Analisis Evaluasi Formatif dalam Pembelajaran IPA di Kelas 4 SDN 07 Pagi Tegal Alur

Adella, Adella; Maryanti, Dwi Setyo; Rifai, Rizkania Fauziyah

doi:10.36088/fondatia.v4i1.457

Cited by 2 publications

(2 citation statements)

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“…The teacher will use the data to determine the next learning process. According to Adella [16], formative evaluation is used to improve the quality of instructional programs and as a guide to improving the content or material of learning outcomes. Formative evaluation is also effective in improving learning outcomes.…”

Section: Findings and Discussionmentioning

confidence: 99%

Multimodal Approach to Poetry Learning for Students of Indonesia Language and Literature Education Program

Susanto¹,

Yuwana²,

Pairin³

et al. 2022

Proceedings of the International Conference on Language, Education, and Social Science (ICLESS 2022)

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It is very important to apply a multimodal approach to learning in an era of Smart Society 5.0 and Merdeka Belajar Kampus Merdeka to increase the level of knowledge and skills to bring up innovation in learning outcomes. This study aims to answer how a multimodal approach is applied in poetry learning. The method used is descriptive quantitative with data analysis using percentages. The research subjects were students of poetry programming, Indonesian Language and Literature Education Study Program, PGRI Wiranegara University, totalling 85 respondents and collecting data using a questionnaire instrument in the form of a statement, using a Likert scale. The overall results show that learning with a multimodal approach is in the very positive category. The analysis of each indicator shows that it is in the very positive category with details: 1) Learning planning according to student multimodal learning the percentage of the results is 95.05%, 2) Learning process according to student learning multimodal the percentage is 96.82%, and 3) Learning evaluation according to the percentage of multimodal student learning is 91.64%. The impact of applying a multimodal approach in poetry learning on student learning outcomes innovation is 87.76%. The multimodal approach in poetry lectures effectively increases interest, achievement, and innovation in learning outcomes, making it easier for lecturers to achieve learning goals under the spirit of Freedom to Learn-Independent Campus or Merdeka Belajar Kampus Merdeka (MBKM).

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Section: Findings and Discussionmentioning

confidence: 99%

Multimodal Approach to Poetry Learning for Students of Indonesia Language and Literature Education Program

Susanto¹,

Yuwana²,

Pairin³

et al. 2022

Proceedings of the International Conference on Language, Education, and Social Science (ICLESS 2022)

View full text Add to dashboard Cite

show abstract

“…Evaluasi pembelajaran bersifat komprehensif meliputi seluruh proses dan hasil (Aji et al, 2018) dan (Shobariyah, 2018). Sebagaimana telah diketahui bersama bahwa pendidikan tidak berorientasi kepada hasil semata, tetapi juga kepada proses (Adella et al, 2020) dan (Supriyati & Muqorobin, 2021). Oleh sebab itu evaluasi terhadap hasil belajar hasil dan proses belajar harus dilaksanakan secara seimbang dan harus dapat dilaksanakan secara simultan (Asri et al, 2019) dan (Hutapea, 2019).…”

Section: Analisis Situasiunclassified

Pelatihan Penyusunan Alat Evaluasi Non Tes bagi Guru Madrasah di Mataram

Herianto

Ismail

Dahlan

et al. 2021

PPM

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Evaluation of the learning process (through non-test) is often ignored by madrasah teachers in Mataram, at least getting less attention than learning outcomes (tests) as it is known that education is oriented to results and the process. Evaluation of learning outcomes and learning processes must be carried out in a balanced and simultaneous manner. Non-test evaluation tools are an essential part that must be considered by teachers, in addition, to test evaluation tools. If the teacher does not develop a non-test evaluation, it will impact the acquisition of student learning outcomes that do not describe the actual ability of a subject. Based on this consideration, training in the preparation of non-test evaluation tools is urgently needed so that teachers can carry out comprehensive evaluations using test and non-test tools. This service activity is in the form of training in preparing non-test evaluation tools in the madrasa environment. The method of implementing this activity follows the stages of preparation, observation of partner madrasas, training in the preparation of non-test evaluation tools, and follow-up. The activity results indicate that all stages of the activity went well and produced the product as determined. In addition, there has been an increase in participants' understanding and skills in preparing non-test evaluation instruments. It is evidenced by the average posttest score (75.00) is better than the pretest (32.12). This positive change is the answer to teacher problems in developing learning evaluations in madrasas.

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Analisis Evaluasi Formatif dalam Pembelajaran IPA di Kelas 4 SDN 07 Pagi Tegal Alur

Cited by 2 publications

References 0 publications

Multimodal Approach to Poetry Learning for Students of Indonesia Language and Literature Education Program

Multimodal Approach to Poetry Learning for Students of Indonesia Language and Literature Education Program

Pelatihan Penyusunan Alat Evaluasi Non Tes bagi Guru Madrasah di Mataram

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