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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Journal of Research and Educational Research Evaluation
Trisnawati, Ratna Dwi
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Decision Sciences, Operations Research & Management Education

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Teacher's Understanding of Minimum Competence Assessment and Its Impact on Assessment Conducted in Class Ernawati, Ernawati; A. Ghani, Abdul Rahman; Trisnawati, Ratna Dwi; Malik, Zein Abdulloh
Journal of Research and Educational Research Evaluation Vol 12 No 1 (2023)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jere.v12i1.66041

Abstract

Misconceptions in assessment can lead to low quality of education. Previous research revealed that the misconceptions experienced by teachers, schools and parents in implementing the National Assessment policy had different impacts. This study aims to describe teachers' understanding of the Minimum Competency Assessment and its impact on assessments conducted in class. The data collection technique used a semi-structured interview method with seven MTs Muhammadiyah PPTQ Ahmad Dahlan teachers. The results of the study reveal that the teacher's understanding of the Minimum Competency Assessment is divided into translation, interpretation and extrapolation understanding. In addition, the assessment carried out in class by informants with an understanding of translation has not changed after the implementation of the Minimum Competency Assessment policy. Informants with an understanding of interpretation changed their assessments, while informants with an understanding of extrapolation felt there was no need to change the assessments carried out in class because they wanted to provide an overview of the actual abilities of students.
Understanding and quality of minimum competency assessment (AKM) questions made by Integrated Science teachers in junior high schools Ernawati, Ernawati; Manik, Fatkul Yudhistira; Trisnawati, Ratna Dwi; Emiliana, Emiliana; Yuliawati, Sri
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 26 No. 2 (2022)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v26i2.48670

Abstract

The main problem with implementing the minimum competency assessment (Asesmen Kompetensi Minimum or AKM) is the teacher's lack of understanding of AKM. The assessment questions made by the teacher are still limited to testing memory. The level of variation and difficulty of the questions presented is also still low (LOTS), contrary to the government's expectation to improve the quality of learning outcomes which are oriented toward students' higher-order thinking stages (HOTS). This research employed a mixed method. An overview of the teacher's understanding was obtained through questionnaires and interviews, while the description of the quality of the AKM of Integrated Science items made by the teacher was analyzed using the item quality rubric based on Bloom's taxonomy. The data source was obtained from 25 Integrated Science teachers for class VIII of junior high school in Bekasi City. The data were collected through three stages. The first stage employed the Google Form survey to see the demographic map of informants and teachers' initial understanding of AKM. In the second stage, five informants were selected from the results of the survey, representing the data source's characteristics. Then, in the third stage, literature analysis was done to develop rubric criteria for assessing the quality of AKM items. This rubric was used by the research team to assess the quality of AKM items made by an Integrated Science teacher at a junior high school in Bekasi City. Questions that meet the criteria for good questions were collected and entered into the AKM question bank.
Co-Authors Abdul Rahman A. Ghani Emiliana, Emiliana Ernawati Ernawati Malik, Zein Abdulloh Manik, Fatkul Yudhistira Sri Yuliawati