Tujuan penelitian ini adalah untuk mengembangkan dan menemukan asesmen alternatif yang valid, praktis dan efektif berlandaskan pembelajaran matematika dengan pendekatan realistik di Sekolah Dasar (SD). Penelitian ini merupakan peneli-tian pengembangan yang mengacu pada model pengembangan pendidikan dari Plomp dengan mengacu pada kriteria kualitas produk pengembangan yang dikemukakan Nieveen, yang melipu-ti kriteria kevalidan, kepraktisan, dan keefektifan. Hasil peneliti-an ini adalah seperangkat penilaian dalam pembelajaran mate-matika dengan pendekatan realistik. Hasil uji coba, menunjuk-kan bahwa asesmen alternatif telah memenuhi kriteria kevalid-an, kepraktisan, dan keefektifan. Kevalidan asesmen alternatif beserta perangkat asesmen yang digunakan termasuk dalam kategori sangat baik. Kepraktisan dan keefektifan asesmen alter-natif beserta seluruh perangkat asesmen yang digunakan dalam pelaksanaan asesmen di dalam kelas termasuk kategori sangat praktis dan efektif. Ketercapaian keefektifan asesmen alternatif berdasarkan proses dan hasil pembelajaran cenderung mening-kat dengan kategori baik. Demikian juga respons siswa dan guru terhadap penerapan asesmen alternatif yang cenderung positif.Kata kunci: asesmen alternatif, pendekatan realistik________________________________________________ DEVELOPING ALTERNATIVE ASSESMENT IN MATHEMATICS LEARNING USING THE REALISTIC APPROACH IN ELEMENTARY SCHOOLSAbstract This study aimed to develop and generate a valid, practical and effective alternative assessment based on the principle of mathematics learning using the realistic approach in elementary schools (Sekolah Dasar, SD). This study was a research and development study which referred to the model of educational development by Plomp based on the criteria of product quality proposed by Nieveen, including the criteria of validity, practicality, and effectiveness. This study produced a set of assessment in mathematics learning using realistic approach. Based on the result of the tryout, the generated alternative assessment has fulfilled the criteria of validity, practicality, and effectiveness. The validity of alternative assessment and its assessment sets are in very good category. The result of the testing shows that the alternative assessment is very practical and effective, in terms of the learning process and learning achievement which tend to improve toward the good category. The response of students and teachers towards the implementation of this alternative assessment is also positive.Keywords: alternative assessment, realistic approach

The present study aimed to identify and formulate Ibnu Miskawaih's and Imam Al-Ghazali's idea of character strength and virtue. To this end, a qualitative literature review was applied. The literature included books and journals related to character strength and virtue formulated by positive psychology The data were analyzed in descriptive-reflective-instrospective ways within Islamic psychology perspective. It was found that in terms of number and composition of character strengths and values of virtues, there was a significant difference between positive psychology and Islamic education psychology. There was a slight difference between character strength in positive psychology and that in Islamic education psychology in the form of the presence of middle way. This middle way, as sharia' stipulates, aims to provide a balance in all nature and quality of virtue. The finding of the study contribute to the field of guidance and counseling by proposing the reinforcement of character strength and virtue in this globalization era.

This study investigates the current practices and challenges of alternative assessment for the teachers. While oral competence remains a productive skill in learning language process, the concept of alternative assessment or teacher-made assessment (classroom assessment) is another more authentic method of assessments which is different from the traditional ones. This study involved two EFL teachers who had more than five years teaching experience and used to give alternative assessment practice in the same Islamic Boarding School (IBS). An in-depth semi-structured interview and class observation was conducted with these two key aims: (1) to describe how English teachers are currently using alternative assessment practices on EFL students’ oral competence; and (2) to describe the difficulties faced by English teachers in implementing alternative assessment on EFL students’ oral competence. The results revealed that English Teacher in IBS has widely employed several methods such as peer assessment in collaborative work, and class students’ observation. In applying alternative assessment strategies, the teachers focused on oral skills which used many group activities and gave authentic materials as topic. The teachers increased the students’ involvement by giving activities such as role-play, assigning them to memorize short dialogue, drama, conversation, and presentation. The teachers also collected students’ notebooks as additional scores, raised students’ cases or problems to solve, and shared the components that would be assessed. The teachers gave some recommendations in order to use oral presentation to stimulate students’ oral competencies in their class and evaluate or control students to practice English outside of the classrooms as well. English teachers also faced several difficulties in implementing alternative assessment on EFL students’ oral competence, such as students’ lack of vocabulary, students’ weak of pronunciation and grammar which makes the students less confidence and motivation, and some slow-learners. In addition, teachers also had limited time to assess all student competencies.

In state-of-the-art era, technology leads people to changes of life. In the education context, especially in the pandemic situation, there is a transmission of learning way, from conventional to online which is called as Shift-learning. Not excuse, the remote area was affected too. Consequently, this study needs to be created as the evidence if the writers tend to contribute in this case. This study is designed as the case study. It conducted in the suburb area in Kotawaringin Barat, Central Borneo. The participants consisted of 5 English teachers who teach in different context (school and course). This study focused on the teachers' readiness and the media learning application in the pandemic era. The study revealed that teachers experienced forced shift learning. It can be said they are not ready in the preparation but they did great jobs in surviving to adapt in pandemic situation. Furthermore, WhatsApp was being a preference for suburban teachers in the instructional process. consequently, writers suggest that suburban teachers to improve their knowledge of current technology in education periodically by training to prepare the teacher adjusting the material that is suitable or contextual in accordance with the level of understanding of the students.