Pub Date : 2022-03-26DOI: 10.21009/jisae.v8i1.25186
Gede Suadnya Suastika
Covid-19 makes big problems especially in education. Students have an important role in education especially in online learning because they follow the online learning provided by the teacher. Based on the observation, students are afraid and embarrassed because of less attention from the students in online learning. This research aims to identify the students’ perception on the implementation of online learning in Kubutambahan District by using input and outcome evaluation, so that students can tell their problems in the online learning process. This research is descriptive qualitative which uses observation, questionnaire, and interview as data collection instruments. Input and outcome evaluation are the guidelines in designing the questionnaire and interview. The research results show that the students stated that assessment and schools’ facilities and infrastructures in SMPN 2 Kubutambahan and SMPN 5 Kubutambahan support them on the implementation of online learning although most of them have never followed socialization.
{"title":"Students’ Perception on the Implementation of Online Learning in Kubutambahan District by Using Input and Outcome Evaluation","authors":"Gede Suadnya Suastika","doi":"10.21009/jisae.v8i1.25186","DOIUrl":"https://doi.org/10.21009/jisae.v8i1.25186","url":null,"abstract":"Covid-19 makes big problems especially in education. Students have an important role in education especially in online learning because they follow the online learning provided by the teacher. Based on the observation, students are afraid and embarrassed because of less attention from the students in online learning. This research aims to identify the students’ perception on the implementation of online learning in Kubutambahan District by using input and outcome evaluation, so that students can tell their problems in the online learning process. This research is descriptive qualitative which uses observation, questionnaire, and interview as data collection instruments. Input and outcome evaluation are the guidelines in designing the questionnaire and interview. The research results show that the students stated that assessment and schools’ facilities and infrastructures in SMPN 2 Kubutambahan and SMPN 5 Kubutambahan support them on the implementation of online learning although most of them have never followed socialization. ","PeriodicalId":262250,"journal":{"name":"JISAE: Journal of Indonesian Student Assessment and Evaluation","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115500087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-26DOI: 10.21009/jisae.v8i1.25361
D. Iriyadi
This study aims to determine the method of equalizing a good score on a small number of items that are often found at the elementary/madrasah level. This research is a simulation study conducted by comparing capabilities in terms of three distributions. The sample size used in this study was 50 responses for the distribution of the ability of each group (normal, positive skewness, and negative skewness). Replication was carried out in 50 for each ability group using the help of Wingen3. The indicator used to evaluate the results of the equation is the Root mean squared error. The results showed that groups with the same ability skewness distribution (normal ability distribution - normal ability distribution, positive skewness ability distribution - positive skewness ability distribution, and negative skewness ability distribution - negative skewness ability distribution) would give a lower RMSE score than groups with different ability distributions. A low RMSE value indicates that the error of the measurement results is low
{"title":"EQUATING METHOD FOR LEARNING OUTCOMES OF ELEMENTARY SCHOOL/MADRASAH STUDENTS","authors":"D. Iriyadi","doi":"10.21009/jisae.v8i1.25361","DOIUrl":"https://doi.org/10.21009/jisae.v8i1.25361","url":null,"abstract":"This study aims to determine the method of equalizing a good score on a small number of items that are often found at the elementary/madrasah level. This research is a simulation study conducted by comparing capabilities in terms of three distributions. The sample size used in this study was 50 responses for the distribution of the ability of each group (normal, positive skewness, and negative skewness). Replication was carried out in 50 for each ability group using the help of Wingen3. The indicator used to evaluate the results of the equation is the Root mean squared error. The results showed that groups with the same ability skewness distribution (normal ability distribution - normal ability distribution, positive skewness ability distribution - positive skewness ability distribution, and negative skewness ability distribution - negative skewness ability distribution) would give a lower RMSE score than groups with different ability distributions. A low RMSE value indicates that the error of the measurement results is low","PeriodicalId":262250,"journal":{"name":"JISAE: Journal of Indonesian Student Assessment and Evaluation","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116020876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-26DOI: 10.21009/jisae.v8i1.26012
Swastika Rhea Zivanka, H. T. M. Silitonga, Hamdani
In Indonesia, students' higher order thinking skill is considered low and students still struggle to solve HOTS problems. One of the reasons is that students are unfamiliar with HOTS questions. This research aims to produce two – tier multiple choice test to measure students' higher order thinking skill on motion and force. The method used in this research is 4D by Thiagarajan. The test developed was validated by experts and was tested on 250 8th grade students in Pontianak. Analysis of the test used the Rasch Model to determine item fit, reliability, and difficulty levels using Winstep. Based on the qualitative and quantitative analysis, the test developed is feasible to measure students' higher order thinking skill with the content validity value score 0,84 and construct validity explained by the test 64,71%. The item reliability is excellent with the score of 0,94 but students have low consistency in answering the test. The test developed consist of 2 very difficult items, 6 difficult items, 5 easy items, and 2 very easy items.
