Assessment of geography learning process standards in the indonesian curriculum: Instrument development and quality

Tuti Amalia; Muhammad Nursa'ban

doi:10.21831/pep.v27i2.67434

Assessment of geography learning process standards in the indonesian curriculum: Instrument development and quality

Tuti Amalia, Universitas Negeri Yogyakarta, Indonesia
Muhammad Nursa'ban, Universitas Negeri Yogyakarta, Indonesia

10.21831/pep.v27i2.67434

Abstract

The need for mapping the achievement of geography learning process standards in the Indonesian curriculum can provide recommendations in accordance with the conditions in the field. This study aims to determine and describe the quality of geography learning process standard instruments in the Indonesian curriculum, namely: 1) content validity 2) construct validity 3) reliability. This research is instrument development research. The development stage used is the development stage of the instrument test by Heri Retnawati. The process of preparing the instrument, namely: determining the purpose of instrument preparation, searching for relevant theories, compiling indicators of instrument items, compiling instrument items, content validation, revising based on expert input, conducting trials to respondents, conducting reliability analysis, and assembling instruments by considering certain characteristics. The data analysis used was content validity with the Aiken method, construct validity with Exploratory Factor Analysis (EFA), and reliability with the Cronbach Alpha formula. The results of this study showed that: 1) The standard instrument of geography learning process in Indonesian curriculum based on Aiken's V index value of 0.92 is categorized as high. 2) The standard geography learning process instrument in the Indonesian curriculum using EFA formed into eight factors can explain the variance of 73.452%. 3) Reliability estimation results on the standard instrument of geography learning process in the Indonesian curriculum amounted to 0.913 very high category. This research is expected to be an appropriate recommendation for the follow-up of geography learning process standards in the Indonesian curriculum.

Keywords

process standards; geography learning; instrument development

Full Text:

PDF

References

Ayre, C., & Scally, A. J. (2014). Critical values for Lawshe’s content validity ratio: Revisiting the original methods of calculation. Measurement and Evaluation in Counseling and Development, 47(1), 79–86. https://doi.org/10.1177/0748175613513808

Azwar, S. (2021). Penyusunan Skala Psikologi Edisi 3. Pustaka Pelajar.

Baba, J., & Abdullah, N. (2017). Reflective Learning and the Growth of Intellect and Identity. In N. Alias & J. Luaran (Eds.). Student-Driven Learning Strategies for the 21st Century Classroom, IGI Global, 26–43. https://doi.org/10.4018/978-1-5225-1689-7.ch003

Bahadir, F., & Tuncer, M. (2020). Determining the Standards of Teaching and Learning Process as a Component of Curriculum. International Journal of Progressive Education, 16(3), 34–52. https://doi.org/10.29329/ijpe.2020.248.3

Cheng, P. G. F., Ramos, R. M., Bitsch, J. Á., Jonas, S. M., Ix, T., See, P. L. Q., & Wehrle, K. (2016). Psychologist in a pocket: Lexicon development and content validation of a mobile-based app for depression screening. JMIR mHealth and uHealth, 4(3). https://doi.org/10.2196/mhealth.5284

De Miguel González, R., & De Lázaro Torres, M. L. (2020). WebGIS Implementation and Effectiveness in Secondary Education Using the Digital Atlas for Schools. Journal of Geography, 119(2), 74–85. https://doi.org/10.1080/00221341.2020.1726991

Demaidi, M. N., Qamhieh, M., & Afeefi, A. (2019). Applying blended learning in programming courses. IEEE Access, 7, 156824–156833. https://doi.org/10.1109/ACCESS.2019.2949927

Fargher, M. (2018). WebGIS for geography education: Towards a GeoCapabilities approach. ISPRS International Journal of Geo-Information, 7(3). https://doi.org/10.3390/ijgi7030111

Febrianto, A. D., Purwanto, & Irawan, L. Y. (2021). Pengaruh penggunaan media Webgis Inarisk terhadap kemampuan berpikir spasial siswa pada materi mitigasi dan adaptasi bencana Profil Articles : Jurnal Pendidikan Geografi : berkembangnya teknologi . Hal tersebut berakibat pada semakin bervariasinya jenis -. 9251, 73–84. https://doi.org/10.17977/um017v26i22021p073

Field, A. (2013). Discovering Statistics Using SPSS. 4th Edition. SAGE Publications Ltd.

