A test should have authentic assessment. Authentic assessment reflects student’s learning, achievement, motivation, and attitude on instructionally relevant classroom activities as stated by O’Malley & Valdez (1996:4). Authentic assessment refers to assessment tasks that resemble reading and writing in the real world and at school (Hiebert, Valencia,et al. (1994:10); Wiggins (1993:25)). Its aim is to assess many different kinds of literacy abilities in contexts that closely resemble actual situations in which those abilities are used. Two important components in the authentic assessment of writing are the nature of the task and the scoring criteria. It presents some guidelines for constructing writing tasks, and some examples of different types of scoring criteria. Furthermore, it also provides student’s development level of writing and the processes the writer uses in it.
Information from mathematics teachers that as a general class of mathematical learning situation at VII grade in SMP Negeri 1 Colomadu that students just listen what teachers teach, there is not courage students to ask questions, students tend to be fearful and reluctant to answer questions given by the teachers, lacks of feedback on questions done students in daily tests, Mid-Semester Exam and Final Exam Semester, and students tend not to communicate the difficulty experienced by other students (rarely happens a cooperative problem solving). This adversely affects the learningachievement of students.
Student self-assessment may seem like an extravagant addition to the assessment system. However, both scholars and classroom experience suggest that it is an important piece of the puzzle. Students who are engaged in self-assessment do not become dependent on teachers to determine how well they are doing or where they need more work. 12 They see learning as within their control and gain a sense of responsibility and ownership. They move from passive learners 13 , unengaged and uninspired, to active learners. As a result, these students become more focused on their work. They learn the qualities of good work, how to judge their work against those qualities, and how to assess their own efforts and feelings of accomplishment. They are more likely to set goals and to accomplish them, and consequently, their learning improves. 14 These students are also more likely to share common goals and expectations with their teacher. It means that teacher and students can work together, because they have a shared understanding of what they
The Exercises functions as ‘learn by doing’ module to apply or test the knowledge learnt in the previous Activity module. It includes varied and interesting games-based learning, for example, Dengar dan Seret (Listen and Drag), Jigsaw Puzzle and Dengar dan Eja (Listen and Spell). All the instructions will be read out and hints will be available on each exercise, each one providing more details about the answer to a question. A positive, animation-based feedback will be displayed when the user completes each exercise. This type of positive feedback can stimulate learner interest and can be regarded as a form of encouragement for learners who pass a task, creating a sense of achievement.
The Major Field Achievement Test in Business (MFT-B) is a widely used assessment of learning instrument intended for use with graduating seniors in postsecondary undergraduate business programs. The primary motivations for administer- ing the test are typically related to general assessment of learningand curriculum development efforts and to offer external accrediting bodies, such as the Association to Ad- vance Collegiate Schools of Business (AACSB), evidence that a program is fulfilling or making progress toward its stated mission. Martell (2007) reported that in 2006, 46% of business schools used the MFT-B instrument in their assess- ment of students’ learning. The Educational Testing Service (ETS), the publisher of the instrument, reported that 132,647 individuals at 618 different institutions completed the MFT-B between 2005 and 2009 (Educational Testing Service, 2009). The ETS describes the instrument as designed to measure a student’s knowledge and ability to apply significant facts, concepts, theories, and analytical methods related to busi- ness. The questions represent a wide range of difficulty, and the assessment attempts to cover both depth and breadth in as- sessing students’ levels of achievement (Educational Testing Service, 2010). The test contains 120 multiple-choice items covering a common body of knowledge typical of under- graduate business education: accounting (15%), management
Authentic Pedagogy was first defined as instruction andassessment which promoted authentic student achievement. It is often involving long-term projects, usually done in groups, about difficult issues that require some complex written or oral final presentation. Authentic teaching occurs when the teacher utilizes information about how students learn and designs learning experiences or tasks based upon this knowledge. Curriculum reformation in mathematics education in Indonesia since 2004/2006 has been focused in student centered rather than teacher-centered, problem solving approach, and using context and collaborative in teaching learning. Curriculum 2013 has been advocating a shift to use “scientific approach” in which students are actively engaged in the discovery or "construction" of their own knowledge. Students should not only learn basic skills, but incorporate those skills into tasks requiring complex thinking and in-depth knowledge which is then used to solve problems and create actual products. With scientific approach, disciplined inquiry occurs when students hypothesize by stating questions and determining resources necessary for task completion. Beyond formulating ideas, students explore and evaluate information, then synthesize to create examples, which illustrate their understanding of the problem. With this approach, both teachers and students have responsibility for what occurs. Students know what they want to learn, have flexible time parameters, and are responsible for staying on task. Teachers use multiple teaching strategies and maintain an environment of ongoing questions and analysis as they learn with their students. D. AUTHENTIC ASSESSMENT
In learning English, every student applies particular way and technique to make them feel comfortable to gain the knowledge. They need to know about the learning style in learning process. Learning style is a mode of learning. It is an individual’s preferred or best manner(s) in which to think, process information and demonstrate learning (Pritchard, 2009, p. 41). It is a habitual way of processing and transforming knowledge in learning skills to make individual be more intellectual. Learners who have higher degree, they will have some appreciation of their own learning style since this knowledge can help to make learning more efficient (Reid, 2005, p. 22). Students can be more successful in learning if they have applied about their learning style because they will prepare the strategy. This is one factor why every student was not realized how to make learning process more effective.
