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All Journal Serupa : The Journal of Art Education Gorga : Jurnal Seni Rupa Pendas : Jurnah Ilmiah Pendidikan Dasar SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JURNAL PENDIDIKAN TAMBUSAI Jurnal PTK dan Pendidikan Bubungan Tinggi: Jurnal Pengabdian Masyarakat SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Indonesian Journal of Education and Development Research Socius: Social Sciences Research Journal Journal of Citizen Research and Development Masyarakat: Jurnal Pengabdian Pena Anda
Siti Khodijah Lubis
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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PENGARUH HASIL TES KEMAMPUAN INTELEKTUAL TERHADAP HASIL BELAJAR SENI RUPA SISWA DI MAN 2 PADANGSIDIMPUAN SITI KHODIJAH LUBIS, Drs. Eswendi, M.Pd., Drs. Suib Awrus, M.Pd.
Serupa The Journal of Art Education Vol 6, No 1 (2017): Seri E
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (498.626 KB) | DOI: 10.24036/sr.v6i1.8343

Abstract

This study aims to reveal the: (1) The effect of the results of tests of intellectual ability to the learning outcomes of art theory (2) The effect of the results of tests of intellectual ability to the learning outcomes of art practice, and (3) Effect of the results of tests of intellectual ability to the learning outcomes of art combined theory and practice of students MAN 2 Padangsidimpuan.The results showed the effect of intellectual ability test results: (1) the learning outcomes of students of art theory with determination coefficient of 0.903 or 90.3%, (2) to learn the art of practice areas has a coefficient of determination of 0.896, or 89.6%, and (3) the results of the combined fields studied art theory and practice fields students with determination coefficient of 0.943, or 94.3%.Keywords: Intellectual Ability Test Results, Results Learning Art
Teachers’ Performance Evaluation Instrument Designs in the Implementation of the New Learning Paradigm of the Merdeka Curriculum Kasman Kasman; Siti Khodijah Lubis
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 8, No 3 (2022): September
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (3937.44 KB) | DOI: 10.33394/jk.v8i3.5674

Abstract

This research aims to design an instrument for evaluating teachers’ performance in the implementation of the new learning paradigm of the Merdeka Curriculum. This research employed a qualitative approach with a literature study method. This research data is secondary data collected through the exploration of sixty-four literary references from books and articles in nationally accredited and internationally reputable scientific journals. The data were analyzed by using Miles’ and Huberman’s interactive model, which includes data reduction, data presentation, and conclusion drawing/verification. The results of this study indicated that the design of the teacher performance evaluation instrument in the new learning paradigm of the Merdeka Curriculum take into account teachers’ planning, implementation and assessment of the learning. Lesson planning is evaluated based on the comprehensiveness of the components contained in the teaching modules composed by a teacher. The teaching module must contain indicators of general information and core components. The instrument utilized is a documentation review using a checklist sheet with a Guttman scale. The implementation of the learning is evaluated based on the teachers’ learning practices, using the indicators of the teachers’ skills in preliminary activities, core activities and closing activities. The instrument utilized in this case is an observation sheet in the form of a rubric with a 4-point Likert scale. The evaluation of the learning process is referred to as an assesssment, using the learning assessment indicators include diagnostic, formative, summative, and assessment principles and components. Teachers’ performance evaluation instruments designs in the implementation of the new learning paradigm of the Merdeka Curriculum was serve as a reference in conducting evaluations. Through performance evaluation, teachers’ competencies can be measured, learning obstacles can be identified, feedback on classroom needs can be provided, and opportunities for schools and teachers to develop themselves can be created.
EVALUASI KINERJA GURU SENI BUDAYA DITINJAU DARI KESESUAIAN LATAR BELAKANG PENDIDIKAN GURU DENGAN ASPEK SENI YANG DIAJARKAN Siti Khodijah Lubis
Gorga : Jurnal Seni Rupa Vol 11, No 2 (2022): Gorga : Jurnal Seni Rupa
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/gr.v11i2.35083

