Evaluasi Pembelajaran Tematik Dengan Penilaian Autentik Di SDN Pasar Baru 1 Kota Tangerang

Magdalena, Ina; Banowati, Anggun Mila; Safitri, Reni; Wahyuningsih, Eka Nur

doi:10.30742/tpd.v2i01.888

Cited by 5 publications

(5 citation statements)

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“…In the Merdeka curriculum, the evaluation process uses diagnostic assessments, formative assessments, summative assessments, and projects. In the thematic learning of the 2013 curriculum, the teacher uses authentic assessments, namely knowledge, skills, and attitudes, which are divided into two spiritual attitude assessments (referring to the formation of piety and faith) and social attitudes (honesty, responsibility, tolerance, discipline, courtesy, cooperation, and confident) (Magdalena et al, 2021;Tiara & Sari, 2019). Furthermore, in the Merdeka curriculum, the teacher provides a non-cognitive diagnostic assessment by giving probing questions to students to identify student competence achievements, adapting classroom learning to average student performance, and providing improvement or additional learning for students whose performance is below average (Rahmansyah, 2021;Wiguna & Tristaningrat, 2022).…”

Section: Discussionmentioning

confidence: 99%

Mapping Science Learning in The 2013 Curriculum and Merdeka Belajar Curriculum

Rahma Harfiani,

Anatri Desstya

2023

j. ilm. sekol. Dasar

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Basic education in Indonesia has experienced various curriculum developments, from the 2013 Curriculum to the Independent Learning Curriculum. However, from a transitional point of view, it still needs to provide a clear direction for some practitioners. This study aims to analyze the mapping of planning, to implement, and evaluating science learning in the 2013 Independent Learning Curriculum. Data collection techniques were carried out through interviews, observation, and documentation. The data validity test was carried out by source triangulation. The subjects of this study were the principal and teachers of class IV SD. Data analysis techniques performed interactive models: data reduction, presentation, and conclusion. The results of the study show that the teacher prepares the administration of the Science learning plan in the 2013 Curriculum, namely the syllabus, porta, promissory notes, preparation of lesson plans for Learning Implementation Plans (RPP), media, teaching materials, and evaluation, while in the Independent Learning Curriculum, the teacher prepares learning tools in the form of Learning Outcomes ( CP), Learning Objectives (TP), Learning Objective Flow (ATP), teaching modules, and evaluation. The implementation of science learning in the 2013 Curriculum uses integrated thematic learning supported by applying a scientific approach, while in the Merdeka Learning Curriculum, it is carried out based on products, processes, and attitudes. In evaluating science learning in the 2013 curriculum, teachers use the cognitive, psychomotor, and affective domains, while in the Merdeka Learning Curriculum, teachers use diagnostic assessments, formative assessments, summative assessments, and projects.

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Section: Discussionmentioning

confidence: 99%

Mapping Science Learning in The 2013 Curriculum and Merdeka Belajar Curriculum

Rahma Harfiani,

Anatri Desstya

2023

j. ilm. sekol. Dasar

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“…Then the results of the study [25] The findings indicated that the challenges faced by elementary school teachers in implementing the 2013 Curriculum were the teachers' difficulty in assessing students because in the 2013 Curriculum, assessments were conducted in accordance with each student's respective Basic Competencies, so it really took a long time to feel difficulty. Next inquiry how is your school's implementation of the Merdeka Learning curriculum going (Table 7)?…”

Section: Pgri 6 Palembang Junior High Schoolmentioning

confidence: 99%

The Principal’s Perception of Independent Learning Curriculum and Teachers’ Readiness for Compiling Learning

Zulinto,

Lestari,

Badeni

et al. 2023

Advances in Social Science, Education and Humanities Research

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The study's goal was to evaluate the principal's remarks regarding the independent learning curriculum and teachers' capacity for lesson preparation. The principal's perception of the independent learning curriculum and teacher readiness in developing learning is examined in this study using a qualitative descriptive approach, which describes the data acquired from the study's findings. Data were gathered with careful observation and explanations. With questionnaires, in-depth interviews, and the findings of document and note analysis included in a whole context. The research sample consists of 14 junior high school principals in the city, and data was gathered by interviewing them and documenting the findings from their remarks, specifically eleven. Researchers can draw numerous conclusions from the statement, including the following: The Independent Learning Curriculum will be implemented in most new schools during the 2022-2023 school year, while others will do so during the 2023-2024 school year. Many schools have attempted to incorporate parts of the Independent Learning Curriculum's tenets because it is still part of the curriculum, but for grade Seven.

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“…Guru sudah mampu melaksanakan penilaian autentik secara menyeluruh. 31 Untuk mencapai kepuasan hasil belajar siswa tidak terlepas dari faktor siswa secara individu, artinya minat dan motivasi untuk belajar sangat dipengaruhi oleh siswa itu sendiri yang mengarah pada perubahan perilaku siswa dalam belajar. Perubahan tersebut perilaku ada yang bersifat positif seperti keiinginan untuk belajar, mengikuti kegiatan pembelajaran secara aktif dan melaksanakan setiap tugas-tugas yang diberikan.…”

Section: Pelaksanaan Penilaian Autentikunclassified

Pelaksanaan Penilaian Autentik Di Madrasah (Studi Pada Guru Matematika Di Madrasah Tsanawiyan Negeri 2 Bukittinggi)

Imamuddin

2022

Research Journal of Islamic Education Management

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The 2013 curriculum emphasizes teachers to carry out authentic assessments. Authentic assessment is an assessment that is actually carried out on students. The implementation of this authentic assessment emphasizes the process rather than the results. It is very important for teachers to carry out authentic assessments in the classroom and outside the classroom to students in order to know the progress of student learning. This study aims to analyze the obstacles and solutions of Madrasah mathematics teachers in the implementation of authentic assessments. This research was conducted at Madrasah Tsanawiyah Negeri 2 Bukittinggi. This study involved 4 Madrasah mathematics teachers, hereinafter referred to as research subjects. Data or information related to obstacles and solutions for implementing authentic assessments were obtained through interviews. The results of this study include: Madrasah mathematics teachers encounter obstacles in planning, implementing, and reporting authentic assessments. These obstacles can be solved with solutions: increasing professional competence, participating in various pieces of training, playing an active role in teacher consultation activities both with one madrasa teacher and with outside madrasa teachers, being active in scientific meetings, and further studies such as through teacher professional education and masters degree.

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Evaluasi Pembelajaran Tematik Dengan Penilaian Autentik Di SDN Pasar Baru 1 Kota Tangerang

Cited by 5 publications

References 0 publications

Mapping Science Learning in The 2013 Curriculum and Merdeka Belajar Curriculum

Mapping Science Learning in The 2013 Curriculum and Merdeka Belajar Curriculum

The Principal’s Perception of Independent Learning Curriculum and Teachers’ Readiness for Compiling Learning

Pelaksanaan Penilaian Autentik Di Madrasah (Studi Pada Guru Matematika Di Madrasah Tsanawiyan Negeri 2 Bukittinggi)

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