The objectives of this research are (1) to investigate whether the student’s achievement that taught by PBL model integrated with STAD is significant higher than taught by STAD (2) to investigate whether the student’s teamwork character that taught by PBL model integrated with STAD significant higher than taught by STAD (3) to investigate thesignificant correlation between student’s teamwork character with student's achievement (4) to describe the average percentage of student’s achievement that developed by applying PBL model integrated with STAD compared with STAD (5) to describe the average percentage of student’s teamwork character that developed by applying PBL model integrated with STAD compared with STAD. Sample was chosen by purposive sampling and taken 2 classes in SMA Panca Budi Medan, one class as experiment class and the other is as a control class. The research instrument that was used in this research consist of test instrument (evaluation test) and non test instrument (observation sheet). The research instrument in this research are 20 multiple choice questions from 40 questions that had been validated by validator and students. Research result show that the average of posttest in experiment class is 88.50±4.46with gain 0.78 (high) and the average of posttest in control class is 80.13±4.71with gain 0.69 (medium). The data of research had been analyzed by using normality test and homogeneity test, which is shown that data gain are normal distributed and homogeneous. The hypothesis testing was tested by using Independent Sample T-test with One Tailed T-test and for correlation was tested by using regression with liner in SPSS-17 for windows. The research result are (1) the student’s achievement that taught by PBL model integrated with STAD is significant higher than the student’s achievement that taught by STAD (Sig = 0.013) (2) student’s teamwork character that taught by PBL model integrated with STAD is significant higher than the student’s achievement that taught by STAD (Sig = 0.041) (3) there is significant correlation between student’s teamwork character with student's achievement (Sig F Change for both class is = 0.00) (4) the average percentage of student’s achievement in experiment class is 78% and in control class is 69% (5) the average percentage of student’s teamwork in experiment class is 61,01% and in control class is 58.32%.
According J.Biggers (1980) studied in the morning is more effective than learning at other times. Lessons at the beginning of the condition of the body is still fresh, still learning spirit high and the concentration of students still focused on the subject matter so that the learning process can be run well. This is because mathematics is a subject that in understanding it requires high concentration. Slameto (2003: 68) states at the end of the lesson students look exhausted condition, both physically and spiritually, thinking reduced power, low enthusiasm for learningand concentration are not fully focused on the lesson. Based on existing problems, researchers interested in studying the influence of mathematics timetable for class VII student achievement SMP Al Islam Surakarta academic year 2012/2013.
Firman, H & Rusyati, L. (2014). Virtual Test: Sebuah Student Center Software Sebagai Alat Ukur Berpikir Kritis Siswa SMP Pada Tema Penyakit Manusia (Laporan PPKBK). Bandung: Universitas Pendidikan Indonesia. Funke, J. (2011). Measuring performance in dynamic decision making. Reliability and validity of the tailorshop simulation. Journal of Individual Differences, 32(4), 225 – 233.
Math is a subject that is taught from elementary level up to secondary education. Besides having abstract nature, Apart from having abstract nature, a good understanding of mathematical concepts is important because it is necessary to understand the new concept prerequisite for understanding previous concepts. In the learning process, teachers have the task of choosing select appropriate learning model with the material presented to achieve learning objectives. Until today there are many difficulties faced by the students to learn and achieve high results in the learning of mathematics.
Teachers have a variety of assessment alternatives from which to select as they focus on the valued leaning targets. Accurate assessment conclusions are dependent on the selection or development of proper assessment tools. The options include selected response (multiple choice, true/false, matching and fill in), extended written response, performance assessments (based on observation and judgment), and direct personal communication with the student. The challenge in all contexts is to match a assessment method with an intended achievement target. Secara umum diurai di atas guru, hendaknya memiliki berbagai alternatif penilaian untuk fokus pada target yang ingin dicapai. Kesimpulan penilaian yang akurat tergantung pada pemilihan atau pengembangan alat penilaian yang tepat. Pilihan ini dapat mencakup pilihan ganda, benar/salah, pencocokan dan essay, diperpanjang tanggapan tertulis, penilaian kinerja (berdasarkan pengamatan dan penilaian), dan komunikasi personal langsung dengan peserta didik. Tantangan dalam pembelajaran adalah untuk mencocokkan metode penilaian dengan yang akan dicapai.