Abstract

This research aims to evaluate the performance of cultural arts teachers in terms of the suitability of educational background with the art aspects taught by the teachers. The research method used is a Countenance Stake evaluation model using a sampling technique of purposive sampling. The instrument validity uses content validity with Aiken's V formula, reliability with cronbach alpha and cohen kappa, while data analysis uses quantitative descriptive. The results of the research is that antecedent include the suitability of educational background with the art aspects taught by the teacher, including the good category. The teacher's performance in making plans for implementing cultural arts learning has a very good category. The transaction includes the performance of cultural arts teachers who teach art aspects according to the teacher's educational background is in the very good category. This is shown from the implementation of the teacher's cultural arts learning which includes: preliminary activities, core and closing. Meanwhile, the performance of cultural arts teachers who teach the artistic side does not match the educational background of teachers is in the good category, but in the core activities which include explaining skills, providing reinforcement, using learning models and asking questions still need improvement. Teacher performance in assessing learning is in the very good category. The outcome by looking at the mid-semester assessment as a whole has reached the minimum completeness criteria of 86%. Teachers are expected to continue to improve their performance as good teaching quality  affects students, school development and the teachers themselves.Keywords: evaluation, teacher performance, culture art.AbstrakPenelitian ini bertujuan untuk mengevaluasi kinerja guru seni budaya ditinjau dari kesesuaian latar belakang pendidikan dengan aspek seni yang diajarkan guru. Metode penelitian yang digunakan berupa model evaluasi  Countenance Stake dengan teknik pengambilan sampel berupa purposive sampling. Validitas instrumen menggunakan validitas isi dengan formula Aiken’s V, reliabilitas dengan alpha cronbach dan cohen kappa, sedangkan analisis data menggunakan deskriptif kuantitatif. Hasil penelitian ini menunjukkan bahwa aspek antecedent meliputi kesesuaian latar belakang pendidikan dengan aspek seni yang diajarkan guru  termasuk kategori baik. Kinerja guru dalam membuat rencana pelaksanaan pembelajaran seni budaya memiliki kategori sangat baik. Aspek transaction meliputi kinerja guru seni budaya yang mengajar aspek seni sesuai dengan latar belakang pendidikan guru memiliki kategori sangat baik. Perihal tersebut ditunjukkan dari keterampilan guru saat pelaksanaan pembelajaran seni budaya guru pada kegiatan pendahuluan, kegiatan inti dan kegiatan penutup. Sedangkan kinerja guru seni budaya yang mengajar aspek seni tidak sesuai  dengan latar belakang pendidikan guru termasuk kategori baik, tetapi dalam kegiatan inti yang meliputi keterampilan: menjelaskan, memberi penguatan, menggunakan model pembelajaran dan bertanya masih perlu peningkatan. Kinerja guru dalam membuat penilaian pembelajaran termasuk kategori sangat baik. Aspek outcome dengan melihat penilaian tengah semester secara keseluruhan sudah mencapai  kriteria ketuntasan minimal sebesar 