ASSESSMENT IMPLEMENTATION IN DAILY EXAM (UH) BY PHYSICS TEACHER IN SENIOR HIGH SCHOOL (SMA)
PILOTING CURRICULUM 2013 IN MEDAN
By: Uli Dofa Sirait Reg Number 4103322021 Bilingual Physics Education Program
THESIS
Submitted to Acquires Eligible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
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PREFACE
Praise and thanks to Jesus Christ who has give a flood of merci and guidance to writer so I can finished this thesis.
This thesis which titled is “Assessment Implementation in Daily Exam (UH) by Physics Teacher in Senior High School (SMA) Piloting Curriculum 2013 in Medan” is arranged to acquire scholar degree of Physics Education, Faculty of Mathematics and Nature Science State University of Medan.
Thank you so much to Alkhafi Maas Siregar, M.Si as thesis supervisor who has guide and give suggestion to writer from initial research until finished this research. Thank you so much also to Prof. Dr. M. Bangun Harahap, MS, Dr. Sondang R. Manurung, M.Pd and Drs. Rahmatsyah, M.Si who have gave critics and suggestions to writer. Thank you so much to Dr. Ridwan Abdullah Sani, M.Si as academic supervisor. Thank you so much to Prof. Motlan Sirait, M.Sc,.Ph.D as Dean of FMIPA State University of Medan, Prof.Dr.rer.nat.Binari Manurung, M.Si as Bilingual Program Coordinator and to all Mr. and Mrs. Lecturer and staff employee of Physics FMIPA State University of Medan who have encouraged writer.
Special Gratefully to: Dear Mother Rohani Sihombing and Beloved father Alek Sirait for grow me up and educate me in this life. Thank you to my only brother and all my sisters and special thank you for my beloved, Erwin Pasaribu. Thank you for my warmnest friendship (MBG), Andi Lumbangaol, Joy Sinaga, Nesron Solin, Mula Sirait, Soritua, Boston, Heber Sagala, Susi M. Tambunan, Remi Napitupulu, Evi K. Simanjuntak and Christine M. Siregar.
I realize this thesis is out of perfect caused by my literature or knowledge. That’s why, writer hope constructivism’s advice and suggestion in order to make this thesis is useful for all of us.
Medan, June 26th, 2014
Uli Dofa Sirait
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ASSESSMENT IMPLEMENTATION IN DAILY EXAM (UH) BY PHYSICS TEACHER IN SENIOR HIGH SCHOOL (SMA)
PILOTING CURRICULUM 2013 IN MEDAN Uli Dofa Sirait (ID. Number 4103322021)
ABSTRAC
The aim of this research is to analyze the conformity of assessment standard implementation in daily exam by physics teacher in some Senior High School (SMA) piloting Curriculum 2013 in Medan with government standard. To show is the daily exam that conducted by physics teacher in senior high schools in Medan accordance with demand of curriculum 2013 and how far physics teacher have implemented the assessment standard of daily exam (UH) demand to Curriculum 2013.
The research is using qualitative method with a phenomenology approach where researcher is the main instrument. Technical data collections are questionnaires, in-depth interview and documentation. Where questionnaire for student, in-depth interview for teacher and documentation of teacher file. Total numbers of subjects or data sources are six schools consist of six persons of Physics teacher and ten persons of students.
