Implementation of Authentic Assessment on Mathematics Teaching: Study on Junior High School Teachers

Syaifuddin, Mohammad

doi:10.12973/eu-jer.9.4.1491

Cited by 18 publications

(20 citation statements)

References 40 publications

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“…Empirically, based on the results of the performance appraisal tool trials conducted, the practicality of authentic appraisal tools can also be fulfilled; and (5) Effective, the dissemination stage shows that the authentic assessment is effectively used, but with the status of "revision device" based on suggestions and input from the results of the deployment of the device. The findings of this study are relevant and are backed up by several earlier studies (Fauziah et al, 2018;Ilmiwan et al, 2019;Sabri et al, 2019;Syaifuddin, 2020;Taruh & Mursalin, 2018).…”

Section: Discussionsupporting

confidence: 69%

“…Authentic assessment has been the subject of several past research, all of which are connected and important and support this research (Arifin, 2018;Fauziah et al, 2018;Sabri et al, 2019;Syaifuddin, 2020). Therefore, in this study, it is necessary to develop an assessment tool in the form of an authentic assessment tool with specifications for performance appraisal, self-assessment, and portfolio assessment.…”

Section: Introductionmentioning

confidence: 91%

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Development of Authentic Assessment in Geometry Learning

Jaelani

Hasbi²

2022

J. Rev. Pemb. Mat.

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This study aims to describe the process and results of the development of authentic assessment in teaching geometry which refers to the 4-D model. Geometry authentic assessment in this study includes learning achievement tests, self-assessment, portfolio assessment, performance assessment guidelines, self-assessment guidelines, portfolio assessment guidelines, feasibility test instruments, teacher response questionnaires, student response questionnaires, and validation sheets. The research subjects are 8th-grade students of SMPN 2 Barombong, Gowa Regency. The validity test analysis is rationally obtained through two the results of the validation of experts, test reliability both rationally and empirically, and objectivity using the product-moment formula. The results showed that the authentic assessment met the criteria of being valid, practical, and effective. As a consequence, it is suggested that the development of authentic assessment tools for geometry learning be expanded to other resources to make teacher evaluation easier. Furthermore, the study's implications provide teachers with information for conducting authentic assessment formulation in the implementation of learning, especially for students.

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Section: Discussionsupporting

confidence: 69%

Section: Introductionmentioning

confidence: 91%

Development of Authentic Assessment in Geometry Learning

Jaelani

Hasbi²

2022

J. Rev. Pemb. Mat.

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“…Research shows the factors causing a lack of numeracy literacy, which were because most students considered that MCA questions were not in accordance with the materials learned in class. In addition, students' abilities are still below the minimum completeness criteria (Aufa & Manoy, 2022;Handayani et al, 2021;Syaifuddin, 2020). Teachers must familiarize students with solving MCA questions to improve students' numeracy literacy outcomes (Aufa & Manoy, 2022;Lin et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Minimum Competency Assessment to Measure Mathematical Literacy of Junior High School Students

Syaifuddin

2022

JERE

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Referring to the results of international tests, both PISA and TIMSS, Indonesia continues to strive to improve students' mathematical literacy skills through various policies. However, most students performed better in terms of literacy than on the arithmetic test. This study aims to develop a valid and reliable minimum competency assessment instrument to measure and describe the mathematical literacy competence of junior high school students in carrying out the minimum competency assessment (MCA). This type of Research & Development (R&D) research uses the development stages of the modified Oriondo and Antonio models. This study involved 60 students. The subjects used for the trial were 15 junior high school students. The methods used to collect data are observation and questionnaires. The instrument used to collect data is a questionnaire. The data analysis technique is descriptive qualitative and quantitative analysis. The results showed that 17 questions were valid and reliable, with Alpha reliability of 0.853, and suitable for measuring the numeracy literacy competence of junior high school students. The average numeracy literacy competence of junior high school students is 53.3, categorized as 'less.' The research findings suggest that teachers can utilize the MCA test to assess students' mathematical literacy and identify areas where students need to improve classroom learning.

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“…Assessment is gathering information about the learning process, which relates to the early learning process, during learning activities, at the end of learning, learning impact, and learning impact. (Karunanayaka & Naidu, 2021) (Syaifuddin, 2020) By using authentic assessment techniques, for example, we can find out the effectiveness of the learning, be it materials, media, or learning approaches. Lecturers conduct assessments to monitor student learning characteristics, progress, and improvement.…”

Section: Automation (Covers All Routine Work)mentioning

confidence: 99%

The Effect of Authentic Learning Approaches and Assessment Techniques on Students' Statistics Basic Test Results by Intelligence Control

Iskandar

Ahmad

2022

jisae

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The purpose of this study is to determine the effect of authentic learning approaches and assessment techniques on students' basic statistical learning outcomes by controlling intelligence. This research is a quasi-experimental research using a 2x2 factorial design which includes 80 samples of KPI students. The results are (1) the results of the basic statistical basic test of students who use a scientific approach are higher than students who use a contextual learning approach (2) the results of the basic statistical test of students who use essay tests are higher than students who use portfolio assessment (3) there are the effect of the interaction between the learning approach and authentic assessment techniques on the results of the basic statistical basic test of students (4) especially for students who learn to use essay assessment, the results of the basic statistical test of student groups with a scientific approach are higher than contextual learning (5) especially for students who learn to use portfolio assessment, the results of the basic statistical test of student groups with a contextual approach are lower than scientific learning (6) especially for students who learn to use a scientific approach, the results of the basic statistical test of student groups with essay assessments are more higher score than using portfolio assessment (7) especially for students who learn to use a contextual approach, the results of the basic statistical test for groups of students with portfolio assessment are lower than using essay assessment. Therefore, it is recommended for lecturers to know the success of students in receiving the material, it is better to use a scientific approach and form of essay assessment.

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Implementation of Authentic Assessment on Mathematics Teaching: Study on Junior High School Teachers

Cited by 18 publications

References 40 publications

Development of Authentic Assessment in Geometry Learning

Development of Authentic Assessment in Geometry Learning

Minimum Competency Assessment to Measure Mathematical Literacy of Junior High School Students

The Effect of Authentic Learning Approaches and Assessment Techniques on Students' Statistics Basic Test Results by Intelligence Control

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