86%. Guru diharapkan terus meningkatkan kinerjanya karena kualitas kinerja guru yang baik akan berpengaruh pada peserta didik, pengembangan sekolah dan guru itu sendiri.Kata Kunci: evaluasi, kinerja guru, seni budaya. Authors:Siti Khodijah Lubis : Universitas Negeri Yogyakarta References:Anggraeni, P., & Akbar, A. (2018). Kesesuaian Rencana Pelaksanaan Pembelajaran dan Proses Pembelajaran. Jurnal Pesona Dasar, 6(2).Azis, A. C. K., Mesra, M., & Sugito, S. (2021). PENGEMBANGAN BAHAN AJAR MICRO TEACHING BAGI MAHASISWA SENI RUPA UNIVERSITAS NEGERI MEDAN. Gorga: Jurnal Seni Rupa, 10(1), 223–230.Bahari, N. (2014). Kritik Seni Wacana Apresiasi dan Kreasi. Pustaka Pelajar.Dolong, J. (2016). Sudut Pandang Perencanaan dalam Pengembangan Pembelajaran. Jurnal Lingkungan Kementerian Agama Islam, 5(1).Husein, L. (2017). Profesi Keguruan Menjadi Guru Profesional. PT Pustaka Baru Press.Kasman, K., & Lubis, S. K. (2022). Teachers’ Performance Evaluation Instrument Designs in the Implementation of the New Learning Paradigm of the Merdeka Curriculum. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(3).Lubis, S. K., Eswendi, M. P., & Suib Awrus, M. P. (2017). Pengaruh Hasil Tes Kemampuan Intelektual Terhadap Hasil Belajar Seni Rupa Siswa Di MAN 2 Padangsidimpuan. Serupa The Journal of Art Education, 6(1).Lubis, S. K., Retnowati, T. H., & Syawalina, S. (2020). Predictive Power of Intellectual Ability Test Score on Students’ Fine Art Learning Outcomes. 3rd International Conference on Arts and Arts Education (ICAAE 2019, 41–44. https://doi.org/10.2991/assehr.k.200703.009Manpan, D., & Effendi, R. (2014). Etika Profesi Guru. Jakarta: Alfabeta.Mardapi, D. (2017). Pengukuran, Penilaian, dan Evaluasi Pendidikan. Yogyakarta:Pramana Publishing.Nanang, & Tarjo. (2018). Belajar dan Pembelajaran Seni Rupa. Jakarta: PT Sarana Tutorial Nurani Sejahtera.Prawira, N., G., & Tarjo, E. (2018). Belajar dan Pembelajaran Seni Rupa. Jakarta: PT Sarana Tutorial Nurani Sejahtera.Qomario, Q. (2018). Studi Analisa Latar Belakang Pendidikan, Sertifikasi Guru Dan Usia Guru PAUD di Kota Bandar Lampung. Jurnal Caksana, 01(02).Raharja, J., T., Retnowati, T., & H. (2013). Evaluasi Pelaksanaan Pembelajaran Seni Budaya SMA di Kabupaten Lombok Timur, NTB. Jurnal Penelitian dan Evaluasi Pendidikan Tahun, 17.Rahmah, S. (2014). Micro Teaching. Jakarta: Kaukaba Dipantara.Rusdiana, A. (2015). Kebijakan Pendidikan (Vol. 1, Issue 1). Jakarta: CV Pustaka Setia.Setiadi, H. (2016). Pelaksanaan Penilaian pada Kurikulum 2013. Jurnal Penelitian dan Evaluasi Pendidikan, 20(2), 166–178.Stufflebeam, D. L., & Coryn. (2014). Evaluation, Theory, Models and Applications. USA: Jossey-BASS.Supardi, S. (2013). Kinerja Guru. Jakarta: Rajawali Pers.Suprihatiningrum, J. (2014). Guru Profesional:Pedoman Kinerja, Kualifikasi, & Kompetensi Guru. Jakarta: Ar-Ruzz Media.Wirawan, W. (2016). Evaluasi (Teori, Model, Metodologi, Standar, Aplikasi dan Profesi. Jakarta: Raja Grafindo Persada.
Digitalisation of Teaching Materials for Toba Batak Ethnic Decorative Variety with Procreate Media Based on p-Books and e-Books Adek Cerah Kurnia Azis; Siti Khodijah Lubis; Gamal Kartono; Muhammad Anggie Januarsyah Daulay
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 9, No 3 (2023): September
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v9i3.8746

