How is the impact of Assessment for Learning (AfL) on mathematics learning in elementary schools?

Yusron, Eri; Sudiyatno, Sudiyatno

doi:10.21831/jpe.v9i1.34865

Cited by 10 publications

(12 citation statements)

References 26 publications

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“…This is in line with several research results, which show that the effectiveness of learning in the application of AfL can be influenced by assessment preparation, student involvement and follow-up assessment. The results of the analysis show that the use of AfL can improve student learning outcomes (Triwiyono, 2017;Winorno et al, 2019;Yusron and Sudiyatno, 2021).…”

Section: Teacher Responses Regarding the Effectiveness Of Assessment For Learning (Afl)mentioning

confidence: 99%

Assessment for Learning: Changes in the Role of Assessment in Learning

Mulyana

Kurniasih

Ardianto

2021

IJORER Int. J. Recent Educ. Res.

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The purpose of this research is to describe the state of assessment for learning (AfL) in science learning. The research was conducted in February 2021. This research was conducted with a descriptive method using data collection techniques, namely a survey via google form. Before the instrument is used, calibration and testing are carried out and the test results of all items are declared valid and reliable. The results showed that the teacher agreed to the use of Assessment for Learning (AfL) in science learning, which could activate the learning process and accelerate the achievement of goals. In addition to the use of Assessment for Learning (AfL) in science learning, teachers also answered effectively in developing students' literacy skills according to subject coverage. Assesment for Learning (AfL) provides an overview of how students learn and achieve learning goals effectively that can be reported to students' parents. The obstacle in implementing assessment for learning (AfL) is that teachers still find it difficult to compile and develop assessment-based learning designs that are in accordance with process standards, so that most of these teachers adopt learning designs that are already available from various sources, so that the role of assessment is not yet a an integral part of the teaching and learning process.

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Section: Teacher Responses Regarding the Effectiveness Of Assessment For Learning (Afl)mentioning

confidence: 99%

Assessment for Learning: Changes in the Role of Assessment in Learning

Mulyana

Kurniasih

Ardianto

2021

IJORER Int. J. Recent Educ. Res.

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“…Hal ini sesuai dengan pandangan Earl and Giles (2011) -Sekyi, 2016). Dalam pembelajaran berbasis assessment for learning peserta didik juga diajak untuk memberikan umpan balik terhadap pembelajaran, hal tersebut ternyata mampu meningkatkan hasil belajar peserta didik (Yusron & Sudiyatno, 2021). Sehingga apabila pembelajaran berbasis assessment for learning terlaksana dengan baik maka mendukung peningkatan hasil belajar mereka.…”

Section: Gambar 3 Persentase N-gain Peserta Didikunclassified

Peningkatan Hasil Belajar Peserta Didik melalui Implementasi Pembelajaran Berbasis Assessment for Learning pada Materi Kesetimbangan Kimia

Dini

Muchlis

2022

pendipa. jurnal. pendik. sains

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The aim of this research was to describe the implementation of assessment for learning, student activities during learning activities, improving learning outcomes of chemical equilibrium material, and student responses to assessment for learning. The subjects of this study were students of class XI MIPA 4 at SMAN 3 Surabaya. This study uses a pre-experimental research design using One Group Pretest-Posttest Design. The results of this study show that (1) the quality of the implementation of assessment for learning got very good criteria in three meetings with an average percentage of 91.08%, 95.16%, and 95.76%, respectively;(2) During learning, the relevant student activities have a more significant percentage than the irrelevant student activities, which is 93.47% at the first meeting, 94.34% at the second meeting, and 94.44% at the second meeting; (3) The learning outcomes of students have achieved classical completeness of 90.91% and have increased with the percentage of students who obtained the N-gain on the high criteria of 87.88%, while the percentage who obtained the N-gain on the medium criteria is 12.12%; (4) The response of students after the assessment for learning was implemented got a positive response percentage of 90.12% with very good criteria.

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“…Selain pengetahuan mengenai literasi, guru juga mengalami peningkatan kemampuan dalam menyusun instrumen asesmen berbasis literasi. Instrumen asesmen berbasis literasi yang disusun diharapkan membantu mengukur sekaligus meningkan kemampuan literasi siswa (assessment for learning) (Anisah, 2021) (Yusron & Sudiyatno, 2021). Di sisi lain, 83% menyatakan setuju bahwa pelatihan ini memberikan dampak positif pada peningkatan kompetensi guru dalam hal menyusun instrumen asesmen literasi.…”

Section: Hasil Dan Pembahasanunclassified

Pelatihan Pengembangan Instrumen Asesmen Berbasis Literasi untuk Guru

Anisah

Aufa²

2022

btjpm

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Kemampuan guru dalam mengajarkan dan menilai kemampuan literasi perlu terus ditingkatkan mengingat banyak guru yang masih kesulitan dalam hal asesmen kemampuan literasi. Pengabdian ini bermaksud untuk memberikan pelatihan kepada guru dalam hal pengembangan instrumen asesmen literasi. Pengabdian ini menggunakan pendekatan proyek dengan metode utama yaitu tutorial dan praktik langsung yang dilaksanakan pada bulan Oktober 2021. Berdasarkan hasil angket, 88% guru setuju bahwa pelatihan memberikan tambahan pengetahuan mengenai literasi. 83% menyatakan setuju bahwa pelatihan ini memberikan dampak positif pada peningkatan kompetensi guru dalam hal menyusun instrumen asesmen literasi. Selain itu, 81% guru setuju bahwa pelatihan serupa perlu dilaksanakan kembali dengan topik yang berbeda. Instrumen asesmen hasil pelatihan ini divalidasi secara mandiri oleh peserta dan 68 dari 89 peserta (76%) instrumen asesmen yang dihasilkan memili kevalitan 61-80% dari seluruh soal yang dihasilkan. Dengan demikian, dapat disimpulkan bahwa pelatihan pengembagan instrumen asesmen berbasis literasi untuk guru ini telah berhasil membuat guru guru lebih kreatif dalam menyusun instrumen asesmen berbasis literasi, jenis soal lebih variatif, dengan validitas dan reliabilitas yang terjamin. Dengan demikian, diharapkan siswa akan lebih terlatih dan kompeten dalam bidang literasi. The teacher's ability to teach and assess literacy skills needs to be continuously improved, considering that many teachers still have difficulties assessing literacy skills. This service intends to train teachers in terms of developing literacy assessment instruments. This service uses a project approach, with the main technique being tutorials and hands-on practice, which will be held in October 2021. Based on the questionnaire results, 88% of teachers agree that the training provides additional knowledge about literacy. 83% agreed that this training positively improved teacher competence in terms of preparing literacy assessment instruments. In addition, 81% of teachers agreed that similar training should be re-implemented with a different topic. The participants independently validated the assessment instrument resulting from this training, and for 68 of the 89 participants (76%), the resulting assessment instrument had a validity of 61-80% of all questions generated. Thus, the training in developing literacy-based assessment instruments for teachers has provided additional knowledge, increasing teacher competence in preparing literacy assessment instruments.

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How is the impact of Assessment for Learning (AfL) on mathematics learning in elementary schools?

Cited by 10 publications

References 26 publications

Assessment for Learning: Changes in the Role of Assessment in Learning

Assessment for Learning: Changes in the Role of Assessment in Learning

Peningkatan Hasil Belajar Peserta Didik melalui Implementasi Pembelajaran Berbasis Assessment for Learning pada Materi Kesetimbangan Kimia

Pelatihan Pengembangan Instrumen Asesmen Berbasis Literasi untuk Guru

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