scholarly journals Development of Authentic Assessment Instruments Oriented Reading Skills Based Language Literacy through the Scaffolding Model

2022 ◽  
Vol 13 (3) ◽  
pp. 2740-2746
Author(s):  
Makhroji Makhroji ◽  
Irma Dewi Isda ◽  
Allif Syahputra Bania
Keyword(s):  
High School Teachers ◽  
Reading Skills ◽  
Authentic Assessment ◽  
Development Stage ◽  
Literacy Skills ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Public High Schools ◽  
Language Literacy ◽  
Development Methods

This research aims to develop an authentic assessment instrument product based on language literacy with a scaffolding model that is oriented towards reading skills. This research method uses research and development methods. The research results show that the preliminary research phase describes the results of curriculum analysis and student analysis. At the product development stage and validation by experts, the percentage of authenticity instrument eligibility consisting of three indicators is 82%. It can be concluded that the instrument is suitable for use in learning activities. The practicality stage given to 20 students in one of the Manyak Payed Public High Schools, Aceh Tamiang District, consisted of four alternative answers, 25% were declared practical. Thus, high school teachers are advised to use the scaffolding model as a solution to improve reading comprehension and language literacy skills.

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 Instrumen Keterampilan Komunikasi Ilmiah dalam Pembelajaran Fisika

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Susi Fenti ◽  
Siti Patonah ◽  
Harto Nuroso
Keyword(s):  
Communication Skills ◽  
Communication Skill ◽  
Scientific Communication ◽  
Development Stage ◽  
Assessment Instrument ◽  
Skill Assessment ◽  
Assessment Instruments ◽  
Planning Stage ◽  
Average Percentage ◽  
Concept Definition

This aims of this research is to develop and produce assessment  scientific communication skills instruments in physics learning of X grade senior high school is valid so it can be used to measure the scientific communication skills possessed and controlled by the students.This research is development of research use 4D model. This research is done through 4 stages, which are (1) analysis stage, (2) planning stage, (3) development stage, and (4) spread stage.This instrument assessment contains a descriptiontheory,concept definition, operationaldefinition, the latice instrument assessment scientific communication skill, assessment sheets of scientific communication skill, rubric assessment,scoring, and recapitulation score of scientific communication skill than have been validated by experts and tested.From the results of expert validation obtained an average 75,55% percentage which show the criteria of scientific communication skill assessment instrument is very valid. This instrument is tried of 32 students of class X MIA 1 in SMA N 3 Demak and done by conducted by 1 physics teacher. The results of trial shown that percentage of products developed base on response obtained average percentage of 88,83% with very valid criteria. While, the result of validity analysis show that there are 4 (9,3%) item statement is not valid because rxy <0,35, whereas 39 (90,7%) Other statement items are valid with rxy> 0,35. Invalid statements include item number 24, 29, 36, and 43. In the reliability analysis obtain value result rcritic = 0,84432, while rtable = 0,35. From the analysis of the reliability values obtained rcritic > rtable it can be concluded that the assessment instruments already reliable scientific communication skills.

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 Pengembangan Instrumen Penilaian Autentik Pada Materi Segiempat Kelas VII

2018 ◽  
Vol 4 (2) ◽  
pp. 65
Author(s):  
Efuansyah - Efuansyah ◽  
Reny - Wahyuni
Keyword(s):  
Mathematics Learning ◽  
Field Tests ◽  
Authentic Assessment ◽  
Potential Effect ◽  
Assessment Instruments ◽  
Self Evaluation ◽  
Methods Development ◽  
Knowing That ◽  
Geometry Class ◽  
Development Methods

This research aims to produce authentic assessment instruments in mathematics learning materials plan geometry class VII in terms of aspects of validity and practicality as well as to determine the potential effect. This study uses research development methods (development research) type of formative research involving 32 seventh grade students of SMP Negeri 24 Palembang. In this study a series of instruction developed through several stages of self evaluation, expert reviews and one-to-one, small group, and field tests. This research produces authentic assessment on the material properties of the material, the circumference and area of a rectangle. This study includes a series of learning consists of two activities on properties and circumference & area of a rectangle. The results of the development of authentic assessment instruments shows that with them knowing that they are assessed by three aspects (cognitive, affective, and psychomotor) students are very enthusiastic to learn, able to work on the problems with a good, brave respond and put forward the idea of both written and verbal are associated with a square long.

