The 2013 curriculum requires the use of authentic assessment, where students are assessed for their readiness, process, and learning outcomes as a whole. This research was conducted at Muaro Jambi 7 Junior High School which aimed to find out the implementation of authentic assessment subjects at Muaro Jambi Junior High School and to find out whether authentic assessment was carried out properly or not. Data collection methods used in the study are documentation studies, interviews and questionnaires. Subjects used in this study were biology teachers who used the 2013 curriculum and VIII grade students at Muaro Jambi 7 Junior High School. The results obtained showed that all biology teachers had carried out authentic assessments. The teacher has carried out an authentic assessment during the learning process which includes three aspects of assessment namely attitudes, knowledge, and skills. However, in the process of authentic assessment there are still some obstacles, namely the number of assessment formats that must be made by the teacher with limited availability of time so that the teacher is not optimal in carrying out authentic assessments. The many aspects that must be assessed in the 2013 Curriculum assessment, so that the teacher takes a long time to make an assessment. Keywords : analysis, authentic assessment, 2013 curriculum. Abstrak: Kurikulum 2013 mensyaratkan penggunaan penilaian autentik, dimana siswa dinilai kesiapannya, proses, dan hasil belajar secara utuh. Penelitian ini dilakukan di Sekolah Menengah Pertama Negeri 7 Muaro Jambi yang bertujuan untuk mengetahui pelaksanaan penilaian autentik di Sekolah Menengah Pertama Negeri Muaro Jambi dan untuk mengetahui apakah penilaian autentik dilaksanakan dengan baik atau tidak. Metode pengumpulan data yang digunakan dalam penelitian adalah studi dokumentasi, wawancara dan angket. Subjek yang digunakan dalam penelitian ini yaitu guru mata pelajaran biologi yang menggunakan kurikulum 2013 dan siswa kelas VIII di Sekolah Menengah Pertama Negeri 7 Muaro Jambi. Hasil penelitian yang diperoleh menunjukkan bahwa seluruh guru biologi sudah melaksanakan penilaian autentik. Guru sudah melaksanakan penilaian autentik pada saat proses pembelajaran yang meliputi tiga aspek penilaian yaitu sikap, pengetahuan, dan keterampilan. Namun, pada proses pelaksanaan penilaian autentik masih ada beberapa kendala yaitu banyaknya format penilaian yang harus dibuat oleh guru dengan ketersediaan waktu yang guru miliki terbatas sehingga membuat guru kurang maksimal dalam melaksanakan penilaian autentik. Banyaknya aspek yang harus dinilai dalam penilaian Kurikulum 2013, sehingga guru membutuhkan waktu yang lama untuk melakukan penilaian. Kata kunci: analisis, penilaian autentik, kurikulum 2013.
ABSTRAKSintesis dan karakterisasi gamma alumina (γ-Al 2 O 3 ) dari kaolin asal Tatakan, Kalimantan Selatan berdasarkan variasi temperatur kalsinasi telah dilakukan. Gamma alumina (γ-Al 2 O 3 ) diperoleh dengan metode sol-gel. Polyethylene glycol 6000 digunakan sebagai template pembentuk pori, presipitasi dilakukan dengan penambahan NH 4 OH 2,6 M hingga pH larutan 8-9 untuk memperoleh Al(OH) 3 . Kalsinasi dilakukan pada temperatur 500, 600, 700 dan 800 0 C. Gamma alumina (γ-Al 2 O 3 ) hasil kalsinasi kemudian di analisis menggunakan Fourier Transform Infrared (FTIR) dan X-Ray Diftraction (XRD). Hasil analisis karakterisasi FTIR menunjukkan pada masing-masing variasi temperatur terbentuknya kerangka gamma alumina (γ-Al 2 O 3 ) dan hasil XRD menunjukkan fasa alumina yang terbentuk adalah gamma alumina (γ-Al 2 O 3 ). Struktur terbaik dari gamma alumina (γ-Al 2 O 3 ) berdasarkan kekristalannya yaitu pada temperatur kalsinasi 700 0 C dengan nilai 2θ = 46,06; 60,07 dan 66,93.Kata kunci : kaolin, gamma alumina, kalsinasi. SYNTHESIS AND CHARACTERIZATION GAMMA ALUMINA (γ-Al 2 O 3 ) FROM KAOLIN OF TATAKAN, SOUTH KALIMANTAN BASED ON TEMPERATURE VARIATION OF CALCINATION ABSTRACTSynthesis and characterization gamma alumina (γ-Al 2 O 3 ) from kaolin of Tatakan, South Kalimantan with variation on their calcination temperature has been done. In this research, gamma alumina (γ-Al 2 O 3 ) was made by sol-gel method. Polyethylene glycol was utilized as a template of forming pore, precipitation was done by addition of 2.6 M NH 4 OH until pH 8-9 to obtain Al(OH) 3 . Calcination was carried out at various temperature, i.e. 500, 600, 700 and 800 0 C. Gamma alumina (γ-Al 2 O 3 ) obtained from the calcination process was then analyzed using FTIR (Fourier Transform Infrared) Spectroscopy and XRD (XRay Difraction) method. The FTIR result showed that at each variation of temperature, the structural backbone of gamma alumina (γ-Al 2 O 3 ) has already started to form, which is in line with the result of XRD analysis that indicated that the alumina phase being formed was gamma alumina (γ-Al 2 O 3 ). The best structure of gamma alumina (γ-Al 2 O 3 ) based on its crystallinity was obtained at the calcination temperature 700 0 C, where its values of 2θ were 46,06; 60,07 dan 66,93.
