Evaluasi implementasi kurikulum 2013

Astuti, Dwi Ariani; Haryanto, Samsi; Prihatni, Yuli

doi:10.30738/wd.v6i1.3353

Cited by 24 publications

(23 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The researcher employed the theories of evaluation research in conducting this study (Ardiyanto & Fajaruddin, 2019;Astuti, Haryanto, & Prihatni, 2018;Darmayanti & Wibowo, 2014;Rahayuningsih, Fajaruddin, & Manggalasari, 2018). According to (Gall, Gall, & Borg, 2003), evaluation research is important to policy makers, program managers, and curriculum developers.…”

Section: Methodsmentioning

confidence: 99%

Eight grade text book evaluation by Cunningsworth’s theory

Apriyani

Robiasih

2019

JELP

View full text Add to dashboard Cite

The objectives of this study are to: (1) describe the appropriateness of textbooks of the eighth grade based on the criteria of good textbook by Cunningsworth, and (2) describe the strength and weaknesses of each textbook. This research belongs to evaluation research. The object of this research was two textbooks. They are When English Rings a Bell and Bright for the eighth grade junior high school. The research adapted Cunningsworth’s theory of a good textbook to evaluate these textbooks. The data were taken from document analysis and interview. The steps of the research were data condensation, data display, drawing, and verifying conclusions. The results of the research were (1) When English Rings a Bell fulfills three criteria of a good textbook by Cunningsworth; they are topic, teachers’ book, and practical consideration. Bright meets seven criteria by Cunningsworth: aims and approaches, design and organization, language content, skills, topic, methodology, and practical consideration. (2) The strengths of When English Rings a Bell are in terms of appearance, topics, activities, and social and cultural context. Bright has strength in terms of topic, activities, social and cultural context, and media. On the other hand, When English Rings a Bell contains some weaknesses in terms of skills, authentic resource, and content. It does not cover four skills, authentic reference for listening, and complete materials. Bright presents unattractive colouring, an expensive price, and less local, social, and cultural context.

show abstract

Section: Methodsmentioning

confidence: 99%

Eight grade text book evaluation by Cunningsworth’s theory

Apriyani

Robiasih

2019

JELP

View full text Add to dashboard Cite

show abstract

“…Evaluasi pembelajaran mencakup target setoran hafalan baru dan ujian hafalan. Hal ini sejalan dengan pendapat Astuti et al (2018) dan Rukajat (2018) bahwa evaluasi bertujuan mencari sesuatu yang berharga tentang suatu hal; dalam mencari sesuatu tersebut, juga termasuk mencari informasi yang bermanfaat dalam menilai keberadaan suatu program, produksi, prosedur, serta alternatif strategi yang diajukan untuk mencapai tujuan yang sudah di tentukan.…”

Section: Evaluasi Metode Takmili Untuk Meningkatkan Membaca Menulis D...unclassified

“…Di samping itu, upaya peningkatan mutu lulusan juga perlu dievaluasi. Evaluasi bertujuan mencari sesuatu yang berharga tentang suatu hal; dalam mencari sesuatu tersebut, juga termasuk mencari informasi yang bermanfaat dalam menilai keberadaan suatu program, produksi, prosedur, serta alternatif strategi yang diajukan untuk mencapai tujuan yang sudah di tentukan (Astuti et al, 2018;Rukajat, 2018). Evaluasi juga sangat penting untuk mengetahui keadaan sesuatu obyek dengan menggunakan instrumen dan hasilnya dibandingkan dengan tolak ukur untuk memperoleh kesimpulan (Mahirah, 2017;Fitrianti, 2018).…”

unclassified

Manajemen Pembelajaran menggunakan Metode Takmili untuk meningkatkan Kemampuan Membaca, Menulis dan Menghafal Al-Qur’an

