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Sep 26, 2020
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Dec 25, 2020
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Abstract
This study aimed to describe the implementation of authentic thematic learning assessments in the 2013 curriculum of the Ibtidaiyah Public Madrasah and Private Ibtidaiyah Madrasah and their constraints and solutions. This research is a descriptive study with a qualitative approach. The results showed that: Teacher MIN 14 Banjar and MIS Nur Rahman Banjar District had carried out authentic assessments well in thematic learning Curriculum 13 because the assessment was carried out on aspects of attitude, knowledge, and skills assessment. Constraints encountered, namely: limited time constraints, more costs, the number of components/criteria in authentic assessment, the lack of student motivation in participating in innovative learning with authentic assessment, and the facilities and infrastructure of madrasas are still limited. The solution to overcoming obstacles is by forming groups of teachers in which they are devoted to discussing authentic assessment planning.
Article Details
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Copyright @2017. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-nc-sa/4.0/) which permits unrestricted non-commercial used, distribution and reproduction in any medium
How to Cite
Huda, I., Wahyu, & Ahmad, K. I. (2020). Implementation of Authentic Assessment in Thematic Learning 2013 Curriculum at Madrasah Ibtidaiyah. Journal of K6 Education and Management, 3(4), 456-466. https://doi.org/10.11594/jk6em.03.04.05
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Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.
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Dalle, J., & Mutalib, A. A. (2018). The impact of technologies in teaching interaction design. Journal of Advanced Research in Dynamical and Control Systems, 4(special issue), 1779-1783.
Enggarwati, N. (2015). Kesulitan Guru SD Negeri Glagah Dalam Mengimplementasikan Penilaian Autentik Pada Kurikulum 2013. Basic Education, 5(12).
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Gulikers, J. T., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52(3), 67-86.
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Kanjee, A. (2013). Large-scale assessment studies in South Africa: Trends in reporting results to schools. In Laher S. & Cockcroft K. (Eds.), Psychological Assessment in South Africa: Research and applications (pp. 516-534). Johannesburg, South Africa: Wits University Press.
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Olfos, R., & Zulantay, H. (2007). Reliability and Validity of Authentic Assessment in a Web Based Course. Journal of Educational Technology & Society, 10(4), 156-173.
Ornstein, A. C. (1993). Curriculum: Foundations, principles and issues (2nd ed.). Boston: Allyn & Bacon.
Osman, R. (2013). Assessment of prior learning: A South African perspective. In Laher S. & Cockcroft K. (Eds.), Psychological Assessment in South Africa: Research and applications (pp. 509-515). Johannesburg, South Africa: Wits University Press.
Puspita, H. (2016). Implementasi Pembelajaran Tematik Terpadu Pada Kelas Vb SD Negeri Tegalrejo 1 Yogyakarta. BASIC EDUCATION, 5(9), 884-893.
Rosales-Dordelly, C. L., & Short, E. (1985). Curriculum professors specialized knowledge. Lanham, MD: University of America Press.
Santos, P., Cook, J., & Hernandez-Leo, D. (2015). M-AssIST: Interaction and Scaffolding Matters in Authentic Assessment. Journal of Educational Technology & Society, 18(2), 33-45.
Shadiev, R., Hwang, W. Y., & Huang, Y. M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3-4), 284-303.
Shadiev, R., Hwang, W., Ghinea, G., & Chang, M. (2018). Guest Editorial: Authentic Edutainment with Advanced Technologies. Journal of Educational Technology & Society, 21(4), 111-114.
Taufina, T., & Chandra, C. (2017). The Implication of Authentic Assessment in Thematic Integrated Learning Process at Lower Level Elementary School Early Childhood Development. International Conference of Early Childhood Education (ICECE 2017). Atlantis Press.
Wajdi, F. (2017). Implementasi Project Based Learning (PBL) Dan Penilaian Autentik Dalam Pembelajaran Drama Indonesia. Jurnal Pendidikan Bahasa Dan Sastra UPI, 17(1), 86-101.
Widiatsih, A., Wulandari, R., & Muarif, S. (2020). Pemanfaatan Google Classroom Dalam Penilaian Autentik Studi Kasus SD Negeri Sidomulyo 05 Silo Kabupaten Jember. Rekayasa, 13(2), 187-196.
Alpiyanto, Hamda, S., & Dalle, J. (2012). The role of teachers in the formation of student characters through local visition. Prosiding Temu Ilmiah Nasional Guru IV (pp. 74-83). Jakarta: Open University.
Amod, Z., & Heafield, D. (2013). School readiness assessment in South Africa. In Laher S. & Cockcroft K. (Eds.), Psychological Assessment in South Africa: Research and applications (pp. 74-85). Johannesburg, South Africa: Wits University Press.
Atkinson, J. (2017). Qualitative Methods. In Journey into Social Activism: Qualitative Approaches (pp. 65-98). New York: Fordham University Press.
Behar, L. (1994). An Empirical Analysis of Curriculum Domains: Implications for Program Development and Evaluation. Peabody Journal of Education, 69(4), 100-112.
Beuchamp, G. (1961). Curriculum Theory. Wilmete, IL: Kagg Press.
Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4), 399-413.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.
Condemarin, M., & Medina, A. (2000). Evaluacion Autentica de los Aprendizajes: Uh medio para majorar las competencias en lenguaje y comunicacion. Santiago de Chile: Editorial Andres Bello.
