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 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 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 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 PELAKSANAAN PENILAIAN AUTENTIK DALAM PEMBELAJARAN BAHASA JEPANG DI KELAS X SMK NEGERI 1 SINGARAJA BERBASIS KURIKULUM 2013

2021 ◽  
Vol 7 (2) ◽  
pp. 171
Author(s):  
Kadek Apriliani ◽  
Gede Satya Hermawan ◽  
Yeni Yeni
Keyword(s):  
Language Learning ◽  
Performance Appraisal ◽  
Descriptive Analysis ◽  
Authentic Assessment ◽  
Knowledge Assessment ◽  
Japanese Language ◽  
Skills Assessment ◽  
Assessment Instruments ◽  
Attitude Assessment ◽  
Assessment Rubric

The purpose of this paper is to describe the implementation of authentic assessment and assessment instruments used in carrying out authentic assessments in Japanese language learning in class X SMK Negeri 1 Singaraja. Data collection methods used in this study were observation, interviews and document study. Data were analyzed using qualitative descriptive analysis. The subjects used in this study were class X SMK Negeri 1 Singaraja. The object of this research is the implementation and assessment instruments used for the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja. The results showed that the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja includes knowledge assessment using oral test techniques and assignments. Attitude assessment uses observation or observation techniques and attitude assessment journals. Assessment of skills using performance appraisal techniques. The assessment instruments used for the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja are online RPP, syllabus, knowledge assessment rubric, attitude assessment journal, speaking skills assessment rubric, writing skills assessment rubric and listening skills assessment rubric.

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 ANALYSIS OF CHILDREN POETRY WRITING SKILLS ON CLASS V STUDENTS SDN 181 PEKANBARU

2020 ◽  
Vol 4 (5) ◽  
pp. 987
Author(s):  
Ghea Febian Huda
Keyword(s):  
Writing Assessment ◽  
Writing Skills ◽  
Assessment Instrument ◽  
Class V ◽  
Average Value ◽  
Highly Skilled ◽  
Poetry Writing ◽  
And Performance

This study aims to determine the poetry writing skills of students in class V SDN 181 Pekanbaru based on aspects of theme, imagination, diction, and performance. Because of the lack of students 'poetry writing skills due to students' lack of skill in expressing ideas and thoughts. therefore by analyzing we can find out which aspects are not mastered by students. The study was conducted in class V odd semester of 2019. The sample in this study was saturated sampling. The assessment instrument used was a poetry writing skills test using a poetry writing assessment descriptor. The data obtained from poetry writing skills seen from 4 aspects, namely theme, imagination, diction and presentation, it can be concluded that the poetry writing skills of children who are categorized as highly skilled there are 5 (3.67%), then 9 (6.57%) skilled categories , and 103 (75.18%) were categorized as quite skilled, while students who were categorized as less skilled were 20 (14.60%) as a whole. Over all poetry writing skills class V SND 181 Pekanbaru obtain the average value of 64  categorized enough.

scholarly journals DEVELOPMENT OF AUTHENTIC ASSESSMENT FOR SUPPORTING THE INQUIRY LEARNING MODEL IN BASIC ELECTRONICS 1 COURSE

2018 ◽  
Author(s):  
Asrizal Asrizal ◽  
Hufri ◽  
Festiyed
Keyword(s):  
Writing Assessment ◽  
Inquiry Learning ◽  
Quality Criteria ◽  
Authentic Assessment ◽  
Learning Model ◽  
Development Model ◽  
Attitude Assessment ◽  
Average Value ◽  
Initial Task ◽  
Process And Outcome

Implementation of authentic assessment gives potency and benefit in learning process. This assessment typeis conducted comprehensively both process and outcome. For this reason, the integration authentic assessment isimportant in a learning model. The objective of this research is to develop authentic assessment that suitable with inquiry learning model and determine its validity, practicality, and effectiveness. This research uses research and development (R&amp;D). R&amp;D is a research method which is used to produce certain product and to test effectiveness of that product. Stages of development model consist of primarily study, development model, and model testing. There are four products in this research, those are: writing assessment of initial task, performance assessment, scientific attitude assessment, and written report assessment. Quality criteria of authentic assessmentincluding validity, practicality, and effectiveness. The instrument which is used to measure quality criteria consistof validation sheet experts, practicality sheet by lecturers and assistants, and achievement test sheet. As the resultof this research shows that: 1). the validity of authentic assessment for supporting inquiry learning model is highwith average value of validity is 81.42 and 2). the use of authentic assessment is practice and effective in inquirylearning model.

scholarly journals DEVELOPMENT OF AUTHENTIC ASSESSMENT FOR SUPPORTING THE INQUIRY LEARNING MODEL IN BASIC ELECTRONICS 1 COURSE

2018 ◽  
Author(s):  
Asrizal Asrizal ◽  
Hufri ◽  
Festiyed Festiyed
Keyword(s):  
Writing Assessment ◽  
Inquiry Learning ◽  
Quality Criteria ◽  
Authentic Assessment ◽  
Learning Model ◽  
Development Model ◽  
Attitude Assessment ◽  
Average Value ◽  
Initial Task ◽  
Process And Outcome

Implementation of authentic assessment gives potency and benefit in learning process. This assessment typeis conducted comprehensively both process and outcome. For this reason, the integration authentic assessment isimportant in a learning model. The objective of this research is to develop authentic assessment that suitable withinquiry learning model and determine its validity, practicality, and effectiveness. This research uses research anddevelopment (R&amp;D). R&amp;D is a research method which is used to produce certain product and to testeffectiveness of that product. Stages of development model consist of primarily study, development model, andmodel testing. There are four products in this research, those are: writing assessment of initial task, performanceassessment, scientific attitude assessment, and written report assessment. Quality criteria of authentic assessmentincluding validity, practicality, and effectiveness. The instrument which is used to measure quality criteria consistof validation sheet experts, practicality sheet by lecturers and assistants, and achievement test sheet. As the resultof this research shows that: 1). the validity of authentic assessment for supporting inquiry learning model is highwith average value of validity is 81.42 and 2). the use of authentic assessment is practice and effective in inquirylearning model.

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