Suhendra

2022

educatio

View full text Add to dashboard Cite

Latar belakangi penelitian ini adalah kurangnya perencanaan, pelaksanaan dan evaluasi sehingga berdampak terhadap kualitas pembelajaran membaca, menulis dan menghafal Al-Qur’an. Tujuan penelitian ini untuk memperoleh gambaran tentang perencanaan, pelaksanaan, evaluasi, masalah dan solusi metode takmili dalam pembelajaran membaca, menulis dan menghafal Al-Qur’an siswa di Madrasah Ibtidaiyah Al-Misbah Kota Bandung. Penelitian ini menggunakan pendekatan kualitatif, metode studi kasus dan teknik pengumpulan data dilakukan melalui triangulasi observasi, wawancara dan studi dokumentasi. Hasil penelitian menunjukkan pada aspek perencanaan metode takmili di Madrasah Ibtidaiyah melibatkan berbagai pihak yakni yayasan, komite, kepala madrasah dan dewan guru yang meliputi penetapan tujuan, penentuan materi, kegiatan dan alat evaluasi yang akan digunakan. Pada aspek pelaksanaan metode takmili hafalan Al-Qur’an terdiri dari tiga kegiatan yakni pendahuluan, inti dan penutup. Pada aspek evaluasi hafalan Al-Qur’an ada dua jenis yaitu evaluasi hasil belajar yang dilaksanakan setiap minggu, tengah semester, akhir semester dan akhir kelulusan. Masalah yang dihadapi dalam metode takmili adalah terdiri dari tingkat kematangan usia, perbedaan tingkat kemampuan dan kurangnya kemauan atau motivasi siswa untuk menghafal. Solusi dalam menghadapi masalahnya adalah meningkatkan kompetensi guru, menciptakan suasana pembelajaran yang menyenangkan, sesuai dengan usia dan karakter siswa sehingga anak fokus dan termotivasi serta tidak terpengaruh oleh lingkungan sekitar.

show abstract

“…When applying authentic assessments to determine student learning outcomes and achievements, teachers apply criteria related to knowledge construction, observing and experimenting activities, and achievement values outside of school (Alawiyah, 2016). Astuti et al (2018), wrote that the 2013 curriculum assessment carried out by educators was not only an assessment of learning but also an assessment for learning and assessment as learning. Students' thinking levels are developed starting from the level of thinking to remember, understand, apply, analyze, assess, and be creative.…”

Section: A Assessmentmentioning

confidence: 99%

Development of HOTS-based 2013 Curriculum Assessment Instruments in Elementary School

Pulungan

Toybah

Suganda

2021

JTLEE

View full text Add to dashboard Cite

This study aims to develop a HOTS-based 2013 curriculum assessment instrument in the form of questions. The research subjects were fifth-grade students of the elementary school in Palembang. This research activity is development research using the ADDIE development model and the Tessmer evaluation method. The development stages include analysis, design, development, implementation, and evaluation. The prototype evaluation was carried out in stages: self-evaluation, expert reviews, one-to-one evaluation, small group evaluation, and field test evaluation. The results showed that the HOTS-based 2013 curriculum assessment instrument developed was declared valid, with a percentage of 89.5%. The trial results in the one to one and small group stages showed that the assessment instrument (HOTS questions) had a very good level of practicality, namely 84.3% for the one to one stage, and 83.2% for the small group stage. The effectiveness of the HOTS-based 2013 curriculum assessment instrument is at a low level, with an average score of 50. This means that the HOTS questions developed are still not effective in helping students think at higher levels, in this case, the ability to analyze, evaluate and create. This is as a note for researchers to review by carrying out further research.

show abstract

Evaluasi implementasi kurikulum 2013

Cited by 24 publications

References 0 publications

Eight grade text book evaluation by Cunningsworth’s theory

Eight grade text book evaluation by Cunningsworth’s theory

Manajemen Pembelajaran menggunakan Metode Takmili untuk meningkatkan Kemampuan Membaca, Menulis dan Menghafal Al-Qur’an

Development of HOTS-based 2013 Curriculum Assessment Instruments in Elementary School

Contact Info

Product

Resources

About