Authentic assessment: Evaluation and its application in science learning

Maria Hanifah(1*), Alfred Irambona(2),

(1) Universitas Negeri Yogyakarta
(2) Burundi University
(*) Corresponding Author

Abstract


The research aims to reveal: (1) the suitability of the implementation of science authentic assessment in Kulonprogo Regency, and (2) the forms of science authentic assessment applied. The study was used the CIPP Stufflebeam evaluation model. The quantitative data were analyzed with T-score, while the qualitative data were analyzed by using Miles & Hubermen. The results of this research are as follows. (1) The implementation of science authentic assessment is wholly fairly effective be seen from T-score analysis 52.44 from the score extent 20-80. (2) The forms of science authentic assessment are practice, portfolio, teacher transcript journal, and daily test, whereas project activity, self assessment, and peer assessment are not done for the heat matter and its movement with T-score 45.14 wholly fairly effective from the score extent 20-80.


Keywords


implementation; natural science authentic assessment; 2013 Curriculum

Full Text:

FULLTEXT PDF

References


Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012

Ali, L. U., Suastra, I. W., & Sudiatmika, A. (2013). Pengelolaan pembelajaran IPA ditinjau dari hakikat sains pada SMP di Kabupaten Lombok Timur. Jurnal Pendidikan Dan Pembelajaran IPA Indonesia, 3(1). Retrieved from http://119.252.161.254/e-journal/index.php/jurnal_ipa/article/view/750

Andayani, S., & Mardapi, D. (2012). Performance assessment dalam perspektif multiple criteria decision making. Prosiding Seminar Nasional Penelitian, Pendidikan Dan Penerapan MIPA, Fakultas MIPA, Universitas Negeri Yogyakarta. Yogyakarta: Universitas Negeri Yogyakarta.

Arikunto, S. (2016). Dasar-dasar evaluasi pendidikan (5th ed.). Jakarta: Bumi Aksara.

Arikunto, S., & Jabar, C. S. A. (2009). Evaluasi program pendidikan (2nd ed.). Jakarta: Bumi Aksara.

Atkin, J. M., Black, P., & Coffey, J. (2001). Committee on classroom assessment and the national science education standards (2001) Classroom assessment and the national science education standards. Washington, DC.: Center for Education National Research Council National ….

Azwar, S. (2015). Reliabilitas dan validitas. Yogyakarta: Pustaka Pelajar.

Basuki, I., & Hariyanto, M. S. (2014). Asesmen pembelajaran. Bandung: PT Remaja Rosdakarya.

Chiappetta, E. L., & Koballa, T. R. (2010). Science instruction in the middle and secondary schools: Developing fundamental knowledge and skills. New York: Allyn & Bacon.

Kunandar, K. (2013). Penilaian autentik (Penilaian hasil belajar peserta didik berdasarkan Kurikulum 2013). Jakarta: Rajawali Pers.

Levin-Rozalis, M. (2000). Abduction: A logical criterion for programme and project evaluation. Evaluation, 6(4), 415–432. https://doi.org/10.1177/13563890022209406

Lukum, A. (2015). Evaluasi program pembelajaran IPA SMP menggunakan model countenance stake. Jurnal Penelitian Dan Evaluasi Pendidikanvaluasi Pendidikan, 19(1), 25–37. https://doi.org/10.21831/pep.v19i1.4552

Menteri Pendidikan dan Kebudayaan Republik Indonesia. Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia nomor 104, tahun 2014, tentang penilaian hasil belajar oleh pendidik pada pendidikan dasar dan pendidikan menengah. , Pub. L. No. 104, Peraturan menteri pendidikan dan kebudayaan Republik Indonesia (2014).

Merilia, S., Fajaruddin, S., & Arbain, A. (2019). An assessment of an English textbook of vocational school. Arisen (Assessment and Research on Education), 1(2). https://doi.org/10.26486/ARISEN.V1I2.46

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Los Angeles: Sage.

Murphy, A. A. (1996). A model for authentic assessment utilizing portfolios.

National Research Council. (2001). Classroom assessment and the national science education standards. National Academies Press.

Nezakatgoo, B. (2011). The effects of portfolio assessment on writing of EFL students. English Language Teaching, 4(2), 231–241. https://doi.org/10.5539/elt.v4n2p231

Pantiwati, Y. (2013). Authentic assessment for improving cognitive skill, critical-creative thinking and meta-cognitive awareness. Journal of Education and Practice, 4(14), 1–9. Retrieved from https://iiste.org/Journals/index.php/JEP/article/view/6790

Rosana, D. (2014). Pendekatan saintifik dalam pembelajaran IPA secara terpadu. Seminar Nasional Unnes, 4–21. Semarang: Universitas negeri se.

Sparapani, E. F., Callejo Perez, D., Gould, J., Hillman, S., & Clark, L. (2014). A global curriculum? Understanding teaching and learning in the United States, Taiwan, India, and Mexico. SAGE Open, 4(2), 215824401453640. https://doi.org/10.1177/2158244014536406

Stiggins, R. J. (1994). Student-centered classroom assessment. Merrill New York.

Stufflebeam, D. L., & Shinkfield, A. J. (1985). Systematic evaluation. Kluwer-Nijhoff.

Sugiyono. (2010). Metode penelitian kuantitatif kualitatif dan R & D. Bandung: Alfabeta.

Van Blerkom, M. L. (2009). Measurement and statistics for teachers. New York, NY: Routledge.

Widoyoko, E. P. (2012). Teknik penyusunan instrumen penelitian. Yogyakarta: Pustaka Pelajar.




DOI: http://dx.doi.org/10.33292/petier.v1i2.4

Article Metrics

Abstract view : 162 times
FULLTEXT PDF - 99 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Psychology, Evaluation, and Technology in Educational Research

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Our Journal indexed by:

Psychology, Evaluation, and Technology in Educational Research
ISSN: 2622-5506

Creative Commons License
Psychology, Evaluation, and Technology in Educational Research is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Based on a work at http://petier.org/index.php/PETIER.

 

PETiER Stats