Perbaikan Instruksional Dalam Implementasi Assessment-Based Learning Di Kelas Matematika

Abstract

Keywords: assessment-based learning, lesson study, mathematics learning, pre-service elementary school teachers, instructional practices PENDAHULUAN Secara garis besar, penelitian pendidikan matematika pada umumnya mengarah pada bagaimana cara terbaik untuk meningkatkan hasil belajar siswa dan mengantarkan mereka untuk belajar dengan pemahaman. Namun demikian, saran hasil penelitian belum terlihat sepenuhnya pada proses belajar dan mengajar di kelas. Kecenderungan praktik mengajar yang saat ini masih dipertahankan adalah praktik yang lebih berorientasi pada performa dan hasil. Hal ini dapat dibuktikan dengan melihat persiapan sekolahsekolah dalam menghadapi ujian nasional, ujian semester, dan ujian-ujian tertentu. Salah satu ciri Abstrak: Tujuan penelitian untuk mengidentifikasi perbaikan instruksional calon guru lewat implementasi assessment-based learning pada pembelajaran matematika di sekolah dasar. Penelitian dilakukan dengan participatory action research yang dan prosedur lesson study. Subjek penelitian adalah lima calon guru sekolah dasar yang sedang praktik pengalaman lapangan di sekolah dasar di Jakarta Timur. Data dikumpulkan lewat pengamatan, wawancara, dokumentasi, dan jurnal, sedang analisis data dilaksanakan secara deskriptif kualitatif. Hasil penelitian menemukan bahwa secara kolaboratif, calon guru berupaya untuk memodifikasi praktik dan meningkatkan perhatian terhadap pertanyaan terbuka dan penilaian sejawat. Perbaikan instruksional terjadi bersamaan dengan perbaikan implementasi assessment-based learning. Calon guru lebih dapat memaksimalkan umpan balik sebagai cara untuk mengakses perkembangan belajar siswa secara lebih komprehensif dan melakukan perbaikan instruksional. Kegiatan lesson study memberikan umpan balik secara langsung kepada calon guru untuk melakukan refleksi diri dan mendapat masukan dari teman sejawat.Abstract:The purpose of this study is to identify the instructional improvement of pre-service teachers in implementing assessment-based learning (ABL) in the mathematics learning at elementary school. This study employed participatory action research by adopting lesson study procedures. The subject was five pre-service elementary school teachers engaged early field experiences in one of the elementary schools in East Jakarta in the 2015/2016 academic year. The data were collected from the written response of the two independent observers, video recordings, interviews, student worksheets, and journal notes both student and teacher. The coding was done to identify the indicators of potential changes in the instructional practices. The study indicates that (1) pre-service teachers collaboratively sought to modify their practices and improve their attention to open-ended questions and peer-assessment as the elements of ABL; (2) instructional improvements occurred when they attempted to take corrective action in the ABL. This suggests that the pre-service teachers can maximize feedback as the way to make instructional improvements. The study also identifies some of the advantages gene...

Incomprehension of the Indonesian Elementary School Students on Fraction Division Problem

“…This makes sense because they are not accustomed to confronting-context related to sources in both teaching and learning process. In Indonesia, context-based teaching is still unique because education systems still focus on performance and result (Purnomo, 2015b(Purnomo, , 2016Purnomo, Suryadi, & Darwis, 2016;Wijaya, 2017). In addition, mathematics textbooks in Indonesia tend to consist of a set of rules and the use of performance-oriented algorithms (Purnomo et al, 2014;Wijaya, 2017).…”

The consistency between professed teaching practices and assessment practices: A case in mathematics class

“…The naming of each factor referred to the relationship between items and was then linked to supporting theories (Delandshere, 2002;Delandshere & Jones, 1999;Purnomo, 2015Purnomo, , 2016b. Factor 1 was linked to summative practices or assessment of learning (AoL), and factor 2 was linked to formative practices or assessment for learning (AfL).…”

“…Ever since Black and Wiliam's (1998) seminal paper, research regarding assessment practices integrated in mathematics learning became the focus of discussion in the last few decades (Balan, 2010;Kasih & Purnomo, 2016;Ma, Millman, & Wells, 2008;Mansyur, 2011;Purnomo, 2013Purnomo, , 2015Purnomo, , 2016bSetiani, 2011). As an example, in the context of Indonesia, Setiani (2011) developed an alternative assessment in realistic mathematics learning, then Purnomo (2015) who was inspired by the works of Black and his colleagues (Black, Harrison, Lee, Marshall, & Wiliam, 2003, 2004Black & Wiliam, 1998) to develop assessment-based learning in mathematics class.…”

A Scale for Measuring Teachers’ Mathematics-Related Beliefs: A Validity and Reliability Study

“…Each of the items had a significant factor loading. We named each factor based on the relationships between the items that were associated with the relevant literature (Cooper, 1993;Jonassen, 1991;Pellegrino, Chudowsky, & Glaser, 2001;Purnomo, 2015Purnomo, , 2016Shepard, 2000). Factor 1 was related to a view of assessment as an integral part of mathematics learning (abbreviated to integrated) and factor 2 to the assessment view that is irrelevant with the learning of mathematics (abbreviated to isolated).…”