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All Journal COMMUNITY : Jurnal Pengabdian Kepada Masyarakat Edumatica: Jurnal Pendidikan Matematika
Kartono , Kartono
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Environmental Science Mathematics Social Sciences Other

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IMPLEMENTASI ASESMEN PEMBELAJARAN ERA KURIKULUM MERDEKA A, Hartoyo; Hairida, Hairida; M, Asrori; Mashudi, Mashudi; S, Halijah; Kartono , Kartono
COMMUNITY : Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 1 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/community.v5i1.4698

Abstract

This community service aims to explore the understanding and challenges faced by teachers in implementing competency-based assessment in the Independent Curriculum. Interviews were conducted with three teachers from Nanga Taman District and Sekadau Regency who participated in training on competency-based assessment. The results of the study indicate that although teachers already have a fairly good understanding of competency-based assessment which includes knowledge, skills, and attitudes, they still face various challenges in implementing it. The main challenges found were the difficulty in designing comprehensive assessment instruments, limited technological skills, difficulty in measuring student attitudes objectively, limited time, and confusion in aligning formative and summative assessments. Therefore, this study suggests that further training, technological assistance, and managerial support be held to overcome these challenges, and increase the effectiveness of implementing competency-based assessment in the classroom. ABSTRAKPengabdian ini bertujuan untuk mengeksplorasi pemahaman dan tantangan yang dihadapi oleh para guru dalam menerapkan asesmen berbasis kompetensi pada Kurikulum Merdeka. Wawancara dilakukan dengan tiga orang guru dari Kecamatan Nanga Taman dan Kabupaten Sekadau yang mengikuti pelatihan mengenai asesmen berbasis kompetensi. Hasil penelitian menunjukkan bahwa meskipun para guru sudah memiliki pemahaman yang cukup baik tentang asesmen berbasis kompetensi yang mencakup pengetahuan, keterampilan, dan sikap, mereka masih menghadapi berbagai tantangan dalam mengimplementasikannya. Tantangan utama yang ditemukan adalah kesulitan dalam merancang instrumen asesmen yang komprehensif, keterbatasan keterampilan teknologi, kesulitan dalam mengukur sikap siswa secara objektif, keterbatasan waktu, serta kebingungan dalam menyelaraskan asesmen formatif dan sumatif. Oleh karena itu, penelitian ini menyarankan agar diadakan pelatihan lanjutan, pendampingan teknologi, dan dukungan manajerial untuk mengatasi tantangan tersebut, serta meningkatkan efektivitas penerapan asesmen berbasis kompetensi di kelas.
Analisis Kemampuan Pemecahan Masalah Matematis Ditinjau dari Self Confidence Siswa Kelas VIII Zukhriya, Rohmatin; Kartono , Kartono; Wijayanti, Kristina
Edumatica : Jurnal Pendidikan Matematika Vol 14 No 3 (2024): Edumatica: Jurnal Pendidikan matematika (Desember 2024)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v14i3.38204

Abstract

Mathematical problem-solving ability is one of the basic skills that helps students solve mathematical problems. This study aims to describe mathematical problem-solving skills based on the level of self-confidence. The research method is descriptive and qualitative. In this study, testing instruments and questionnaires were used for data collection. The study participants were six students which students representing high, medium, and low self-confidence categories with the sampling technique using a purposive sampling technique. The data analysis techniques in this study are data reduction, data presentation, and conclusion. The study findings show that students in the high confidence category could meet all the indicators of mathematical problem-solving ability. Students in the medium confidence category can meet three indicators of mathematical problem-solving ability, namely, constructing new knowledge through problem-solving, implementing and adapting appropriate plans/strategies to solve problems, and solving problems that arise in mathematics and other situations. Meanwhile, students in the low confidence category can meet the indicator of the mathematical problem-solving ability to construct new knowledge through problem-solving. Therefore, this research is expected to provide input for teachers to design lessons that can help students develop their mathematical problem-solving skills.
Co-Authors A, Hartoyo Kristina Wijayanti M, Asrori Mashudi Mashudi S, Halijah Zukhriya, Rohmatin