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PENERAPAN ASSESSMENT FOR LEARNING DALAM PROJEK PENGUATAN PROFIL PELAJAR PANCASILA (P5) TEMA GAYA HIDUP BERKELANJUTAN DI KELAS 1 SD ARIN NURUL MAKRIFAH; Titik Harsiatib; Aynin Mashfufahb
SENTRI: Jurnal Riset Ilmiah Vol. 2 No. 2 (2023): SENTRI : Jurnal Riset Ilmiah, February 2023
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/sentri.v2i2.380

Penerapan kurikulum merdeka pada tahun 2022 memunculkan projek penguatan profil pelajar Pancasila (P5). Projek penguatan profil pelajar Pancasila (P5) dalam kurikulum merdeka ini dikembangkan berdasarkan tema tertentu. Pelaksanaan P5 dilakukan secara fleksibel, baik muatan, waktu serta bentuk asesmennya. Salah satu tema dalam Projek penguatan profil pelajar Pancasila (P5) adalah tema gaya hidup berkelanjutan topik Cermat Memilah Sampah. Tujuan penelitian ini adalah untuk menggambarkan bagaimana penerapan assessment for learning dalam Proyek Penguatan Profil Pelajar Pancasila (P5) tema gaya hidup berkelanjutan topik Cermat Memilah Sampah di kelas 1 SD. Penelitian ini adalah penelitian deskriptif kualitatif dengan teknik analisis soal LKPD. Data yang digunakan adalah hasil pengerjaan LKPD pada projek penguatan profil pelajar Pancasila (P5) tema gaya hidup berkelanjutan. Hasil analisis menunjukkan bahwa soal LKPD pada projek penguatan profil pelajar Pancasila (P5) tema gaya hidup berkelanjutan topik Cermat Memilah Sampah ini kategori sederhana karena dikerjakan oleh siswa kelas 1 UPT Satuan Pendidikan SDN Tanjungsari 1 yang berjumlah 27 siswa. Soal LKPD sebagai assessment for learning yang dilakukan selama proses pembelajaran berlangsung dan digunakan sebagai dasar untuk melakukan perbaikan proses belajar mengajar. Dengan assessment for learning guru dapat memberikan umpan balik terhadap proses belajar siswa, memantau kemajuan, dan menentukan kemajuan belajarnya.

Menulis Kritis Teks Eksposisi dengan Assessment as Learning Bahan Ajar Kelas VIII Yulis Mariasih; Titik Harsiati; Endah Tri Priyatni
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 7, No 11: NOVEMBER 2022
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v7i11.19687

Abstract: Critical writing needs to be taught to junior high school students to develop analytical skills, evaluate, and relate meaningful learning experiences. Assessment as Learning (AaL) is an assessment that students can do to reflect on the development of their knowledge independently. Aal can be used as a variation of assessment in teaching materials. Critical writing and AaL can be combined in the form of teaching materials. This study will explain how AAL and critical writing are part of the development of exposition text teaching materials for class VIII. This presentation was developed with a research development scheme by adapting the 4D development research model. Furthermore, from the research, the final result was that the application of AAL in the development of teaching materials could have a positive effect on students with a practice test score of 90% and product user trials with a score of 87%.Abstrak: Menulis kritis perlu diajarkan pada siswa SMP untuk mengembangkan kemampuan analisis, mengevaluasi, dan menghubungkan pengalaman belajar yang bermakna. Assessment as Learning(AaL) merupakan penilaian yang dapat dilakukan siswa untuk merefleksi perkembangan pengetahuannya secara mandiri. Aal dapat dijadikan sebagai variasi penilaian dalam bahan ajar. Menulis kritis dan AaL dapat dipadukan dalam bentuk bahan ajar. Penelitian ini akan menjelaskan bagaimana Aal dan menulis kritis menjadi bagian dari pengembangan bahan ajar teks eksposisi untuk kelas VIII. Paparan ini dikembangkan dengan skema penelitian pengembangan dengan mengadaptasi model peneltian pengembangan 4D. Selanjutnya dari penelitian terebut diperoleh hasil akhir bahwa penerapan Aal dalam pengembangan bahan ajar dapat memberikan pengaruh yang positif bagi peserta didik dengan skor ujicba praktisi dan ahli sbesar 90% serta uji coba pemakai produk dengan skor 87%.