Abstract

This research aims to develop teaching materials in the form of digitalisation of Toba Batak Ethnic Decorative Variety with p-book and e-book-based procreate media that are valid, practical, and effective in the Fine Arts Department. This research method uses research and development with the 4-D development model (Four-D Models), namely define, design, develop, and disseminate. This research instrument uses a questionnaire with a Likert scale, while the data analysis technique consists of analysing the validity, practicality and effectiveness of teaching materials. The results of this study indicate that: a) p-book and e-book-based teaching materials with the title of the book/module/teaching material "Gorga Batak Toba", with the acquisition of a category that is quite valid with an average score of 78%, b) teaching materials are quite practical to be used by students in the North Sumatra Ethnic Decorative Variety Course (RHESU) with a score of 77%, and c) teaching materials fall into an effective category where students from four categories such as reading teaching materials, asking questions, answering questions, and completing assignments given by lecturers, can be observed in the learning process and student learning outcomes are 83.26%. So, from the scores and test results of the research results above, it can be said that the teaching materials are quite valid, quite practical, and effective to be applied in learning the North Sumatra Ethnic Decorative Variety Course (RHESU) at the Department of Fine Arts, Faculty of Language and Arts, Universitas Negeri Medan.
Merancang dan Memandu Refleksi pada Kegiatan Penguatan Komite Pembelajaran Sekolah Penggerak Zulpan Zulpan; Siti Khodijah Lubis
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 5, No 4 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v5i4.9002

Abstract

Refleksi bermanfaat untuk memahami kelemahan dan evaluasi atas pencapaian tujuan dari kegiatan yang telah dilaksanakan. Namun, dalam upaya refleksi khususnya pada pembelajaran masih banyak pendidik yang belum menerapkan dan tidak memahami terhadap metode-metode refleksi, sehingga tidak dilakukan dalam pembelajaran yang diterapkan. Pengabdian ini bertujuan untuk merancang dan memandu refleksi pada kegiatan penguatan komite pembelajaran pada Sekolah Penggerak Kabupaten Asahan. Metode yang digunakan dengan pendekatan andragogy serta menggunakan alur pembelajaran MERRDEKA. Pengabdian ini dilaksanakan pada tanggal 13/06/2022 dengan jumlah peserta sebanyak 20 orang. Peserta kegiatan ini adalah komite pembelajaran Sekolah Penggerak di Kabupaten Asahan, terdiri dari unsur pengawas sekolah, kepala sekolah serta dua perwakilan guru setiap sekolah. Hasil kegiatan pengabdian ini menunjukkan adanya pengetahuan baru peserta tentang konsep memfasilitasi refleksi, ragam metode refleksi serta mengetahui berbagai contoh lembar kerja refleksi. Hasil yang didapatkan pada kegiatan pengabdian ini dapat diimplementasikan oleh komite pembelajaran dalam setiap aktivitas dan kegiatan yang dilakukan.Reflection is beneficial for understanding weaknesses and evaluating the achievement of objectives from activities that have not been implemented. However, in the effort to reflect, especially in learning, many educators have not applied and do not understand the methods of reflection, so it is not done in applied learning. This devotion aims to design and guide reflection on learning committee strengthening activities at the Asahan District Sekolah Penggerak. The method used is the andragogy approach and uses the MERRDEKA learning flow. This devotion was implemented on 13/06/2022 with 20 participants. Participants in this activity were the learning committee of the Sekolah Penggerak in Asahan District, consisting of school supervisors, principals, and two teacher representatives for each school. The results of this devotion activity showed that participants had new knowledge about reflection, methods, and learning worksheets. The implication obtained from devotion can be implemented for learning activities.
Evaluasi Program Hut RI di TK Negeri Pembina Sunggal Melalui Model CIPP Riyani, Nabila; Yus, Anita; Wibawa, Yakesih; Lubis, Siti Khodijah; Audia, Puan; Rajaguguk, Meri; Nyoman, Ni
Indonesian Journal of Education and Development Research Vol 3, No 1 (2025): Januari 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/ijedr.v3i1.4864

