The Development of Alternative Assessment Instrument in Web-Based Scientific Communication Skill in Science Education Seminar Course

Hardianti, Risa Dwita; Taufiq, Muchamad; Pamelasari, Stephani Diah

doi:10.15294/jpii.v6i1.7885

Cited by 9 publications

(8 citation statements)

References 12 publications

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“…E-assessment on students' self-concept of physics using a web & online SESKA system can support the performance of teachers or other stakeholders with more authority in the world of education. The web-based assessments (e-assessment) help the lecturer or teacher to quickly and objectively assess students (Hardianti et al, 2017). The development process of the concept character Eassessment designed for physics can be seen in the Fig.…”

Section: Resultsmentioning

confidence: 99%

E-Assessment on Student's Self-Concept for Physics Learning

Astalini

Kurniawan

et al. 2020

JIP

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This study aims to apply students' self-concept E-assessment to SESKA-based physics. Student self-concept E-assessment in this study aims to see students 'self-concept of physics and how the teacher responds to the development of students' self-concept E-assessment with SESKA systems. The method implemented in this research has three stages, namely: (1) Development, (2) Implementation, & (Evaluation). This research was carried out on 450 students and 15 teachers in the Jambi Province of Indonesia. The results of this study indicate students' self-concept of physics is classified as good 47.1% (212 students), and the teacher's response is classified as positive, with 66.7% (10 teachers). Therefore, SESKA-based E-Assessments receives a good response and needs to be developed on a large scale.

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Section: Resultsmentioning

confidence: 99%

E-Assessment on Student's Self-Concept for Physics Learning

Astalini

Kurniawan

et al. 2020

JIP

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“…Pada saat menjawab kuis tidak boleh saling membantu (bekerja secara individu) di e-learning; dosen dan mahasiswa mengevaluasi bersama di e-learning; dan dosen dan mahasiswa membuat simpulan bersama di e-learning. Penilaian dilakukan secara online karena lebih efektif, seperti penelitian (Hardianti et al, 2017), penilaian alternatif berbasis web (e-assessment) dapat memfasilitasi mahasiswa dan dosen dalam proses pengumpulan dan penilaian tugas.…”

Section: Revolusi Industri 40unclassified

Penerapan E-Learning Untuk Mengembangkan Keterampilan Komunikasi Di Era Revolusi Industri 4.0 Pada Perkuliahan Ipa

Putri

2020

JMIE

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This research aims to reveal the result of the e-learning to developing the communication skill of industry 4.0 era of students after its use in the teaching of natural science. E-learning platform that had been used was Moodle. This study was qualitative research that consisted of three stages: (1) data reduction, (2) data display, and (3) conclusion drawing / verification. The tryout subjects in this study were 36 students of Pendidikan Guru Sekolah Dasar semester 2. The data were collected by using an observation sheet to knew the indicator of communication skill, documentation, and interview. The results obtained by learning e-Learning can develop skills that must be possessed in the era of the industrial revolution 4.0. This can be seen from the communication skills of students in attending science classes. Students can articulate thoughts and ideas effectively using writing; use communication to inform something; can use e-learning media; and can communicate effectively in a variety of environments. The development of this era requires that humans have these skills to face the Industrial Revolution 4.0.Keywords: e-learning, industry revolution 4.0, natural science learning

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“…Kurikulum yang sedang digunakan saat ini adalah kurikulum 2013. Untuk pengembangan kompetensi sikap lebih sulit dari pada keterampilan psikomotorik (Hardianti, dkk, 2017).…”

Section: Pendahuluanunclassified

“…Pembelajaran ini juga dapat diartikan proses pembelajaran yang holistik dan terpadu, karena memebantu peesrta didik dalam menguasai bahan ajar dan mengaitkannya dalam konteks kehidupan mereka sehari-hari (Depdiknas dalam Nurgiyantoro & Suyata, 2007:116-117). Menurut (Hardianti, 2017) pembelajaran dengan kurikulum sains terintegrasi, salah satu kompetensi yang dimiliki adalah, siswa dapat berkomunikasi, analisis permasalahan serta membentuk ide dari beberapa media ataupun hasil penelitian. Kompetensi tersebut memerlukan penialaian dalam rangka mengetahui secara jelas kompetensi yang dimilki siswa.…”

