Development of Authentic Assessment in Local Wisdom-Based Reading Learning

Abstract

This study aims to establish a reading learning evaluation model based on local wisdom. This type of research is development research that refers to the ADDIE (analyze, design, development, implementation, and evaluation) development model. The study subjects were conducted at two junior high schools with 65 students and 4 Indonesian teachers. The data collection techniques used in this study are tests, interviews, observations, and questionnaires. The results obtained through the preliminary research show that there is no evaluation model for reading learning and the materials used are still based on Indonesian books. Based on preliminary research, a real evaluation model of reading learning based on local wisdom is established. The feasibility of the assessment guide is assessed through materials/content, language, and presentation. Validation results from materials and learning experts included 88% for content feasibility, 87% for language, and 85% for presentation. Meanwhile, linguists’ evaluations of products included 88% in content feasibility, 85% in language, and 86% in expressiveness; while media experts include the image/graphic aspect by 85%, the language aspect by 86%, and the display aspect by 85%. The results of the analysis of teacher response data amounted to 84% with a positive category and student response of 80.70%. From this, it can be concluded that it is very feasible to develop a product based on the real evaluation model of reading learning based on local wisdom. The implication of the application of authentic assessment to student learning outcomes, in general, is a change in behavior for the better, students become more active and creative in the teaching and learning process.

Design and Validity of Local-Wisdom-Based Reading Apps Using Adobe Animate CC 2022

“…Amaliyah et al [49] state that literacy culture which involves local wisdom will be more efficient to enrich students' knowledge and improve their enthusiasm in learning reading. Another study is concluded that the use of local wisdom in increasing students' reading skill obtains good responses from material experts, linguists, and teachers [50].…”

Analysis of Difficulties Faced by High School Biology Teachers in Pringsewu Regency in Implementing Non-Test Assessments

“…The use of nontest assessments is still limited, especially in the affective and psychomotor domains. However, in science, particularly in biology, assessment should cover all three domains simultaneously for the learning process to be meaningful [13,19,20]. Non-test assessments are used to assess learning outcomes using non-examination techniques aimed at obtaining assessment reports from the affective (attitude) and psychomotor (skills) domains [21].…”