roblems and Constraints of Authentic Assessment among Children s Early Education Teachers

Hidayat, Wahyu; Lawahid, Nur Asmawati; Mujahidah, Mujahidah

doi:10.17206/apjrece.2021.15.2.87

Cited by 5 publications

(5 citation statements)

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“…The curriculum used in Junior High Boarding School Serang is the 2013 curriculum, which is expected to improve the ability and ways of thinking critically or high-level thinking for students (Hidayat et al, 2021;Mulianah & Hidayat, 2021). Students are expected to have the ability to think not only at the level of knowing, understanding and applying where the level of this way of thinking based on Bloom's Taxonomy is included in the category of low-level thinking, but students are expected to have high-level thinking skills (analyze, synthesize, and evaluate).…”

Section: Graph 1 Tes Information Functionmentioning

confidence: 99%

Fıqh Subject Exam Questıons Analysıs: Is ıt Based on HOTS?

Wahyu Hidayat

2023

tjjpt

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In the context of Bloom's Taxonomy, higher-order thinking skills are at levels C4 to C6. In the 2013 curriculum, subject teachers are directed to make questions based on high-level thinking skills. The purpose of this study was to identify item levels based on Bloom's cognitive domain and determine the quality of the items made by the teacher. The numbers of questions studied were 440 items in the form of multiple-choice and essays in the Fiqh subject at Junior High Boarding School Serang. This study uses a descriptive qualitative method to analyze document data in the form of Fiqh questions, and then a quantitative approach is also used to analyze the quality of the questions from the available student answer data as many as 450 students on 40 Essay and 400 multiple-choice items. Document data were analyzed logically using Bloom's Taxonomy theory approach. While the data analysis of student answers was analyzed using Item Response Theory (IRT) model 1 parameter Logistics or commonly called the Rasch Model. The results showed that the questions made by the Fiqh teacher were generally still at a low level (C1 and C2). While the item test shows that the item items tend to be more dominant in the moderate category, all items are categorized as fit, and the item reliability is categorized as good.

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Section: Graph 1 Tes Information Functionmentioning

confidence: 99%

Fıqh Subject Exam Questıons Analysıs: Is ıt Based on HOTS?

Wahyu Hidayat

2023

tjjpt

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“…Assessment is the process of gathering information. Links to programmatic efforts are ideal when meaningful assessment is aligned to teaching and evaluation in preschool and kindergarten settings (Hidayat et al, 2021;Macy & Bagnato, 2023). When we observe children in their natural environment doing things that are developmentally appropriate for them, we can learn about them.…”

Section: Practical Applications For Authentic Assessment: Transition ...mentioning

confidence: 99%

Authenticity of Assessment in Inclusive Spaces

Macy

2023

HS Dialog

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Barriers related to assessment may prevent high quality transition practices from occurring. Traditionally, assessment of young children involves table top testing where an assessor asks a child to perform standardized tasks that are often lacking developmental appropriateness with unfamiliar materials, in unfamiliar environments like a sterile clinical setting, and/or with people who are unfamiliar to the child. True skills may not be observed under such conditions as a traditional assessment. Alternatively, professionals today across multiple sectors use authentic assessment to measure child outcomes that can be used to better understand children’s development and learning during the transition from preschool to kindergarten process. Authentic “real-life” assessments measure skills that are functional rather than contrived, discrete tasks. This research-to-practice article shares practical application for authentic assessment leading to high quality transitions for children and families from preschool to kindergarten.

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“…Penilaian pada dasarnya merupakan praktek yang yang dilakukan oleh guru yang menggambarkan pengajaran sebagai "tempat berkembangnya manusia" karena dalam interaksi antara guru dan siswa itulah "kita menjadi sadar akan apa artinya menjadi manusia, hidup bersama, makmur (Buzzelli, 2018) Tujuan asesmen perkembangan yang dilakukan pada Pendidikan anak usia dini diantaranya adalah (1) untuk mengidentifikasi minat dan kebutuhan anak, (2) untuk mendeteksi seluruh aspek perkembangan anak, (3) menggambarkan kemajuan perkembangan dan pembelajaran anak, (4) mengembangan kurikulum, (5) memperbaiki dan memajukan pembelajaran agar sesuai dengan kemajuan dan kebutuhan anak, (6) mengasesmen lembaga (Suyadi, 2016). Penilaian dalam pendidikan anak usia dini harus bertujuan untuk mengetahui kemajuan pencapaiannya perkembangan kunci, membuat keputusan penempatan, mendiagnosis masalah belajar-mengajar, membantu dalam pengambilan keputusan yang berkaitan dengan pengajaran dan kurikulum, dan merupakan dasar dalam membuat laporan kepada orang tua dan membantu anak-anak tertentu dalam menilai peningkatan diri (Hidayat et al, 2021) .…”

Section: Pendahuluanunclassified

“…Data dari dokumen dan catatan guru diperiksa dan informasi yang terkait dengan penelitian ini dicatat. Semua data yang diperoleh dari studi dokumen ini akan dijadikan sebagai pembanding dengan data dari kuesioner dan data wawancara (Hidayat et al, 2021).…”

Section: Metodologiunclassified

Religious Ability: assessment of early childhood aged 5-6 years

Mulyana¹,

Magasida

Saripudin³

2022

AWLADY : Jurnal Pendidikan Anak

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Religious assessment in early childhood aims to determine the child's development and plan the stimulation that will be carried out by the teacher in the next lesson. This study aims to identify the religious abilities of children aged 5-6 years in the city of Cirebon. This research was conducted in two stages, namely conducting a preliminary study and conducting observations in 13 kindergartens in the city of Cirebon. Data were analyzed using qualitative descriptive supported by quantitative data. The results showed that 85% of children aged 5-6 years in the city of Cirebon have shown good religious abilities. This can be seen from the child's ability to know God, carry out worship according to his beliefs, respect his parents, and love God's creation. The findings show that teachers have stimulated children through daily habituation. Habituation is not only done at school but also done at home. The teacher collaborates well with parents through intensive communication both through whatsup groups and contact books.

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roblems and Constraints of Authentic Assessment among Children s Early Education Teachers

Cited by 5 publications

References 0 publications

Fıqh Subject Exam Questıons Analysıs: Is ıt Based on HOTS?

Fıqh Subject Exam Questıons Analysıs: Is ıt Based on HOTS?

Authenticity of Assessment in Inclusive Spaces

Religious Ability: assessment of early childhood aged 5-6 years

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