Manajemen Evaluasi Hasil Belajar Kognitif, Afektif, Psikomotorik: Tatap Muka dan Daring

Plenden, Di Ohanes Richi Christian; Heni, Ana Maria; Laksmi, Javid Nama Ayu; Dwikurnaningsih, Yari; Satyawati, Sophia Tri

doi:10.24176/jpp.v4i2.7257

Cited by 2 publications

(2 citation statements)

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“…Kurikulum 2013 menekankan bahwa capaian belajar peserta didik harus mencakup 3 aspek yaitu kognitif, afektif, dan psikomotorik sehingga guru harus mempunyai perangkat evaluasi untuk mengukur ketercapaian aspek-aspek tersebut [20]. Peran guru kelas IV SD Negeri 03 Wonorejo dalam menjadi evaluator masih perlu ditingkatkan karena pada penelitian ini, guru hanya memberikan penilaian dari aspek kognitif saja melalui hasil belajar peserta didik pada saat mengerjakan soal menulis aksara Jawa di kelas.…”

Section: Hasil Dan Pembahasanunclassified

Analisis peran guru dalam pembelajaran menulis aksara jawa di sekolah dasar

Kaeksi,

Daryanto,

Kurniawan

2023

DDI

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The purpose of this study was to describe the teacher's role in learning to write Javanese script at Elementary School. This is qualitative descriptive research using a case study approach. The results of this study show several roles have been carried out by the teacher, even though her roles as organizer and mediator/facilitator still do not fulfill each indicator, but the teacher's role as a demonstrator and evaluator in this study seems to be the most appropriate among the other teacher roles when viewed from the respective indicators for each role. As a demonstrator, the teacher has given examples of writing Javanese script on the whiteboard, both in terms of the shape and position/location of each letter and how to write it. Even though the teacher still doesn't master Javanese script material, the method used is in the form of lectures, and the teacher doesn't know the principles of learning the Javanese script. From the 3 indicators, the teacher fulfills 1 by being used as a demonstrator. As an organizer, all indicators have not been fulfilled by the teacher. The classroom atmosphere for learning is not conducive, the teacher cannot focus the attention of students; the teacher sometimes leaves the class due to various other activities so that students have the opportunity to be noisy and play in class when learning activities are still ongoing; and learning is still centered on the teacher. As a mediator and facilitator, the four indicators have not been fulfilled. Teachers have not created interactive learning and don’t facilitate students' learning through both learning resources and learning media. Then, as an evaluator, the teacher has provided an assessment after the learning activities are over through the students' cognitive learning outcomes. Even though the assessment process during the learning activities has not been carried out, one indicator has been fulfilled.

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Section: Hasil Dan Pembahasanunclassified

Analisis peran guru dalam pembelajaran menulis aksara jawa di sekolah dasar

Kaeksi,

Daryanto,

Kurniawan

2023

DDI

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“…Peran pengajar juga sangat diperlukan dalam menangani hal ini. Sejak pertemuan pertama materi pembelajaran hingga materi berakhir pengajar akan memperhatikan perkembangan kognitif, psikomotorik, dan afektif anak (Plenden, Heni, Nama, Laksmi, & Satyawati, 2022). Pengajar akan melihat sejauh mana anak ini berkembang terutama dalam menjadi pribadi yang baik dari segi bahasa, tutur kata, dan sopan santun terhadap semua orang.…”

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Urgensi Evaluasi Pembelajaran Untuk Meningkatkan Karakter Santri di TPA Al - Munawaroh

Azizah Adelia Rahma,

Eka Widyanti,

Difana Leli Anggraini

et al. 2023

PIJAR

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The aim of this research is to describe and analyze learning evaluations which aim to enable educators to measure student assessments. This research method uses qualitative with descriptive research type. Primary data sources are TPA teachers and secondary data from relevant journals and books. Data collection technique; observation, interviews and documentation. The results of the research are by providing an assessment rubric to teachers so that the results of the assessment are accurate. By providing ice breaking to the students there it also makes learning fun and not boring. And also show a video of the practice of good attitudes from Rasulullah Shallahu 'alaihi Wassalam. As a result, students' characteristics can improve compared to before because of well-structured learning evaluations.

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Manajemen Evaluasi Hasil Belajar Kognitif, Afektif, Psikomotorik: Tatap Muka dan Daring

Cited by 2 publications

References 0 publications

Analisis peran guru dalam pembelajaran menulis aksara jawa di sekolah dasar

Analisis peran guru dalam pembelajaran menulis aksara jawa di sekolah dasar

Urgensi Evaluasi Pembelajaran Untuk Meningkatkan Karakter Santri di TPA Al - Munawaroh

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