EVALUATION OF TEACHING SKILL PRACTICE PROGRAMS, IN THE STATE UNIVERSITY EDUCATION DEVELOPMENT INSTITUTION JAKARTA

The purpose of this study is to describe the Program Practice Skills Teaching (PKM/ Praktik Keterampilan Mengajar) in semester 106, at the Educational Development Institute State University of Jakarta. The evaluation model used in this study is a formative and summative evaluation model developed by Michele Shriven. Formative evaluation is carried out during the program to provide information to the program leader as program improvement materials. While the summative evaluation is done at the end of the program. This research use evaluation analysis with qualitative and quantitative approach. How to collect data on this evaluation research is using techniques observation, questionnaires, interviews, and documentation. The results showed that in the formative evaluation, it can be seen that in general the process of Program PKM was by existing guidelines. So can be maintained the existence of the PKM Program. While the results of the summative evaluation showed that the PKM Program, in the high category, is based on the value of the minimum PKM Program participants B provided by the teacher mentor and lecturer mentor of the final exam.

THE USE OF THE RASCH MODEL IN ANALYSING THE VALIDITY AND RELIABILITY OF STUDENTS’ COPING STRATEGY SCALE

This research is part of the standardization of the Students' Coping Strategy Scale (SCSS). This study aims to reveal the content validity, empirical validity, and reliability of the SCSS. The non-test instrument consisting of 42 statements from three dimensions: problem-focused coping, emotion-focused coping, and seeking social support. Content validity analysis was carried out by experts to obtain Gregory's content validity coefficient, while the empirical validity and reliability analysis by empirically testing the instrument on 211 respondents and analyzed using the Rasch model approach. The results show that Gregory's content validity coefficient is 0.714, so it needs improvement on some items that are considered unsuitable. Empirical validity analysis using WINSTEPS software shows that three items do not fit the model. The reliability coefficient of the SCSS is 0.99. Thus, the remaining 39 items are appropriate to be used to measure students' coping strategies.

DESIGN OF M-LEARNING BASED ON HOME SCIENCE PROCESS SKILL FOR SCIENCE LEARNING

Instructional media that are innovative and easy are really needed by students in the current situation. M-learning based on Home Science Process Skill (HSPS), is an innovative learning medium that applies science learning directly in life, with the guidance of parents at home and teachers. The study aims to produce design of m-learning based on home science process skill for science learning. This research was conducted in April 2021 at SMPN 30 Kota Tangerang. The method used was the Research and Development (R&D) research method with the Instructional Development Institute (IDI) model. The stages of research and development of learning media were to define stage, develop stage and evaluate stage. The results of the feasibility test for the design of m-learning based on Home Science Process Skill by media experts and material experts obtained an average assessment of 78.40% and 87.50% with good and very good interpretations. The conclusion of this research was that the design of this learning media was feasible to be used as a medium for student learning media.

ONLINE LEARNING EVALUATION OF PAI CLASS 5 STUDENTS MIN 1 LANGSA

ABSTRACT Education is the process of changing the attitude and behavior of a person or group for the better through teaching / guidance and training. In the process, the teacher plays an important role in the delivery of material so that it has an influence on the success of their students. The subject learning of PAI (Islamic education) at MIN 1 Langsa is currently less effective and efficient due to the Covid-19 pandemic (corona virus disease) which makes teachers and students unable to meet face to face directly. Students asked to learn from home using online media.Online learning is undirect face-to-face learning between teachers and students by accessing internet networks and using social media to interact or exchange information. This study aims to describe the online learning of Islamic Education lessons at MIN 1 Langsa. The research approach is descriptive qualitative using primary and secondary data sources. The data collection uses the method of observation, documentation and interviews. The analysis of data using reduction, display data and conclusion.The result of the research showed that online learning PAI lessons carried out at MIN 1 Langsa used the Whatsapp application. Students at home are accompanied by their parents in studying the material and exercises provided by their teachers through the Whatsapp application. Because learning is done online, teachers must be more thorough and focused in evaluating learning activities. Students also complained that they had difficulties with poor internet networks. Some of them also do not have cell phones based on Android and some are not proficient in using them, it is making the learning process ineffective.Keywords: learning, online, students

EMERGING ISSUES IN EDUCATIONAL MEASUREMENT: AUTHENTIC ASSESSMENT

Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic assessment among others. The paper concludes that it is a high time for authentic assessment to replace traditional methods of assessment in all level of learning. The paper also recommended that the Curriculum Planners should design a curriculum based on types of authentic assessment for all levels of learning, the application of authentic assessment at all levels of learning, time has comes to move from traditional method of assessment to authentic assessment form and required competencies must be possessed by the teacher in order to carry out authentic assessments through proper training.

