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INDONESIA
Indonesian Journal of Educational Assesment
Published by Kementerian Pendidikan dan Kebudayaan
ISSN : 26552892     EISSN : 26848074     DOI : https://doi.org/10.26499/ijea.v2i2.30
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Indonesian Journal of Educational Assessment (hence IJEA) is a national journal providing authoritative source of scientific articles for researchers in academia, research institutions, government agencies, industries, and others. We publish original research papers, review articles, and case studies focused on educational assessment and evaluation, policy and management on assessment, ICT in assessment, as well as related topics. All papers are peer-reviewed by at least two referees. IJEA is published and imprinted by the Center for Assessment and Learning (PUSMENJAR), Agency of Research and Development, Ministry of Education and Culture. IJEA is managed to be issued twice (June and December) in every volume.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "Vol 3, No 2 (2020): IJEA" : 7 Documents clear
Portfolio Assessment at Featured Schools in Yogyakarta Rahdiani, Dian; Ramadhan, Aditya; Prakoso, Bagus Hary
Indonesian Journal of Educational Assessment Vol 3, No 2 (2020): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/ijea.v3i2.92

Abstract

Assessment is part of the learning cycle, so that assessment cannot be separated from a learning activity. The Minister of Education and Culture said that the implementation of the 2020 National-Based School Examination will be carried out with exams held by schools. The exam is conducted to assess student competence and can be done in the form of a written test or a comprehensive assessment such as portfolios and assignments. This portfolio can later be done through group assignments, paper work, and so on. Researchers want to know the extent of school readiness, teachers' perceptions and knowledge of portfolio assessments, types / forms of portfolio assessments that have been carried out in schools, and constraints in implementing portfolio assessments. The research was carried out in superior junior high junior high schools in the the Special Region of Yogyakarta, namely SMPN 1 Bantul and SMPN 4 Pakem. The implementation of the portfolio assessment carried out at SMPN 1 Bantul and SMPN 4 Pakem went very well and was effective because it was supported by school members (school principals, educators, education staff, students, parents, and the community) through various policies and concrete actions carried out consistently and the seriousness of the school in supporting the program.
Study on Ability of Elementary School Teacher in Writing Test Items During The Pandemic Time of Covid-19 Wuryanti, Sri; Muhardis, NFN
Indonesian Journal of Educational Assessment Vol 3, No 2 (2020): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/ijea.v3i2.75

Abstract

The purpose of this study was to obtain information about the ability of elementary school teachers in composing test questions in private universities. This research uses qualitative research, which describes empirical reality using a descriptive approach. This study also uses a literature study, with documents to find some field data that occurs in the form of questions on several subjects. Meanwhile, the descriptive method is finding facts with the right interpretation, namely understanding the concept of the material, the ability to use the rules of the question. Meanwhile, the data analysis used was (1) the subject matter expert's judgment in interpreting some of the item test document findings, (2) theoretically and empirically the item had met the standard question rules. This research was found, during the COVID 19 pandemic, all parents or guardians have a 100% chance of assisting with distance learning as unprecedented. The sample consisted of nine subject teachers and the population was all fourth-grade teachers in primary schools as research subjects. So the assessment also uses offline and online so that it is found, (1) biased test questions, because the linguistic structure of the main sentence and explanatory sentences, is wrong in choosing questions with answers, (2) does not understand the rules about the questions: such as homogeneity of questioners, long and short answers, the use of standard Indonesian. Meanwhile, some of the test questions that were found to have problems were Indonesian, Natural Science, Character, and Boy Scouts. From 12 items, 4 items had material concept errors and 8 items error in the rules.
Mapping of Difficult Mathematics Topics in Vocational High Schools Based on National Examination Data Retnawati, Heri; Arliani, Elly; Apino, Ezi; Djidu, Hasan; Kartianom, NFN; Santoso, Agus; Rasmuin, NFN
Indonesian Journal of Educational Assessment Vol 3, No 2 (2020): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/ijea.v3i2.83

Abstract

The educational achievement in Indonesia is measured by implementing the National Examination or Ujian Nasional (UN). Throughout its implementation, the UN results shown unsatisfying results, including in mathematics subjects. This fact indicated that there are mathematics topics that are considered to be difficult for students. This study aimed to investigate the difficult topics of mathematics in Vocational High School (VHS) based on UN data. This study was a descriptive research with the quantitative approach by using the UN report results in the level of VHS from Center for Educational Assessment of the Ministry of Education and Culture in the period of 2008 to 2017 (ten years) as a research data source. Data analysis was carried out in a quantitative descriptive by mapping the mathematics topics based on proportion correct answers or “daya serap”. A topic was considered difficult if the proportion correct answer was less than 50%. The results showed that there were 14 difficult mathematics topics in the UN implementation at the VHS level from 2008 to 2017. These topics include the comparison of trigonometric functions, solid figure, limit, measure of data dispersion, permutation and combination, differential, area between two curves, a measure of central data tendentious, probability, logarithm, integral, sequence and series, linear program, and polar coordinates system. The implications of the research findings for learning practice and future research opportunities are discussed.
Teacher’s Perception on Merdeka Belajar Policy Prakoso, Bagus Hary; Ramdani, Zulmi; Rahmah, Bilqisthi
Indonesian Journal of Educational Assessment Vol 3, No 2 (2020): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/ijea.v3i2.84

