Implementation of authentic assessment in the project based learning to improve student’s concept mastering

Sambeka, Yana; Nahadi, Nahadi; Sriyati, Siti

doi:10.1063/1.4983980

Cited by 6 publications

(5 citation statements)

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“…According to Winarso (2018), there is a positive influence on the application of the authentic assessment to students' mathematical competencies in terms of attitudes, knowledge, and skills. In addition, Sambeka et al (2017) reveal that the implementation of the authentic assessment in problem-solving learning can improve students' concept mastery, although the scores obtained are still of sufficient category.…”

Section: Introductionmentioning

confidence: 98%

Implementation of Authentic Assessment on Mathematics Teaching: Study on Junior High School Teachers

Syaifuddin¹

2020

EUROPEAN J ED RES

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This study aimed at analyzing the implementation of authentic assessments and constraints faced by junior high schools' teachers in mathematics teaching. A qualitative approach was applied in the study. The data on the implementation of authentic assessments and constraints were obtained from 50 mathematics teachers in several public junior high schools in Malang City, East Java Province-Indonesia, trained by the 2013 curriculum. Documentation, questionnaires, observations, and interviews were used to collect the data. The study results showed that most teachers implemented authentic assessments in mathematics teaching as designed in the learning plan. The obstacles faced by the teachers in the implementation of the authentic assessment included the time limit and accuracy. The efforts made by the teachers varied, but the teachers tried to administer the authentic assessme nt properly following the demands of the curriculum.

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Section: Introductionmentioning

confidence: 98%

Implementation of Authentic Assessment on Mathematics Teaching: Study on Junior High School Teachers

Syaifuddin¹

2020

EUROPEAN J ED RES

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“…Science teachers embed the teaching of the SIP content in the curriculum, which helps the students conduct original work, understand the problematic and contentious nature of science, and be immersed in hands-on, minds-on tasks (Cuartero, 2016;DOST-SEI & UP-NISMED, 2011). As students immerse in these project-based tasks, they undergo a rigid process of translating their curiosity into a workable hypothesis, then experimentation and verification, thereby providing the curriculum an authentic means of assessing scientific concepts and principles (Sambeka, Nahadi & Sriyati, 2017). Furthermore, SIP instruction does not end in the classroom alone.…”

Section: Science Investigatory Project (Sip) Instructionmentioning

confidence: 99%

Science Investigatory Project Instruction: The Secondary Schools Journey

Sanchez

Rosaroso

2019

TNL

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Science investigatory projects (SIPs) are authentic tasks that science teachers implement in science curriculum. With this, the study investigated the journey of the secondary schools in SIP instruction through the lens of the teachers. Narrative inquiry from 12 purposively selected and interviewed science teachers/winning coaches from six schools in an SIP consistent winning Division in Central Visayas, Philippines revealed that the SIP instruction journey is affected by the teachers’ prior background and implementation. They are seen to be instrumental in the SIP process, as they instill basic research skills to high school investigators, and develop the science character which is needed for them to engage in innovations in science and technology (ST). As the teachers implement SIP instruction, they commit themselves to the development of ST, thus placing a crucial role in the scientific community where they also develop the science research culture in the basic education level. Science teachers then should guide the students in the planning, conduct and assessment phases of SIP instruction.

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“…Therefore, conducting SIP helps learners to become problem-solvers, critical and creative thinkers by immersing themselves in a problembased tasks, authentic learning activities, and inquiry-based investigations. This enables them to translate their inquisitiveness into ideas to ask questions, formulate hypothesis, do experiments, and verify the truth (Sambeka, Nahadi & Sriyati, 2017). Studies revealed that the students improved their self-efficacy and developed 21st century skills such as collaboration, problemsolving, and critical thinking when they were exposed to problem-and project-based tasks like SIPs (Gomez, 2013).…”

Section: Introductionmentioning

confidence: 99%

Untitled

2021

IMRJ

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Science investigatory projects (SIP) provide students the opportunity to apply their gained knowledge, skills, and attitude (KSA) in Science. This study aimed to implement an intervention program called Project i-CREATE (Intensive Collaboration through Research Enhancement and Advancement Training and Exercise) at San Pablo City Science Integrated High School on school year 2019-2020. Moreover, it attempted to investigate its perceived effectiveness as to learning outcomes and explore the students' lived experiences. Explanatory sequential design was employed. Survey-questionnaire was used as the main instrument to describe the students' perceptions. This was administered among 90 respondents who were selected purposively. Mean and standard deviation were computed to analyze the data. Results showed that the students improved their KSA, developed 21st century skills, and became more motivated and interested. Furthermore, a Focus Group Discussion (FGD) was held among select participants to gather their lived experiences in conducting SIP as exposed to the intervention program. Thematic analysis was used to derive emerging themes such as (1) SIP provides opportunities for improvement and development; and (2) SIP entails challenges such as lack of resources and lack of training that hampers its success. Consequently, there was an increase in the number of science research projects produced, colloquia and forums conducted, partnership, publication, and winning in local science fairs signifying the success of the intervention program. Project i-CREATE helped to develop young researchers and improve the schools' science research program. Its implementation may be further strengthened through identifying other areas of development and opening its channels for benchmarking.

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Implementation of authentic assessment in the project based learning to improve student’s concept mastering

Cited by 6 publications

References 1 publication

Implementation of Authentic Assessment on Mathematics Teaching: Study on Junior High School Teachers

Implementation of Authentic Assessment on Mathematics Teaching: Study on Junior High School Teachers

Science Investigatory Project Instruction: The Secondary Schools Journey

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