The implementation of attitude assessment in Curriculum 2013 at elementary schools

Abstract

This study is aimed at describing the implementation of attitude assessment conducted by teachers starting from the assessment planning, implementation, results processing, its utilization, and the follow-up. This study employed a qualitative and quantitative method. The subject was elementary school teachers in Bekasi city who had taught in classes applying Curriculum 2013. The data were collected using questionnaires and focus group discussions. The result shows that the implementation of attitude assessment had not been done optimally because of teachers' lack of understanding. Besides, too many techniques of attitude assessment cause teachers to need a lot of time to learn and conduct the assessment. In Curriculum 2013, students' involvement is emphasized, yet most students were quite passive in class, and there was no dynamic and active discussion in the learning process. It means teachers need to apply different methods to encourage students to be more active. Lastly, the utilization and follow-up of the assessment results were not optimal. Some recommendations that can be proposed are: (1) schools are hoped to be able to provide independent training for the implementation of assessment in Curriculum 2013; (2) mandatory attitude assessment required to be done by each subject teacher is observation, while other required assessments are done by the classroom teacher; (3) variables in attitude assessment needs to be completed and clearly stated especially in social aspects (KI-2), which are accepting and responding; (4) there should be a detailed description of attitude assessment in students' reports.

Upaya Meningkatkan Hasil Belajar Matematika Materi Pecahan Sederhana Menggunakan Media Konkret Pada Siswa Kelas Iii Di Upt SDN 281 Gresik

“…Hasil belajar dapat di buktikan dalam berbagai bentuk baik dari test maupun non tes. Menurut ikhya Ulumudin (Ulumudin et al, 2019) Guru Sekolah Dasar dalam menilai hasil belajar siswanya dinilai dalam tiga aspek yaitu sikap, pengetahuan dan ketrampilan. Ada beberapa factor yang dapat mempengaruhi hasil belajar peserta didik.…”

Comparison of emotional and social intelligence assessment of students in state and private school during the pandemic

“…The practice of taste and initiative is related to the will and creativity that are reflected in caring, imaging, and creating new things." (Ulumudin & Fujianita, 2019).…”

“…Emotional intelligence is a set of skills, attitudes, abilities, and competencies that determine individual behavior, reactions, state of mind, coping styles, and communication styles (Droppert et al, 2019). These factors directly affect the level of success, satisfaction, ability to connect with others, as well as the individual's ability to cope with stress, level of self-confidence, perception of control, and overall level of mental and emotional well-being (Ulumudin & Fujianita, 2019). The factors that will affect the emotional and social, according to Goleman (2004) and Mosca (2019), include congenital or genetic factors, family environmental factors, and non-family environmental factors.…”