Teacher Problematics in Authentic Assessment Implementation in 2013 Curriculum at Al-Muslim Elemtary School Waru Sidoarjo

Ma'ruf, Ma'ruf

doi:10.29407/jpdn.v5i1.12886

Cited by 6 publications

(5 citation statements)

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“…Biology teachers find it difficult, and there is a lack of time allocation in using practical and product assessment instruments, while portfolio and performance assessments are rarely used. This aligns with Ma'ruf's research, which indicates a lack of using performance and portfolio assessment techniques due to teachers' limitations in observing students' performance because of their large number and inadequate student abilities [33]. This is reinforced by Sari's research, indicating a lack of training attended by teachers, limiting their knowledge of non-test assessments.…”

Section: Discussionsupporting

confidence: 75%

Analysis of Difficulties Faced by High School Biology Teachers in Pringsewu Regency in Implementing Non-Test Assessments

Novitasari,

Mujianti,

Solviana

et al. 2024

E3S Web of Conf.

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Assessment plays a crucial role in achieving learning objectives. The use of non-test assessments is still limited to the affective and psychomotor domains, whereas in science, particularly biology, assessment should cover all three domains to make the learning process meaningful. This research uses a qualitative descriptive method. The population consists of SMA Negeri 1 Ambarawa, SMA Negeri 1 Pardasuka, and SMA Negeri 1 Pagelaran, with purposive sampling as the sampling technique. Data collection techniques include interviews, observations, questionnaires, and documentation. Data validity is ensured through triangulation of data sources. Data analysis involves data reduction, data presentation, and drawing conclusions. The results of data collection through questionnaires show an average difficulty level. The observation results indicate no evidence of attached portfolios and projects. Meanwhile, interviews reveal difficulties due to a large number of students, limited time allocation, challenges in remembering each student’s attitude, difficulties in assessing self-honesty and peer assessment, the absence of specific instruments, many points to be assessed, complex instruments, insufficient socialization in instrument creation, lack of knowledge about IT, old age of teachers, and limited practical tools and materials.

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Section: Discussionsupporting

confidence: 75%

Analysis of Difficulties Faced by High School Biology Teachers in Pringsewu Regency in Implementing Non-Test Assessments

Novitasari,

Mujianti,

Solviana

et al. 2024

E3S Web of Conf.

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“…Saat pembelajaran berlangsung guru sering fokus mengajar sehingga penilaian sikap tidak terlaksana dengan baik. Banyaknya peserta didik membuat guru tidak bisa mengamati peserta didik satu persatu, sehingga di dalam penilaian sikap dan keterampilan dilakukan dengan cara diambil dari nilai rata-rata dari nilai yang paling tinggi dan nilai yang paling rendah (Ma'ruf, 2019).…”

Section: Faktor-faktor Yang Dapat Menjadi Kendala Bagi Guru Dalam Mel...unclassified

Analisis Faktor Hambatan Guru dalam Melaksanakan Authentic Assesment di Sekolah Dasar

Arsita¹,

Fathoni²

2022

basicedu

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Tujuan dari penelitian adalah: (1) mendiskripsikan pelaksanaan Authentic Assessment di kelas IV SD Negeri Jetis 3 Karanganyar; dan (2) menganalisis faktor-faktor yang dapat menjadi kendala bagi guru dalam melakukan Authentic Assessment di kelas IV SD Negeri Jetis 3 Karanganyar. Metode penelitian yang digunakan dalam penelitian ini yaitu metode kualitatif deskriptif. Subjek penelitian adalah guru kelas IV dan kepala sekolah SD Negeri Jetis 3 Karanganyar. Teknik pengumpulan data menggunakan teknik triangulasi dengan pengamatan, wawancara, dan dokumentasi. Hasil penelitian yang telah dilakukan menunjukkan bahwa terdapat tiga kompetensi dalam penilaian autentik yaitu kompetensi sikap, kompetensi pengetahuan, serta kompetensi keterampilan. Pada penilaian afektif menggunakan teknik observasi, jurnal, dan penilaian teman sebaya. Penilaian kognitif menggunakan tes tertulis, lisan, dan penugasan. Penilaian keterampilan menggunakan teknik penilaian kinerja, produk, dan portofolio. Faktor penghambat guru dalam Authentic Assessment yaitu kurangnya pemahaman guru terhadap format penilaian autentik, guru kesulitan dalam mengkategorikan kriteria penilaian afektif dan psikomotorik, dan terbatasnya waktu untuk guru melakukan penilaian afektif dan psikomotorik.

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“…Pada abad ke 21 penilaian atau asesmen dalam sebuah pembelajaran dekenal sebagai penilaian autentik (Ma'ruf, 2019). Penilaian autentik adalah peroses penilaian terhadap apa yang harusnya dinilai terhadap peserta didik, meliputi pada saat proses pembelajaran ataupun hasil belajar melalui berbagai jenis alat untuk menilai yang sesuai dengan ketercapaian kompetensi yang telah ditetapkan berdasarkan Standar Kompetensi (SK) atau Kompetnsi Inti (KI), dan Kompetensi Dasar (KD) (Rosnaeni, 2021).…”

Section: Pendahuluanunclassified

Analisis Pengembangan Soal Berbasis HOTS (Higher Order Thinking Skills) Mata Kuliah Belajar dan Pembelajaran FTK UIN Mataram

Aprilia

Sibawaihi

Asyari

2023

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This research is based on the demands of students to be able to improve their critical thinking skills in the era of industrial disruption. So this study aims to analyze the characteristics of HOTS-based question development and analyze the steps of lecturers in the preparation of HOTS-based questions in learning and learning courses at FTK UIN Mataram. . By type, it belongs to the category of field research in a qualitative approach. The authors collect data by interviewing and documenting. From the results of the study, it was found that the characteristics of the questions developed include the appropriate cognitive level, namely analyzing, evaluating and creating, as well as using stimulus and response. Then the steps taken by lecturers in the study and learning courses to develop HOTS questions have met the standard procedure for making questions. A series of stages in the procedure for compiling HOTS questions that have been made by lecturers studying and learning FTK UIN Mataram are:: 1) Analyze basic competencies as basic HOTS questions. 2) Designing the Question grid. 3) Presenting interesting but contextual stumulus., finally 4) Compiling questions based on a grid that has been arranged.

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Teacher Problematics in Authentic Assessment Implementation in 2013 Curriculum at Al-Muslim Elemtary School Waru Sidoarjo

Cited by 6 publications

References 0 publications

Analysis of Difficulties Faced by High School Biology Teachers in Pringsewu Regency in Implementing Non-Test Assessments

Analysis of Difficulties Faced by High School Biology Teachers in Pringsewu Regency in Implementing Non-Test Assessments

Analisis Faktor Hambatan Guru dalam Melaksanakan Authentic Assesment di Sekolah Dasar

Analisis Pengembangan Soal Berbasis HOTS (Higher Order Thinking Skills) Mata Kuliah Belajar dan Pembelajaran FTK UIN Mataram

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