URGENSI EVALUASI PEMBELAJARAN DALAM PENDIDIKAN

2018 ◽  
Vol 2 (1) ◽  
pp. 65-69
Author(s):  
Moh Fachri
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Learning Objectives ◽  
Validity And Reliability ◽  
Evaluation Tool ◽  
Professional Educators ◽  
Institutional Approach ◽  
Learning Evaluation ◽  
Effectiveness And Efficiency ◽  
Evaluation Of Learning

Learning process is the most important part in education as an effort to mature learners, The success of the learning process becomes a benchmark achievement of learning objectives. To know the achievement of the success of learning objectives, it must be done evaluation / assessment. In particular the purpose of evaluation to determine the progress of learning outcomes of learners after following the learning, as well as to determine the level of effectiveness and efficiency of methods, strategies that teachers use in learning. Evaluation of learning has an important and strategic meaning in education, because the learning process becomes meaningful, as well as its evaluation results can be used as a basis to determine the next step, for teachers, principals, institutions, parents, and government. The importance of learning evaluation can be seen from the approach of the learning process, the characteristics of professional educators, and the institutional approach, but it can also be seen from its purpose, function and principles and the validity and reliability of its evaluation tool.

scholarly journals URGENSI EVALUASI PEMBELAJARAN DALAM PENDIDIKAN

2018 ◽  
Vol 2 (1) ◽  
pp. 64-68
Author(s):  
Moh Fachri
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Learning Objectives ◽  
Validity And Reliability ◽  
Evaluation Tool ◽  
Professional Educators ◽  
Institutional Approach ◽  
Learning Evaluation ◽  
Effectiveness And Efficiency ◽  
Evaluation Of Learning

Learning process is the most important part in education as an effort to mature learners, The success of the learning process becomes a benchmark achievement of learning objectives. To know the achievement of the success of learning objectives, it must be done evaluation / assessment. In particular the purpose of evaluation to determine the progress of learning outcomes of learners after following the learning, as well as to determine the level of effectiveness and efficiency of methods, strategies that teachers use in learning. Evaluation of learning has an important and strategic meaning in education, because the learning process becomes meaningful, as well as its evaluation results can be used as a basis to determine the next step, for teachers, principals, institutions, parents, and government. The importance of learning evaluation can be seen from the approach of the learning process, the characteristics of professional educators, and the institutional approach, but it can also be seen from its purpose, function and principles and the validity and reliability of its evaluation tool.

scholarly journals Urgensi Persepsi Peserta Didik dalam Menilai Kompetensi Dosen

2018 ◽  
Vol 7 (2) ◽  
pp. 148-158
Author(s):  
Vaesol Wahyu Eka Irawan
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Professional Education ◽  
Teaching Experience ◽  
Learning Objectives ◽  
The Other ◽  
Learning Evaluation ◽  
The Individual ◽  
Evaluation Of Learning ◽  
Implementation Plans

Abstrac. Perception is one's ability to organize observations, such as: the ability to differentiate, the ability to group, and the ability to focus. Teachers' lesson is the unanimity of knowledge, honesty and attitudes of tangible action as an instructional agent that becomes one of the important factors to achieve the learning objectives and the other is one of the factors that are in the process of achieving the learning objectives and others. Education, teaching experience, and last teaching. Pedagogic competence is the ability of understanding of learners, planning and  implementation  of  learning,  evaluation  of  learning outcomes, and development of learners to actualize the various potentials it has. The pedagogic competence includes: Knowing the students, mastering theories about education, lesson materials, various techniques and learning methods, developing learning   implementation   plans   (RPP)   and   evaluating   the learning  process  and  outcomes.  Professional  is  a  work  or activity undertaken by a person and a living source of income that requires expertise, skill or skill that meets certain standards of quality or norm and requires professional education. Personality competence is a competence of qualities that appear from within and from the outside of the individual. And also a daily  attitude  of  a  lecturer  towards  students.

scholarly journals Development of Participative and Collaborative Learning Evaluation Tool of Academic Writing to Enhance Students' Social and Emotional Intelligence

2020 ◽  
Vol 3 (2) ◽  
pp. 67-85
Author(s):  
Supriyadi Supriyadi ◽  
Muslimin Muslimin
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Academic Writing ◽  
Learning Process ◽  
Development Process ◽  
Tool Development ◽  
Evaluation Tool ◽  
Social And Emotional ◽  
Learning Evaluation ◽  
Determination Process

