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All Journal KEMBARA REFLEKSI EDUKATIKA Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal ABDINUS : Jurnal Pengabdian Nusantara Bubungan Tinggi: Jurnal Pengabdian Masyarakat Al Aufa : Jurnal Pendidikan dan Kajian Keislaman IJECS: Indonesian Journal of Empowerment and Community Services Al Hikmah : Jurnal Studi Keislaman Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Mafaza : Jurnal Pengabdian Masyarakat Keris: Journal of Community Engagement AL ULYA: JURNAL PENDIDIKAN ISLAM AL-UMRON: Jurnal Pengabdian kepada Masyarakat Jurnal Cendekia : Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam Indonesian Journal of Islamic Teaching Cendekia: Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam
Giati Anisah
Universitas Nahdlatul Ulama Sunan Giri
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Journal : KEMBARA

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Pengembangan instrument assessment as learning berbasis projek untuk pembelajaran menyimak dan berbicara monologis dialogis bermuatan karakter Bhineka Tunggal Ika Anisah, Giati; Amreta, Midya Yuli
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 9 No. 1 (2023): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v9i1.22701

Abstract

Instrumen assessment as learning berbasis projek untuk pembelajaran menyimak dan berbicara dialogis monologis dengan muatan karakter yang mampu mengakomodasi pembelajaran sekaligus menghasilkan informasi mengenai capaian kompetensi siswa menjadi kebutuhan para guru. Penelitian dan pengembangan ini bertujuan menghasilkan produk instrument assessment as learning berbasis projek pada pembelajaran bahasa Indonesia, khususnya elemen menyimak berbicara jenis wacana monologis dialogis bermuatan karakter Bhineka Tunggal Ika yang memenuhi kriteria kelayakan instrumen asesmen. Penelitian ini adalah penelitian R&D yang menggunakan desain ADDIE dimana tahapan penelitiannya meliputi analisis, desain, pengembangan, implementasi, dan evaluasi. Pengumpulan data dilakukan dengan validasi serta uji coba lapangan. Validiasi oleh ahli asesmen dan ahli pembelajaran menyimak berbicara memperoleh data mengenai validitas isi, validitas konstruk, validitas perwajahan, dan keterbacaan. Uji coba lapangan dilakukan untuk mendapatkan data dari guru dan siswa mengenai keterterapan, keterbacaan, kemenarikan, dan reliabilitas administrasi. Reliabilitas penyekor diperoleh dengan teknik inter-rater. Merujuk pada hasil analisis data disimpulkan bahwa produk instrumen asesmen yang dihasilkan layak dan siap untuk digunakan. Kelayakan itu dapat ditafsirkan bahwa instrumen asesmen ini mampu meningkatkan kemampuan menyimak berbicara dialogis monologis siswa dan mengembangkan karakter Bhineka Tunggal Ika dalam diri siswa.
Cognitive Diagnostic Assessment Instrument with Individual Feedback for Language Receptive Learning on Multimodal Text Anisah, Giati; Yuli Amreta, Midya
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 10 No. 1 (2024): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v10i1.32974

Abstract

Cognitive diagnostic assessment with individual feedback plays an important role in detecting students' cognitive strengths and weaknesses, providing directions for steps that teachers and students must take to follow up on this, as well as facilitating the clustering of students in preparing differentiated learning. This study aims to develop a cognitive diagnostic assessment instrument for receptive language learning on multimodal text with individualized feedback. This study is R&D research with an ADDIE design. The study involved grade 9 students with varying cognitive levels working through the questions, and the results were analyzed to develop individualized feedback for each student. Individualized feedback was then followed up by teachers and students in differentiated learning. We conducted interviews, questionnaires, and observations to gather data on the feasibility of the assessment instrument. Based on the results of the analysis, it can be concluded that a set of cognitive diagnostic assessment instruments along with individualized feedback produced in the study meets the requirements of validity, reliability, and readability, as well as applicability. In addition, this study shows that the cognitive diagnostic assessment with individualized feedback provides an overview of the receptive cognitive subcompetence of language in multimodal text that is mastered so that it facilitates the teacher in developing content, process, and target differentiated learning products for the next material. This research also contributes to addressing the long-standing criticism that language assessments fail to provide individualized feedback to link assessment to learning.
Co-Authors Afifah, Siti Nur Ahmad Shofiyuddin Ahmad, Mas Tajjudin Amiludin, Muchamat Ari Abi Aufa Aufa, Ari Abi Aziz, Su'udin Baha' Udin, Rafi Ajrul Cahyani, Ambar Dwi Endang Puspitasari Endang Puspitasari Fauziah, Zumrotul Labiba Kusna, Siti Manshur, Ahmad Midya Yuli Amreta Moh. Thoyyib Mundzar Fahman Nisa, Siti Nur Mukaromatun Nuriyah, Shinta Nurul Huda Ririn Fauziyah Rohmawati, Nur Sa’adah, Lailatus Siti Khoiriyah Siti Khoiriyah Siti Nur Afifah suudin aziz Wulandari, Pramesti Zumrotul Fauziah