SOCIAL INEQUALITY IN TEACHERS REVIEWED BASED ON DIFFERENCES IN TEACHER EMPLOYMENT STATUS IN DKI JAKARTA

This study discusses the social gaps in teachers reviewed from differences in teacher staffing status in DKI Jakarta. The status of existing teachers is; Civil Servant Teachers (PNS), Individual Employment Contract Teachers (KKI), and School Honorer Teachers. The research aims to see how gaps occur in teachers with different staffing statuses. The study used the concept of material disparity and Dahrendorf's authority to look at gaps in teachers. Previous studies of teacher inequality have been limited to policy gaps in teachers and teacher welfare gaps. This study shows that differences in teacher staffing status can lead to material and authority gaps occurring in teachers. This study uses qualitative case studies with informants of civil servant teachers, KKI teachers, and school honorer teachers in DKI Jakarta as research subjects.

CONSTRAINTS TO EFFECTIVE CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS IN GOVERNMENT SECONDARY SCHOOL IN FCT

Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic assessment among others. The paper concludes that it is a high time for authentic assessment to replace traditional methods of assessment in all level of learning. The paper also recommended that the Curriculum Planners should design a curriculum based on types of authentic assessment for all levels of learning, the application of authentic assessment at all levels of learning, time has comes to move from traditional method of assessment to authentic assessment form and required competencies must be possessed by the teacher in order to carry out authentic assessments through proper training

INSTRUMENT DEVELOPMENT OF MATHEMATICS LEARNING OUTCOMES BY THE RASCH MODEL IN ELEMENTARY SCHOOL TO SUPPORT THE IMPLEMENTATION OF THE 2013 CURRICULUM

This research aims to produce a grid design of mathematics learning outcomes instruments at the elementary school level in implementing the 2013 Curriculum. This research is expected to bring about the availability of grid design and supporting devices for the implementation of elementary school mathematics learning outcomes instruments. Output which obtained in this study is to help teachers in the development system of assessment that is sustainable, focussing on aspect of the analysis of the level of difficulty gains and the level of ability of students to use the model of Rasch. The sustainability implementation of Curriculum 2013, which may involve the heads of schools, teachers and students and the other relevant. In terms of the effectiveness, fostering sustainable used as the focus of a major system development as an instrument to validate test by the teacher and doing test try limited to the four schools in Palu. At the first stage, the design of instrument is carried out in the form of lattice and grain instruments, pieces of observation and questionnaires, test the construct, and the revision of the group of teachers and students of the school elementary grade IV. Result of test respondents (elementary School students in Palu) obtained that the point about the difficulty is the question number 26 (S26) with a value logit 2,08. While the matter of the most easily is the matter of number 3 (S3) with a value logit -1,84. Result output tables obtained information that does not exist grain matter which does not meet all the requirements fit (oufit MNSQ, outfit ZSTD and Pt Mean Corr) so that the point about including category fit or appropriate.

THE EVALUATION OF IMPLEMENTING ONLINE LEARNING AT UNIMED FACULTY OF ENGINEERING

This research aims to evaluate the online learning implementation activities at the UNIMED Faculty of Engineering to determine the various weaknesses and constraints. The research approach used is the CIPP model of Stufflebeam. And it focused on the content/material, facilities, processes, and outputs of online learning. Data were obtained from UNIMED Faculty of Engineering students through online questionnaires. The results showed that 1) the availability of learning resources is still low, as a content aspect, 2) network strength is weak at the input aspect, 3) the helpdesk service is lacking at the process aspect, and 4) the online effectiveness is low at the product aspect. On average, out of these four components, the lowest is online learning tools. In conclusion, this research found that learning facilities contributed to online learning effectiveness at the UNIMED Faculty of Engineering.

DIAGNOSTIC TEST INSTRUMENTS FOR THE BASIS OF REMEDIAL LEARNING

his research is a type of development research that is focused on developing a diagnostic test instrument to see students' conceptions. The research was conducted at SMA Negeri 1 Watampoen in class X. This research regulates the stage of developing an instrument consisting of 6 steps: (1) determining the specifications of the instrument, (2) determining the domain of the instrument, (3) determining whether the format is open-ended or closed ones to be used, (4) determining the test / instrument format, (5) determining whether the instrument is used for groups or individuals, (6) determining the length of the instrument. From this study, one third of the diagnostic tests were obtained which consisted of testing, examination format, and error checking. Giving remedials to students should not be done just like that without taking into account the knowledge that students have. By using a diagnostic test, students' understanding can be identified including what material they do not understand. This can be used as a reference for providing improvements to students