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Jurnal Inovasi Pendidikan Kimia
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 25031244     DOI : https://doi.org/10.15294/jipk
Core Subject : Science,
Chemistry
Jurnal Inovasi Pendidikan Kimia a scientific periodical published by the Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang with the aim to promote creativity scholarly professors or academics from various institutions in general and the academic community intern Universitas Negeri Semarang in particular. The article published scientific literature contains research results, conceptually, as well as book reviews in the field of chemical technology.
Arjuna Subject : Teknik Kimia (semua kategori) - Teknik Kimia (Lain-Lain)
Articles 31 Documents
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A Thematic Analysis of Chemistry Teachers’ Readiness to Implement Authentic Assessment Integrating the 4C Skills Nada, Ella Izzatin; Sari, Wiwik Kartika; Nida Alkhawa; Putri Nadlifa Tiara Nita
Jurnal Inovasi Pendidikan Kimia Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia
Publisher : Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v19i2.26380

Abstract

Teachers play a crucial role in the successful implementation of authentic assessment, particularly within the context of the Merdeka Curriculum, which emphasizes the integration of 21st-century skills, or the 4Cs. This study aims to analyze the readiness of high school chemistry teachers (SMA/MA) in Semarang City to implement authentic assessment integrated with 4C skills, as well as to identify its supporting and inhibiting factors. A qualitative descriptive approach was employed, using thematic analysis supported by triangulation techniques, which included interviews, observations, and document analysis. The participants were selected through purposive sampling of 20 teachers from different schools. Data analysis was conducted through several stages: data transcription, coding, thematic categorization, and drawing conclusions. The findings reveal that chemistry teachers demonstrated a high level of readiness across four aspects: (1) Cognitive: 74% of the assessment tools were complete, indicating a good understanding of authentic assessment; (2) Physical: All respondents were in good health and had strong physical endurance; (3) Psychological: The teachers were motivated and showed strong interest in implementing authentic assessment; (4) Facilities and Infrastructure: On average, the schools had adequate facilities and resources available. Supporting factors included training, infrastructure availability, teacher collaboration, and a solid understanding of assessment concepts. The main obstacles were the lack of advanced training, significant differences in student abilities, limited time, and low technological proficiency among some teachers. These findings are expected to serve as a foundation for strengthening policy and providing continuous professional development to improve the quality of authentic assessments integrated with 4C skills

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