of midterm tests, while the lowest percentage is the teacher's understanding of portfolio-based assessment concepts and applications. The results of the overall analysis show that, in terms of the learning process aspects and assessment of learning outcomes, the implementation of K-13 at the SMA/SMK/MA level in Pringsewu Regency was in a good category although there were still a few things that needed to be improved.Evaluasi implementasi kurikulum 2013  ditinjau dari aspek proses pembelajaran dan penilaian hasil belajar (studi kasus: SMA/SMK/MA Kabupaten Pringsewu)Abstrak: Penelitian ini bertujuan untuk mengetahui dan mengevaluasi implementasi kurikulum 2013 khususnya dalam aspek proses pembelajaran dan aspek penilaian hasil belajar. Penelitian ini merupakan penelitian deskriptif kualitatif, dengan populasinya adalah SMA/SMK sederajat di kabupaten pringsewu lampung sedangkan sampelnya adalah 10 SMA/SMK sederajat di kabupaten Pringsewu Lampung yang dipilih dari 9 kecamatan yang berbeda. Ditinjau dari aspek proses pembelajaran, pencapaian persentase tertinggi adalah pemahaman guru tentang materi pelajaran yang ada di buku pelajaran siswa, sedangkan persentase terendah adalah kesesuaian prosedur pembelajaran dengan pendekatan saintifik. Ditinjau dari aspek penilaian hasil belajar, pencapaian persentase tertinggi adalah pemahaman guru tentang konsep dan aplikasi ulangan tengah semester, sedangkan persentase terendah adalah pemahaman guru tentang konsep dan aplikasi penilaian berbasis portofolio. Hasil analisis secara menyeluruh menunjukkan bahwa ditinjau dari aspek proses pembelajaran dan penilaian hasil belajar, implementasi K-13 di tingkat SMA/SMK/MA di kabupaten Pringsewu berada pada kategori baik meskipun masih ada beberapa hal yang perlu diperbaiki. 

scholarly journals Authentic Assessment Implementation Subjects Islamic Education Curriculum 2013 In SMA 1 Hutabargot Mandailing Natal

2020 ◽  
Vol 6 (1) ◽  
pp. 19-30
Author(s):  
Asfiati Asfiati
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Authentic Assessment ◽  
Senior High School ◽  
Islamic Education ◽  
Attitude Assessment ◽  
Civil State ◽  
Curriculum Changes ◽  
Assessment Of Learning ◽  
Assessment Techniques

Implementation of authentic assessment is motivated emergence of KTSP curriculum changes into the curriculum of 2013. Curriculum 2013 seeks to enhance authentic assessment standards. Emphasis on the authentic assessment of learning outcomes. This study aims to determine the implementation of authentic assessment on the Curriculum 2013 in public senior high school/SMA Negeri  1 Hutabargot Mandailing Natal district . The research method is descriptive qualitative. Subjects were teacher of Islamic education in public senior high school/SMA Negeri 1 Hutabargot counties Christmas Apparatus Mandailings Civil State (ASN). Data collected through observation, interviews, and documentation. The results showed the implementation of authentic assessment on the Curriculum 2013 in accordance with the technique, instruments and processes. Attitude assessment techniques is observed using a check list. Ratings knowledge using verbal and written tests. Skills assessment using tests, a list of scale

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%.

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