Developing an assessment model to improve the Sundanese speaking skill of Indonesian middle school students

Kuswari, Usep; Haerudin, Dingding; Nugraha, Haris Santosa

doi:10.21831/cp.v41i1.46170

Cited by 2 publications

(2 citation statements)

References 5 publications

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“…Through test answers, it can be seen directly which material has been mastered by students and which material must be considered more carefully in learning. Therefore, teachers and education policymakers have to prepare entry-level test kits before the learning process is carried out (Kuswari, Haerudin, & Nugraha, 2022).…”

Section: The Students' Entry-level Competenciesmentioning

confidence: 99%

How students’ entry-level competencies determine the learning needs of BIPA lectures?

Pratiwi

Suyitno²,

Fawzi³

et al. 2022

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BIPA (the acronym of Bahasa Indonesia untuk Pelajar Asing) is one of the Indonesian-language learning programs for foreign learners. Understanding entry-level of student competencies are very useful as a starting point for preparing learning according to their learning needs in future lectures. This study aimed to describe how to assess student competence before conducting the lecture to determine their learning needs. This study used a qualitative and quantitative approach conducted in BIPA lectures involving seven lecturers as informants and 159 students as samples. Data were collected through document analysis, interviews, and tests. Qualitative data were used to describe the essential learning materials studied in BIPA lectures. Quantitative data were analyzed using the statistical tool 'Pearson Product Moment to assess entry-level competencies of students before taking courses. The results showed that the entry-level of students were in a low category. The correlation showed that the Grade Point Index (GPI) achieved in the previous lecture did not contribute significantly to student understanding in BIPA lectures because of the different substantial topic of the subjects. The low entry-level test scores reflect the students have not mastered the essential materials for BIPA lectures so they need to study them seriously. These findings can be used as a reference in determining the learning needs of students in the BIPA special program lectures. Therefore, these findings are useful for designing learning and determining policies that can meet the learning needs of students.

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Section: The Students' Entry-level Competenciesmentioning

confidence: 99%

How students’ entry-level competencies determine the learning needs of BIPA lectures?

Pratiwi

Suyitno²,

Fawzi³

et al. 2022

View full text Add to dashboard Cite

show abstract

“…This project needs to present clarity in the objectives of the evaluation, systematic collection, organization, and analysis of data, reasonable procedures for generating the results, comprehensive strategies for interpreting the results, and an operational scheme for the weaknesses found in the generated results. These requirements guarantee the consistency and validity (as well as the quantity and quality) of the changes that every evaluation process contains (Kuswari, Haerudin & Nugraha, 2022).…”

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confidence: 99%

Evaluation of the Rami 4.0 architecture course offered by the campus Manaus District Industrial of IFAM

Dias

Vieira²,

Silva³

et al. 2022

RSD

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This study aimed to evaluate some fundamental aspects of the course on Rami 4.0 architecture offered by the Campus Manaus Industrial District of IFAM. These aspects include a) the sociodemographic characteristics of the participants to compose their profile (to know the subjects discussed that were most interesting to them and those that are likely to be part of their portfolios of products and services to be offered to their applicants), b) to know the degree of satisfaction with the course, and c) what needs to be done to make the course even better. The data were collected through a mixed questionnaire, prepared and tested specifically for this purpose. The course participants conducted the survey on the right day and time. The sociodemographic results were a) the predominance of young, b) people and adults in the same proportion, c) a predominance of men, d) almost all exercising professional activity, e) the majority graduating for less than ten years, and f) less than five years of professional practice. The explanatory results were that only one had prior knowledge of Rami 4.0, the main reason for taking the course was to gain a new understanding, and the most exciting and most important subject was digital connectivity. The evaluative results satisfied the course and the need to work practically on the contents. The conclusion shows that the course achieved its intended objective: to make the Rami 4.0 architecture known to the participants.

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Developing an assessment model to improve the Sundanese speaking skill of Indonesian middle school students

Cited by 2 publications

References 5 publications

How students’ entry-level competencies determine the learning needs of BIPA lectures?

How students’ entry-level competencies determine the learning needs of BIPA lectures?

Evaluation of the Rami 4.0 architecture course offered by the campus Manaus District Industrial of IFAM

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