The world of education is currently facing new challenges since it enters the industrial revolution era 4.0 in which the digital industry has become a paradigm and reference in the recent order of life. The Industrial Revolution 4.0 comes together with the disruption era of which new literacy incorporating data, technology literacy and human literacy. Data literacy is related to the ability to read, to analyze and to make conclusions based on obtained data and information (big data). Technology literacy emphasizes on the ability to understand the way of the working machine. It also includes technology applications and technology-based work to produce maximum results. Human literacy focuses on communication, collaboration, critical thinking, creative and innovative abilities. In case of human literacy, it is necessary to develop positive characters to equip Indonesian people with Pancasila character. The efforts to produce a generation that can compete in disruption era must be done in some integrated way with Innert-depend strategies to foster a holistic culture and community morality with the potential basis of the community including Pancasila character. This study aims at producing Innert-depend strategies development model through making best practice film of Android based learning of Pancasila characters. The research method was using Research and Development [1] with the 4-D (Four-D Models) modified by R & D form of [2]. Research procedure include Define phase; Design phase; Develop phase and Disseminate phase. The first stage was to produce film packages best practice of Android-based Pancasila character, the second stage was to produce students’ Innert-dependent strategies development model to face disruption era, and the third stage, the model has been disseminated in the student environment through intra-curricular and extracurricular. The results showed that there was an increase in Innert-depend strategies during the experimental class students and the standard gain average in the experimental class was in the "high" category which was significantly different from the control class with "medium" category. Based on these results, it can be concluded that the average innert-depend strategies test results and understanding of the experimental class concept were higher, both from the average score and the standard gain mean.

This study aims at producing an assessment instrument of the PISA model to measure students’ problem-solving skills and scientific literacy in junior high schools that are valid, practical, and having potential effects. This research employed the design of development studies. The analysis used the Item Response Theory (IRT) Rasch model based on the junior high school students' responses to the developed PISA assessment instrument on natural science subjects. The result of this study was a test set of PISA model for the material of Vibration, Wave, and Sound consisting of 40 items. The test was valid in terms of content, constructs, and language according to the expert assessment, and practical based on small group trials. It also had a potential effect based on the students’ answers and questionnaires results in the field test. The qualitative analysis showed that the developed test had several potential effects, i.e. the development of students' problem-solving skills and scientific literacy so that they gained a relatively high ability to solve a test with the PISA model. The results of quantitative analysis through field test trials showed that there was a significant effect from the application of the PISA model test to enhance students’ scientific literacy and problem-solving skills in the junior high school with the Sig. value of 0.000 which was less than the significance level of 0.05 (α = 5%).