{"title":"THE APPLICATION OF THE RASCH MODEL TO DEVELOP TWO-TIER MULTIPLE CHOICE HIGHER ORDER THINKING SKILL TEST ON MOTION AND FORCE","authors":"Swastika Rhea Zivanka, H. T. M. Silitonga, Hamdani","doi":"10.21009/jisae.v8i1.26012","DOIUrl":"https://doi.org/10.21009/jisae.v8i1.26012","url":null,"abstract":"In Indonesia, students' higher order thinking skill is considered low and students still struggle to solve HOTS problems. One of the reasons is that students are unfamiliar with HOTS questions. This research aims to produce two – tier multiple choice test to measure students' higher order thinking skill on motion and force. The method used in this research is 4D by Thiagarajan. The test developed was validated by experts and was tested on 250 8th grade students in Pontianak. Analysis of the test used the Rasch Model to determine item fit, reliability, and difficulty levels using Winstep. Based on the qualitative and quantitative analysis, the test developed is feasible to measure students' higher order thinking skill with the content validity value score 0,84 and construct validity explained by the test 64,71%. The item reliability is excellent with the score of 0,94 but students have low consistency in answering the test. The test developed consist of 2 very difficult items, 6 difficult items, 5 easy items, and 2 very easy items.","PeriodicalId":262250,"journal":{"name":"JISAE: Journal of Indonesian Student Assessment and Evaluation","volume":"349 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134118513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-26DOI: 10.21009/jisae.v8i1.26589
Bambang Afriadi
Behavior problems become essential to be discussed from time to time, and every era has different challenges in terms of handling. This article focuses on behavioral problems in schools. This paper will evaluate several studies, all of which are based on a google.com search and will be presented in order with their sources. Scientific studies, building a trusted website, and https://trends.google.co.id/trend collecting information. It is essential to develop character on behavioral difficulties in this school and how we can work together to find the best solutions for this fast-paced era. This report will serve as a springboard for future research on school behavior issues
{"title":"MANAGEMENT OF BEHAVIOR PROBLEMS AT SCHOOL","authors":"Bambang Afriadi","doi":"10.21009/jisae.v8i1.26589","DOIUrl":"https://doi.org/10.21009/jisae.v8i1.26589","url":null,"abstract":"Behavior problems become essential to be discussed from time to time, and every era has different challenges in terms of handling. This article focuses on behavioral problems in schools. This paper will evaluate several studies, all of which are based on a google.com search and will be presented in order with their sources. Scientific studies, building a trusted website, and https://trends.google.co.id/trend collecting information. It is essential to develop character on behavioral difficulties in this school and how we can work together to find the best solutions for this fast-paced era. This report will serve as a springboard for future research on school behavior issues","PeriodicalId":262250,"journal":{"name":"JISAE: Journal of Indonesian Student Assessment and Evaluation","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114485796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-26DOI: 10.21009/jisae.v8i1.25445
D. Pratama, Ihda Husnayaini
The Organization for Economic Co-operation and Development (OECD) report shows that there are still some Asian countries at the lowest level in terms of achieving the Program for International Student Assessment (PISA) such as the Philippines, Lebanon, Indonesia, Kazakhstan, Azerbaijan, and Saudi Arabia. Based on these problems, it is necessary to group countries in Asia based on PISA indicators so that the characteristics of each country can be known through the k-mean clustering algorithm method. The data in this study are secondary data from the 2018 PISA results which include variables in reading, mathematics, and science. The sample in this study were Asian countries that participated in PISA in 2018 totaling 17 countries. Based on the results of clustering, there are 3 clusters formed, namely, cluster 1 is China and Singapore, which are countries with PISA capabilities above average. Cluster 2 is a cluster consisting of Malaysia, Brunei Darussalam, Qatar, Saudi Arabia, Thailand, Azerbaijan, Kazakhstan, Indonesia, Lebanon, and the Philippines with below-average PISA acquisition. Whereas in cluster 3 it is a cluster consisting of countries with medium capabilities in PISA acquisition such as Macau, Hong Kong, Korea, Japan, and China-Taipei.