Abstract

Tujuan dari penelitian ini adalah untuk menggunakan paradigma evaluasi CIPP (Context, Input, Process, Product) untuk menilai program perayaan Hari Ulang Tahun Republik Indonesia (HUT) di TK Negeri Pembina Sunggal. Dalam penelitian ini, metodologi yang digunakan adalah kualitatif deskriptif. Pengamatan partisipatif, wawancara mendalam, dan analisis dokumen yang berkaitan dengan pelaksanaan program digunakan untuk mengumpulkan data. Berdasarkan temuan penelitian, program ini sejalan dengan tujuan pendidikan anak usia dini, yang mencakup pembinaan rasa kerja sama dan nilai-nilai kebangsaan. Meskipun memiliki fasilitas dan sumber daya manusia yang memadai, terdapat sejumlah tantangan dalam hal manajemen waktu dan pembagian tugas. Meskipun anak-anak berpartisipasi aktif dalam kegiatan dan terlibat, koordinasi proses antara orang tua dan guru belum maksimal. Program ini berhasil membantu anak-anak memahami semangat kemandirian, tetapi masih perlu ditingkatkan dalam hal keberlanjutan dan penciptaan kegiatan yang inovatif. Penelitian ini menyarankan keterlibatan aktif yang lebih besar dari semua pemangku kepentingan dalam perencanaan dan implementasi program. Penggunaan model CIPP untuk penilaian program telah berhasil menentukan kelebihan dan kekurangan program sehingga dapat berfungsi sebagai panduan untuk pengembangan program di masa mendatang.
BIMBINGAN EKSTRAKURIKULER PRAMUKA UNTUK SISWA BERKARAKTER DI SEKOLAH DASAR Musa, Habibi; Susanto, Ratno; Lubis, Siti Khodijah; Pangestu, Deviyanti
Masyarakat: Jurnal Pengabdian Vol. 1 No. 2 (2024)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/m-jp.v1i2.269

Abstract

Tujuan pengabdian Masyarakat ini ialah memberikan bimbingan belajar diluar sekolah atau ekstrakurikuler pramuka untuk siswa penggalang di SDN Sidorahayu 1 Kecamatan Wagir, Kabupaten Malang. proses pembentukan kepribadian, kecakapan hidup, dan akhlak mulia melalui penghayatan dan pengamalan nilai-nilai dasar gerakan pramuka. Pendidikan kepramukaan memiliki sifat yang menyenangkan, sehat, teratur, dan dilakukan di alam terbuka. Metode pelaksanaan kegiatan pengabdian masyarakat dalam bimbingan ekstrakurikuler pramuka untuk siswa berkarakter di sekolah dasar dapat dijabarkan melalui beberapa tahapan dan prinsip dasar. Hasil pengabdian Masyarakat dapat meningkatkan rasa cinta tanah air dan nasionalisme. Hal ini karena pramuka sering melakukan kegiatan yang mendekatkan diri kepada masyarakat dan meningkatkan kesadaran akan pentingnya menjaga bangsa dan negara. Melalui kegiatan pengabdian masyarakat, pramuka dapat mengembangkan jiwa sosial dan kepedulian terhadap sesama. Kesimpulan Ekstrakurikuler pramuka berperan sentral dalam pembentukan karakter siswa. Kegiatan pramuka membantu siswa mengembangkan dasa darma (jujur, berbudi pekerti luhur, teguh, berani, dan rakyat) dan tri satya (kewajiban terhadap Tuhan, Negara, dan sesama hidup), yang merupakan nilai-nilai dasar gerakan pramuka. Kegiatan ekstrakurikuler pramuka dapat meningkatkan disiplin dan tanggung jawab siswa. Implikasinya Siswa melalui kegiatan pengabdian masyarakat di luar kota, siswa dapat meningkatkan soft skill dalam berkomunikasi. Hal ini karena siswa harus berinteraksi dengan masyarakat setempat dan memahami bahasa mereka.
LEARNING ASSESSMENT IN THE MERDEKA CURRICULUM: DIAGNOSTIC, FORMATIVE, AND SUMMATIVE Siti Khodijah Lubis; Siti Syawalina
Jurnal PTK dan Pendidikan Vol. 10 No. 2 (2024): Juli - Desember
Publisher : Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/ptk.v10i2.12599

