scholarly journals Implementasi Assessment Sikap Berpikir Kritis Berbasis Education for Sustainable Development (ESD) di Sekolah Dasar

2021 ◽  
Vol 7 (3) ◽  
pp. 309
Author(s):  
Suci Nurlailah ◽  
Ghullam Hamdu
Keyword(s):  
Sustainable Development ◽  
Critical Thinking ◽  
Elementary Schools ◽  
Student Attitudes ◽  
Education For Sustainable Development ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Attitude Assessment ◽  
Learning Attitudes ◽  
Analysis Technique

Penelitian ini dilatar belakangi masih kurang pahamnya guru di sekolah dasar mengenai penilaian sikap berbasis Education for Sustainable Development (ESD) dengan kompetensi berpikir kritis. Dalam pembelajaran penilaian sikap sangat penting untuk membentuk sikap peserta didik yang baik untuk membentuk sikap berpikir kritis secara berkelanjutan. Tujuan dari adanya penelitian ini untuk mengetahui penerapan penilaian sikap yang digunakan oleh guru sekolah dasar terutama di kelas tinggi. Subjek penelitian ini adalah guru kelas di Sekolah Dasar. Teknik analisis yang digunakan adalah analisis deskriptif kualitatif. Hasil penelitian menunjukkan bahwa 1) Penggunaan instrumen assessment sikap masih minim digunakan. 2) belum terdapat instrumen assessment sikap berupa rubrik terutama menyangkut dengan ESD. 3) Instrumen assessment sikap yang perlu dikembangkan yaitu terkait dengan sikap berpikir kritis dengan basis ESD.   The background of this research is that teachers in elementary schools still understand the Education for Sustainable Development (ESD) based assessment with critical thinking competence. In learning attitudes, it is very important to form good student attitudes to form critical thinking attitudes on an ongoing basis. The purpose of this study was to determine the attitude assessment used by elementary school teachers, especially in high grades. The subjects of this study were classroom teachers in elementary schools. The analysis technique used is descriptive qualitative analysis. The results of the study show that 1) The use of attitude assessment instruments is still minimally used. 2) there is no attitude assessment instrument in the form of a rubric, especially regarding ESD. 3) Attitude assessment instruments that need to be developed related to critical thinking attitudes based on ESD.

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

scholarly journals Development of Attitude Assessment Instruments on Learning Text Report Observation Results for 7th Grade Students Smp Swasta Taman Harapan Medan

2019 ◽  
Vol 2 (4) ◽  
pp. 506-513
Author(s):  
Dewi Wahyuni ◽  
M. Oky F.Gafari ◽  
Daulat Saragi
Keyword(s):  
Student Attitudes ◽  
Field Trials ◽  
Assessment Instrument ◽  
Learning Assessment ◽  
Assessment Instruments ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Advantages And Disadvantages ◽  
Text Report ◽  
Students Attitudes

This study aims to describe the pattern of development, validity and feasibility and effectiveness of attitude assessment instruments on learning the text of observational reports for grade VII students SMP Swasta Taman Harapan Medan. Research instruments in the form of questionnaires and observation sheets. The assessment instrument developed in this study was an attitude assessment instrument in the form of a self-assessment test. The results of the field trials show that the results of the material expert's assessment of the instrument's worth were 89.17% and were valid qualifications. While the evaluation of expert evaluation results obtained a percentage of 88.57% and are in valid qualifications. Based on the results of trials that have been carried out, it can be stated that the attitude assessment instruments developed already have good validity so that they are suitable for use in learning assessment activities. In the field trial phase the researchers tested the level of students' understanding ability to see the level of effectiveness of the assessment instrument for attitude assessment. Based on the analysis results obtained an average ability of students' attitudes/affective that is 76.46% with a good category. The results obtained in this study indicate that self-assessment instruments can measure the ability of student attitudes and provide instructions that in learning Indonesian by using self-assessment instruments are more appropriate to be applied in learning so that teachers can further evaluate the advantages and disadvantages of learning received by students.

