Identifikasi Praktik dan Hambatan Guru dalam Asesmen Kognitif Matematika di Masa Pandemi COVID-19

Abstract

This study aims to identify teachers' practices and barriers in carrying out a cognitive mathematics assessment during the COVID-19 pandemic. The type of research used is an online survey using a google form, which is spread over ten days via WhatsApp. This survey uses a qualitative approach. The research instrument was constructed from a pocketbook of periodic diagnostic assessment. A total of 78 primary to secondary school teachers from various regions in Indonesia participated. Data analysis was done descriptively, while data from open questions were analyzed using Atlasti 9. The study results present the practice of cognitive assessment regularly carried out by online-based mathematics teachers in high-grade elementary schools to secondary schools. In contrast, low-grade elementary schools are conducted by home visit. In practice, teachers experience several obstacles: the validity of the answers, limited time in the assessment, barriers from students themselves, and facilities. These obstacles cause the assessment results not to describe the cognitive level in-depth or provide valid and reliable information regarding students' achievement.

The barriers in the implementation of mathematics learning for slow learner during the COVID-19

“…The student's work is purely a student who works or gets the help of parents or others. It is in line with previous research by Widyangsih (2020), Rigianti (2020), andYansa andRetnawati (2021) that the validity of student answers is an obstacle in the assessment. This condition caused the teacher to be unable to obtain an overview of the student's abilities, what had been mastered and had not been mastered, and how the students' process to solve the problem was.…”

Permasalahan Aktivitas Pembelajaran Matematika Sekolah Dasar Selama Era New Normal

“…Sisi positifnya, orang tua dapat secara langsung memantau perkembangan belajar anaknya sedangkan sisi negatifnya peran orang tua justru mengerjakan setiap tugas yang diberikan oleh guru [24]. Lebih lanjut, hasil penelitian daerah terdampak lainnya menyatakan bahwa guru mengalami beberapa hambatan yaitu kevalidan jawaban, keterbatasan waktu dalam asesmen, hambatan dari peserta didik sendiri, dan fasilitas penunjang [25]. Hal ini berkaitan dengan kemandirian belajar siswa.…”

Hasil Belajar Matematika Siswa Melalui Pembelajaran Daring

“…Kesulitan selama pembelajaran daring banyak dialami oleh guru maupun siswa. Misalnya kegiatan interaksi, pengerjaan tugas, ketersediaan bahan ajar, signal, serta ketidakmampuan belajar dalam jaringan (Utami & Cahyono, 2020); keterbatasan infrastuktur pendukung kegiatan belajar, juga pemakaian kuota yang dibutuhkan cukup banyak bagi kedua pihak (guru dan siswa) (Handayani & Irawan, 2020); keterbatasan menggunakan whatsapp (Proborini, 2020); siswa belum bisa bekerja sama secara online (Susanto, 2020); dan sulit untuk mendapatkan gambaran pencapaian kognitif peserta didik (Yansa & Retnawati, 2021). Selain itu, Aboagye, Yawson, dan Appiah (2020) dalam penelitiannya menjelaskan bahwa siswa belum siap dan berpengalaman untuk melakukan pembelajaran daring di masa pandemi ini.…”