This paper discusses the educational assessment of learning outcomes for elementary school students including the authority institution that can strengthen the knowledge, attitudes, and skills through the strengthening of educational assessment by educators, educational assessment by school, and educational assessment by the Government. Based on the results of the study it can be concluded that internal assessment by teachers and school done with various techniques and procedures strengthens authentic assessment in the domain of knowledge, attitudes, and skills. External assessment is conducted by the government through the end of class survey and school final assessment by using the national standard. Graduation of student is the school's authority by considering the results of assessment by educators, school, and government. Assessment by the government serves as a mapping and selection to higher level of education, that is junior secondary school.
The National Examination in Indonesia, which began in 2015, was no longer a determinant of student graduation at the end of the education level. Utilization of the examination results will affect the seriousness of the students in working on it. This study aims to describe the level of seriousness of 12th grade students in working on National Examinations, when it no longer a determinant of graduation by examining teachers and school principals’ point of view. This research is a qualitative study by using the phenomenology approach. Data was collected using focus group discussions (FGD) conducted 3 times in 3 provinces in Indonesia, consisted of Yogyakarta, South Kalimantan and East Nusa Tenggara. FGD participants were 9 high school principals, 9 vice principal of curriculum, and 54 teachers who teach subjects that are tested on national exam. In each province, three schools were selected, consisted of two public schools, and one private school. Data were analyzed using data reduction stages, to find relationships between themes, and verification. The results showed that the motivation of 12th grade students in preparing National Examination were reduced. They no longer focused on preparing the exams, otherwise they preparing themselves for higher education. Furthermore, students tended to select subjects that were easier and the teacher should motivate students harder to prepare for the National Examination.
Identification of the diversity of students is often an important point that teachers rarely consider before the learning is carried out. In fact, by understanding this diversity, teachers can undoubtedly carry out adaptive learning and assessments that are suitable for the conditions of students. This study aims to identify the importance of knowing the diversity of students and how teachers can implement appropriate learning and assessment. A systematic literature study was used in this study. Researchers collect and select various related sources through the existing search engine database. In-depth discussion schemes and continuous cognitive briefing were carried out to objectify the study results. The results showed that the diversity of students could be seen from the aspects of their readiness cognitively and non-cognitively, learning styles, interests, talents, and learning experiences. These aspects are essential for carrying out adaptive learning and assessment. Good learning is done by seeing the situation in children, which can be combined with learning resources in any form without exception. It is expected that, even in limited conditions, teachers can still carry out learning because they already understand the situation of their students and can take advantage of various things that exist in their environment as learning resources.
Education is a human right, everyone has the right to get educational services as a manifestation to achieve a better life. This study tries to analyze the guarantee of disability rights and inclusive school policies in a juridical and implementing way. Education guarantees for disabilities are contained in Law No. 8 of 2016 concerning Persons with Disabilities, Government Regulation No. 13 of 2020 concerning Adequate Accommodation for Students with Disabilities and Permendikbud No 70 of 2009 concerning Inclusive Education. Malang City has designated 57 public/private elementary schools, and 16 public/private junior high schools as inclusive schools. The City of Probolinggo has designated 16 public/private elementary schools and 6 public/private junior high schools as inclusive schools. The policies in these two areas are based on the principle that schools should not refuse students with disabilities, after a prospective student registers, the school prepares for inclusive classroom learning. The weakness of the implementation of inclusive education in these two areas is the unavailability of adequate learning facilities and the availability of qualified special assistant teachers. So that to achieve the success of inclusive education policies, it is necessary to support infrastructure and human resources of educators that match the educational background with the required competencies.
This study aimed to describe the characteristics of chemistry test items in Nationally Standardized School Examination or Ujian Sekolah Berstandar Nasional (USBN), consisted of discrimination index, difficulty index, and question reliability. The data was collected by using documentation of the answers of 194 students. The type of research was descriptive exploratory with quantitative and qualitative approaches. Quantitative data analysis was performed by using classical test theory approach and item response theory with 1 logistical parameter. Meanwhile, qualitative data analysis was conducted in order to describe the items that were categorized as difficult and bad categories. The results showed that according to classical test theory, USBN Chemistry item test had an average level of difficulty of 0.57 which was categorized as moderate. Regarding to the discrimination index, the average of different test power obtained were equal to 0.146, and belonged to the good category. Based on the item response theory, the average of difficulty index of -0,00086 was categorized as moderate. The results of the estimated reliability of the questions amounted to 0.48 included in the moderate category. The results of the qualitative analysis showed that the items which belonged to difficult category were the items on salt hydrolysis material, acid-base titration, the concept of periodicity, manufacture and use of chemical compounds according to classical test theory. Meanwhile, according to the theory of response, items which belonged to difficult category were found in acid-base titration material, the solution colligative phenomenon, and the concept of periodicity of the main metal elements.
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