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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) JIPF (Jurnal Ilmu Pendidikan Fisika) Momentum: Physics Education Journal JURNAL EKSAKTA PENDIDIKAN (JEP) JURNAL PENDIDIKAN TAMBUSAI Abdimas Universal Wahana Dedikasi : Jurnal PkM Ilmu Kependidikan Jurnal Inovasi Pengabdian Masyarakat Pendidikan Amplitudo: Jurnal Ilmu dan Pembelajaran Fisika Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat IJIS Edu : Indonesian Journal of Integrated Science Education
Elsi Adelia Fitri
Program Studi Magister Pendidikan IPA, FKIP, Universitas Bengkulu
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Development of Cooperative Contextual Reconstruction-Oriented Science Learning (KOKO) for Students with Special Needs Wardana, Rendy Wikrama; Yanti, Fitri April; Ardina, Mona; Fitri, Elsi Adelia
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 6, No 2 (2024): July 2024
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v6i2.2392

Abstract

Research in the background of limited research related to how to reconstruct science learning for students with special needs. The purpose of this study is to produce cooperative contextual reconstruction-oriented science learning (KOKO) for students with special needs. Research is a development research with ADDIE design (Analysis, Design and Develop). The population of this study was all students with special needs in special schools in South Bengkulu and North Bengkulu. Research instruments in the form of material and media expert validation questionnaires, teacher response questionnaires to the developed learning reconstruction, observation sheets and posttest questions to illustrate the structure of students' knowledge and science literacy. Data collection was carried out by providing validation questionnaires to material and media experts, providing teacher response questionnaires, making observations and giving posttest questions. Data analysis uses quantitative data analysis with descriptive statistics which are then narrated qualitatively. The results of the study resulted in KOKO learning design products including five stages, namely theme determination, contextual orientation, learning activities, evaluation, reflection and follow-up. The results of the product feasibility analysis showed an average validation result with a score of 0.85 in the very decent category
Teachers training in design digital-based authentic assessments to support differentiated learning in transformative school Nursaadah, Euis; Ruyani, Aceng; Karyadi, Bhakti; Fitri, Elsi Adelia
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 2 (2025): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i2.83552

Abstract

Training digital-based authentic assessments is essential due to decontextualization challenges and technological advancements in learning assessment. Transformative schools require teachers to design innovative assessments supporting differentiated learning in the independent curriculum implementation, yet many face difficulties in creating assessments aligned with new learning paradigms. This study implemented the ICARE framework (Introduction, Connection, Application, Reflection, and Extend) to enhance teachers' competencies in designing digital-based authentic assessments at SMPN 02 Tebat Karai and SMPN 02 Kepahiang. Thirty teachers from various subjects with 1-20+ years of teaching experience participated in this professional development program. Data were collected through Socrative application reflection and semi-structured interviews, analyzed descriptively across three experience groups. Results showed that most teachers successfully implemented the independent curriculum and demonstrated proficiency in diagnostic, formative, and summative assessments. Observation and project assessments were most widely used during learning processes. Teachers exhibited competence with digital tools including Google Forms, Quizizz, and Socrative. Assessment preferences varied across experience groups, with performance and portfolio assessments predominating. The ICARE framework effectively developed teachers' competencies in designing digital-based authentic assessments aligned with learning objectives and differentiated learning principles. This study contributes practical frameworks for teacher professional development in authentic assessment within Indonesian transformative school contexts, providing evidence-based guidelines for enhancing assessment literacy. Future research should investigate long-term impacts on student learning outcomes and explore scalability across diverse educational settings.
Co-Authors ACENG RUYANI Anggraini, Yestilia Ardina, Mona Arsela Eko Listiono BHAKTI KARYADI Bhakti Karyadi Firdaus, Mochamad Lutfi Firmanul Catur Wibowo Fitri April Yanti, Fitri April Henny Johan Henny Johan Indra Sakti Lefudin Lefudin, Lefudin Linda Lia, Linda Lukman Hakim M. Lutfi Firdaus, M. Lutfi Mayub, Afrizal Nirwana Nirwana Nursaadah, Euis Nursa’adah, Euis Patricia Lubis, Patricia Putriani, Eli Raden Mohamad Herdian Bhakti Roma Wina, Demi Romawina, Demi Sudirman Sudirman Sugiarti Sugiarti Sulistiawati Sulistiawati Umaya Umaya, Umaya Wardana, Rendy Wikrama Yusni Arni