{"title":"PROGRAM FOR INTERNATIONAL STUDENT ASSESSMENT (PISA) ANALYSIS OF ASIAN COUNTRIES USING K-MEAN CLUSTERING ALGORITHMS","authors":"D. Pratama, Ihda Husnayaini","doi":"10.21009/jisae.v8i1.25445","DOIUrl":"https://doi.org/10.21009/jisae.v8i1.25445","url":null,"abstract":"The Organization for Economic Co-operation and Development (OECD) report shows that there are still some Asian countries at the lowest level in terms of achieving the Program for International Student Assessment (PISA) such as the Philippines, Lebanon, Indonesia, Kazakhstan, Azerbaijan, and Saudi Arabia. Based on these problems, it is necessary to group countries in Asia based on PISA indicators so that the characteristics of each country can be known through the k-mean clustering algorithm method. The data in this study are secondary data from the 2018 PISA results which include variables in reading, mathematics, and science. The sample in this study were Asian countries that participated in PISA in 2018 totaling 17 countries. Based on the results of clustering, there are 3 clusters formed, namely, cluster 1 is China and Singapore, which are countries with PISA capabilities above average. Cluster 2 is a cluster consisting of Malaysia, Brunei Darussalam, Qatar, Saudi Arabia, Thailand, Azerbaijan, Kazakhstan, Indonesia, Lebanon, and the Philippines with below-average PISA acquisition. Whereas in cluster 3 it is a cluster consisting of countries with medium capabilities in PISA acquisition such as Macau, Hong Kong, Korea, Japan, and China-Taipei.","PeriodicalId":262250,"journal":{"name":"JISAE: Journal of Indonesian Student Assessment and Evaluation","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128997370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-20DOI: 10.21009/jisae.v7i2.23781
Bambang Afriadi, A. Dudung
The purpose of this study is to describe the Program Practice Skills Teaching (PKM/ Praktik Keterampilan Mengajar) in semester 106, at the Educational Development Institute State University of Jakarta. The evaluation model used in this study is a formative and summative evaluation model developed by Michele Shriven. Formative evaluation is carried out during the program to provide information to the program leader as program improvement materials. While the summative evaluation is done at the end of the program. This research use evaluation analysis with qualitative and quantitative approach. How to collect data on this evaluation research is using techniques observation, questionnaires, interviews, and documentation. The results showed that in the formative evaluation, it can be seen that in general the process of Program PKM was by existing guidelines. So can be maintained the existence of the PKM Program. While the results of the summative evaluation showed that the PKM Program, in the high category, is based on the value of the minimum PKM Program participants B provided by the teacher mentor and lecturer mentor of the final exam.
