A content analysis study of scientific approach and authentic assessment in the textbook of Curriculum 2013

Abstract

This research aimed to describe the scientific approach and authentic assessment of the textbook based Curriculum 2013, on the theme “save living beings” for grade 6 students of elementary school such as textbooks published by Puskurbuk, Yudhistira, and Erlangga. The design of this study was content analysis. The instrument of the research was the analysis sheet based on theories. The validity of the instrument and the data was semantic validity and expert judgment. The reliability of the data was stability and reproducibility. The techniques of data analyzing consisted of unitizing, sampling, recording, reducing, inferring and narrating. The results of this study were; (1) The scientific approach contents consist of five aspects: observation, questions, trying, reasoning, and communicating, which are not in order. So not all indicators in every aspect of the scientific approach are found in each sub-theme. (2) Authentic assessment contents consist of three aspects: attitude assessment about social attitude and spiritual attitude, the psychomotor assessment contains only practice, product, and project assessment, and knowledge assessment without oral and assignment assessment.

Profile of Post-Certification Public High School Teachers' Teaching Behavior

“…The objectives in learning that have been formulated should be adjusted to the availability of time, infrastructure and readiness of students. The assignment technique actually aims to make students more active and creative so as to produce even better learning with the practice assignments given by the teacher (Maryati et al, 2019;Wulansari, 2021). With the quantity of assignments given by the teacher to students, it is expected to be able to awaken students to always maximize their abilities in learning.…”

Pre-service primary school mathematics teachers’ beliefs on mathematics assessment

“…The result of the research about the textbook that being use in 2013 curriculum shows that not all the textbooks are using the productive assessment well yet. For example the implementation of authentic assessment (one of the productive assessment form), the text book did not covers all of the required elements (Adi, 2017;Ferryka, 2017;Maryati et al, 2019). Therefore, practically mathematics assessment still done in mixed way.…”

A Study of the Students’ Reading Competency in the Junior High School Based on the 2013 Curriculum

“…The 2013 Curriculum is designed with scientific approach. The 2013 Curriculum is implemented to improve students' ability in the learning process such as productive skill (writing and speaking) and receptive skills (reading and listening) (Ahmadi & Gilakjani, 2012;Maryati et al, 2019;Wulandari, 2020). Reading is the one of four skills in EFL that should be mastered.…”