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.

Views on education for sustainable development (ESD) among lecturers in UK MSc taught courses

2019 ◽  
Vol 20 (1) ◽  
pp. 115-138 ◽  
Author(s):  
Gavin Melles
Keyword(s):  
Sustainable Development ◽  
Discourse Analysis ◽  
Student Attitudes ◽  
Education For Sustainable Development ◽  
Influential Factors ◽  
Content Type ◽  
The Uk ◽  
Interview Studies ◽  
Sustainability Principles ◽  
Personal Ethics

PurposeIn the new Sustainability 2.0 era of education for sustainable development (ESD) transforming, curriculum remains a high interest topic, including in the UK. Among influential factors for progress, lecturer views on sustainable development and ESD in curriculum are important. In particular, the relationship between espoused views on sustainability and development and these views institutionalized into the curriculum require further investigation. Existing qualitative interview studies of lecturers identify a range of views about sustainable development and ESD but rarely focus on postgraduate environments nor use thematic discourse analysis.Design/methodology/approachThis active interview study enrolled a cohort of academics (n= 21) teaching into ten postgraduate UK taught masters degrees. Using active interviews and thematic discourse analysis, this study focused lecturer accounts of translating sustainable development into ESD, student attitudes and characteristics and course nature and content in relation to institutional, disciplinary, personal and other drivers and discourses. Thematic discourse analysis and NVivo 12 the study identified themes and discourses arising from the interview accounts.FindingsIn addition to identifying echoes of previously identified themes, this study focuses on the influence of interviewer–interviewee interaction and the interrelated nature of themes developed from 972 substantive codes. These themes identify the key influences as institutional, personal and disciplinary perspectives, institutional contrasts and tensions; pragmatic and passionate student characteristics; flexible sustainability principles and definitions; and social and personal ethics, ideology and equity, as key factors. Despite varying in length and depth, interviewees all show a deep appreciation for the challenges of defining and teaching sustainable development in complex institutional circumstances.Practical implicationsFaculty accounts of sustainable development and ESD practice depend on personal ethics and experiences, disciplinary discourses and institutional drivers and arrangements. Rather than focusing on simple categorizations of views in abstract, progress toward transformational ESD should acknowledge the need for dialogue about the importance of a plurality of views and discourses.Originality/valueThematic discourse analysis of a multi-institutional cohort affords closer analysis of contextual institutional and identity factors influencing approaches to HESD. Academic views cannot be easily subcategorized into broad conservative or radical positions. Final discussion of the relevance of institutional theory to sustainability change is also new.

Developing Active Learners Based on Education for Sustainable Development

2020 ◽  
Author(s):  
Shuji Nakamura
Keyword(s):  
Sustainable Development ◽  
Student Attitudes ◽  
Social Issues ◽  
Sand Dunes ◽  
Smart Growth ◽  
Education For Sustainable Development ◽  
Project Based Learning ◽  
Sustainable Society ◽  
The Usa ◽  
Development Of Attitudes

<p>The subject of “Comprehensive Geography” aims to cultivate student attitudes leading them to enthusiastically pursue global and regional issues by “considering some geographic contemporary issues from relationships between environments and human activities in order to build a sustainable society” from ESD’s (Education for Sustainable Development) perspective. I hope this report, developed in collaboration between teachers from Japan and the USA, showcases an example of how to incorporate the principles of ESD in a way that motivates students. Through PBL (Project Based Learning) experiences like this one, I hope to help students become leaders in creating a more sustainable society.</p><p> </p><p>Also, based on ESD, I have developed and implemented a framework for nurturing active learners in not only Geography classes but also through “integrated inquiry learning.” Specifically, my lesson plans often use the KCJ (the Knowledge Constructive Jigsaw Method) or PBL, and I have gradually tried to develop active learners by designing this framework with ESD’s viewpoint in mind.</p><p> </p><p>As a result, the development of attitudes has been linked as a factor to solve problems and inquiries about some global and regional issues. Therefore, it was recognized that ESD contributes to the development of active learners and the formation of emergent learning communities.</p><p> </p><p>In this assembly, I will show two concrete cases, one is the PBL on the Urban Design Project being applied to the Smart Growth Principles. This case study especially showed the importance of their own will to participate in and solve these social issues through presenting a self-made urban master plan.</p><p> </p><p>Another case is the KCJ on contemporary problem-solving at Tottori Sand Dunes. This case showed that the ability to find a “new” problem could be acquired through comprehending this complexity, by going back to the past and forth to the future.</p>