CONTENTS
Page
Legitimation Page i
Biography ii
Abstrac iii
Preface iv
Contents vi
Figure List ix
Table List x
Appendix List xi
I. Introduction
1.1Background 1
1.2Problem Identification 4
1.3Problem Limitation 4
1.4Problem Statement 4
1.5Objectives 5
1.6Advantages Research 5
II. Literature Review
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2.1.4.3 Procedure And Mechanism of Assessment Conduct By Teachers 17
2.1.5 Curriculum 2013 20
2.1.5.1 Assessment Models in Curriculum 2013 20 2.1.5.2 Competency Assessment 22 2.1.5.2.1 Attitude Competency 22 2.1.5.2.2 Knowledge Competency 24 2.1.5.2.3 Skill Competency 25
2.1.6 Daily Exam (UH) 27
2.1.6.1 Assessment Technique in Daily Exam (UH) 27
2.2 Conceptual Framework 30
III. Research Method
3.1 Research Method 32
3.2 Location of Research 32
3.3 Proceduer 32
3.4 Instrument of Research 33
3.5 Data resources 33
3.6 Data Collection Techniques 33
3.6.1 Questionnaire 34
3.6.2 In depth Interview 34
3.6.3 Documentation 34
3.7 Data Analysis 35
3.7.1 Analysis before Conducting Research 35 3.7.2 Analysis during Conducting Research 36
3.7.2.1 Data Reduction 36
3.7.2.2 Data Display 37
3.8.3 Dependability testing 38 3.8.4 Conformability testing 38 IV. Result And Discusion
4.1 Result 39
4.1.1 Informant’s Identities 39 4.1.2 Result of Data Analysis 40 4.1.3 Data Analyze Compare by Teacher’s Age and
Teaching Experience 43
4.2 Discusion 45
4.2.1 Behavior of Physics Teacher in Implementing of
Assessment’s Mechanism 45
4.2.1.1 Planning of Daily Exam 45 4.2.1.2 Implement / Conducted of Daily Exam 46 4.2.1.3 Analized The Result of Daily Exam 47 4.2.1.4 Report The Result of Daily Exam 48 4.2.2 Factors that inhibiting of Physics Teacher did
not maximal implement standardized assessment 52
V. Conclusion and Suggestion
5.1 Conclusion 53
5.2 Suggestion 53
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FIGURE LIST
Page Figure 2.1 Mechanism of Assessment Conduct by Teacher 19 Figure 2.2 Design of Assessment in Curriculum 2013 26 Figure 2.3 Conceptual Framework of Assessment 31 Figure 3.1 Data Collecting Technique 33
Figure 3.2 Flow of Data Analysis 35
Figure 3.3 Components of Data Analysis 36 Figure 4.1 Teachers’s implementation of standart assessment 42
on daily exam
Figure 4.2 Teachers’s implementation of standart assessment on
daily exam by difference age 43 Figure 4.3 Teachers’s implementation of standart assessment on
daily exam by difference teaching experience 44
APPENDIX LIST
Page Appendix 1. Instrument for Questionnaire 56 Appendix 2. Instrument for In Depth Interview 57
Appendix 3. Documents Sheet 60
Appendix 4. Data of Students’ Questionnaire 61
Appendix 5. Data of Teacher in-depth interview 79 Appendix 6. Reduction Data of Students’ Questionnaire 84 Appendix 7. Reduction Data of Physics Teachers In Depth – Interview 86 Appendix 8. Reduction Data of Physics Teachers assessment
by documentation 88
Appendix 9. Research Documentation 89
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CHAPTER I INTRODUCTION
1.1 Background
Education is an important role in improving the prosperity of society. Education will produce reliable human resources (SDM) in managing natural resources, using technology, and providing services. Human resources (SDM) will be a valuable asset in developing the nation's progress. Therefore, each state should identified quality of education as one of the highest national priority. To improve the quality of education considers changes in the curriculum be one solution to making education relevant to the demands of globally according to the statement of M.Nuh (Momod, 2013) that changes the curriculum is the government's efforts to improve the quality of education in Indonesia
There are strong reasons and obvious foundation when curriculum has been changing time by time. These changes are encouraged by desire to improve, develop, and increase the quality of the national education system continuously. The curriculum is a set of planning and setting the objectives, content and learning materials and methods used to guide the learning activities organizer to achieve educational goals (Haryati, 2009). The changes of national education curriculum will impact to changes some elements contained in curriculum. The elements are competence of graduates, content standards, process standards, and assessment standards.