Abstract

The urgency of Merdeka Belajar policy is certainly a challenge for teachers to carry out the learning process in schools. This policy makes teachers have to independently find methods and ways of learning that suit the situation in school. This study aims to explore teachers' perceptions regarding Merdeka Belajar policy that will be applied today. A mixed research design was used in this study by involving thematic content analysis to get an overview of teachers' perceptions about the implementation of Merdeka Belajar policy at schools. Then the researcher tested the extent of the teacher's readiness to use a portfolio instrument which was an implementation of Merdeka Belajar. This study involved 30 teachers who received a set of open-ended questionnaires, conducted the FGD process, and filled out a portfolio assessment questionnaire. The results showed that the majority of teachers considered Merdeka Belajar policy to be an effective alternative in providing instruction to students in accordance with the resources owned by the school. However, technically, teachers feel the need to be given structured socialization, clear guidance, and freedom based on the abilities and personalities of teachers in schools. In addition, the percentage of portfolio instruments usage seems to have been widely practiced in learning activities.
Implementation of Distance Learning and Assessment in Kindergarten in Emergency Circumtances Purnamasari, Nina; Heru, Anggraeni; Herawati, Fera
Indonesian Journal of Educational Assessment Vol 3, No 2 (2020): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/ijea.v3i2.76

Abstract

This study aims to get a clearer picture of distance learning (DL) in kindergarten and its assessment, to provide recommendations for policy options related to DL in kindergarten to optimizing students' development and abilities in the emergency. This study was randomly sampling subjects, which are principals, teachers, and parents who had kindergarten-age children. The data collection was through interviews, documentation, and questionnaires deployed by Google form. The results of this study showed that the best format of DL in kindergarten is blended. The assessment for this blended learning that can be done both by teacher and parents are by using communication forum and checklist sheets. Policy options for DL in kindergarten are the use of package modules/books, home visits, activity sheets, television and radio, and the coordination of the government at central and regional administration, and education stakeholders. These policy options become necessary because of the quality of DL based on the knowledge and skills of the teacher/parents that corresponds to the child's developmental stage. DL in kindergarten is the fulfillment of education rights to children in any circumstances. This effort optimizing the children's development of abilities and potential as expected
The Effect of Global Awareness on Students' Reading Skill Based on Aksi Data Susetyo, Budi; Rachman, Nurul Aulia; Rahmawat, NFN
Indonesian Journal of Educational Assessment Vol 3, No 2 (2020): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/ijea.v3i2.90

Abstract

The Indonesian Student Competency Assessment (Asesmen Kompetensi Siswa Indonesia-AKSI) is a national survey aims to monitor the quality of education system across provinces. The results of the AKSI are expected to provide inputs on policies to improve the quality of learning outcomes in particular and the quality of education in general. The objective of AKSI is to measure students’ cognitive abilities, which include science, mathematics and reading. In addition, AKSI also collects data through questionnaires, one of which is about Global Awareness. The purpose of this study was to analyze the influence of student gender, parent’s education level, interest studying other cultures, adaptability and communication, understanding of global problems, tolerance, environmental awareness and school quality on students’ reading literacy skill. The data used in this study are data from the 2019 AKSI survey of 15.738 grade IX students and school accreditation of 1.805 junior high schools in Indonesia. The results of parameter estimation and hypothesis testing using the multilevel regression model concluded that gender, father's education, adaptability and communication skills, understanding of global problems, tolerance of religious and cultural differences and school quality affect students’ reading ability.
Mathematics Make Students Confused and Anxious: a Comparisons Between Australia, Indonesia, and Singapore in The 2015 Timss Safari, NFN
Indonesian Journal of Educational Assessment Vol 3, No 2 (2020): IJEA
Publisher : Pusat Asesmen dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/ijea.v3i2.74

Abstract

The main purpose of this study is to find out  the perceptions about Mathematics that confuse and anxious 2015 TIMSS participants in Australia, Indonesia, and Singapre. The data in this study is the 2015 TIMSS data that has been released to the public and has available  for development purpose research. The research method used is quantitative method. The population of this study is students' perceptions of Mathematics subject that confuse and worry students aged 15 years in three countries who are studying in 2015, while the sample is 15-year-old students’ perceptions  in these countries. The data in this study were in the form of questionnaires which were answered by 16599 students from these three countries. Based on the results of the analysis of variance, there is a significant difference (P <0,000) on students' perceptions about mathematics subject that confuse and worry students in these three countries (Sig. 0,000). The reliability of students' abilities is the same, Australia = 0.74, Indonesia = 0.75; and Singpura = 0.75. The conclusion is most students in these three countries stated "disagree a lot" about mathematics make students confuse and worry.

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