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All Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan Journal of Learning on History and Social Sciences
Wijaya, Hari Rachmat
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Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Implementasi Asesmen Autentik Berbasis Kompetensi dalam Pembelajaran Abad Ke-21: Penelitian Kalyana, Dyani; Hayatunnufus, Gina; Fauziah, Farrah Hany; Wijaya, Hari Rachmat; Haryani, Rini; Sudarmaji, Sudarmaji; Sumarmia, Sumarmia; Larashati, Larashati; Damayanti, Fitri
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.3665

Abstract

Authentic assessment based on competency has become an essential component of 21st-century learning, as it enables comprehensive evaluation of students’ cognitive, affective, and psychomotor competencies. This study aims to analyze the implementation of authentic assessment through a literature review of 24 published articles examining its practices, effectiveness, and challenges across various educational levels. The analysis shows that authentic assessment positively contributes to student engagement, higher-order thinking skills (HOTS), and the development of collaboration, communication, creativity, and character. The assessment instruments developed in these studies are reported to be valid and reliable for measuring holistic competencies. However, several challenges persist, particularly regarding teachers’ ability to design rubrics, formulate performance indicators, and assess affective and psycho motor domains objectively. Limited time, administrative workload, and adaptation to online learning further hinder its implementation. This review highlights the need for strengthening teacher capacity, providing standardized assessment instruments, and ensuring policy support to optimize the sustainable application of authentic assessment in 21st-century learning.
APPLICATION OF THE LEVELS OF INQUIRY METHOD IN INCREASING STUDENT ACHIEVEMENT IN IPBA MATERIALS Wijaya, Hari Rachmat
Journal of Learning on History and Social Sciences Vol. 2 No. 7 (2025): Journal of Learning on History and Social Sciences
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejlhss.v2i7.1353

Abstract

Objective: This research is motivated by the low learning achievement of students in IPBA materials, especially in the cognitive domains of knowing, applying, and reasoning. This is based on the results of the TIMSS (Trends in International Mathematics and Science Study) survey in 2011, 2015, and 2019. Based on the results of observations, the ability to know, apply, and reason are abilities that are less facilitated in the IPBA learning process in the classroom. One of the learning alternatives that is seen as having ways that can train knowing, applying, and reasoning skills is learning with levels of inquiry (LOI). Therefore, the study aims to determine the contribution of the application of LOI in improving student learning achievement in the domains of knowing, applying, and reasoning. Method: The research design used in the study was a one group pretest-posttest design with a research sample of 35 students at one of the State Junior High Schools in Pandeglang Regency. Results: Based on data analysis using effect size, it was found that the effect size value of 0.75 in the knowing domain and 0.71 in the reasoning domain was in the medium category. Meanwhile, the effect size value of 1.32 in the applying domain is in the large category. This shows that the implementation of the LOI makes a moderate contribution to the improvement of the domain of knowing and reasoning. However, the LOI makes a significant contribution to the improvement of domain applying. Novelty: This research highlights the targeted use of Levels of Inquiry (LOI) to specifically enhance the cognitive domains of knowing, applying, and reasoning—domains often under-supported in IPBA learning—providing empirical evidence of its differentiated impact across cognitive dimensions.
Co-Authors Fauziah, Farrah Hany Fitri Damayanti Haryani, Rini Hayatunnufus, Gina Kalyana, Dyani Larashati, Larashati SUDARMAJI SUDARMAJI Sumarmia, Sumarmia