Abstract

This research aims to outline the assessment process in the Merdeka curriculum, encompassing diagnostic, formative, and summative assessments. The approach utilized involves conducting a review of the literature, by gathering information through exploration of different written sources. Content analysis is utilized in data analysis. The study findings reveal that the diagnostic assessment consists of cognitive and non-cognitive assessments designed to evaluate students' condition and fundamental skills. Formative assessment occurs during the learning process, while summative assessment occurs after a specific instructional period. Teachers must conduct diagnostic, formative, and summative assessments to understand the strengths and weaknesses of student learning during the learning process to tailor instruction to fit the abilities and characteristics of each student.  
Evaluasi Program Manasik Haji di TK Swasta Al Ihsan Kecamatan Medan Petisah Sumatera Utara Zahrianis, Azivah; Angelica, Angelica; Khinanti, Luruh Dwi; Siregar, Widy Farah Muthiah; Yus, Anita; Lubis, Siti Khodijah
Journal of Citizen Research and Development Vol 2, No 1 (2025): Mei 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jcrd.v2i1.4859

Abstract

Penelitian ini bertujuan untuk mengevaluasi program manasik haji di TK Swasta Al Ihsan, Medan Petisah. Program ini dirancang untuk mengenalkan anak-anak pada konsep dan tata cara ibadah haji melalui metode yang interaktif dan menyenangkan. Penelitian ini menggunakan model evaluasi CIPP  (Context, Input, Process, Product) dan metode penelitian yang digunakan adalah kuantitatif dengan teknik pengumpulan data melalui wawancara, observasi, dan angket yang melibatkan 15 responden, termasuk kepala sekolah, guru, dan orang tua. Hasil penelitian menunjukkan bahwa program manasik haji mendapatkan penilaian positif dengan rata-rata kepuasan responden sebesar 76,3%, yang mengindikasikan bahwa program tersebut tergolong "baik". Meskipun demikian, ada beberapa area yang perlu diperbaiki untuk meningkatkan efektivitas program di masa mendatang.
PELAKSANAAN EVALUASI PEMBELAJARAN MELALUI PENILAIAN HARIAN PADA ANAK USIA DINI Siti Khodijah Lubis; Ratno Susanto
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10 No. 01 Maret 2025 In Process
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.19983

Abstract

Implementing learning evaluation through daily assessment at RA Yahdina has used the child development achievement scale, anecdotal notes, and records of children's work, but the implementation has not been maximized. Therefore, this study aims to describe the implementation of learning evaluation through daily assessment in early childhood at RA Yahdina through qualitative research methods. Data collection uses interviews and documentation, and data analysis is done through descriptive qualitative study. The results showed that the daily assessment at RA Yahdina using a developmental achievement scale only assessed aspects of religious, language, and cognitive development. In contrast, other aspects of development did not exist. Then the implementation of anecdotal notes is carried out on monthly assessments, even though this technique must also be done on daily assessments. Meanwhile, records of children's work already contain aspects that are assessed against children's work
Co-Authors Andini, Riska Tri Angelica, Angelica Anggraini, Elya Siska Anita Yus, Anita Audia, Puan Azis, Adek Cerah Kurnia Deviyanti Pangestu Dwi Septi Anjas Wulan Gamal Kartono Ginting, Khairunisah Ababil Br Kasman Kasman Khinanti, Luruh Dwi Lubis, Gustiana Mairianta, Beatriz Manalu, Ines Marbun, Sariana Muhammad Anggie Januarsyah Daulay Musa, Habibi Nababan, Dwi Kasih Togina Noviana, Karrena Nyoman, Ni Pasaribu, Gita Magdalena Pinem, Rahel Jesiska Rajaguguk, Meri Ratno Susanto Rezeki, Cahaya Marsinta Sri Riyani, Nabila Saragi, Suci Nurul Akhwatni Saragih, Febika Eptalia Sariana Marbun Sihombing, Enjelina Vincere Sihombing, Grace Simaremare, Aman Siregar, Widy Farah Muthiah Sitanggang, Nadia Febrian Sitangggang, Agnesia Siti Syawalina Susanto, Ratno Utami, Nadia Suri Wan Nova Listia Wibawa, Yakesih Zahrianis, Azivah Zulpan Zulpan