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All Journal Pelita - Jurnal Penelitian Mahasiswa UNY Edu Sains: Jurnal Pendidikan Sains dan Matematika Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Journal of Science Education Research Anterior Jurnal Jounal of Education and Teaching (JET) JIFP (Jurnal Ilmu Fisika dan Pembelajarannya) Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) TPACK-IPA (Technological Pedagogical Content Knowledge)
Didik Setyawarno
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Education Medicine & Pharmacology Physics Social Sciences

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Journal : Journal of Science Education Research

 1 
Implementation of Authentic Assessment in Science Learning at Indonesian Schools Didik Setyawarno; Atik Kurniawati
Journal of Science Education Research Vol 2, No 2 (2018): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (312.974 KB) | DOI: 10.21831/jser.v2i2.22468

Abstract

This article is intended for students of science education, science teachers and observers of science education. The article aims to discuss about authentic assessment in science teaching in schools. In addition, this article is associated with the implementation of the curriculum of 2013 in schools. Aspects reviewed in the article include: the concepts of authentic assessment, assessment in the curriculum of 2013, procedures of authentic assessment, and the application of authentic assessment in science learning. Readers after reading this article are expected to have an understanding of the concepts of authentic assessment, assessment in the curriculum of 2013, procedures in authentic assessment, and the application of an assessment of authentic in science learning.
Increasing Teacher Professional Competence in Developing Procedural Abilities Using the Application of Assessment of Integrated Science Using Mobile Learning on Android Platform Gadgets Allesius Maryanto; Dadan Rosana; Didik Setyawarno
Journal of Science Education Research Vol 4, No 2 (2020): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v4i2.35716

Abstract

The development of smart mobile phone terminals, mobile learning has become an effective and efficient way for teachers to learn, so that the continuous development of teacher competency development can take place in a fun way. From the aspect of integrated science learning material, it is very clear that science learning in the 2013 curriculum is carried out on an integrated basis. Integrative science has the meaning of combining various aspects, namely the domains of attitudes, knowledge and skills. Therefore, the assessment system developed in science learning must also be able to develop four dimensions of knowledge (factual, conceptual, procedural). In this study, procedural knowledge was specifically developed using the assessment of integrated science application using mobile learning on gadgets with the android platform. The methodology developed in this study is a Research and Development spiral model as referenced by Cennamo and Kalk (2005: 6). In this spiral model, there are 5 (five) development phases, namely: (1) definition, (2) design, (3) demonstration, (4) develop, and (5) presentation (deliver). The research results that have been achieved are; (1) A model for enhancing the professional competence of teachers in the development of procedural ability tests through the design of an assessment of integrated science using mobile learning on gadgets with a proper android platform based on expert judgemnet, (2) Practicality tests of the model have been carried out based on the results of training involving junior high school teachers in the MGMP area of science teachers, Mlati District, Sleman Regency, (3) The model is effective in improving students' procedural abilities
Developing Assessment As Learning on Basic Physics Virtual Practicum As An Asessment Instrument of Process And Cognitive Skills on Online-Learning Setyawarno, Didik; Widodo, Eko; Rosana, Dadan
Journal of Science Education Research Vol. 6 No. 1 (2022): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v6i1.48321

Abstract

This research aimed to i) create and analyze an assessment as learning on basic physics virtual practicum to measure the process and cognitive skills on online-learning, ii) analyze the implementation of the assessment as learning on basic physics virtual practicum to measure the process and cognitive skills on online-learning, and iii) analyze the effectiveness of the implementation of assessment as learning on basic physics virtual practicum to measure the process and cognitive skills on online-learning. This research used Research and Development (R and D) model with 4-D stages consisted of define, design, develop, and disseminate. The result of the research was a product of an assessment as learning, consisting of peer and self-assessment on virtual practicum of basic physic II on online learning. The product was valid based on an analysis of the Aiken formula and empirical study of the Rasch model. The result of the independent t-test sample towards the implementation of the product of assessment as learning, both peer and self-assessment was 0.160, which was higher than 0.5. The result showed that no significant differences occurred in the implementation of assessment as learning, both peer and self-assessment on the practicum of basic physics.
The Effect of Integrated STEM Discovery Learning Model on Computational Thinking Skills in Heat and Its Conversion Material for Grade VII Students at SMP Negeri 1 Kalasan Ghina Azizah, Ghina Azizah; Didik Setyawarno
Journal of Science Education Research Vol. 9 No. 2 (2025): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v9i2.88453

Abstract

This study examined the effect of a Discovery Learning model integrated with STEM (Science, Technology, Engineering, and Mathematics) on seventh-grade students’ computational thinking (CT) in the topic of heat and heat transfer. A quasi-experimental nonequivalent control group design was employed at SMP Negeri 1 Kalasan, involving two intact classes: VII B (experimental) and VII C (control). The instructional treatment embedded the Discovery Learning phases—stimulation, problem identification, data collection, data processing, verification, and generalization—within STEM activities that required students to model heat phenomena, analyze temperature–time data from simple experiments, and design testable solutions related to heat transfer and energy conversion. CT outcomes were assessed using a test aligned to core dimensions (decomposition, pattern recognition, abstraction, and algorithmic thinking), complemented by observation sheets to monitor implementation fidelity and student engagement. Data analyses indicated that the experimental class achieved significantly higher CT performance than the control class, with notable gains in decomposing heat-transfer problems, identifying patterns in empirical data, and articulating stepwise solution procedures. Observation results further revealed more active inquiry, collaboration, and iterative design behavior in the experimental group. These findings demonstrate that integrating STEM tasks into Discovery Learning effectively strengthens CT within science learning on heat and its conversion. The approach bridges conceptual understanding and procedural reasoning by engaging learners in authentic problems and guided design cycles. Practically, teachers are encouraged to incorporate structured STEM design challenges and targeted scaffolds for data interpretation and algorithmic expression. Future research should widen the sample, examine long-term retention, and explore professional development supports that sustain high-fidelity implementation.
Co-Authors Allesius Maryanto Allusius Maryanto Atik Kurniawati Borhan, Mohamad Termizi Budy Wiryawan Dadan Rosana Dewi Liesnoor Setyowati Dita Puji Rahayu Eko Widodo Eko Widodo Eko Widodo Eko Widodo Ghina Azizah, Ghina Azizah Ismail Fikri Natadiwijaya Maryati Maryati Maryati Maryati Maryati Ratih Vicha Anggraeni Safira Avistawati Setianingsih, Wita setianingsih, wita Supahar - Susilowati Susilowati Widowati Pusporini Widowati Pusporini, Widowati Wita Setianingsih Wita Setianingsih Wita Setianingsih