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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Dinamika Jurnal Pendidikan Dasar Journal of Educational Research and Evaluation
Anwar Senen
Staf Pengajar pada PGSD FIP UNY
Humanities Decision Sciences, Operations Research & Management Education Public Health Social Sciences Other

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Based on the research results, Elementary School Teachers still emphasized on cognitive and psychomotor domain in social education learning. Therefore, the learning achievement of Social Education was still meaningless in students’ real life. In Law No. 2 Senen, Anwar
Dinamika Dinamika Volume VI, Nomor 2, September 2014
Publisher : Universitas Muhammadiyah Purwokerto

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Abstract

Based on the research results, Elementary School Teachers still emphasized on cognitiveand psychomotor domain in social education learning. Therefore, the learningachievement of Social Education was still meaningless in students’ real life. In Law No.20/2003 explained that the aims of national education were: to make students creative,autonomous, democratic, and responsible. To develop social education material becamemore meaningful, teachers needed to implement constructivistic paradigm.Key words: Social Education learning, constructivistic paradigm
The evaluation of authentic assessment implementation of Curriculum 2013 in Elementary School Wangid, Muhammad Nur; Mustadi, Ali; Senen, Anwar; Herianingtyas, Nur Luthfi Rizqa
Jurnal Penelitian dan Evaluasi Pendidikan Vol 21, No 1 (2017)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (446.45 KB) | DOI: 10.21831/pep.v21i1.15779

Abstract

This research was aimed to evaluate the implementation of authentic assessment of elementary school in Province of Yogyakarta and also to know the obstacles of its implementation. This was an evaluative research by a Stake's evaluation model approach. The results of observation in compare to the standard of assessment should be criteria to determine the succeed. This research subjects were elementary teachers in Province of Yogyakarta. Observation, interview, and documentation were used to gather data. The research showed that: (1) Planning (antecedents) stage or understanding towards authentic assessment planning has not been fulfilled the standard to be categorized as Good with percentage of 68.75%; (2) Process (transaction) or implementation stage that obtained 63.41% in percentage was classified in Good category; (3) Outcome stage or authentic assessment report showed 68.48% in percentage and should be categorized Good. The implementation of authentic assessment in Province of Yogyakarta elementary schools have not 100% met the standard. Therefore, results from this research finding were expected to be tools to improve performance from all stakeholders.
Challenges for Elementary School Teachers in Attitude Assessment during Online Learning Fauzani, Ratna Ainun; Senen, Anwar; Retnawati, Heri
Journal of Education Research and Evaluation Vol 5, No 3 (2021)
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v5i3.33226

Abstract

This study aims to describe the various challenges faced by teachers in assessing attitudes through online learning in elementary schools during Covid-19. This study used a qualitative method with a type of phenomenology. The data collection was carried out through interviews and focus group discussion (FGD) through Google Meet and WhatsApp and open questionnaires via Google Form. The technique in analyzing the data was finding specific themes and looking for the relationships between them to achieve a proper understanding. The results show that the challenges in assessing attitudes faced by the teacher included six themes, namely understanding, planning, implementing, and reflecting on attitude assessment, the condition of parents and students, and mastery of media and learning tools. These various challenges showed advices and recommendations for schools and policymakers to improve the quality in teaching practices. 
Co-Authors Ali Mustadi Fauzani, Ratna Ainun Heri Retnawati Muhammad Nur Wangid Nur Luthfi Rizqa Herianingtyas