{"title":"EVALUATION OF TEACHING SKILL PRACTICE PROGRAMS, IN THE STATE UNIVERSITY EDUCATION DEVELOPMENT INSTITUTION JAKARTA","authors":"Bambang Afriadi, A. Dudung","doi":"10.21009/jisae.v7i2.23781","DOIUrl":"https://doi.org/10.21009/jisae.v7i2.23781","url":null,"abstract":"The purpose of this study is to describe the Program Practice Skills Teaching (PKM/ Praktik Keterampilan Mengajar) in semester 106, at the Educational Development Institute State University of Jakarta. The evaluation model used in this study is a formative and summative evaluation model developed by Michele Shriven. Formative evaluation is carried out during the program to provide information to the program leader as program improvement materials. While the summative evaluation is done at the end of the program. This research use evaluation analysis with qualitative and quantitative approach. How to collect data on this evaluation research is using techniques observation, questionnaires, interviews, and documentation. The results showed that in the formative evaluation, it can be seen that in general the process of Program PKM was by existing guidelines. So can be maintained the existence of the PKM Program. While the results of the summative evaluation showed that the PKM Program, in the high category, is based on the value of the minimum PKM Program participants B provided by the teacher mentor and lecturer mentor of the final exam.","PeriodicalId":262250,"journal":{"name":"JISAE: Journal of Indonesian Student Assessment and Evaluation","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116424629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-24DOI: 10.21009/jisae.v7i2.20551
Mariatul Qibtiah
Instructional media that are innovative and easy are really needed by students in the current situation. M-learning based on Home Science Process Skill (HSPS), is an innovative learning medium that applies science learning directly in life, with the guidance of parents at home and teachers. The study aims to produce design of m-learning based on home science process skill for science learning. This research was conducted in April 2021 at SMPN 30 Kota Tangerang. The method used was the Research and Development (R&D) research method with the Instructional Development Institute (IDI) model. The stages of research and development of learning media were to define stage, develop stage and evaluate stage. The results of the feasibility test for the design of m-learning based on Home Science Process Skill by media experts and material experts obtained an average assessment of 78.40% and 87.50% with good and very good interpretations. The conclusion of this research was that the design of this learning media was feasible to be used as a medium for student learning media.
在当前形势下，创新、便捷的教学媒体是学生真正需要的。基于家庭科学过程技能(Home Science Process Skill, HSPS)的移动学习是一种创新的学习媒介，在家长和老师的指导下，将科学学习直接应用于生活中。本研究旨在为科学学习提供基于家庭科学过程技能的移动学习设计。该研究于2021年4月在SMPN 30 Kota Tangerang进行。使用的方法是研究与发展(R&D)研究方法与教学发展研究所(IDI)模型。学习媒体研究与发展的阶段分为定义阶段、发展阶段和评价阶段。媒体专家和材料专家对基于Home Science Process Skill的移动学习设计进行可行性测试的结果，平均评价分别为78.40%和87.50%，有良好和非常好的解释。本研究的结论是该学习媒体的设计是可行的，可以作为学生学习媒体的媒介。
{"title":"DESIGN OF M-LEARNING BASED ON HOME SCIENCE PROCESS SKILL FOR SCIENCE LEARNING","authors":"Mariatul Qibtiah","doi":"10.21009/jisae.v7i2.20551","DOIUrl":"https://doi.org/10.21009/jisae.v7i2.20551","url":null,"abstract":"Instructional media that are innovative and easy are really needed by students in the current situation. M-learning based on Home Science Process Skill (HSPS), is an innovative learning medium that applies science learning directly in life, with the guidance of parents at home and teachers. The study aims to produce design of m-learning based on home science process skill for science learning. This research was conducted in April 2021 at SMPN 30 Kota Tangerang. The method used was the Research and Development (R&D) research method with the Instructional Development Institute (IDI) model. The stages of research and development of learning media were to define stage, develop stage and evaluate stage. The results of the feasibility test for the design of m-learning based on Home Science Process Skill by media experts and material experts obtained an average assessment of 78.40% and 87.50% with good and very good interpretations. The conclusion of this research was that the design of this learning media was feasible to be used as a medium for student learning media.","PeriodicalId":262250,"journal":{"name":"JISAE: Journal of Indonesian Student Assessment and Evaluation","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123888344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-24DOI: 10.21009/jisae.v7i2.21830
Dr. Ahmad S.Pd, M.Pd, Dasa Izmaimusah, Mustamin H. Idris
