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Mega, AM. Mega Purnamatati
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Analisisis Assesmen Autentik Pembelajaran Matematika Sekolah Dasar Mega, AM. Mega Purnamatati; Faisal Madani
Jurnal Elementaria Edukasia Vol. 6 No. 2 (2023): Juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v6i2.5659

Abstract

Learning and assessment are inseparable parts because educators and students need to understand the intended competencies so that the planning, process, and evaluation of learning can be attempted by educators to achieve these competencies. Elementary School Mathematics” which is about (1) the implementation of authentic assessments of elementary school mathematics learning; (2) The benefits of authentic assessment of elementary school mathematics learning; (3) The impact of an authentic assessment of elementary school mathematics learning. This research uses a qualitative method with a case study approach. The data collection techniques used in this study were interviews and observations of 6 teachers from two different schools, namely SDN LULUT 05 and SDN LULUT 02, in this study, it was found that each teacher had their way of implementing authentic assessments in learning elementary school mathematics which is adjusted to what will be measured (cognitive, affective, psychomotor aspects), learning outcomes, learning objectives and materials, assessments or assessments of students in the learning process are of increasing quality. And the positive impact obtained increases learning motivation improves the quality of learning, fosters critical thinking skills and analysis, and improves students' ability to solve problems related to mathematics.
Analysıs Of Students' Problem-Solvıng Abılıtıes On Hıgher Order Thınkıng Skıll (Hots) Geometry Problems In Terms Of Spatıal Reasonıng Mega, AM. Mega Purnamatati; Meiliasasi; Karsih
Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): Juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i2.9574

Abstract

Geometric concepts in mathematics possess abstract properties that require a spatial reasoning process. Evaluating problem-solving abilities through HOTS (Higher-Order Thinking Skills) questions focusing on spatial reasoning is crucial for enhancing students' skills. The aims of this research are: (1) To understand the process of students' problem-solving skills in geometry HOTS based on spatial reasoning; (2) To analyze and pinpoint the challenges faced by students in solving geometry problems through HOTS questions that involve spatial reasoning. This study employs a qualitative approach with data analysis following the Miles and Huberman model, comprising data collection, data reduction, data presentation, and conclusion. The data gathered includes test outcomes, interviews, and documentation. The participants consist of 2 fifth-grade teachers and 3 students from SD N Lulut 05 and SD N Lulut 03. The findings indicate the necessity of regular training for students to effectively tackle HOTS questions and avoid difficulties. The test results showed that the spatial reasoning of the two schools reached 32% in the high category, while the HOTS geometry problem solving reached 30% in the high category. Students with strong spatial reasoning skills excel in solving HOTS problems, whereas those with moderate to low abilities encounter challenges in geometry problem-solving. Therefore, the spatial reasoning skills of students with different proficiency levels vary in addressing geometric problems compared to those with high mathematical abilities. A tailored learning strategy is essential to cater to the diverse needs of these students.
Co-Authors FAISAL MADANI Karsih Meiliasasi