The study aimed to develop a participative and collaborative learning evaluation tool for academic writing to enhance students' social and emotional intelligence. The developmental research laid its emphasis on the importance of facilitating a valid and reliable learning evaluation tool to measure the extent of success of academic writing learning. The study integrated R2D2 and RDR models as the development model of the evaluation tool. The R2D2 model comprised three focuses: determination process, design and development, and dissemination. In the meantime, the RDR model also involved three focuses: initial observation, tool development, and implementation of effectiveness test activity. Therefore, the development process of the evaluation tool consisted of four steps (based on the integration of R2D2 and RDR models): 1) initial observation, 2) determination process, 3) tool design, and 4) tool development. Moreover, qualitative and quantitative data were employed in the study; all data were acquired from the learning process, as well as the students, lecturers, practitioners, and relevant experts. The data were further analyzed by employing domain analysis and paired sample t-test statistical analysis. The development process results in a product in the form of four learning evaluation tools to measure the learning outcomes of academic writing subject. The tools involved: assessment rubric, portfolio, observation sheet, and learning journal. According to the effectiveness test result, the evaluation tools are deemed as valid and reliable to be implemented in evaluating the learning process and learning outcomes of academic writing subject.

scholarly journals EVALUASI DALAM PROSES PEMBELAJARAN

2019 ◽  
Vol 9 (2) ◽  
pp. 920-935
Author(s):  
IDRUS L
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Ability Level ◽  
Learning Situation ◽  
Evaluation Tool ◽  
Learning Program ◽  
Learning Abilities ◽  
Learning Evaluation ◽  
Abstract Learning ◽  
Development Of Students

Abstract: Learning evaluation is an activity to collect data and information about students' learning abilities, to assess how far the learning program has been running, and also as a tool to determine whether the educational objectives and learning process in developing science have taken place as they should. In addition, the evaluation also aims to determine the level of student achievement in a learning process, as well as to understand students the extent to which they can provide assistance to the shortcomings of students, with the aim of placing students in a learning situation that is more appropriate to their ability level. The function of learning evaluation is to help the process, progress and development of students' learning outcomes on an ongoing basis, and at the same time be able to know the abilities and weaknesses of students in a particular field of study, while also being able to provide information to parents/guardians of students regarding class ranking or determining graduation of participants students. The evaluation tool requirements are validity, effectiveness, different items and objectivity.

scholarly journals ANALISIS PERSEPSI MAHASISWA TERHADAP KOMPETENSI DOSEN DALAM MENGAJAR PADA PROGRAM STUDI PAI FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN RADEN FATAH PALEMBANG

2018 ◽  
Vol 4 (1) ◽  
pp. 183-204
Author(s):  
Nyayu Soraya
Keyword(s):  
Learning Outcomes ◽  
Professional Education ◽  
Teaching Experience ◽  
Learning Objectives ◽  
The Other ◽  
Learning Evaluation ◽  
The Face ◽  
The Individual ◽  
Evaluation Of Learning ◽  
Implementation Plans

Perception is one's ability to organize observations, such as: the ability to differentiate, the ability to group, and the ability to focus. Teachers' lesson is the unanimity of knowledge, honesty and attitudes of tangible action as an instructional agent that becomes one of the important factors to achieve the learning objectives and the other is one of the factors that are in the process of achieving the learning objectives and others. Education, teaching experience, and last teaching. Pedagogic competence is the ability of understanding of learners, planning and implementation of learning, evaluation of learning outcomes, and development of learners to actualize the various potentials it has. The pedagogic competence includes: Knowing the students, mastering theories about education, lesson materials, various techniques and learning methods, developing learning implementation plans (RPP) and evaluating the learning process and outcomes. Professional is a work or activity undertaken by a person and a living source of income that requires expertise, skill or skill that meets certain standards of quality or norm and requires professional education. Personality competence is a competence of qualities that appear from within and from the outside of the individual. And also a daily attitude of a lecturer towards students. Relate to the words, attitude in the face of students, behavior, language used and how to dress everyday. Social competence is a competence which is an intraction where the lecturer is required to be able to interact and communicate with learners, educators, parents and other members of the community.

PENERAPAN MEDIA PEMBELAJARAN KARTU BERGAMBAR DALAM MENINGKATKAN HASIL BELAJAR SISWA KELAS V SD NEGERI 4 TANJUNG AMAN

2020 ◽  
Vol 1 (1) ◽  
pp. 89-100
Author(s):  
Agung Prihatmojo
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Objectives ◽  
Fifth Grade ◽  
Communication Tool ◽  
Fifth Grade Students ◽  
Before And After ◽  
Teacher Needs ◽  
Picture Card