This research aims to produce a grid design of mathematics learning outcomes instruments at the elementary school level in implementing the 2013 Curriculum. This research is expected to bring about the availability of grid design and supporting devices for the implementation of elementary school mathematics learning outcomes instruments. Output which obtained in this study is to help teachers in the development system of assessment that is sustainable, focussing on aspect of the analysis of the level of difficulty gains and the level of ability of students to use the model of Rasch. The sustainability implementation of Curriculum 2013, which may involve the heads of schools, teachers and students and the other relevant. In terms of the effectiveness, fostering sustainable used as the focus of a major system development as an instrument to validate test by the teacher and doing test try limited to the four schools in Palu. At the first stage, the design of instrument is carried out in the form of lattice and grain instruments, pieces of observation and questionnaires, test the construct, and the revision of the group of teachers and students of the school elementary grade IV. Result of test respondents (elementary School students in Palu) obtained that the point about the difficulty is the question number 26 (S26) with a value logit 2,08. While the matter of the most easily is the matter of number 3 (S3) with a value logit -1,84. Result output tables obtained information that does not exist grain matter which does not meet all the requirements fit (oufit MNSQ, outfit ZSTD and Pt Mean Corr) so that the point about including category fit or appropriate.
本研究的目的是在实施2013年课程的过程中，为小学阶段的数学学习成果工具提供一个网格设计。本研究可望为小学数学学习成果量表的实施带来网格设计及配套装置的可用性。本研究得到的输出是为了帮助教师开发可持续的评估体系，重点分析了难度增益水平和学生使用Rasch模型的能力水平。课程2013的可持续性实施，这可能涉及学校校长、教师和学生以及其他相关人员。就有效性而言，促进可持续使用作为主要系统开发的重点，作为验证教师测试的工具，并在帕卢的四所学校进行测试。在第一阶段，工具的设计以格子和粒状工具、观察片和问卷的形式进行，对学校小学四年级的师生群体进行结构测试和修订。测试被调查者(帕卢小学生)的结果得出，难度点为题数26 (S26)，其值logit为2,08。而最简单的问题是数字3 (S3)的问题，其值为logit -1,84。结果输出表获得的信息不存在颗粒物质，不满足拟合的全部要求(拟合MNSQ、拟合ZSTD和拟合Pt Mean Corr)，因此包含类别拟合的观点还是合适的。
{"title":"INSTRUMENT DEVELOPMENT OF MATHEMATICS LEARNING OUTCOMES BY THE RASCH MODEL IN ELEMENTARY SCHOOL TO SUPPORT THE IMPLEMENTATION OF THE 2013 CURRICULUM","authors":"Dr. Ahmad S.Pd, M.Pd, Dasa Izmaimusah, Mustamin H. Idris","doi":"10.21009/jisae.v7i2.21830","DOIUrl":"https://doi.org/10.21009/jisae.v7i2.21830","url":null,"abstract":"This research aims to produce a grid design of mathematics learning outcomes instruments at the elementary school level in implementing the 2013 Curriculum. This research is expected to bring about the availability of grid design and supporting devices for the implementation of elementary school mathematics learning outcomes instruments. Output which obtained in this study is to help teachers in the development system of assessment that is sustainable, focussing on aspect of the analysis of the level of difficulty gains and the level of ability of students to use the model of Rasch. The sustainability implementation of Curriculum 2013, which may involve the heads of schools, teachers and students and the other relevant. In terms of the effectiveness, fostering sustainable used as the focus of a major system development as an instrument to validate test by the teacher and doing test try limited to the four schools in Palu. At the first stage, the design of instrument is carried out in the form of lattice and grain instruments, pieces of observation and questionnaires, test the construct, and the revision of the group of teachers and students of the school elementary grade IV. Result of test respondents (elementary School students in Palu) obtained that the point about the difficulty is the question number 26 (S26) with a value logit 2,08. While the matter of the most easily is the matter of number 3 (S3) with a value logit -1,84. Result output tables obtained information that does not exist grain matter which does not meet all the requirements fit (oufit MNSQ, outfit ZSTD and Pt Mean Corr) so that the point about including category fit or appropriate.","PeriodicalId":262250,"journal":{"name":"JISAE: Journal of Indonesian Student Assessment and Evaluation","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116651633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-24DOI: 10.21009/jisae.v7i2.23056
Abubakar Ukashatu
Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic assessment among others. The paper concludes that it is a high time for authentic assessment to replace traditional methods of assessment in all level of learning. The paper also recommended that the Curriculum Planners should design a curriculum based on types of authentic assessment for all levels of learning, the application of authentic assessment at all levels of learning, time has comes to move from traditional method of assessment to authentic assessment form and required competencies must be possessed by the teacher in order to carry out authentic assessments through proper training.
