Analisis Rubrik Penilaian Berbasis Education for Sustainable Development dan Konteks Berpikir Sistem di Sekolah Dasar

Andriani, Dewi; Hamdu, Ghullam

doi:10.31004/edukatif.v3i4.514

Cited by 4 publications

(3 citation statements)

References 15 publications

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“…The affective domain is related to attitudes and interests and the psychomotor domain is related to skills. The 2013 curriculum assessment is intended so that students do not feel pressured to participate in learning (Andriani & Hamdu, 2021).…”

Section: Assessment In Thematic Learningmentioning

confidence: 99%

Implementation Design of Curriculum 2013 in the Thematic Learning Process in Integrated Islamic Elementary School

Zaenuri

Rokhimawan

2022

jip

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In the 2013 curriculum, thematic learners are no longer teacher-centred but rather on students, learning is no longer one-way but more participatory because it is more student-centered. The focus of this research is to look at the implementation of thematic learning at SDIT Bina Ilmi Palembang. This research applies qualitative methods, namely taking descriptive approaches and field observations, as well as studying relevant books. Data retrieval techniques use observation and interview guidance instruments while data analysis techniques use Miles and Huberman's interactive analysis models, which include data reduction, data presentation, and conclusion drawing. The results showed that SDIT Bina Ilmi Palembang in the implementation of thematic learning of teacher using thematic guidebooks and packaging materials as best as possible by making learning media so that students could achieve affective, cognitive, and psychomotor aspects. The methods of implementation of the learning process used in thematic learning vary so that students do not get bored such as, role playing, Q&A, singing, assigning tasks, group discussions, observations, and exercises then also apply integrated methods, namely, study, exploration, formulate, present, apply (worldly and ukhrowi) in which students can play an active role and also other goals so that students do not only master the cognitive realm but its affective and psychomotor are constantly evolving.

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Section: Assessment In Thematic Learningmentioning

confidence: 99%

Implementation Design of Curriculum 2013 in the Thematic Learning Process in Integrated Islamic Elementary School

Zaenuri

Rokhimawan

2022

jip

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“…Ranah kognitif berkaitan dengan pengetahuan atau pengertian, ranah afektif berkaitan dengan sikap dan minat, serta ranah psikomotor berkaitan dengan keterampilan. Penilaian dalam kurikulum 2013 ditujukan agar siswa tidak merasa tertekan dalam mengikuti pembelajaran (Andriani et al, 2021).…”

Section: Pendahuluanunclassified

Proses Penilaian Hasil Belajar Kurikulum 2013 di Sekolah Dasar

2021

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Penilaian merupakan bagian yang tak terpisahkan dari pembelajaran, walau pelatihan kurikulum 2013 telah diberikan namun pemahaman akan penilaian hasil belajar masih dirasa kurang. Tujuan penelitian ialah mendeskripsikan proses penilaian hasil belajar kurikulum 2013 di sekolah dasar. Penelitian ini merupakan penelitian deskriptif kualitatif. Sumber data dalam penelitian ini melibatkan dua orang guru kelas dan satu orang kepala sekolah. Data dikumpulkan dengan teknik wawancara, observasi dan telaah dokumen. Analisis data dilakukan dengan tekhnik miles huberman yang terdiri dari tiga tahap yaitu reduksi data, penyajian data dan kesimpulan. Keabsahan data diuji menggunakan triangulasi sumber dan triangulasi teknik. Hasil dari penelitian menyimpulkan bahwa dalam penilaian hasil belajar kurikulum di sekolah dasar meliputi pada tiga ranah penilaian yaitu afektif, kognitif dan psikomotor, sedangkan proses penilaian dilaksanakan melalui lima tahapan utama yang terdiri dari mengkaji silabus, pembuatan kisi-kisi penilaian, melaksanakan kegiatan penilaian, analisis hasil penilaian dan menyusun laporan penilaian. Berdasarkan pada temuan tersebut, disarankan agar penilaian hasil belajar tetap dilakukan dengan memperhatikan standar penilaian yang telah ditetapkan.

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“…Apart from that, many positive things can be gained from applying systems thinking skills, including growing the ability to solve problems and other more difficult skills (Andriani & Hamdu, 2021;Meilinda et al, 2018), increasing the ability to analyze problems in a structured manner, making conclusions (Richmond, 1994), analyzing the dynamics of a model or system (Rebs et al, 2019) and helping students link relationships between seemingly unrelated problems into interrelated ones (Clark et al, 2017;Rustaman, 2021). This ability is to the demands of climate change material which is complex material so that understanding variations, causes, and effects requires systems thinking skills (Abbott, 2014;Roychoudhury et al, 2017;Shepardson et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Development of STEM Integrated Flipped Classroom Learning Program to Improve Students' Systems Thinking Skills

Latif,

Abdurrahman,

Fadiawati

2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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This research develops a Flipped Classroom integrated with STEM with the ADDIE model to improve systems thinking skills. The research subjects were 31 students at Al Kautsar Middle School in Bandar Lampung. At the beginning of the research, it was found that 70% of teachers had not used the flipped classroom, 65% had not integrated STEM, 73% had not understood systems thinking skills which was carried out on 30 teachers, and performance analysis was carried out on 60 students, with the results of 72% learning traditionally, 73% had not integrated STEM and the average value of systems thinking skills is 40. Validators stated that the development instrument was valid with values of 92.12 and 92.52% when limited testing was carried out. Assessment of learning implementation was 89% and assessment of student performance was 88%. The program is effective in improving systems thinking skills in terms of an N-Gain of 0.58 and an effect size of 0.22 in the medium category. Effectiveness is supported by practicality 88%, positive teacher response 88%, and positive student response 81% with very high criteria. The research results concluded that the STEM-integrated flipped classroom program was effective and practical in improving systems thinking skills.

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Analisis Rubrik Penilaian Berbasis Education for Sustainable Development dan Konteks Berpikir Sistem di Sekolah Dasar

Cited by 4 publications

References 15 publications

Implementation Design of Curriculum 2013 in the Thematic Learning Process in Integrated Islamic Elementary School

Implementation Design of Curriculum 2013 in the Thematic Learning Process in Integrated Islamic Elementary School

Proses Penilaian Hasil Belajar Kurikulum 2013 di Sekolah Dasar

Development of STEM Integrated Flipped Classroom Learning Program to Improve Students' Systems Thinking Skills

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