The aim of this research is to develop learning media based on adobe flash professional CS6 on the subject of mechanics (kinematics and dynamics). In this research produced a product in which several questionnaires were distributed to several experts: media experts, concept experts, linguists, lecturers and students, to find out the validity, practicality and effectiveness of learning media. The research method uses the ADDIE approach (Analysis, Design, Development, Implementation, Evaluation). The results of this study found that the learning media has good indicators. This is evidenced by the results of data analysis obtained from respondents. Based on the assessment of media experts, concept experts and language experts learning media are categorized as very valid, with an average percentage of 91.25% by media experts, 92% by concept experts and 100% by language experts. The practicality of the media obtained 91% of the responses of lecturers, 84% of students with very practical criteria. The effectiveness of the media obtained from an increase in student learning outcomes by 0.8% with high improvement criteria. From the results of the data obtained, this learning media have valid criteria according to experts, practical, and effective and can be used by lecturers and student
Abstrak Penelitian ini dilakukan karena proses pembelajaran di laboratorium Biologi IAIN STS Jambi yang masih minim sarana prasarana yang ada di laboratorium, sehingga menghambat proses pembelajaran khususnya untuk mata kuliah Morfologi Tumbuhan. Penelitian ini bertujuan mengembangkan buku ajar praktikum dan mengetahui praktikalitasnya. Jenis Penelitian ini adalah penelitian pengembangan (Research and Development) dengan menggunakan 4-D Models yang terdiri dari 4 tahap yaitu Define, Design, Develop dan Disseminate. Karena adanya keterbatasan waktu dan biaya maka tahap disseminate tidak dilakukan. Produk yang dikembangkan berupa buku ajar praktikum yang divalidasi oleh validator. Produk yang telah divalidasi dan dinyatakan valid oleh validator, kemudian diujicobakan pada proses pembelajaran yang bertujuan untuk melihat nilai praktis buku ajar praktikum di laboratorium Biologi. Analisis data yang digunakan adalah data deskriptif untuk memvalidasi perangkat pembelajaran oleh pakar pendidikan. Selain itu juga diteliti data praktikalitas penggunaan perangkat pembelajaran ini yang diperoleh dari observasi dosen dan respon siswa. Nilai validitas produk 83,31% yang dikategorikan valid. Sementara nilai kepraktisan berdasarkan data observasi keterlaksanaan SAP, angket respon dosen dan siswa dikategorikan sangat baik atau sangat praktis. Penelitian menyimpulkan bahwa perangkat pembelajaran di Laboratorium Biologi yang dikembangkan adalah valid dan sangat praktis digunakan baik dosen maupun siswa. Kata Kunci : Pengembangan, buku ajar praktikum, laboratorium biologi Abstract [The development of a course book for plant morphology at biology laboratory] This research was triggered by the limited facilities of the biology laboratory at the State Institute of Islamic Studies Sulthan Thaha Saifuddin Jambi which became a constrain in the teaching and learning process of Plant Morphology classroom sessions. The objective of this research was to develop a course book as well as to reveal its practicality. The researcher did a research and development using 4-D Models consisting of four stages namely; define, design, develop, and disseminate. Considering the limitation of time and finance, the disseminate stage was not executed. The test revealed the validity score of the product was 83,31% which categorized as good. For its practicality, the product was considered as very good based on observation of lesson plan execution and lecturers’ and students’ response. In summary, the course book developed for the course at Biology Laboratory was categorized as valid and practical to be used by both students and lecturers. Keywords: development, a course book, biology laboratory
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