Abstract-This research is intended to develop learningassessment with multiple intelligence approach. This model is developed to be used by teachers that have been using multiple intelligence in their teaching (kbm). The method in this research is using research and development approach by Borg and Gall. The development stages into three: pre development stage, development stage, and method application. Predevelopment was an introductory study to Mutiara Ilmu Elementary School at Pasuruan, and Yami Elementary school East Java, literature review. The development is made of the making of multiple intelligence indicator, construct validity by five experts, the making of curriculum indicator on second year of elementary school students, the making of test items, instrument seminar, and fgd by seven experts. Model application is made of the trial, field test, final revision, and dissemination. The object of this study is 221 students of second grader at Muhammadiyah 1 Elementary school Samarinda. Instrument is 40 items in summative model multiple choices form. The trial was conducted twice, which was trial and field test. Multiple intelligence's construct validation was done by five experts. The Aiken analysis showed that two indicators were not usable. Thus only 34 indicators were valid ranging from 0.70t o 1.00. The earlier model that was made of 64 items validated by seven experts. The Aiken analysis showed from those 64 items, 49 are valid ranging from 0.74 to 0.9. The trial took 40 items. The trial results and field test were analysed with Quest.Research Results: 1. The instrument that has been developed is 37 items of multiple choice. 2. Quest analysis has resulted 37 fit items within vertical lines or having infit MNSQ between 0.81 until 1.30. The instrument has infit MNSQ average of 1.00 with standard deviation of 0.10. The reliability of the instrument is 0.78. This research has succeeded to find the assessment model with multiple intelligence approach that is made of procedures of use, the assessment instrument of learning with multiple intelligence approach, and scoring guide.
The inquiry learning model (inquiry learning) emphasizes the process of seeking and finding. The role of the students in this method is to seek and find answers for themselves within the subject matter, while teachers act as facilitators and mentor students to guide along the process. Thus, inquiry learning starts by posing questions or problems rather than simply presenting established facts and the process is assisted by a facilitator. Inquiry learning is a series of learning activities that seek to emphasize critical thinking and analytical processes of seeking and finding an answer to the problem in question. Inquiry learning is a constructivist approach where the overall goal is for students to construct meaning. While teachers may guide the inquiry to various degrees (externally facilitated) and set considerations for a classroom inquiry, true inquiry is internally motivated. It is an umbrella term that incorporates many current learning approaches (including project based learning, design thinking) and may take various forms depending on the topic. It should be noted that there is considerable variation in the research literature with the implementation of both models.
A hundred feet in the sky he lowered his webbed feet, lifted his beak, and strained to hold a painful hard twisting curve through his wings. The curve meant that he would fly slowly, and now he slowed until the wind was a whisper in his face, until the ocean stood still beneath him. He narrowed his eyes in fierce concentration, held his breath, forced one...single...more...inch...of... curve... Then his feathers ruffled, he stalled and fell. Seagulls, as you know, never falter, never stall. To stall in the air is for them disgrace and it is dishonor. But Jonathan Livingston Seagull, unashamed, stretching his wings again in that trembling hard curve—slowing, slowing, and stalling once more—was no ordinary bird. He didn't know why, for instance, but when he flew at altitudes less than half his wingspan above the water, he could stay in the air longer, with less effort. His glides ended not with the usual feet- down splash into the sea, but with a long flat wake as he touched the surface with his feet tightly streamlined against his body.
Penelitian yang telah dilaksanakan mendapatkan hasil: 1) proses penerapan model assessment for learning (AfL) pada pembelajaran praktik pemesinan melalui tahapan sebagai berikut: penjelasan materi pembelajaran dan metode AfL yang akan digunakan, pelaksanaan pembelajaran praktik, pemantauan harian, dan penilaian produk akhir, 2) perangkat yang diperlukan untuk menjalankan model assessment for learning pada pembelajaran praktik pemesinan adalah lembar pemantauan harian yang terdiri dari lembar penilaian proses kerja pemesinan, lembar penilaian perilaku dan sikap personal mahasiswa dalam kerja pemesinan, lembar pengamatan harian; dan lembar penilaian akhir produk, 3) efektivitas penerapan model assessment for learning pada proses pembelajaran praktik pemesinan adalah mampu meningkatkan proses kerja pemesinan sebesar 33,08%, perilaku dan sikap personal mahasiswa dalam kerja pemesinan sebesar 29,5%, serta mampu meningkatkan prestasi belajar mahasiswa sebesar 29,9%.
The learning process occurs throughout the ages. Starting from a child is born, the learning process is always happens. The learning process done through formal education and informal education. The informal education that we all know, happen in the natural environment and social environment. The formal education happen in school and the teacher get the main part. The role of teacher is often formal and ongoing, carried out at a school or other place of formal education. Since teachers can affect how students perceive the course materials, it has been found that teachers who showed enthusiasm towards the course materials and students can affect a positive learning experience towards the course materials. On teacher/course evaluations, Daren Olson was found that teachers who have a positive disposition towards the course content tend to transfer their passion to receptive students. And Bob Sullo (2011) states that these teachers do not teach by rote but attempt to find new invigoration for the course materials on a daily basis. Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom (Patrick, et.al, 2000).