Görür, D. Z., & Babadoğan, M. C. (2021). What Are the Curriculum Implementation Difficulties by Teachers of Syrian Students? International Education Studies, 14(12), 13. https://doi.org/10.5539/ies.v14n12p13

Hair, J. F., Hult, G. T. M., & Ringle, C. M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM).

Hastuti, K. P., Angriani, P., Alviawati, E., & Arisanty, D. (2021). The perspective of geography education students on the implementation of online learning during covid-19 pandemic. IOP Conference Series: Earth and Environmental Science, 747(1). https://doi.org/10.1088/1755-1315/747/1/012012

Istiyono, E. (2020). Pengembangan Instrumen Penilaian dan Analisis Hasil Belajar Fisika dengan Teori Tes Klasik dan Modern (Edisi Kedua). UNY Press.

Kadhim, A. J. (2020). Effective Use of ICT for Learning and Teaching Geography. Aalborg Academy Journal of Human and Social Sciences, 1(1), 15–42. https://www.researchgate.net/publication/347849381

Kartowagiran, B., & Jaedun, A. (2016). Model asesmen autentik untuk menilai hasil belajar siswa sekolah menengah pertama (SMP): implementasi asesmen autentik di SMP. Jurnal Penelitian dan Evaluasi Pendidikan, 20(2), 131–141. https://doi.org/10.21831/pep.v20i2.10063

Kayes, D. C. (2005). Internal validity and reliability of Kolb’s learning style inventory version 3 (1999). Journal of Business and Psychology, 20(2), 249–257. https://doi.org/10.1007/s10869-005-8262-4

Kemendikbud. RI. (2022). Buku Saku: Tanya Jawab Kurikulum Merdeka. Kementerian Pendidikan, Kebudayaan, Riset dan Teknologi, Kementerian Pendidikan, Kebudayaan, Riset dan Teknologi, 9–46. http://repositori.kemdikbud.go.id/id/eprint/25344

Khan, M. A., & Law, L. S. (2015). An integrative approach to

curriculum development in higher education in the USA: A theoretical framework. International Education Studies, 8(3), 66–76. https://doi.org/10.5539/ies.v8n3p66

Mardapi, D. (2018). Teknik Penyusunan Instrumen Tes dan Nontes. Parama Publishing.

Maude, A. (2020). The role of geography’s concepts and powerful knowledge in a future 3 curriculum. International Research in Geographical and Environmental Education, 29(3), 232–243. https://doi.org/10.1080/10382046.2020.1749771

Metoyer, S., & Bednarz, R. (2017). Spatial Thinking Assists Geographic Thinking: Evidence from a Study Exploring the Effects of Geospatial Technology. Journal of Geography, 116(1), 20–33. https://doi.org/10.1080/00221341.2016.1175495

Mukminan. (2011). Evaluasi Implementasi KTSP Pada Pembelajaran Geografi SMA di Kota Yogyakarta. Cakrawala Pendiidkan, 363.

Mukminan. (2018). Dimensions and factors of contemporary geography learning climate at senior high school. Indonesian Journal of Geography, 50(1), 78–86. https://doi.org/10.22146/ijg.34567

Mustafa, F., Raisha, S., & Mahlil. (2021). Rubric for assessment of learning process in efl online classrooms: Validation and revision. Mextesol Journal, 45(3), 1–15.

Nurcahyo, A. D., & Winanti, E. T. (2021). Pengaruh model Problem Based Learning terintegrasi pendekatan induktif terhadap kemampuan berpikir spasial dan pengetahuan siswa pada materi mitigasi bencana. Jurnal Pendidikan Geografi, 26(1), 41–47. https://doi.org/10.17977/um017v26i12021p041

Nursa’ban, M. (2019). Model Evaluasi Pembelajaran Geografi Berperspektif Spatial Thinking. [Disertasi, Tidak diterbitkan]. Universitas Negeri Yogyakarta

Oktavianto, D. A., Sumarmi, & Handoyo, B. (2017). the Effect of Project-Based Learning Assisted Google Earth To Spatial Thinking Skills. Jurnal Teknodik, 21(1), 1–15. https://jurnalteknodik.kemdikbud.go.id/index.php/jurnalteknodik/article/view/227

Permendikbudriset. (2022). Permendikbudriset Nomor 16 Tahun 2022 tentang Standar Proses pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah.