Menulis Kritis Teks Eksposisi dengan Assessment as Learning Bahan Ajar Kelas VIII Yulis Mariasih; Titik Harsiati; Endah Tri Priyatni
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 7, No 12: DECEMBER 2022
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v7i12.21390

Abstract: Critical writing needs to be taught to junior high school students to develop analytical skills, evaluate, and relate meaningful learning experiences. Assessment as Learning (AaL) is an assessment that students can do to reflect on the development of their knowledge independently. Aal can be used as a variation of assessment in teaching materials. Critical writing and AaL can be combined in the form of teaching materials. This study will explain how AAL and critical writing are part of the development of exposition text teaching materials for class VIII. This presentation was developed with a research development scheme by adapting the 4D development research model. Furthermore, from the research, the final result was that the application of AAL in the development of teaching materials could have a positive effect on students with a practice test score of 90% and product user trials with a score of 87%.Abstrak: Menulis kritis perlu diajarkan pada siswa SMP untuk mengembangkan kemampuan analisis, mengevaluasi, dan menghubungkan pengalaman belajar yang bermakna. Assessment as Learning(AaL) merupakan penilaian yang dapat dilakukan siswa untuk merefleksi perkembangan pengetahuannya secara mandiri. Aal dapat dijadikan sebagai variasi penilaian dalam bahan ajar. Menulis kritis dan AaL dapat dipadukan dalam bentuk bahan ajar. Penelitian ini akan menjelaskan bagaimana Aal dan menulis kritis menjadi bagian dari pengembangan bahan ajar teks eksposisi untuk kelas VIII. Paparan ini dikembangkan dengan skema penelitian pengembangan dengan mengadaptasi model peneltian pengembangan 4D. Selanjutnya dari penelitian terebut diperoleh hasil akhir bahwa penerapan Aal dalam pengembangan bahan ajar dapat memberikan pengaruh yang positif bagi peserta didik dengan skor ujicba praktisi dan ahli sbesar 90% serta uji coba pemakai produk dengan skor 87%.

Pembelajaran Menulis Dengan Model Daring Kelas IX SMP Negeri 21 Malang Viga Eka Putri Nurprihardianti; Titik Harsiati
JoLLA: Journal of Language, Literature, and Arts Vol. 1 No. 5 (2021)
Publisher : Universitas Negeri Malang

Abstract: This study aims to describe learning to write with the online model of class IX SMP Negeri 21 Malang starting from the planning, implementation, assessment and learning constraints with the online model. This study used a qualitative research design with a qualitative descriptive type. The results of this study indicate that the planning of writing lessons in online learning for class IX SMPN 21 Malang, experimental report texts, persuasive speech texts, and short stories were designed by teachers with an emergency online lesson plan model in one sheet format. The implementation of writing learning activities carried out in each meeting includes preliminary, core and closing activities. The implementation of writing learning is carried out through three stages, namely the pre-writing, writing, and post-writing stages. Assessment activities, which are carried out by teachers include attitude assessment and skills assessment. The technique used in the attitude assessment is the observation technique, while the technique used to get the skill value is by using the assignment technique. Obstacles in learning to write with an online model were experienced by teachers and students in the form of obstacles in planning, implementing, and assessing learning to write with an online model. Based on the discussion above, it can be concluded that the online learning to write model was carried out based on the recommendation of the Minister of Education and Culture based on the online emergency curriculum. Keywords: writing learning, online learning, online learning obstacles Abstrak: Penelitian ini bertujuan untuk mendeskripsikan pembelajaran menuis dengan model daring kelas IX SMP Negeri 21 Malang mulai dari kegiatan perencanaan, pelaksanaan, penilaian dan kendala pembelajaran dengan model daring. Penelitian ini menggunakan rancangan penelitian kualitatif dengan jenis deskriptif kualitatif. Hasil penelitian ini menunjukkan bahwa perencanaan pembelajaran menulis dalam pembelajaran daring kelas IX SMPN 21 Malang teks laporan hasil percobaan, teks pidato persuasif, dan teks cerpen dirancang oleh guru dengan model RPP daring darurat dalam format satu lembar. Kegiatan pelaksanaan pembelajaran menulis yang dilakukan dalam setiap pertemuan meliputi kegiatan pendahuluan, inti dan penuup. Pelaksanaan pembelajaran menulis dilaksanakan melalui tiga tahap, yaitu tahap pramenulis, menulis, dan pascamenulis. Kegiatan penilaian, yang dilakukan oleh guru meliputi penilaian sikap dan penilaian keterampilan. Teknik yang digunakan dalam penilaian sikap yaitu teknik observasi, sedangkan teknik yang digunakan untuk mendapatkan nilai keterampilan yaitu dengan menggunakan teknik penugasan. Kendala pembelajaran menulis dengan model daring dialami yang dialami oleh guru dan siswa berupa kendala dalam kegiatan perencanaan, pelaksanaan, dan penilaian pembelajaran menulis dengan model daring. Berdasarkan pembahasan di atas, dapat disimpulkan bahwa pembelajaran menulis dengan model daring yang dilaksanakan telah berdasarkan pada anjuran Permendikbud dengan berpedoman pada kurikulum darurat daring. Kata kunci: pembelajaran menulis, pembelajaran daring, kendala pembelajaran daring

