Vocational High School Teachers’ Difficulties in Implementing the Assessment in Curriculum 2013 in Yogyakarta Province of Indonesia

Retnawati, Heri; Hadi, Samsul; Nugraha, Ariadie Chandra

doi:10.12973/iji.2016.914a

Cited by 169 publications

(164 citation statements)

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“…They did not know exactly the appropriate learning materials, this is due to the learning materials provided by the government are considered too difficult for the students and are not contextual to the students' learning environment. Ideally, teachers should strongly comprehend the learning materials to be taught to their students [17], [5,6,11].…”

Section: Resultsmentioning

confidence: 99%

“…. As mentioned in the regulation of Minister of Education and Culture number 104 year 2014, learning assessment is conducted through authentic and non-authentic assessment [1], [20,21], but authentic assessment is the main assessment [4], [17,18]. It was found that most teachers still conducted assessment to measure the students' cognitive rather than the attitude and psychomotoric of the students.…”

Section: Resultsmentioning

confidence: 99%

“…The problems are mainly in the form of lesson planning, implementation of the lesson plan and assessment [17], [9,12,19]. The teachers are required to be really dedicated to their profession to be able to implement the lesson plan and the assessment properly.…”

Section: Introductionmentioning

confidence: 99%

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The primary school teachers’ competence in implementing the 2013 curriculum

Maba

Mantra

2018

SHS Web Conf.

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Abstract.This study was conducted to analyze the competence of primary school teachers in implementing the 2013 curriculum. The 2013 curriculum has been implemented in almost all schools and there are still many unsuccessful implementations in several Indonesian schools. Therefore it is important to study the teachers' competence in implementing the 2013 curriculum. A qualitative research design was carried out in this study by utilizing argumentative descriptive analysis. The data was collected by carrying out in depth interviews to the primary schools teachers who were selected by random sampling techniques. The results of this study indicated that primary school teachers have insufficient competence in implementing the 2013 curriculum especially in designing lesson plan, lesson plan implementation and assessment practices. Consequently, it is recommended that further intensive training and focus group discussion should be held to improve the teachers' competence in implementing the 2013 curriculum.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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The primary school teachers’ competence in implementing the 2013 curriculum

Maba

Mantra

2018

SHS Web Conf.

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“…This is because the NE 2015 and 2016 began to accommodate Higher Order Thinking Skills (HOTS) items which refers to PISA and TIMSS items. This is inseparable from the Indonesian government's policy to implement the Curriculum 2013, where one of the main focus in this curriculum is the development of students' HOTS [14,15]. In addition, in the NE 2015 and 2016 has been implemented Computer Based National Examination (CBNE), where the CBNE score is more accurate than Paper and Pencil Test score [16].…”

Section: Fig 4 the Tcc Of The Mne 2016 Test Instrumentsmentioning

confidence: 99%

The Equating of Battery Test Packages of Mathematics National Examination 2013-2016

et al. 2018

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Abstract. When a test implements several test instruments, there is an assurance that the test instruments that will be implemented are equal and this equality is an urgent matter. Therefore, this study aimed at confirming the equality of the test instruments that had been implemented in Mathematics National Examinations (MNE) 2013-2016. This study was conducted using quantitative approach. The data were gathered using students' response documentation technique and MNE test instruments; the test instruments were drawn from the packages that had been administered to the national examinations for junior high school students in the Province of Yogyakarta Special Region. The data were analyzed by using the stages of item parameter estimation, designing the equating equation, equating through concordance model, drawing the test characteristics curve, and interpretation. The results of the analysis showed that the instruments that have been administered are almost equal, both from one package to another and from one year to another, with the standards of test instrument 2013.

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“…Sehingga guru kesulitan dalam mengkaitkannya pada lembar penilaian. hasil peneltian diperkuat oleh penelitian Retnawati, Hadi & Nugraha (2016), hasil penelitian menunjukkan bahwa dalam penerapan kurikulum 2013 guru belum sepenuhnya memahami sistem penilaian. Guru juga kesulitan dalam mengembangkan instrument penilaian sikap, melaksanakan penilaian autentik, merumuskan indicator, merancang rubric penilaian untuk keterampilan dan mengumpulkan skor dari beberapa teknik penilaian.…”

Section: Pelaksanaan Penilaian Autentik Mata Pelajaran Matematika DI unclassified