The Development of Authentic Assessment Training Curriculum for Research-Based Learning Class in Higher Education of Thailand

Tungkasamit, Angkana; Junpeng, Putcharee

doi:10.1016/j.sbspro.2012.12.047

Cited by 4 publications

(5 citation statements)

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“…Thus Usmeldi (2017) then offers a Research-Based Physics Learning Model with a Scientific Approach with six stages, (1) exposure stage, (2) lecturing of core knowledge, (3) experience stage, (4) internal report for feedback, (5) presentation, and (6) final report. Meanwhile, Tungkasamit and Junpeng (2012) based their development studies on the consideration that nowadays student-centered learning needs to change to RBL. Therefore, this RBL requires an assessment system to ensure that RBL is implemented effectively and efficiently.…”

Section: Implementation Of Rblmentioning

confidence: 99%

“…The Effectiveness of RBL Tungkasamit and Junpeng (2012) through their development study stated that the effectiveness of RBL reached the "Highest" level. RBL can effectively promote content knowledge outcomes as well as the use of research techniques, methods and tools.…”

Section: Outcome Of Rblmentioning

confidence: 99%

“…RBL can effectively promote content knowledge outcomes as well as the use of research techniques, methods and tools. In addition, the interesting thing from the development of Tungkasamit and Junpeng (2012) is that students do not focus on theory, but on practice where students learn to build good relationships with other students, learn how to work in groups and play their respective roles. Usmeldi's (2015) research also supports the statement that RBL is very effective in increasing students' understanding of knowledge content.…”

Section: Outcome Of Rblmentioning

confidence: 99%

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Implementation, Outcomes, and Effectiveness of Research-Based Learning: A Systematic Literature Review

Arifin¹,

Sukristyanto²,

Widodo³

et al. 2022

IJELS

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RBL (Research-Based Learning) is multi-faced learning. RBL can be applied through different instructional strategies and techniques. The outcome of RBL itself also varies according to the skills needed in the 21st century. However, RBL requires specific guidance on how to implement it properly and correctly so that the multi-faced RBL can be directed and maximize its effectiveness. This study aims to identify the implementation, outcome, and effectiveness of RBL. This study conducted a systematic literature review of 449 articles related to RBL. A number of these articles were selected through inclusion and exclusion criteria, which included a timeline, type of document, source, and language. Finally, 40 articles were selected for analysis. This study incorporates multiple research designs, where the review meets the Publishing Standards for Item Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Science Direct, Eric, and Google Scholar as databases were used to find articles in this study. The results showed that RBL can be implemented properly in three ways, namely RBL as a method, RBL development which in this case must go through trials first, and integration of RBL in further learning also requires trials. While the outcomes of RBL include cognitive, attitude, and skill aspects. Finally, the effectiveness of RBL still requires further research related to the attitude aspect.

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Section: Implementation Of Rblmentioning

confidence: 99%

Section: Outcome Of Rblmentioning

confidence: 99%

Section: Outcome Of Rblmentioning

confidence: 99%

See 1 more Smart Citation

Implementation, Outcomes, and Effectiveness of Research-Based Learning: A Systematic Literature Review

Arifin¹,

Sukristyanto²,

Widodo³

et al. 2022

IJELS

View full text Add to dashboard Cite

show abstract

“…Dalam proses pembelajaran, penilaian diperlukan untuk mengetahui tingkat pengetahuan peserta didik (Tungkasamit 2012;Arikunto 2012). Penilaian dapat berupa serangkaian pertanyaan yang harus dijawab atau perintah-perintah yang harus dikerjakan (Sudijono 2009).…”

Section: Pendahuluanunclassified

The Development of High Order Thinking Skills (HOTS) Assessment Instrument for Temperature and Heat Learning