The media is a communication tool for teacher interaction with students which is a series of teaching and learning activities in schools. In the learning process the teacher has obstacles in conveying knowledge to students. The teacher needs media to be able to help attract the attention of students so that learning objectives are achieved. Picture card learning media can help teachers effectively achieve learning objectives in the teaching and learning process. This study applies a picture card learning media to students in class V SD Negeri 4 Tanjung Aman. The aim is to find out the improvement in student learning outcomes after the teacher applies the pictorial card learning media to fifth grade students of SD Negeri 4 Tanjung Aman. In this study using a design that is the Initial Test - The Final Group Single Test (The One Group Pretest - posttest). The learning outcomes in this study were obtained by the fifth grade students before and after the implementation of the pictorial card media, to find out the improvement in the learning outcomes of the fifth grade students of SD Negeri 4 Tanjung Aman. shows that the mean or posttest average is higher than the pretest. Mean posttest 62.22 and mean pretest 46.25, so there is an increase in learning outcomes after the application of the pictorial card media to fifth grade students of SD Negeri 4 Tanjung Aman.

scholarly journals Implications of Assessing Student-Driven Projects: A Case Study of Possible Challenges and an Argument for Reflexivity

2020 ◽  
Vol 10 (1) ◽  
pp. 19 ◽  
Author(s):  
Sofie Pedersen ◽  
Mads Hobye
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Objectives ◽  
Assessment Criteria ◽  
Project Work ◽  
Research Focus ◽  
Assessment Criterion ◽  
External Examiner

Employing student-driven project work in a higher education setting challenges not only the way in which we understand students’ learning and how we define the expected learning outcomes, it also challenges our ways of assessing students’ learning. This paper will address this question specifically and illustrate with a case that highlights some of the challenges that may arise in practice when assessing student-driven, problem-based projects. The case involved an assessment situation in which a discrepancy arose between the internal and external examiner in relation to what was valued. The discrepancy had consequences not only for the concrete assessment of students’ work, but also for the validity of the problem-based university pedagogy in general, and it raised the question of how to assess students’ work adequately. The research focus of this study was to explore the implications of assessing student-driven projects within a progressive approach to higher education teaching, along with the potential underlying issues. We found a need for clear assessment criteria while insisting on a space for students’ creativity and reflexivity as essential parts of a learning process. The paper thus makes a case for the notion of reflexivity as an assessment criterion to be integrated into learning objectives.

scholarly journals PENERAPAN MODEL COOPERATIVE LEARNING METODE THINK PARE SHARE SEBAGAI UPAYA PENINGKATAN PRESTASI MATA KULIAH EKONOMI MONETER

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Ninik Srijani
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Monetary Economics ◽  
Economic Education ◽  
Student Discipline ◽  
Percentage Increase ◽  
Learning To Learn ◽  
Economics Courses ◽  
Evaluation Of Learning

This study aims to improve  the academic  achievement   of monetary  Economics course  through  Cooperative   Learning  Model  Type TPS  ( Think  - Pair - Share)   on Economic  Education  students.  The subjects  in this study were students who take courses Monetary   Economics  Odd Semester  2012/2013.  Number  of students  31 data coUection by observation  techniques  and evaluation  of learning outcomes,  and then ana Iyzed with a formula  to determine   the percentage   increase  in each  cycle,  while  dle action  research procedures  through  2 cycles and each cycle consisted  of 4 series of activities  carried  out are 1 ) Planning;  2 ) Implementation;   3 ) Observation,  and 4)  Reflection.  Method  of data collection  is done by using the observation  and evaluation  of learning.  Observations  are used  to determine   the activity  of students  in the  learning  process  by using  a model  of Cooperative  Type TPS (Think  - Pair - Share ). while the evaluation  is used to determine the achievement  of monetary economics  courses The results of the observation  and evalu- ation  of student  learning  outcomes   Prodi  Economic  Education   bas  increased.  This  is indicated  by the observation  of the lndidvidu   active students  in the learning  process  bas increased,   where  the  interest  and  attention  of  students  to  the  material  presented  first cycle of the original  61.29% to 83.87%,  tbe activity  asks students  in the first cycle of the original 54,  84%  to 71 %, active students and issue an opinion in response to the first cycle of the  original 48.39%   to 62.29%,   level of student discipline  in the process of learning to learn in the first cycle the original 64.52%  to 80.64%. Being in a group activ- ity of students in the learning process has increased, where the interest and attention of students  to the first cycle of the material presented  is original 51.61%  to 74.19%,  the activity asks students in the first cycle of the original 48.39%  to 64,52%,   active students and issue an opinion in response to the first cycle of the original 48.39%  to 74.19%,  level of student discipline  in the process of learning to learn in the first cycle the original 64.74%  to 83.87%.  For evaluation of learning in the first cycle masiswa the above aver-age learning  initially increased to 64.74%  83.87%  students below average dropped to 32.26%  16.31. Based on the research results of the second cycle, it can be concluded that the model learning SMT Type Cooperative  ( Think - Pair  - Share)   can improve the learning achievement of Monetary Economics courses.

scholarly journals Pengembangan Alat Evaluasi Pembelajaran Matematika Berbasis Two Tier Multiple Choice Menggunakan Ispring Suite 9

