Thematic learning during the pandemic: CIPP evaluation study

Pujiastuti, Pratiwi; Herwin, Herwin; Firdaus, Fery Muhamad

doi:10.18844/cjes.v16i6.6481

Cited by 19 publications

(18 citation statements)

References 38 publications

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“…Dalam proses asesmen pendidik diharapkan mendapatkan beberapa petunjuk untuk perbaikan (improvement) (Bordon & Owens, 2001;Palomba & Banta, 1999;(Baehr, 2007). Sedangkan proses evaluasi biasanya digunakan untuk menunjukkan adanya keputusan (judgement) terhadap kualitas pembelajaran yang akan dibuat (Pujiastuti, Herwin & Firdaus, 2021). Asesmen merupakan istilah yang digunakan untuk melihat bagaimana tingkat kualitas kinerja atau hasil yang dapat ditingkatkan selanjutnya.…”

Section: Pendahuluanunclassified

High order thinking skill sebagai landasan dalam pengembangan asesmen dan evaluasi pendidikan

Hajaroh

2022

FOUNDASIA

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Studi ini memberikan wawasan tentang konsep high order thinking skill sebagai kompetensi yang integral dengan low order thinking skill. Kompetensi berpikir kritis dan kreatif sebagai kompetensi level tinggi terbentuk dari kompetensi berpikir level rendah dari kemampuan mengingat, memahami, menerapkan, berpikir analitis, berpikir kritis dan berpikir kreatif. Pengetahuan sebagai obyek berpikir memiliki dimensi-dimensi dari pengetahuan faktual, konseptual, prosedural dan pengetahuan metakognitif. Pendidik dalam proses pembelajaran membantu peserta didik berproses untuk mencapai kompetensi berpikir tingkat tinggi melalui pembelajaran pengetahuan yang multi dimensi tersebut dan melakukan asesmen kelas untuk membantu proses pencapaian kompetensi serta memastikan ketercapaian kompetensi melalui evaluasi hasil belajar. Taksonomi pendidikan yang ditemukan oleh Bloom merupakan konsep dasar yang selalu menjadi rujukan dalam menyusun tujuan atau kompetensi pendidikan dan evaluasinya. Kompetensi berpikir kreatif sebagai kompetensi berpikir tingkat tinggi ditambahkan oleh Andersen di tahun 2001. Pembaruan taksonomi Bloom yang dilakukan oleh Andersen menjadikan konsep ini relevan dengan konteks dunia di abad 21.

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Section: Pendahuluanunclassified

High order thinking skill sebagai landasan dalam pengembangan asesmen dan evaluasi pendidikan

Hajaroh

2022

FOUNDASIA

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“…This combination will produce complete knowledge and skills. It is said to be complete if learning is not only limited to one lesson content but also contains several other lesson contents [24]. This complete concept will be covered by the science, technology, engineering, art, and mathematical (STEAM) approach.…”

Section: Introductionmentioning

confidence: 99%

Augmented Reality Media Development in STEAM Learning in Elementary Schools

Rukayah¹,

Daryanto²,

Atmojo³

et al. 2022

ISI

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The need for technology-based media is vital in the era of 21st-century education. Here, augmented reality media is a medium predicted to provide a more realistic experience successfully and in line with the developmental phase of elementary school students. For this reason, this study aims to analyze the need for augmented reality media development and develop an initial design for augmented reality media development in STEAM learning in elementary schools. This research used the R&D method with two of the four stages of R&D research. These stages are preliminary studies and initial design development. The subjects of this study were seven teachers and 129 students of a public elementary school in East Java, Indonesia. The instruments of this research were questionnaires and interviews. Data analysis used descriptive statistics and interpretive analysis. The results of this study revealed that teachers and students needed media that can represent material in-depth, increase interest and motivation, and provide experiences, such as STEAM-based augmented reality learning media. Meanwhile, the initial design development results of STEAM-based augmented reality learning media were in the form of six types of designs, containing Batik, Wayang (puppet), Gamelan, Borobudur Temple, Kereta Kencana (golden chariot), and Keris.

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“…Learning activities and technology integration are two things that are currently interrelated and will not be separated. Since post-pandemic learning has been accustomed to being integrated with technology [7]- [10]. Currently, the modification of online learning has become a familiar thing both by teachers and by students [11], [12].…”

Section: Introductionmentioning

confidence: 99%

Improving Student Learning Outcomes through Mobile Assessment: A Trend Analysis

Herwin¹,

Senen²,

Nurhayati³

et al. 2022

IJIET

Self Cite

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The integration of technology in learning is one of the popular issues today which is an alternative to solve the problems experienced in the difficulty of achieving maximum learning goals for students. This study aims to examine the effectiveness of the application of mobile assessment in learning activities in elementary schools. This research is a quantitative study using descriptive type. The respondents of this study were elementary school students who were at the fifth-grade level. Data were collected through learning outcomes tests using mobile assessment technology. The data analysis technique used is trend analysis. Research findings indicate that there is a positive trend in student learning outcomes when using mobile assessments in learning activities. Based on the model fit, the findings show that the Quadratic Trend Model is the best model with the smallest measurement error.

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Thematic learning during the pandemic: CIPP evaluation study

Cited by 19 publications

References 38 publications

High order thinking skill sebagai landasan dalam pengembangan asesmen dan evaluasi pendidikan

High order thinking skill sebagai landasan dalam pengembangan asesmen dan evaluasi pendidikan

Augmented Reality Media Development in STEAM Learning in Elementary Schools

Improving Student Learning Outcomes through Mobile Assessment: A Trend Analysis

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