Perugini, S., & Bodzin, A. M. (2020). Using Web-Based GIS to Assess Students’ Geospatial Knowledge of Hurricanes and Spatial Habits of Mind. Journal of Geography, 119(2), 63–73. https://doi.org/10.1080/00221341.2019.1710764

Prasojo, L. D., Kande, F. A., & Mukminin, A. (2018). Evaluasi pelaksanaan standar proses pendidikan pada SMP Negeri di Kabupaten Sleman. Jurnal Penelitian dan Evaluasi Pendidikan, 22(1), 61–69. https://doi.org/10.21831/pep.v22i1.19018

Rahayu, S., Murjainah, M., & Idris, M. (2019). The Effect of Google Earth Utilization on Students’ Spatial Thinking Ability. Geosfera Indonesia, 4(3), 291. https://doi.org/10.19184/geosi.v4i3.13350

Retnawati, H. (2017). Validitas Reliabilitas & Karakteristik Butir (Panduan untuk Peneliti, Mahasiswa, dan Psikometrika). Parama Publishing.

Ridha, S., & Kamil, P. A. (2021). The Problems of Teaching Geospatial Technology in Developing Countries: Concepts, Curriculum, and Implementation in Indonesia. Journal of Geography, 120(2), 72–82. https://doi.org/10.1080/00221341.2021.1872681

Rusijono, R., Jaedun, A., Kartowagiran, B., Ahman, A., Laliyo, L. A. R., & Mam, S. (2020). Developing the teacher’s social competency assessment instrument in the fourth industrial revolution era. Jurnal Penelitian dan Evaluasi Pendidikan, 24(2), 125–135.

https://doi.org/10.21831/pep.v24i2.29482

Steven, R. A., Mires, G. J., Lloyd, S. K. W., & McAleer, S. (2017). An undergraduate Otolaryngology curriculum comparison in the United Kingdom using a curriculum evaluation framework. Clinical Otolaryngology, 42(5), 963–968. https://doi.org/10.1111/coa.12824

Sugiyanto, S., Maryani, E., & Ruhimat, M. (2018). A Preliminary Study on Developing Geography Literacy Based on Social Studies Learning Model to Improve Teachers 21st Century Skills. IOP Conference Series: Earth and Environmental Science, 145(1). https://doi.org/10.1088/1755-1315/145/1/012062

Tholappan, A. (2015). Knowledge and Curriculum. Zbornik Instituta za pedagoska istrazivanja, 34, 65–78. https://doi.org/10.2298/zipi0204065s

Thurner, V., Hammer, S., Ottinger, S., & Waldleitner, M. (2020). Development and evaluation of an assessment tool for self-reflection. IEEE Global Engineering Education Conference, EDUCON, 2020-April, 605–612. https://doi.org/10.1109/EDUCON45650.2020.9125185

Twycross, A., & Powls, L. (2006). How do children’s nurses make clinical decisions? Two preliminary studies. Journal of Clinical Nursing, 15(10), 1324–1335. https://doi.org/10.1111/j.1365-2702.2006.01453.x

Utami, W. S., Zain, I. M., & Sumarmi. (2018). Geography literacy can develop Geography skills for high school students: Is it true? IOP Conference Series: Materials Science and Engineering, 296(1). https://doi.org/10.1088/1757-899X/296/1/012032

Xiang, X., & Liu, Y. (2018). Exploring and enhancing spatial thinking skills: Learning differences of university students within a web-based GIS mapping environment. British Journal of Educational Technology, 0–2. https://doi.org/10.1111/bjet.12677

Yusof, R., Yin, K. Y., Norwani, N. M., & Jaafar, H. (2018). Conceptualizing Curriculum Evaluation in Education Degree Programmes in Higher Education Institutions. International Journal of Academic Research in Business and Social Sciences, 8(6), 1020–1033. https://doi.org/10.6007/ijarbss/v8-i6/4299

DOI: https://doi.org/10.21831/pep.v27i2.67434