Dalle, J., & Mutalib, A. A. (2018). The impact of technologies in teaching interaction design. Journal of Advanced Research in Dynamical and Control Systems, 4(special issue), 1779-1783.
Enggarwati, N. (2015). Kesulitan Guru SD Negeri Glagah Dalam Mengimplementasikan Penilaian Autentik Pada Kurikulum 2013. Basic Education, 5(12).
Foshay, A., & Beilin, L. A. (1969). Curriculum. In the Encyclopedia of educational research (2nd ed.) (pp. 275-178). New York: MacMillan.
Fung, D. (2017). Introducing the Connected Curriculum framework. In Connected Curriculum for Higher Education (pp. 4-19). London: UCL Press.
Green, F. (2019). An Exploration into the Value of Formative Assessment and the Barriers Associated with the Implementation of Formative Strategies. In K.-W. M., K.-B. A., D. W., & &. L. (Eds.), Rethinking Teacher Education for the 21st Century: Trends, Challenges and New Directions (pp. 203-222). Opladen; Berlin; Toronto: Verlag Barbara Budrich.
Gulikers, J. T., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52(3), 67-86.
Herrington, J., & Herrington, A. (1998). How university students respond to a model of authentic assessment. Higher Education Research and Development, 17(3), 305-322.
Kanjee, A. (2013). Large-scale assessment studies in South Africa: Trends in reporting results to schools. In Laher S. & Cockcroft K. (Eds.), Psychological Assessment in South Africa: Research and applications (pp. 516-534). Johannesburg, South Africa: Wits University Press.
Kiernan, P. J., & Aizawa, K. (2004). Cell phones in task based learning -Are cell phones useful language learning tools? ReCALL, 16(01), 71-84.
Kneale, P. E., & Collings, J. (2015). Developing and embedding inclusive assessment: issues and opportunities. In Ped RIO paper7: Inclusive Assessment. Plymouth University.
Kneale, P., & Collings, J. (2018). Towards inclusive assessment: The journey at the University of Plymouth. In Auferkorte-Michaelis N. & Linde F. (Eds.), Diversität lernen und lehren – ein Hochschulbuch (pp. 31-43). Opladen; Berlin; Toronto: Verlag Barbara Budrich.
Kurnia, I. S. (2018). Implementasi Pembelajaran Tematik Di Lima SD Swasta Wilayah DKI Jakarta. Jurnal Perkotaan, 10(2), 127-146.
Kusmijati, N. (2014). Penerapan Penilaian Autentik Sebagai Upaya Memotivasi Belajar Peserta Didik. Seminar Nasional LPP . Purwokerto.
Laborda, J. G., Sampson, D. G., & Guzman, E. (2015). Guest Editorial: Technology Supported Assessment in Formal and Informal Learning. Journal of Educational Technology & Society, 18(2), 1-2.
Mawardi, M. (2014). Pemberlakuan Kurikulum SD/MI Tahun 2013 Dan Implikasinya Terhadap Upaya Memperbaiki Proses Pembelajaran Melalui PTK. . Scholaria: Jurnal Pendidikan Dan Kebudayaan, 4(3), 107-121.
Olfos, R., & Zulantay, H. (2007). Reliability and Validity of Authentic Assessment in a Web Based Course. Journal of Educational Technology & Society, 10(4), 156-173.
Ornstein, A. C. (1993). Curriculum: Foundations, principles and issues (2nd ed.). Boston: Allyn & Bacon.
Osman, R. (2013). Assessment of prior learning: A South African perspective. In Laher S. & Cockcroft K. (Eds.), Psychological Assessment in South Africa: Research and applications (pp. 509-515). Johannesburg, South Africa: Wits University Press.
Puspita, H. (2016). Implementasi Pembelajaran Tematik Terpadu Pada Kelas Vb SD Negeri Tegalrejo 1 Yogyakarta. BASIC EDUCATION, 5(9), 884-893.
Rosales-Dordelly, C. L., & Short, E. (1985). Curriculum professors specialized knowledge. Lanham, MD: University of America Press.
Santos, P., Cook, J., & Hernandez-Leo, D. (2015). M-AssIST: Interaction and Scaffolding Matters in Authentic Assessment. Journal of Educational Technology & Society, 18(2), 33-45.
Shadiev, R., Hwang, W. Y., & Huang, Y. M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3-4), 284-303.
Shadiev, R., Hwang, W., Ghinea, G., & Chang, M. (2018). Guest Editorial: Authentic Edutainment with Advanced Technologies. Journal of Educational Technology & Society, 21(4), 111-114.
Taufina, T., & Chandra, C. (2017). The Implication of Authentic Assessment in Thematic Integrated Learning Process at Lower Level Elementary School Early Childhood Development. International Conference of Early Childhood Education (ICECE 2017). Atlantis Press.
Wajdi, F. (2017). Implementasi Project Based Learning (PBL) Dan Penilaian Autentik Dalam Pembelajaran Drama Indonesia. Jurnal Pendidikan Bahasa Dan Sastra UPI, 17(1), 86-101.
Widiatsih, A., Wulandari, R., & Muarif, S. (2020). Pemanfaatan Google Classroom Dalam Penilaian Autentik Studi Kasus SD Negeri Sidomulyo 05 Silo Kabupaten Jember. Rekayasa, 13(2), 187-196.