Development of Lecturer Performance Assessment Instruments through the Plomp Model in Higher Education

Thalhah, Sitti Zuhaerah; Tahrim, Tasdin; Sari, Reski Elvira

doi:10.35445/alishlah.v14i2.1350

Cited by 3 publications

(4 citation statements)

References 29 publications

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“…The research subjects were students in class V of State Elementary School 02 and Indarung State Elementary School 07 and teachers of class V who were enrolled in the 2022-2023 school year. This development research uses the Plomp model (Nieveen et al, 2007;Thalhah et al, 2022;Rahmadani et al, 2022). The research model used is the Plomp model which is divided into 3 phases, namely the preliminary research phase, the development or prototyping phase, and the assessment phase as shown in Figure 1.…”

Section: Methodsmentioning

confidence: 99%

Development of Sparcol Videoscribe-Based Video Media in Thematic Learning

Alfiyandri¹,

Marfilinda²,

Fitri³

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This research is motivated by the integrated thematic learning media used in elementary schools that are not yet technology-based and designed as attractive as possible. This study aims to develop a learning media based on Sparkol Videoscribe in integrated thematic learning in class V SD that is valid, practical and effective. This research is development research (R&D) with the Plomp development model. The Plomp development model consists of three phases: the preliminary research phase, the development or prototyping phase, and the assessment phase. The results of this study indicate that the learning media developed have a level of validity, namely: design experts 95.8%, linguists 89.2% and (3) material experts 90.6%. Practicality level, from students 94.2% and teacher practicality 91.6%. The results of the effectiveness of learning media show effective results on student learning outcomes. It is known from the comparison of the average posttest results of students and the hypothesis testing of the posttest results which are higher than the pretest results. Posttest results show an average of 85%, while pretest results show an average of 67% (quite effective). Meanwhile, the hypothesis test showed Pvalue ≤ α (0.002≤0.05).

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Section: Methodsmentioning

confidence: 99%

Development of Sparcol Videoscribe-Based Video Media in Thematic Learning

Alfiyandri¹,

Marfilinda²,

Fitri³

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

show abstract

“…Similar to most other instructional content, online assessment has become a useful component of learners' language skills development. Language proficiency is a key aspect in learning and teaching that teachers must promote [8]. The criticality of language skills for real-life situations, such as in job applications, should cause teachers to test students on language competence and knowledge.…”

Section: Online Assessment 31 Online Summative Assessment Tasksmentioning

confidence: 99%

“…The criticality of language skills for real-life situations, such as in job applications, should cause teachers to test students on language competence and knowledge. Indeed, language proficiency assessment can lead to succinct and clear statements of individual learner competency in language, and it is more personal [8]. In other words, when using this type of assessment, teachers must ensure that they are considering individual differences among students in the assessment design.…”

Section: Online Assessment 31 Online Summative Assessment Tasksmentioning

confidence: 99%

Perspective Chapter: Performance-Based Assessment through Inquiry-Based Learning

AlShamsi¹

2023

Higher Education - Reflections From the Field - Volume 4

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Due to the COVID-19 pandemic, students were suddenly required to complete their assessments online. Higher education (HE) institutions and instructors likewise were suddenly forced to ensure competency achievement among students online. At many (HE) institutions, competency-based learning is mandatory. Approaching online assessment through online competency-based performance assessment is crucial to achieving institutions’ expectations. Online competency-based performance assessment is challenging; however, the use of an inquiry-based learning (IBL) allows teachers and students to involve themselves at a deeper level of instruction through differentiated activities. The assessment procedure through IBL implies an alternative view of instructors when designing their assessment, learning, and achievement of the learning objectives. The proposed conceptual framework involves a combination of competency-based learning principles, performance assessment, and IBL. In the initial stage, it is proposed to design differentiated IBL activities following the task description, considering the required competencies to be achieved. The final stage is tackling it as an assessment framework that focuses on performance for final summative purposes.

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“…3) Small Group Test After conducting a one-to-one evaluation and the product has been revised, the next step is product testing through a small group test [26]. In this case, product trials were carried out to students of class XI MIA SMAN Mapat Tunggul Selatan.…”

Section: ) One To One Evaluationmentioning

confidence: 99%

Development of Chemical Equilibrium E-Learning Content Based on Guided Discovery Blended Learning for Senior High School

Siregar

Lubis

2022

JHICE

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The Covid-19 pandemic suddenly hit Indonesia so the situation was out of control, including in the world of education. The government through the Ministry of Education and Culture, the education office, educators and education staff, students, and the public are confused because they must carry out distance learning online, offline, and a combination. In this study, the development of E-learning on chemical equilibrium material based on guided discovery learning was carried out using the Plomp development model. Three high school chemistry teachers validated E-learning. The practicality test carried out in class XI SMAN Mapat Tunggul Selatan. This study aims to help the learning process in the era of the covid-19 pandemic. Content and construct validation obtained scores of 0.86 and 0.88. Based on the practicality test, this e-learning was declared valid and feasible with the support of Aiken’s test of 0.83. The result of e-learning can be used in teaching and learning activities. E-learning can also be accessed easily anytime, anywhere, and with anyone with full use of internet access.

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Development of Lecturer Performance Assessment Instruments through the Plomp Model in Higher Education

Cited by 3 publications

References 29 publications

Development of Sparcol Videoscribe-Based Video Media in Thematic Learning

Development of Sparcol Videoscribe-Based Video Media in Thematic Learning

Perspective Chapter: Performance-Based Assessment through Inquiry-Based Learning

Development of Chemical Equilibrium E-Learning Content Based on Guided Discovery Blended Learning for Senior High School

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