Section: Pendahuluanunclassified

Model Penilaian Otentik Berbasis Kecakapan Hidup Siswa Dalam Pembelajaran Bahasa Indonesia

Sa’idah¹,

Yulistianti²,

Farida³

2018

Lit

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Penelitian ini bertujuan untuk mengembangkan instrumen berbasiskecakapan hidup dalam pembelajaran Bahasa Indonesia, menguji kualitas instrumen, serta mengetahui respon guru terhadap instrumen tersebut. Penelitian ini menggunakan metode penelitian dan pengembangan yang diadopsi dari Borg dan Gall yang mencakup observasi, penggalian permasalahan, dan kebutuhan model penilaian melalui focus group discussion, penyusunan model, validasi ahli, uji coba produk, dan implementasi sebagai tahap uji coba skala besar. Hasil validasi ahli menunjukkan bahwa produk pengembangan, yaitu model penilaian otentik, baik (86,11%). Hasil analisis uji coba produk menunjukkan bahwa produk ini reliabel dengan koefisien sebesar 0,756. Tahap implementasi, yaitu uji coba produk penilaian otentik, menggunakan salah satu jenis penilaian, yaitu penilaian kinerja. Perbandingan antara kelas yang menggunakan penilaian kinerja dengan kelas kontrol menunjukkan hasil dengan signifikansi 0,000. Hal ini dapat diinterpreasikan bahwa ada perbedaan yang signifikan antara penilaian otentik dengan penilaian konvensional. Hasil analisis dari respon pendidik sebagai user menunjukkan bahwa produk ini baik dengan nilai 41,85. Hasil penelitian menunjukkan bahwa produk penilaian otentik ini baik, reliabel, dan efektif digunakan dalam pembelajaran bahasa Indonesia. Kata kunci: penilaian otentik, kecakapan hidup, bahasa Indonesia A MODEL OF AUTHENTIC ASSESSMENT BASED ON STUDENTS’ LIFE SKILLS IN INDONESIAN LANGUAGE LEARNING AbstractThis study aims to develop instruments based on life skills in Indonesian language learning, test the instrument quality, and find out teachers’ responses to the instruments. This was a research and development study using a model adapted from Borg and Gall’sconsisting of observation, identifying problemsand needs for an assessment model through focus group discussions, modeling, conducting expert validation, trying out the product, and implementing it as a large-scale tryout. The results of the expert validation indicate that the development product, namely an authentic assessment model, is good(86.11%). The resultof the product tryout analysis shows that the product is reliable with a coefficient of 0.756. The implementation phase, namely the tryout of the authentic assessment product, used one assessment type, namely performance assessment. A comparison between a group using performance assessment and a control group shows a result with a significance of 0.000. This can be interpreted that there is a significant difference between authentic assessment and conventional assessment. The result of the analysis of the responses from teachers as users shows that the product is good with a score of 41.85. These results indicate that the authentic assessment product is good, reliable, and effective to be used in Indonesian language learning.Keywords: authentic assessment, life skills, Indonesian language

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The Development of Alternative Assessment Instrument in Web-Based Scientific Communication Skill in Science Education Seminar Course

Cited by 9 publications

References 12 publications

E-Assessment on Student's Self-Concept for Physics Learning

E-Assessment on Student's Self-Concept for Physics Learning

Penerapan E-Learning Untuk Mengembangkan Keterampilan Komunikasi Di Era Revolusi Industri 4.0 Pada Perkuliahan Ipa

Model Penilaian Otentik Berbasis Kecakapan Hidup Siswa Dalam Pembelajaran Bahasa Indonesia

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