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All Journal Candi Historia: Jurnal Pendidik dan Peneliti Sejarah MIIPS Prosiding Teknologi Pendidikan Historika Journal of Education Technology Social, Humanities, and Educational Studies (SHEs): Conference Series Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Jurnal Abdimas Perbanas Jurnal Pengabdian Sosial
Leo Agung, Leo
Program Studi Pendidikan Sejarah Jurusan PIPS FKIP-UNS Surakarta Jl. Ir. Sutami, Kampus Kentingan Surakarta
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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THE ASSESMENT OF HISTORY LEARNING IN IMPLEMENTATION OF KURIKULUM MERDEKA Armiyati, Laely; Agung, Leo
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 8 No 1 (2024): Santhet : Jurnal Sejarah, Pendidikan, dan Humaniora
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v8i1.3340

Abstract

History learning includes three activities, namely planning, implementation and assessment. However, history teachers tend to be more concerned with planning and implementation, while the assessment aspect is considered less important. In the Kurikulum Merdeka, assessment is an activity that is as important as learning, even the official guidelines are entitled "Learning and Assessment Guidelines". This article aims to analyze how history learning is assessed in the implementation of the independent curriculum. The method used is literature study, namely analyzing books, articles, guidelines and regulations related to assessment and the Kurikulum Merdeka. Assessment in the Kurikulum Merdeka uses formative and summative assessments. Formative assessments are carried out at the beginning and middle of learning, while summative assessments are carried out at the end of learning. The purpose of formative assessment is to improve the quality of learning, while summative determines the student's final grade. History learning in the Kurikulum Merdeka has several strands or skills which are also elements of learning outcomes. In preparing a history learning assessment, the teacher first determines the skills/strands and learning objectives, then decides on the form and technique of the relevant instruments. Determination of assessments needs to look at student characteristics so that student-centered learning can truly be implemented. Forms of instruments that can be used other than multiple choice are open questions, essay writing, and projects or investigations. The instrument technique can use checklist guidelines, point systems, and assessment rubrics
Co-Authors AA Sudharmawan, AA Abdullah Alwyni, Farouk Aditin Putria, Aditin Ali Djamhuri Aliansyah, Ivan Dzaky Alista, Fida Ardiansyah, Arenta Wahyu Embun Prowanta Endah Puspita Sari Fawwaaz, Kevin Naufal Hermanu Joebagio Jannah, Iqlima Raihanul Jiwandaru, Ilham Laely Armiyati Mardliyah, Watsiqotul Mardliyah, Watsiqotul Munawir Yusuf Nuraini, Latifah Ovalia Pramesti, Viola Clara Citra Pratama, Josua Ega Putra Rahmatika, Rahmatika Sariyatun, S Simroangkir, Panubut Siti Safaria Sunardi, S. Sunardi, S. Tri Yunianto Wahyuningisih, Erna Wardani, Hany Tyas Yohanes Ferry Cahaya Yuni Istiani