Najihah

Serevina

Delina

2018

jpppf

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This research aims to develop the High Order Thinking Skills (HOTS) test instrument. The instrument was presented into a valid and reliable questionary to get information of the grade-XI student's HOTS on temperature and heat. The research was done at Universitas Negeri Jakarta. The instrument has been trialed to 41 respondences on April 2018 at SMAN 1 Kabupaten Tangerang. The research was adapted from ADDIE approach which consists of Analyze, Design, Develop, Implement and Evaluate. The instrument consisted of 15 essays which the coefficient of reliability was 0.568, the difficulties and discrimination average were 0.817 and 0.363. Therefore the test instrument is proper to measure the student's HOTS.Keywords: instrument, high order thinking skill, temperature, heat, ADDIE approach AbstrakPenelitian ini bertujuan untuk mengembangkan instrumen penilaian High Order Thinking Skills (HOTS). Instrumen penilaian berupa soal tes yang valid dan reliabel untuk mengukur HOTS peserta didik pada materi suhu dan kalor kelas XI. Penelitian pengembangan ini dilakukan di Universitas Negeri Jakarta. Instrumen penilaian telah diujicoba pada bulan April 2018 di SMAN 1 Kabupaten Tangerang dengan 41 responden. Penelitian pengembangan ini diadaptasi dari model pengembangan ADDIE, yang meliputi: Analyze (Analisis), Design (Desain), Develop (Pengembangan), Implement (Penerapan), dan Evaluate (Evaluasi). Instrumen penilaian HOTS berupa soal tes yang terdiri dari 15 butir soal uraian dengan koefisien reliabilitas sebesar 0,568, rata-rata tingkat kesukaran 0,817 dan rata-rata daya pembeda 0,363. Jadi, Instrumen penilaian HOTS pada materi suhu dan kalor yang dikembangkan cukup mampu mengukur keterampilan High Order Thinking Skills peserta didik.Kata-kata kunci: instrumen, high order thinking skills, suhu, kalor, pendekatan ADDIE PENDAHULUANDalam proses pembelajaran, penilaian diperlukan untuk mengetahui tingkat pengetahuan peserta didik (Tungkasamit 2012;Arikunto 2012). Penilaian dapat berupa serangkaian pertanyaan yang harus dijawab atau perintah-perintah yang harus dikerjakan (Sudijono 2009). Agar penilaian yang

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“…The project-based assessment is categorizable into authentic evaluation. Authentic evaluation is focused on students' higher-order thinking and problem solving (Farrell, 2020;Tungkasamit & Junpeng, 2012). Project-based evaluation can improve learners' skills in leadership, communication, collaboration, and problem solving and it can involve the cognitive, affective, and psychomotor domains (Shariff, Johan, & Jamil, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Project-Based Assessment Learning Model That Impacts Learning Achievement and Nationalism Attitudes

Wayan

Tegeh

Artanayasa

2021

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Globalization gives a negative influence on children’s nationalism. This is exacerbated by the low students’ learning achievement in the social studies education (SSE), despite the fact that one of the objectives of the SSE learning is to develop students’ potentials to be sensitive to social problems in the person, the society, the nation, and the state. This study is aimed at describing the effectiveness of the project-based assessment learning model with national insight- oriented activities on the SSE learning achievement and nationalism attitudes of primary school students. The study is quasi-experimental research with a non-equivalent pre-test post test control group design. The research population consisted of all fourth-grade students totaling to 231 in number. Sampling was done by the random sampling technique, resulting in 46 students. Data were collected using test and non-test techniques. The test instrument was a multiple-choice test and the non-test instrument was a five-scale questionnaire. Both instruments were subjected to validity and reliability testing. The data analysis technique used the MANOVA statistic with the help of the SPSS computer software. The results showed that the significance level of the MANOVA test was .000 (< .0). This means that there are significant differences both partially and simultaneously in the SSE learning achievement and nationalism attitudes between students who learn by applying the project assessment learning model and students who learn ny applying the conventional learning model. In other words, there is a positive significant effect of learning using the project-based assessment learning model oriented on nationalism-insight activities towards the students’ SSE learning achievement and nationalism attitudes.

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The Development of Authentic Assessment Training Curriculum for Research-Based Learning Class in Higher Education of Thailand

Cited by 4 publications

References 0 publications

Implementation, Outcomes, and Effectiveness of Research-Based Learning: A Systematic Literature Review

Implementation, Outcomes, and Effectiveness of Research-Based Learning: A Systematic Literature Review

The Development of High Order Thinking Skills (HOTS) Assessment Instrument for Temperature and Heat Learning

The Project-Based Assessment Learning Model That Impacts Learning Achievement and Nationalism Attitudes

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