Now, Indonesia is trying to implementation the Curriculum 2013. Graduate competencies described in three dimensions: (a) attitudes, (b) skills and (c) knowledge, accordance with the Peraturan Menteri Pendidikan dan Kebudayaan
main attitudes, followed by skills, knowledge as last domain. The attitude should be promoted first, continue to skills, and the last is the knowledge. In fact, one of important points in implementation of curriculum which often ignore is the assessment standard. It is very important part in National Education Standards as required to improve the quality of education. Therefore, a good curriculum and the learning process that really needs supported by a good appraisal system, planned and sustainable.
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assessment standard. Basic assessment and appraisal standards that have been set in Permendikbud No.66 Tahun 2013.
Research about assessment has been carried out previously by Gultom (2012) that analyzed physics teachers’ understanding about assessment at several schools in Medan. Found that in general assessment, that conducted by physics teachers (even have educators certificate or not) in several SMA in Medan is less accordance with demands of KTSP, Assessment was conducted without a description of learners’ progress caused the teachers’ understanding about assessment standards very limited, socialization and guidance rarely added facility factor and students’ interest in learning is low. Reinforced by the results of research by Handayani (2012) explain that teachers assessed students tend through objective and subjective exams and teachers’ low understand about assessment make they concluded assessment just as examination. Literature studies also show that many teachers are confused and do not understand, especially in the assessment form of curriculum 2013. In accordance with what was delivered by Waruwu as Director of Education Training & Consulting, Jakarta in her journal “Rangkuman Berbagai Pokok Pikiran Seputar Kurikulum 2013” assessment became a difficult part to be implemented by educators alike with statement of Rusilowati, Professor of the Faculty of Mathematics and Natural Sciences (MIPA) Semarang State University (Unnes) at Curriculum 2013 socialization during December 2013 in the city of Semarang that some teachers didnot understand assessment concept actually.
is not able to arrange student’s report progress of learning, teachers do not find alternative solutions to develop their ability in teaching and learning and finally the curriculum goal does not achieve.
1.2 Problem’s Identification
1. Teachers only carry out daily exam by tests and measure knowledge competency only.
2. Teachers do not conduct the intergration assessment among competency of attitude, skill and knowledge.
1.3 Limitations of the Study
Based on the background problems described above and the identification of problems that have been described, considering the factors involved in the assessment standards is very complex, as well as to research more focused, then the problem will be limited based on the information in the search and the places or schools that will investigated. This study will be limited as follows:
1. The research do in high school (SMA) in Medan, 2013-2014 academic year. 2. The research do on teachers who teach physics especially in class X.
3. The data will be only gathering from the target schools.
1.4 Problem Statement
Based on the background of the issues, identifying problems, and limitation issues, the problems in this study can be formulated as follows:
1. Is the daily exam that conducted by physics teacher in senior high schools in Medan accordance with demand of curriculum 2013? 2. How far physics teacher have implemented the assessment standard of
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1.5 Objectives
Based on the background of the issues, identifying problems, limitation issues, and the problems in this study, the objectives of this research can be formulated as follows:
1. Knowing the congruence of daily exam that conducted by physics teacher in senior high schools in Medan with demand of curriculum 2013.
2. Knowing how far physics teacher have implemented the assessment standard of daily exam (UH) demand to Curriculum 2013.
1.6 Advantages of Research
The researchers are expected to be useful for:
1. Providing information about the uniformity of implementation of assessment at Daily Exam (UH) that conducted by physics teacher with assessment standards and curriculum set up by the government at several senior high schools in Medan.
2. Increase the researches knowledge about assessment.
CHAPTER V
CONCLUSION AND SUGGESTION 5.1 CONCLUSION
From the above data it can be concluded that:
1. Teacher conduct the daily exam not maximal or not totaly congruence with demand of curriculum 2013 because some factor such as minimal training or guiding from the government to arrange the assessment, lack understanding how to develop and implement standardized assessments and students interest and motivation to study of physics subjects is still very low.
2. Physic teacher implemented the assessment standart of daily exam in 66.24% where frailness at some factors like teacher not prepare seriously the assessment instrument of daily exam, not analyze the result using scoring guideline, not conduct exact remedi and enrichment, not give personal constructive command to student.
5.2 SUGGESTION
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