2020 ◽  
Vol 1 (2) ◽  
pp. 150
Author(s):  
Chusnul Amalia Rovita ◽  
Irwani Zawawi ◽  
Syaiful Huda
Keyword(s):  
Learning Outcomes ◽  
Industrial Revolution ◽  
Multiple Choice ◽  
Evaluation Tool ◽  
Qualitative And Quantitative ◽  
Learning Evaluation ◽  
Outcomes Evaluation ◽  
Evaluation Test ◽  
Level Of Difficulty

In the era of the industrial revolution 4.0 and the pandemic era, innovation is needed in thedevelopment of technology-based evaluation tools. One of them is the ispring suite 9. Evaluation tool isimportant because it can help the process of evaluating educators to find out information on theachievement of results during the learning process. In addition to learning outcomes, evaluation can alsodetermine the ability of students to understand concepts. One of them is a two tier multiple choiceevaluation test. Two tier multiple choice is a form of two-tier multiple choice evaluation test. The purposeof this study is to develop a learning evaluation tool that can find out students' understanding of conceptsand can be used online. The research and development model used is 4D. The research instruments usedwere interview sheets, validation sheets, test instruments, and questionnaires. Data analysis techniquesused qualitative and quantitative. The result of this study is a two-tier multiple choice based mathematicsevaluation tool using ispring suite 9 which is seen from: (1) the percentage of validation results frommedia experts is 90.5% and material experts is 96.5%, both of which fall into the very feasible category.(2) the quality of the items seen from the validity obtained 8 valid items with a reliability of 0.815.Judging from the level of difficulty, the percentage is 10% difficult, 80% moderate and 10% easy, thedistinguishing power is obtained 5 questions are included in the good category, 3 questions are quitegood, 1 question is very good, and 1 question is bad, and the effectiveness of the distractor has 9distractors who selected > 5% of all students. (3) The percentage of students 'conceptual understandingafter evaluating two tier multiple choices is 50.5%, which is in the sufficient category, and the results ofthe students' responses are 82% which is included in the very interesting category.

scholarly journals Pembelajaran Matematika dengan Media Software GeoGebra Materi Dimensi Tiga

2021 ◽  
Vol 10 (3) ◽  
pp. 449-460
Author(s):  
Syarifatul Maf’ulah ◽  
Suci Wulandari ◽  
Lia Jauhariyah ◽  
Ngateno Ngateno
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Three Dimensional ◽  
Student Learning Outcomes ◽  
Learning Objectives ◽  
Core Material ◽  
The Core ◽  
Learning Mathematics ◽  
Before And After ◽  
Qualitative Descriptive

AbstrakKesulitan siswa dalam memahami materi dimensi tiga perlu diatasi. Misalnya dengan menggunakan bantuan media pembelajaran yang tepat seperti  Software GeoGebra. Penelitian bertujuan mendeskripsikan proses pembelajaran dan hasil belajar matematika menggunakan software GeoGebra. Penelitian deskriptif kualitatif ini terdiri dari 19 subjek kelas XII IPS salah satu MA swasta di Jombang. Instrumen penelitian yaitu lembar observasi, tes dan dokumentasi. Berdasarkan hasil penelitian diketahui bahwa proses pembelajaran dengan media software GeoGebra diawali dengan menyampaikan tujuan pembelajaran dan mengingatkan materi sebelumnya, menjelaskan unsur-unsur bangun ruang, memperkenalkan software GeoGebra, menjelaskan fungsi masing-masing menu, menjelaskan materi dimensi tiga menggunakan software GeoGebra, dan memberikan penguatan serta menyimpulkan inti materi yang telah dipelajari. Hasil penelitian lainnya menunjukkan bahwa terdapat perbedaan hasil belajar siswa yang signifikan antara sebelum dan sesudah pemanfaatan GeoGebra. Software GeoGebra cocok digunakan untuk membantu siswa memahami materi dimensi tiga dengan baik. Learning Mathematics with GeoGebra Software Media with Three-Dimensional MaterialAbstractStudents' difficulties in understanding three-dimensional material need to be overcome. For example, by using the help of appropriate learning media such as GeoGebra Software. The purpose of this research was to describe the learning process and learning outcomes of mathematics using GeoGebra software. This qualitative descriptive study consisted of 19 subjects of class XII IPS, one of the private MA in Jombang. The research instruments are observation sheets, tests, and documentation. Based on the results of the study, it is known that the learning process using the GeoGebra software media begins with conveying the learning objectives and reminding the previous material, explaining the elements of spatial structure, introducing the GeoGebra software, explaining the function of each menu, explaining the Three Dimensional material using the GeoGebra software, and closing with providing reinforcement and conclude the core material that has been studied. The results of other studies indicate that there are significant differences in student learning outcomes between before and after the use of GeoGebra. GeoGebra software is suitable to help students understand three-dimensional material well.

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