AbstrakTujuan penelitian ini adalah mendeskripsikan kondisi guru yang melaksanakan penilaian dan mendeskripsikan kualitas pelaksanaan asesmen autentik di SMP yang berada di Daerah Istimewa Yogyakarta (DIY). Penelitian tahun pertama ini termasuk penelitian survei dengan rancangan crossectional survey. Penelitian dilaksanakan di 15 SMP yang ada di DIY. Semua instrumen yang digunakan untuk mengumpulkan data, yakni: daftar dokumen, panduan wawancara, lembar observasi, lembar telaah, dan kuesioner termasuk katagori valid dan reliabel. Hasil penelitian menunjukkan bahwa kondisi guru yang melaksanakan asesmen autentik masih memerlukan perbaikan dan kualitas pelaksanaan penilaian autentik di SMP yang berada di DIY belum baik. Hal ini ditengarai dengan belum baiknya rancangan penilaian yang tertulis pada Rencana Pelaksanaan Pembelajaran (RPP), baru sebagian kecil guru yang melakukan penilaian kompetensi sikap dalam pembelajaran, baru sebagian kecil guru yang disiplin melakukan penilaian, dan masih sedikit guru yang mempersiapkan perangkat penilaian. Hal ini dikarenakan sebagian besar guru merasa bahwa waktu pelatihan kurang sehingga mereka kurang paham terhadap materi yang dilatihkan, utamanya tentang materi penilaian. Kata kunci: Implementasi, penilaian autentik, SMP AUTHENTIC ASSESSMENT MODEL TO ASSESS THE JUNIOR HIGH SCHOOL (JHS) STUDENTS' LEARNING OUTCOMES: THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT IN JHS AbstractThe aim of this research is to describe the teachers'condition and the quality of implementation of authentic assessment in JHSes located in Yogyakarta Special Region or Daerah Istimewa Yogyakarta (DIY). This first-year research was considered as a survey research with crossectional survey design. The research was conducted in 15 JHSes in DIY. Those instruments that have been used in this research are: the list of documents, interview guide, observation sheet, inspection sheet, and questionaire are valid and reliabel. The result of this research shows that the implementation of authentic assessment in JHSes located in DIY is not good enough. It is indicated by the less good assessment design written in the lesson plan or Rencana Pelaksanaan Pembelajaran (RPP), which reveals that there is only few of teachers who conduct attitude competence assessment in the learning process, who are disciplined in conducting assessment, and who prepare assessment sets. It is because most teachers feel that the time given for training is insufficient so that the materials trained are less understandable, especially the materials about assessment.
The purpose of this study was to determine the dimensions of early childhood character education based on multicultural and local wisdom. The location of the research is in the Central Java Province, specially the Ex Surakarta Residency and Ex Kedu Residency. Research subjects were 430 children from 24 Early Childhood Education Institutions (PAUD). The research method used is quantitative with the LISREL program tool. The analytical tool used is structural equations modeling to examine the dimensions of early childhood character education, measurement model analysis, and structural model analysis of early childhood character education. The hypothesized dimension of character education has four dimensions with each having four indicators, apparently after being confirmed empirical data there are two indicators that fall, namely indicators of sincerity acting in the dimensions of deity and indicators of discipline in the dimension of oneself. Therefore the dimension of deity only has indicator of belief, worship, and ethical values. The self dimension has indicators of honesty, responsibility, and independence. The dimension of fellow human still have four indicators, namely rights and obligations, obeying the law, appreciating the work of others, and being polite to anyone. The environmental dimension also has four indicators, national spirit, love for the country, communicative, and caring for the environment.
This study aims to find out how much the needs of personal competence, basic knowledge, and work skills of vocational graduates Construction and Property Technology Expertise Program by the world of Construction Services Industry which is engaged in the Field Supervision Consultant. The method used to select the sample is the quota sampling and snowball sampling method where the sample is 15 companies with a population of 136 companies. The results of this study draw conclusions as follows: (1) overall competence of vocational school graduates construction and property technology expertise program included in the “very needed” category with value of 81,52 (2) personal competence included in the “very needed” category with value of 86,59, (3) basic knowledge competence included in the “needed” category with value of 80,52, and (4) competence of work skills is included in the “needed” category with a value of 78.60.
This research aimed to develop a web-based application for teacher candidate competence instruments to prepare professional teachers in the Industrial Revolution 4.0 (IR 4.0) era. Teacher candidate competencies consist of pedagogical, professional, social, and personality competences. This is a research and development with 8 stages, involving the development of instrument grids/ construct, focus group discussions, instrument item development, instrument validation, manual instrument testing, application development, application assessment by experts, application trial, and final revision of the application. The initial focus group discussions involved 9 experts, while the instrument validation involved 35 experts consisting of 21 experts for pedagogical and professional competences, 7 experts for social competences, 7 experts for the personality competences, and 4 media experts. The trial involved a total of 107 Mathematics, Indonesian, and English student teacher candidates. Expert validation was analyzed using the Aiken formula; application effectiveness and readability were described based on expert judgment, and discrimination tests on the results of social and personality competence tests between the study programs used the Multivariate Analysis of Variants. The results showed that there were no differences in social and personality competences between Mathematics, Indonesian, and English prospective teachers. The developed instruments for pedagogical, professional, personality, and social competences were deemed valid. The application has met the readability aspect and is scored well by experts with an average assessment rating of .78. These results suggest that the application can be used by the government as a solution to assess teacher candidate competences in the IR 4.0 era.
Tujuan peneiitian ini adalah untuk melakukan validasi empiris terhadap model asesmen kinerja sekolah berdasarkan pada penilaian peserta didik sebagai customer. Validasi awal pada enam SMP negeri melibatkan 228 peserta didik. Validasi akhir melalui survei pada 30 SMP negeri melibatkan 1042 peserta didik. Pengumpulan data pada tahap awal dan akhir maupun validasi data menggunakan angket. Data dianalisis dengan statistik deskriptdf, Analisis Faktor Model Konfirmatory (CFA) dan analisis validitas data dengan korelasi product moment. Hasil peneiitian menunjukkan bahwa: (1) konstruk kinerja sekolah memiliki empat dimensi, yaitu: praktik kepemimpinan sekolah, praktik pembelajaran, kondisi lingkungan dan iklim akademik, dan peran serta orang tua dalam penyelenggaraan pendidikan; (2) model asesmen kinerja sekolah berdasarkan sumber data peserta didik valid secara metodologis, dilihat dari konsistensinya dengan hasil asesmen pihak pemberi layanan, baik kepala sekolah maupun guru. Hasil ini dapat ditafsirkan bahwa peserta didik merupakan salah satu sumber data yang valid untuk digunakan dalam asesmen kinerja sekolah. Kata kunci: asesmen, kinerja sekolah, berbasispeserta didik
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