scholarly journals Assessment Instruments of Social Attitudes and Social Studies Learning Outcomes for Class V SD on Theme of Lingkungan Sekitar Kita

2020 ◽  
Vol 4 (3) ◽  
pp. 288
Author(s):  
Ni Komang Suci Yundarini ◽  
Dewa Nyoman Sudana ◽  
I Gede Astawan
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Social Attitudes ◽  
Assessment Instrument ◽  
Assessment Process ◽  
Assessment Instruments ◽  
Attitude Assessment ◽  
Social Attitude ◽  
Class V ◽  
The Social

The assessment instrument is an important component needed in the learning assessment process. However, in practice, there are still many teachers who have not been able to produce quality assessment instruments. The purpose of this study was to produce valid and reliable assessment instruments for social attitudes and social studies learning outcomes in class V on theme of lingkungan sekitar kita. In this study using a 4D development model, namely define, design, develop, disseminate. In this development research, it is only up to the development stage. The instrument used for the assessment of social attitudes was a questionnaire (questionnaire), while for the assessment of social studies learning outcomes used was a multiple-choice test. The data obtained would be analyzed the validity and reliability of each assessment instrument. The results of the analysis of the validity of the social attitude assessment instrument and social studies learning outcomes obtained an average value of 1, which means that the two assessment instruments have very high validity, while the results of the analysis of the reliability of the social attitude assessment instrument are 0,89 and the reliability of the social studies learning outcomes assessment instrument is 0,89. 0,85 which means that these two instruments have a high level of reliability. From these results, it can be concluded that the development of an assessment instrument for social attitudes and social studies learning outcomes is feasible to use in assessing students.

scholarly journals Case hacks: Four hacks for promoting critical thinking in case-based management education for sustainable development

2020 ◽  
Vol 10 (2) ◽  
pp. 1
Author(s):  
Thomas Taro Lennerfors ◽  
Per Fors ◽  
Jonathan R. Woodward
Keyword(s):  
Sustainable Development ◽  
Critical Thinking ◽  
Classroom Practice ◽  
Management Education ◽  
Education For Sustainable Development ◽  
Third Way ◽  
Action Orientation ◽  
Educational Method ◽  
Industrial Companies ◽  
Case Based

In management education at engineering and business schools, the case-based method is commonly used. The case-based method has a strong action orientation but is seen to downplay critical thinking, which is an important component in Education for Sustainable Development (ESD). Current literature suggests two ways in which the case-based method can be improved, namely by producing better cases, and by improving classroom practice. This paper contributes to research and practice on case-based ESD within management education by outlining a third way: hacking cases, in other words, making modifications to existing cases to promote critical thinking. The hacks presented in this paper are based on a review of previous empirical and conceptual research about, and, on our own experiences of critical thinking. They are: (1) exploring synergies and conflicts; (2) expanding empirical knowledge; (3) shifting perspective; and (4) creating spaces for dialogue. By employing the hacks, case-based management ESD can be adapted to promote both action and critical thinking and, thereby, become an improved educational method in management ESD. An illustration of these four hacks within the course Managing sustainability in global industrial companies is provided.

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