Digital E-Assessment Technology in Assessing Students’ Tolerance Character

Asrial, Asrial; Syahrial, Syahrial; Kurniawan, Dwi Agus; Sabil, Husni; Perdana, Rahmat; Sandra, Rizka Octavia; Iqbal, Muhammad

doi:10.23887/jisd.v6i4.47302

Cited by 5 publications

(5 citation statements)

References 57 publications

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“…The questionnaire grid for the character of love for the homeland, tolerance, and discipline is shown in the Table 1. As for validating the product, a media expert validation questionnaire was used, where the media expert validation questionnaire was adapted from the research of which contained 35 statements with 5 Likert scales [102], while the grid from the media expert validation questionnaire can be seen in Table 2. After the expert validation questionnaire is collected, the results from the validator for media validation will be obtained according to the variables that have been in accordance with the grid.…”

Section: Methodsmentioning

confidence: 99%

E-Assessment: Character of Students in Elementary School

Asrial¹,

Syahrial²,

Kurniawan³

et al. 2023

Int. J. Interact. Mob. Technol.

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This study aims to determine the teacher's response to the use of e-assessment of character in elementary school students; knowing the results of the assessment of the character of love for the homeland, tolerance, and discipline; comparing the results of character assessment in three schools, knowing the validity and feasibility of e-character assessment. This research is a research & development research using quantitative data and qualitative data. The research sample consisted of 55 students at SD Negeri 034/I Teratai, 58 students at SD Negeri 045I Sridadi, and 61 students at SD Negeri 064/I Muara Bulian obtained by purposive sampling technique. The data collection technique uses a love of the homeland, tolerance, and discipline questionnaire. Analysis of quantitative data using descriptive statistics and inferential statistics in the form of one way ANOVA test, post-hoc further test in the form of Tukey HSD test and qualitative data using the Miles and Huberman technique. The results showed that teachers have a very good response to the use of e-assessment. The developed e-assessment product is in the very good category so it is feasible to use

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Section: Methodsmentioning

confidence: 99%

E-Assessment: Character of Students in Elementary School

Asrial¹,

Syahrial²,

Kurniawan³

et al. 2023

Int. J. Interact. Mob. Technol.

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“…The assessment process carried out by the teacher can use digital technology, or what is commonly called e-assessment. The use of digital assessment has advantages such as time efficiency, and can also reduce paper use (Asrial et al, 2022). Assessment methods that can be used are portfolios, quizzes, or exams that can be done both digitally and hybridity, collecting written assignments in digital format, or also in the form of games that are under the objectives of learning assessment.…”

Section: Digital Assessment Methodsmentioning

confidence: 99%

Mapping the Use of Digital Learning Tools and Methods for Increasing Teachers’ Digital Competence

Arif

Nurdin

Sururi

2023

glasser

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Teachers are required to be able to apply digital tools and media to every aspect of their professional duties. Teachers’ digital competence become important for teachers to acquire. This research purpose is to mapping the use of digital technologies in teachers’ practice. Data was obtained through a survey and analized with descriptive statistics analysis from 93 samples of elementary, middle school, high school, and vocational school teachers. The results show 56.99% teachers use smartphones for learning tools while other 43.01% use PC/laptop device. As many as 48.39% teachers conduct digital learning through message app, 19.35% through LMS, and the rest through online meeting, social media, or all of the type simultaneously. The type of the content dominated by video and image, obtained through web content providers that are searched through search engine. Teachers also use text to give guidance for students, and quiz for formative and summative assessment. A total of 22 teachers carried out asynchronous learning, 35 synchronous learning, and 33 hybrid learning. In conclusion, teachers more often use smartphones, messaging app, and learning media that contain text, with additional video or image content for the learning process, guidance, and quizzes in assessments provided through synchronous and hybrid learning

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“…This leads to assessment activities, namely e-assessment. E-assessment is information technology which refers to the electronic assessment process where technology is a means of learning and assessment activities [18]. With e-assessment, it will make the teacher's work easier in carrying out assessments.…”

Section: Introductionmentioning

confidence: 99%

“…E-assessment in science functions as a tool for planning, guiding and enriching science learning in the classroom, a tool for monitoring science learning outcomes and improving learning [16]. E-Assessments are used to determine what knowledge and understanding a student brings to entering a particular topic [18]. The most important thing in E-Assessment is that teachers must be clear about what they want to do in science learning and know what qualities they expect their students to have [5].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of E-Assessment in Science Learning: Improving the Quality and Efficiency of Assessment in the Digital Era

Baah,

Konovalov,

Tenzin

2024

In. Sci. Ed. J

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Purpose of the study: The aim of this research is to provide an overview of how effective the use of e-assessment is in science learning. Methodology: This research is qualitative research with a literature review research method. The data in this research is secondary data where data is obtained from search results for documents related to the research topic. The sample from this research in the form of articles was selected based on several criteria, including publications in journals ranging from 2017-2022. After articles that match the topic and the basis of the data are collected, the researcher then carries out a review using several criteria explained in the descriptive statistics table. Main Findings: Based on the results of a review of several relevant articles, it was found that the use of e-assessment will greatly simplify the assessment process and is useful for quickly providing results for science assessment. So the application of e-assessment for assessing student science is very necessary to be implemented in schools. Novelty/Originality of this study: The novelty lies in its focus on the comprehensive application of e-assessment in evaluating cognitive, affective, and psychomotor aspects of science learning. The results of this research can be a basis for policy makers in developing and implementing e-assessment systems in schools. With evidence that e-assessment can speed up the assessment process and improve learning outcomes, policies that support the digitalization of assessments will be more easily accepted.

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Digital E-Assessment Technology in Assessing Students’ Tolerance Character

Cited by 5 publications

References 57 publications

E-Assessment: Character of Students in Elementary School

E-Assessment: Character of Students in Elementary School

Mapping the Use of Digital Learning Tools and Methods for Increasing Teachers’ Digital Competence

Effectiveness of E-Assessment in Science Learning: Improving the Quality and Efficiency of Assessment in the Digital Era

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