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All Journal Tsaqofah: Jurnal Penelitian Guru Indonesia Al-DYAS : Jurnal Inovasi dan Pengabdian kepada Masyarakat
Gading Retna Tri Setyani
Universitas Muhammadiyah Tangerang
Education Social Sciences Other

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Alat Penilaian Hasil Belajar Siswa Sekolah Dasar Berdasarkan Kurikulum 2013 di SDN Gandasari 1 Jumratul Aqabah Azis; Gading Retna Tri Setyani; Salsa Rojana Urfa; Septia Putri Cahyani
TSAQOFAH Vol 2 No 2 (2022): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (418.355 KB) | DOI: 10.58578/tsaqofah.v2i2.330

Abstract

This study aims "To describe the Learning Outcomes Assessment Tool for Elementary School Students Based on the 2013 Curriculum". The approach used in this research is a qualitative approach. With the intention of this qualitative research is a research process that produces descriptive data. The type of research used is an Elementary School Student Learning Outcome Assessment Tool Based on the 2013 Curriculum. In general, the learning outcomes assessment tool is divided into two criteria, namely test-based assessment and non-test assessment. Tests are generally used to assess and measure student learning outcomes, especially cognitive learning outcomes with regard to mastery of teaching materials in accordance with educational and teaching objectives. researcher questions. with interview techniques. Based on interviews conducted at the Gandasari 1 State Elementary School, it can be concluded that the assessment is knowledge or cognitive in nature if in K13 it is divided into three domains, namely the domain of attitudes, the realm of knowledge, and the realm of skills. The sources can be from daily tests, mid-semester tests, and end-of-semester tests. So the three were combined and then accumulated continuously in the amount divided into the report card value.
Menganalisis Efektivitas Metode Evaluasi Pembelajaran di Sekolah Dasar Tinjau terhadap Kinerja Siswa dan Peningkatan Prestasi Belajar Anggi Aprilya; Gading Retna Tri Setyani; Nadia Rinjani Pitaloka; Septia Putri Cahyani
Al-DYAS Vol 2 No 3 (2023): OKTOBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/aldyas.v2i3.1479

Abstract

This study aims to analyze the effectiveness of elementary school learning evaluation methods and their impact on students' performance and their improvement in learning performance. Evaluation methods used in learning have an important role in measuring students' understanding and providing constructive feedback. However, there are not many studies that specifically consider the effectiveness of evaluation methods at the elementary school level. In this study, the research method used is qualitative descriptive research. Data were collected through class observation, interviews with teachers, and analysis of related documents. Research results show that there are various evaluation methods used by teachers in elementary school, including writing tests, verbal tests, project tasks, portfolios, and direct observation. In the context of learning evaluation, it was found that evaluation methods involving students' active involvement, providing constructive feedback, and measuring in-depth understanding and application of knowledge in real contexts had a positive impact on students' performance and their improvement in learning performance. Methods such as project tasks and portfolios provide students with opportunities to develop critical thinking skills, creativity, and collaboration. Recommendations made based on this study were to involve teachers in training and developing effective evaluation methods, encouraging the use of variations in evaluation methods, utilizing technology in the evaluation process, and promoting collaboration between teachers and students in the evaluation process. This study contributes significantly to our understanding of the effectiveness of elementary school evaluation methods. By implementing effective evaluation methods, elementary schools can create a learning environment that motivates, collaborates, and focuses on students' holistic development.
Co-Authors Anggi Aprilya Jumratul Aqabah Azis Nadia Rinjani Pitaloka Salsa Rojana Urfa Septia Putri Cahyani