{"title":"EMERGING ISSUES IN EDUCATIONAL MEASUREMENT: AUTHENTIC ASSESSMENT","authors":"Abubakar Ukashatu","doi":"10.21009/jisae.v7i2.23056","DOIUrl":"https://doi.org/10.21009/jisae.v7i2.23056","url":null,"abstract":"Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic assessment among others. The paper concludes that it is a high time for authentic assessment to replace traditional methods of assessment in all level of learning. The paper also recommended that the Curriculum Planners should design a curriculum based on types of authentic assessment for all levels of learning, the application of authentic assessment at all levels of learning, time has comes to move from traditional method of assessment to authentic assessment form and required competencies must be possessed by the teacher in order to carry out authentic assessments through proper training.","PeriodicalId":262250,"journal":{"name":"JISAE: Journal of Indonesian Student Assessment and Evaluation","volume":"179 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125814697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-24DOI: 10.21009/jisae.v7i2.21907
Z. Matondang
This research aims to evaluate the online learning implementation activities at the UNIMED Faculty of Engineering to determine the various weaknesses and constraints. The research approach used is the CIPP model of Stufflebeam. And it focused on the content/material, facilities, processes, and outputs of online learning. Data were obtained from UNIMED Faculty of Engineering students through online questionnaires. The results showed that 1) the availability of learning resources is still low, as a content aspect, 2) network strength is weak at the input aspect, 3) the helpdesk service is lacking at the process aspect, and 4) the online effectiveness is low at the product aspect. On average, out of these four components, the lowest is online learning tools. In conclusion, this research found that learning facilities contributed to online learning effectiveness at the UNIMED Faculty of Engineering.
{"title":"THE EVALUATION OF IMPLEMENTING ONLINE LEARNING AT UNIMED FACULTY OF ENGINEERING","authors":"Z. Matondang","doi":"10.21009/jisae.v7i2.21907","DOIUrl":"https://doi.org/10.21009/jisae.v7i2.21907","url":null,"abstract":"This research aims to evaluate the online learning implementation activities at the UNIMED Faculty of Engineering to determine the various weaknesses and constraints. The research approach used is the CIPP model of Stufflebeam. And it focused on the content/material, facilities, processes, and outputs of online learning. Data were obtained from UNIMED Faculty of Engineering students through online questionnaires. The results showed that 1) the availability of learning resources is still low, as a content aspect, 2) network strength is weak at the input aspect, 3) the helpdesk service is lacking at the process aspect, and 4) the online effectiveness is low at the product aspect. On average, out of these four components, the lowest is online learning tools. In conclusion, this research found that learning facilities contributed to online learning effectiveness at the UNIMED Faculty of Engineering.","PeriodicalId":262250,"journal":{"name":"JISAE: Journal of Indonesian Student Assessment and Evaluation","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128362922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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