AbstrakKegiatan pelatihan ini bertujuan untuk meningkatkan kualitas penilaian peserta didik sehingga dapat menerapkan otentik asesmen sebagaimana di minta di Kurikulum 2013. Penilaian konvensional cenderung dilakukan untuk mengukur hasil belajar peserta didik. Dalam konteks ini, penilaian diposisikan seolah-olah sebagai kegiatan yang terpisah dari proses pembelajaran. Pemanfaatan penilaian bukan sekadar mengetahui pencapaian hasil belajar, justru yang lebih penting adalah bagaimana penilaian mampu meningkatkan kemampuan peserta didik dalam proses belajar.Penilaian seharusnya dilaksanakan melalui tiga pendekatan, yaitu assessment of learning (penilaian akhir pembelajaran), assessment for learning (penilaian untuk pembelajaran), dan assessment as learning (penilaian sebagai pembelajaran). Dengan kegiatan pelatihan ini diharapkan kompetensi guru dalam bidang penilaian dapat meningkat.Kegiatan pengabdian ini dilakukan dalam rancangan workshop dan pendampingan mulai dari penjelasan tentang pemanfaatan Assessment of Learning, Assessment for Learning dan Assessment as Learning Pada Pembelajaran IPA SMP, melakukan validasi dan uji coba asessment di kelas pembelajaran, dan menerapkan asesmen tersebut dalam seluruh penbelajaran IPA di SMP. Evaluasi kegiatan dilaksanakan baik dari aspek proses (workshop dan pendampingan) maupun aspek produk (melakukan tes kemampuan guru menerapkan asesmen di kelas pembelajaran). Pada tahap implementasi di lapangan akan dilaksanakan dengan cara melakukan kemitraan kolaboratif dengan MGMP IPA SMP di Kabupaten Magelang, Provinsi Jawa Tengah. Kata kunci: Pelatihan guru, Assessment of Learning, Assessment for Learning, Assessment as Learning. Assessment Of Learning, Assessment For Learning And As Learning Assessment Training In Smp Learning Learning In MGMP, Magelang DistrictAbstractThis training activity aims to improve the quality of student assessment so that they can apply authentic assessments as requested in the 2013 Curriculum. Conventional assessments tend to be carried out to measure student learning outcomes. In this context, assessment is positioned as if the activity is separate from the learning process. Utilization of assessment is not just knowing the achievement of learning outcomes, rather what is more important is how assessment can improve the ability of students in the learning process. Assessment should be carried out through three approaches, namely assessment of learning (assessment of learning), assessment for learning (assessment for learning) , and assessment as learning (assessment as learning). With this training activity it is expected that teacher competency in the field of assessment can increase.These service activities are carried out in the design of workshops and mentoring starting from the explanation of the use of Assessment of Learning, Assessment for Learning and Assessment as Learning in Junior High School Science Learning, validating and testing assessments in learning classes, and implementing these assessments in all Natural Sciences learning in SMP . Evaluation of activities carried out both from the aspect of the process (workshops and mentoring) and product aspects (testing the ability of teachers to apply assessments in learning classes). At the implementation stage in the field, it will be carried out by collaborative partnership with MGMP IPA SMP in Magelang Regency, Central Java Province.Key words: Teacher training, Assessment of Learning, Assessment for Learning, Assessment as Learning

The development of smart mobile phone terminals, mobile learning has become an effective and efficient way for teachers to learn, so that the continuous development of teacher competency development can take place in a fun way. From the aspect of integrated science learning material, it is very clear that science learning in the 2013 curriculum is carried out on an integrated basis. Integrative science has the meaning of combining various aspects, namely the domains of attitudes, knowledge and skills. Therefore, the assessment system developed in science learning must also be able to develop four dimensions of knowledge (factual, conceptual, procedural). In this study, procedural knowledge was specifically developed using the assessment of integrated science application using mobile learning on gadgets with the android platform. The methodology developed in this study is a Research & Development spiral model as referenced by Cennamo and Kalk (2005: 6). In this spiral model, there are 5 (five) development phases, namely: (1) definition, (2) design, (3) demonstration, (4) develop, and (5) presentation (deliver). The research results that have been achieved are; (1) A model for enhancing the professional competence of teachers in the development of procedural ability tests through the design of an assessment of integrated science using mobile learning on gadgets with a proper android platform based on expert judgemnet, (2) Practicality tests of the model have been carried out based on the results of training involving junior high school teachers in the MGMP area of science teachers, Mlati District, Sleman Regency, (3) The model is effective in improving students' procedural abilities

Artikel ini bertujuan mengkaji teori tes klasik serta aplikasi Iteman untuk menganalisis butir soal berbentuk pilihan ganda (PG) yang diperuntuk untuk guru atau mahasiswa calon guru baik bidang IPA atau Non-IPA. Metode yang digunakan dalam kajian ini adalah studi pustaka atau literatur baik buku dan jurnal baik dari dalam maupun luar negeri. Hasil kajian diperoleh konsep bahwa konsep dasar teori tes klasik menjadi landasan munculnya formula-formula penting dalam analisis butir soal yang meliputi validitas, reliabilitas, distribusi jabawan, tingkat kesukaran, dan daya pembeda. Iteman (Item and Test Analysis) merupakan aplikasi program komputer yang dapat digunakan untuk menganalisis butir soal berbentuk pilihan ganda berdasarkan pendekatan teori tes klasik. Setelah membaca artikel ini, diharapkan guru atau mahasiswa calon guru mempunyai pemahaman tentang konsep dasar teori tes klasik, validitas, reliabilitas, distribusi jawaban, tingkat kesukaran, dan daya pembeda, serta mempunyai kemampuan menggunakan aplikasi Iteman untuk analisis butir soal bentuk pilihan ganda sehingga memperoleh soal yang berkualitas yang digunakan untuk evaluasi pembelajaran.