Analisis Technology Acceptance Model (TAM) terhadap penerimaan aplikasi Sidoarjo Information Digital Library (SIDIRA) pada Masa Pandemi Covid-19 Putri Yella Sarasati; Inawati Inawati; Titik Harsiati
IJAL (Indonesian Journal of Academic Librarianship) Vol. 6 No. 3 (2023): JUNE
Publisher : Asosiasi Perpustakaan Perguruan Tinggi Islam Wilayah Jawa Timur (APPTIS Jatim)

Show Abstract | Download Original | Original Source | Check in Google Scholar

The goal of this study is to see how the Sidoarjo Information Digital Library (SIDIRA) application was received during the Covid-19 pandemic. The study uses a quantitative descriptive method which is analyzed using the Technology Acceptance Model (TAM) approach. Questionnaires and document studies were used as data collection tools. Based on the findings, it can be seen that in the aspect of perceived ease of use (perceived ease of use) most or 58% of respondents strongly agree that the SIDIRA application is easy to use, in the aspect of perceived benefits, most or 55% of respondents strongly agree that the SIDIRA application provides benefits for users. aspects of attitudes towards the use of technology (attitudes towards the use of technology) most or 52% of respondents strongly agree that they are interested in using the SDIRA application, on the aspect of behavioral intention to use technology (behavioral intention to use) almost half of respondents or 38% strongly agree that they are interested to use the SIDIRA application, and in the aspect of technology use (actual use of technology) almost half or 41% agree that they often use the SIDIRA application. So when viewed from the five aspects, the SIDIR application during the Covid-19 pandemic was well received by users.

Validitas Media Interaktif Berbasis Aplikasi Android Untuk Meningkatkan Kemampuan Literasi Kelas 1 SD May Yati; Titik Harsiati; Muh Arafik
Jurnal Penelitian Pendidikan IPA Vol. 9 No. 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.4657

Literacy is a major component of school success, so students with deficits in reading skills generally experience a disadvantage in educational attainment. Reading is an activity to find meaning and writing that involves physical and mental activities. This is also in line with the opinion of) that Reading is one's mental process towards a text. In its narrow sense, reading means analyzing a text composed of letters and trying to interpret it as a whole. Learning to read according to is one of the most important skills children will acquire in the early years of school and difficulties in acquiring this skill can have adverse educational outcomes. there are still grade 1 Students whose reading skills are low, so there needs to be an effort made by the teacher in improving reading skills, one of which is using learning media. This study aims to create an interactive media product that is valid for use in early reading learning activities for grade 1 elementary school students. It is hoped that this developed product can help students learn to read. interactive media development using the Lee & Owen development model. products developed in validity by media, material, and language experts. the results of the product development validation test fall into the valid criteria and can be used to learn to read beginning. from the results of the interactive media validation carried out, it obtained a validity value of 81.66% in the "very valid" category. Interactive media products were developed based on the needs of 1st grade students. Validity of Android Application-Based Interactive Media to Improve Literacy in Class 1 Elementary Schools.

Instrumen Asesmen Kompetensi Literasi Membaca Setara PIRLS dengan Teks Muatan Kultural Edukatif di SEkolah dasar Imroatul Mufidah; Titik Harsiati; Nurchasanah
Jurnal Penelitian Pendidikan IPA Vol. 9 No. SpecialIssue (2023): UNRAM journals and research based on science education, science appl
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9iSpecialIssue.5993

The objectives of this research and development are (1) to produce a product prototype of the PIRLS equivalent reading literacy competency assessment instrument with educative cultural content text for grade 6 elementary school students, (2) to test the PIRLS equivalent reading literacy competency assessment instrument with educative cultural content text for grade 6 elementary school students from the aspects of content validity, construct validity, Esay question reliability test, Objective question reliability test, difficulty level, and differentiability. This type of research and development uses the Borg & Gall model which consists of 10 stages. The data collected is qualitative and quantitative data. The data is related to content validity, construct validity, readability, and practicality of the assessment instrument as well as the practicality of the user manual. The collected data were analyzed with content validity (Gregory), Product Moment, and Cronbach's Alpha. Based on the results of the analysis and discussion, the results of the correlation person analysis for the overall r value of 30 items > r table for subject 28 the r table value is 0.361 with the acquisition of the smallest value of 0.383 and the largest of 0.724. In addition to the results of the limited subject test, the results of the analysis of the broad subject test using SPSS for windows version 26 software also showed the results that the person correlation value for the reading literacy competency assessment instrument from a total of 30 items obtained a calculated r value> r table for subjects 141 people the r table value of 0.361 with the acquisition of the smallest value of 0.439 and the largest value of 0.896. While the acquisition of the teacher response score is 0.882. So, based on these results it can be said that the product of the reading literacy competency assessment instrument equivalent to the Progress in International Reading Literacy Study with educational cultural content text is suitable for direct use for every grade 6 elementary school student.

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