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 Development of HOTS Assessment Instruments in Vibration and Wave Courses

2019 ◽  
Vol 9 (1) ◽  
pp. 91-100
Author(s):  
Nurhayati Nurhayati ◽  
◽  
Wahyudi Wahyudi ◽  
Syarif Lukman Hakim ◽  
◽  
...  
Keyword(s):  
Construction Material ◽  
Thinking Skills ◽  
Development Stage ◽  
Assessment Instrument ◽  
Design Stage ◽  
Difficulty Level ◽  
Assessment Instruments ◽  
Test Results ◽  
Test Items

This study aims to 1) produce a HOTS assessment instrument; 2) knowing the quality of the test instrument in terms of the feasibility of construction, material feasibility, and language feasibility according to the expert; and 3) knowing the quality of the test items in terms of validity, reliability, difficulty level and distinguishing power based on the test results. Research and Development ware used as a research method with 4D procedural development model consists of four stages, namely: the define stage, the design stage, the development stage, and the dissemination stage. The questionnaire was used for expert judgment validation. The characteristics measurement of the HOTS items instrument including the validity, reliability, difficulty level and distinguishing power of the questions. The HOTS assessment instrument developed was in the form of multiple-choice options with a reason based on HOTS in aspects of analyzing, evaluating and creating. The results of expert validation show that the average item with criteria is very good in terms of content, construct and language aspects. Instruments that have been validated and revised were tested on students who had studied vibration and wave material and the test results showed that 77% of the questions developed were of good quality with valid criteria, good distinguishing criteria, level of difficulty at moderate and easy levels and very strong reliability so that feasible and ready to be used to measure students' higher order thinking skills in vibrations and waves material. Keywords: HOTS, Instruments test, Vibrations and waves

scholarly journals PENGEMBANGAN BUKU AJAR BAHASA INDONESIA DENGAN MODEL CIRC UNTUK MENINGKATKAN KETERAMPILAN LITERASI BERBAHASA SISWA KELAS V SD

2018 ◽  
Vol 4 (1) ◽  
pp. 638
Author(s):  
Finna Rahma Hijria
Keyword(s):  
Mixed Method ◽  
Test Score ◽  
Development Stage ◽  
Literacy Skills ◽  
Model Quality ◽  
Quality Category ◽  
Language Literacy ◽  
Quantitative Descriptive ◽  
Bahasa Indonesia

ABSTRACTThe purpose of this study is to develop a Indonesian textbook CIRC model to improve language literacy skills of  125th">  grade elementary students. The specific objectives of this study are (1) to describe the process of developing Indonesian textbooks with CIRC model to improve students’ language literacy skills of elementary school classrooms, (2) to describe the quality of Indonesian texsbooks with CIRC model. Quality developed textbooks is reviewed based on products and their use in the classroom. This development study referred to the four-D development model which consists of four stages (1) define; (2) design; (3) develop,and (4) disseminate. However, this research was only limited at the development stage without doing dissemination because this research product was for trial school in particular. The data collection used documentation technique, observation, questionnaire, and test. The obtained data was analysed by qualitative-quantitative descriptive (mixed method). The results from this research 90,62% of material feasibility, 92,5% of presentation feasibility, 100% language feasibility, and 86,36% feasibility was gotten from the research results. All of those percentagesbelonged to the good quality category (proper). The results from the observation toward teacher and students’ activity were 89,2% and 92,04%. The teacher and students’ responses toward CIRC model in Bahasa Indonesia textbook were 87,5% and 83,33%. The students’ average test score was 82,63 meet a students’ standard competence of 75. Keywords: Textbook Elaboration, Language Literacy, CIRC Model. ABSTRAK                                                                                          Tujuan umum penelitian ini adalah mengembangkan buku ajar Bahasa Indonesia dengan model CIRC untuk meningkatkan keterampilan Literasi berbahasa siswa kelas V SD. Adapun tujuan khusus penelitian ini adalah (1) mendeskripsikan proses pengembangan buku ajar Bahasa Indonesia dengan model CIRC untuk meningkatkan keterampilan literasi berbahasa siswa kelass V SD, (2) mendeskripsikan kualitas buku ajar Bahasa Indonesia dengan model CIRC. Kualitas buku ajar yang dikembangkan ditinjau berdasarkan produk dan penggunaannya di kelas. Penelitian pengembangan ini mengacu pada model pengembangan four-D yang terdiri atas tahap (1) pendefinisian; (2) perancangan; (3) pengembangan; dan (4) penyebaran. Akan tetapi, penelitian ini hanya sampai pada tahap pengembangan tanpa melakukan penyebaran karena produk penelitian ini hanya dikhususkan sekolah uji coba. Pengumpulan data dilakukan menggunakan teknik dokumentasi, observasi, angket, dan tes. Data yang diperoleh dianalisis secara deskriptif kualitatif-kuantitatif. Berdasarkan hasil penelitian diperoleh hasil persentase kelayakan materi 90,62%, kelayakan penyajian 92,5%, kelayakan kebahasaan 100%, dan kelayakan kegrafikaan 86,36%. Semua kategori tersebut termasuk kategori berkualitas (sangat layak/baik). Perolehan hasil observasi terhadap aktivitas guru dan siswa berturut-turut adalah 89,2% dan 92,04%. Respon guru dan siswa terhadap buku ajar Bahasa Indonesia model CIRC adalah 87,5% dan 83,33%. Rata-rata hasil belajar siswa sebesar 82,63 yang sesuai dengan kriteria ketuntasan yaitu 75.Kata Kunci: Pengembangan Buku Ajar, Literasi Berbahasa, Model Pembelajaran CIRC.

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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