Authentic Assessment Analysis Based on the Curriculum 2013 at SMP Negeri 7 Muaro Jambi

Agustina, Mia Rima; Suraida, Suraida; Alfian, Alfian; Syefrinando, Boby

doi:10.22437/bio.v4i2.6127

Cited by 4 publications

(5 citation statements)

References 4 publications

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“…The finding of this study together with those of the previous ones shows that in authentic assessment, there are still some constraints on the teachers so they did not do this assessment optimally. In line with this finding, the research by Agustina et al (2018) also had the same finding, that in the process of authentic assessment, there were several constraints, including too many assessment formats the teachers had to make in the so limited time so that they could not do authentic assessment optimally. These constraints certainly need solution.…”

Section: Discussionsupporting

confidence: 54%

Evaluating the implementation of authentic assessments in junior high school English lesson

Ningsih¹,

Wahyumiani

2020

Jurnal Penelitian dan Evaluasi Pendidikan

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This study aims to describe the quality and implementation of authentic assessments planning of English subject at junior high schools in Yogyakarta. This evaluation research used a discrepancy evaluation model. It was conducted at three public junior high schools in Yogyakarta which were pilot projects of the 2013 Curriculum, namely SMP Negeri 5, SMP Negeri 8, and SMP Negeri 15. The data in this study were obtained through documentation, interviews and questionnaires. The sample in this study were six English teachers of grade VIII and 549 students in grade VIII who were taught by the teachers. The data analysis involved descriptive quantitative and qualitative analyses. The results of the study are as follows: First, in part (50%) of the lesson plans made by teachers was in good category. All (100%) of lesson plans had assessed attitude, knowledge, and skill. Some part of the lesson plan (33%) included assessment techniques that are in accordance with the competencies assessed, and some other (50%) used HOTS questions, while the other (50%) used realistic questions. Second, in part (51)% of the teachers conducted authentic assessmentsm which is included in good category. Most (77%) of the teachers assessed attitude, knowledge and skill, 57% of the teachers gave HOTS questions, most (87%) of the teachers gave realistic questions, and most (63%) of the teachers assessed attitude, knowledge, and skill during the learning process.

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Section: Discussionsupporting

confidence: 54%

Evaluating the implementation of authentic assessments in junior high school English lesson

Ningsih¹,

Wahyumiani

2020

Jurnal Penelitian dan Evaluasi Pendidikan

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“…Schools are required to develop reliable and credible student assessments to be the policies that surround them. Alimuddin's (2014) research revealed that schools that neglected assessment impacted students' potential creation and poor quality standards. Assessment is seen as the input obtained from the learning process that can determine the strengths and weaknesses of the various components contained in a learning process (McGrew et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Masrul's (2015) study in Riau evaluated students' writing abilities in learning English with a descriptive approach. In addition, Agustina et al (2018) research in Jambi on the analysis of authentic assessment based on the 2013 curriculum in schools with a qualitative approach. This study sees that the assessments that occur still need improvement, especially in the affective and psychomotor aspects.…”

Section: Introductionmentioning

confidence: 99%

Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence

Sukenti

Tambak

Siregar

2021

AIJP

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This research focused on developing the learning assessment teacher of Madrasah Aliyah by strengthening Islamic psychosocial and emotional intelligence, using ex post facto research design and involving 297 Madrasah Aliyah teachers in 12 regencies/cities Riau Province, Indonesia. A questionnaire was made to measure Islamic psychosocial and emotional intelligence and measure learning assessment madrasah teachers. The data were analyzed using inferential statistics. The research results show that the gender levels of the madrasah aliyah teachers influence Islamic psychosocial but do not affect emotional intelligence and learning assessment. It confirms that male and female teachers do not have different emotional intelligence and teacher learning assessment, but Islamic psychosocial effects are affected. Madrasah teachers' teaching experience affects Islamic psychosocial, emotional intelligence, and learning assessment of madrasah aliyah teachers. This research shows that Islamic psychosocial contribution is "strong" in developing teacher learning assessments, while emotional intelligence has a "strong enough" effect. This research concludes that the learning assessment of madrasah teachers can be maximally developed by simultaneously mastering Islamic psychosocial and emotional intelligence in madrasah. This research has implications for the theory of "developing learning assessment for madrasah teachers" in developing the professionalism of madrasah teachers.

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“…Masrul's [9] study in Riau on evaluating students' writing abilities in learning English with a descriptive approach. In addition, Agustina, et al [10] research in Jambi on the analysis of authentic assessment based on the 2013 curriculum in schools with a qualitative approach. This study sees that the assessments that occur still need improvement, especially in the apective and psychomotor aspects.…”

Section: Introductionmentioning

confidence: 99%

Developing Indonesian language learning assessments: Strengthening the personal competence and Islamic psychosocial of teachers

Sukenti

Tambak

Charlina

2020

IJERE

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<span>Research on the assessment of learning has been carried out by many other researchers, but putting Islamic psychosocial and personal competence as a solution has not been found. This study aimed to develop an assessment of Indonesian Language learning for high school teachers by strengthening Islamic psycosocial and personality competencies. Using the ex post facto approach, by distributing questionnaires to 213 Indonesian Language teachers and analyzed using descriptive and regression. This research results in the mastery of teachers about personality competence, Islamic psychosocial, and the assessment of Indonesian Language is the same as medium mastery. Personality competence and Islamic psychosocial as together are very strong in developing the ability to assessment Indonesian Language learning in high school teachers. Islamic psychosocial is predicted to be able to improve the assessment of Indonesian Language high school teacher learning as well as personality competence. This study concludes that personality’s competences and Islamic psychosocial are very significant in developing the assessment of Indonesian Language high school teacher's in learning. This research contribution strengthens the development of the theory of "teacher performance assesment" in the world of education. For the Department of Education to develop policies to improve the assessment of Indonesian Language learning by conducting Islamic psychosocial and personality competency training for all teachers in Indonesia.</span>

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Authentic Assessment Analysis Based on the Curriculum 2013 at SMP Negeri 7 Muaro Jambi

Cited by 4 publications

References 4 publications

Evaluating the implementation of authentic assessments in junior high school English lesson

Evaluating the implementation of authentic assessments in junior high school English lesson

Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence

Developing Indonesian language learning assessments: Strengthening the personal competence and Islamic psychosocial of teachers

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