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All Journal Ijtimaiyah: Jurnal Ilmu Sosial dan Budaya ONTOLOGI: Jurnal Pembelajaran dan Ilmiah Pendidikan
Torkis Dalimunthe
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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ASSESMEN KINERJA PEMBELAJARAN IPS DALAM PENINGKATAN KOMPETENSI MAHASISWA Torkis Dalimunthe
IJTIMAIYAH Jurnal Ilmu Sosial dan Budaya Vol 2, No 1 (2018): IJTIMAIYAH
Publisher : Prodi Tadris Ilmu Pengetahuan Sosial FITK UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (92.415 KB)

Abstract

Penilaian merupakan hal yang penting terkait dengan kualitas pembelajaran. Perbaikan metode penilaian perlu dilakukan guna meningkatkan mutu pembelajaran. Asesmen kinerja merupakan salah satu alternatif penilaian dalam pelajaran IPS yang menilai kinerja proses dan produk. Dimana dengan pengembangan assesmen ini diharap proses penilaian tidak lagi dianggap sebagai bagian yang kurang penting dan bagian yang terpisah dari proses pembelajaran. Oleh sebab itu assesmen menjadi sangat penting dalam proses pembelajaran IPS karna dapat memberikan informasi lebih banyak tentang kemampuan mahasiswa dalam proses maupun produk. Sehingga dengan assesmen pendidikan IPS dapat mengembangkan sikap mental yang positif.Kata Kunci: Kinerja, Pembelajaran, IPS, Peningkatan, Kompetensi Mahasiswa
REIMAGINING TEACHER EDUCATION FOR FUTURE CLASSROOMS Torkis Dalimunthe
ONTOLOGI : JURNAL PEMBELAJARAN DAN ILMIAH PENDIDIKAN Vol. 1 No. 2 (2023): December
Publisher : PT Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/ontologi.v1i2.570

Abstract

The rapid evolution of digital technologies, shifts in student learning preferences, and the growing complexity of 21st-century education demand a rethinking of traditional teacher education models. This study explores how teacher education programs are adapting—or failing to adapt—to the emerging needs of future classrooms. Employing a qualitative descriptive approach, data were gathered through interviews, document analysis, and limited classroom observations at selected teacher training institutions. The findings reveal five major themes: uneven digital integration, inconsistent implementation of student-centered pedagogy, challenges in practicum experiences, limited development of 21st-century skills, and varied levels of institutional readiness. While there is a shared understanding of the importance of innovation, practical transformation remains constrained by systemic and structural barriers. The study concludes that meaningful reform in teacher education requires not only updated curricula but also a broader shift in institutional culture, policy alignment, and professional mindset. These changes are essential for preparing educators capable of leading dynamic, inclusive, and future-oriented classrooms.
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