Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Educational Review and Research
Aprizal Kumaunang
Universitas Palangka Raya
Education Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Assessment Practices in The Implementation of the Merdeka Curriculum in Elementary Education: An Observation Study at SDN 7 Panarung Angger Dimas Ona Giri; Aprizal Kumaunang; Aril Arista; Khusna Khusna; Mariani Mariani; Michael Alfa Febrian; Muhammad Ahyadi; Sapar Alamsyah; Laila Rahmawati
Journal of Educational Review and Research Vol 7, No 2 (2024): VOLUME 7 NUMBER 2 DECEMBER (2024)
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jerr.v7i2.8826

Abstract

The Independent Curriculum implementation requires a paradigm shift in learning assessment practices from outcome-oriented approaches toward assessment supporting continuous, student-centered learning. Assessment should function not only as a measurement tool but also as a foundation for pedagogical decision-making. However, empirical evidence regarding elementary school assessment practices within the Independent Curriculum context remains limited. This study examined learning assessment practices in Independent Curriculum implementation at SDN 7 Panarung, focusing on diagnostic, formative, and summative assessments, and the utilization of assessment results for instructional improvement. This qualitative descriptive observational study involved 12 classroom teachers (grades 1-6), students, and the school principal. Data were collected through participant observation, semi-structured interviews, and document analysis, then analyzed using triangulation techniques. Findings indicated that teachers implemented diagnostic, formative, and summative assessments aligned with Independent Curriculum principles. Formative assessment constituted the most prevalent practice, primarily through oral questioning, classroom observation, and daily assignments. However, feedback quality was generally generic rather than specific and constructive. Summative assessment employed various instruments, though written tests remained predominant and higher-order thinking skills assessment was not yet optimized. Assessment results informed remedial and enrichment activities, but implementation lacked systematic documentation. The study concluded that assessment practices at SDN 7 Panarung demonstrated general alignment with Independent Curriculum frameworks. However, continuous professional development, strengthened institutional support, and systematic assessment data utilization are recommended for enhanced implementation quality
KOMPETENSI PROFESIONAL PENGUASAAN MATERI DAN PENGEMBANGAN GURU SDN 10 LANGKAI PALANGKA RAYA Aisyah Noraynah; Anis Wulandari; Aprizal Kumaunang; Dwi Andika Lestari; Noor Fitriah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14236

Abstract

This study aims to describe teacher professional competence in mastering material and self-development at SDN 10 Langkai. The study used a descriptive qualitative approach with data collection techniques through interviews and documentation. The subjects were teachers at SDN 10 Langkai who were directly involved in the learning process and professional development activities. The results indicate that teachers have demonstrated good professional competence in mastering material by understanding learning objectives, adapting material to students' abilities, using simple language, and relating learning to students' daily lives. Teachers also implement differentiated learning and utilize technology such as social media, LCDs, interactive TVs, learning videos, and digital platforms in the learning process. In terms of self-development, teachers actively participate in seminars, training, and workshops, both online and offline, to improve the quality of learning. Factors supporting teacher professional competence include school support, the availability of learning media, and technological advances. Inhibiting factors faced by teachers include limited time for self-development activities and difficulties in adapting learning language to ensure it is easily understood by elementary school students. With good professional competence, teachers are expected to be able to create effective, creative, innovative learning that is tailored to students' needs.
Co-Authors Aisyah Noraynah Angger Dimas Ona Giri Anis Wulandari Aril Arista Dwi Andika Lestari Khusna Khusna Laila Rahmawati Mariani Mariani Michael Alfa Febrian Muhammad Ahyadi Noor Fitriah Sapar Alamsyah