The implementation of attitude assessment in Curriculum 2013 at elementary schools

Ikhya Ulumudin, The Center for Research on Education Policy and Culture, Ministry of Education and Culture of the Republic of Indonesia, Indonesia
Sisca Fujianita, The Center for Research on Education Policy and Culture, Ministry of Education and Culture of the Republic of Indonesia, Indonesia

Abstract


This study is aimed at describing the implementation of attitude assessment conducted by teachers starting from the assessment planning, implementation, results processing, its utilization, and the follow-up. This study employed a qualitative and quantitative method. The subject was elementary school teachers in Bekasi city who had taught in classes applying Curriculum 2013. The data were collected using questionnaires and focus group discussions. The result shows that the implementation of attitude assessment had not been done optimally because of teachers’ lack of understanding. Besides, too many techniques of attitude assessment cause teachers to need a lot of time to learn and conduct the assessment. In Curriculum 2013, students’ involvement is emphasized, yet most students were quite passive in class, and there was no dynamic and active discussion in the learning process. It means teachers need to apply different methods to encourage students to be more active. Lastly, the utilization and follow-up of the assessment results were not optimal. Some recommendations that can be proposed are: (1) schools are hoped to be able to provide independent training for the implementation of assessment in Curriculum 2013; (2) mandatory attitude assessment required to be done by each subject teacher is observation, while other required assessments are done by the classroom teacher; (3) variables in attitude assessment needs to be completed and clearly stated especially in social aspects (KI-2), which are accepting and responding; (4) there should be a detailed description of attitude assessment in students’ reports.


Keywords


attitude assessment; assessment planning; assessment implementation; assessment result processing; assessment result utilization; assessment result follow-up

Full Text:

PDF

References


Directorate for the Development of Elementary School. (2016). Panduan penilaian untuk sekolah dasar. Jakarta: Kementerian Pendidikan dan Kebudayaan. Retrieved from http://ditpsd.kemdikbud.go.id/wp-content/uploads/2017/06/Panduan-Penilaian-untuk-Sekolah-Dasar.pdf

Haryana, G., & Gimin, G. (2015). Hambatan yang dihadapi guru ekonomi SMA dalam implementasi Kurikulum 2013 di Kota Pekanbaru. PEKBIS (Jurnal Pendidikan Ekonomi Dan Bisnis), 7(2), 146–151.

Hatmoko, W. (2016). 10 Faktor kesuksesan seseorang. Retrieved January 7, 2019, from https://ciptacendekia.com/forums/topic/10-faktor-kesuksesan-seseorang/

Mahmud, M. (2014). Kendala guru dalam melakukan penilaian pada proses pembelajaran kurikulum 2013 di Sekolah Dasar Gugus Delima Banda Aceh. Pesona Dasar (Jurnal Pendidikan Dasar Dan Humaniora), 2(3), 33–44. Retrieved from http://www.jurnal.unsyiah.ac.id/PEAR/article/view/7497

Merta, I. M. E. D., Suarjana, I. M., & Mahadewi, L. P. P. (2015). Analisis penilaian autentik menurut pembelajaran kurikulum 2013 pada kelas IV SD No. 4 Banyuasri. Journal PGSD Universitas Pendidikan Ganesha Jurusan PGSD, 3(1). Retrieved from https://ejournal.undiksha.ac.id/index.php/JJPGSD/article/viewFile/5818/4207

Purnomo, Y. W. (2013). Keefektifan penilaian formatif terhadap hasil belajar matematika mahasiswa ditinjau dari motivasi belajar. In Seminar Nasional Matematika dan Pendidikan Matematika, in the theme of “Penguatan Peran Matematika dan Pendidikan Matematika untuk Indonesia yang Lebih Baik.” Yogyakarta: Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta.

Regulation of the Minister of Education and Culture of Republic of Indonesia No. 23 of 2016 on Educational Assessment Standard (2016).

Retnawati, H. (2015). Hambatan guru matematika sekolah menengah pertama dalam menerapkan kurikulum baru. Jurnal Cakrawala Pendidikan, XXXIV(3), 390–403. https://doi.org/10.21831/cp.v3i3.7694

Riscaputantri, A., & Wening, S. (2018). Pengembangan instrumen penilaian afektif siswa kelas IV sekolah dasar di Kabupaten Klaten. Jurnal Penelitian Dan Evaluasi Pendidikan, 22(2), 231–242. https://doi.org/10.21831/pep.v22i2.16885

Setiadi, H. (2016). Pelaksanaan penilaian pada kurikulum 2013. Jurnal Penelitian Dan Evaluasi Pendidikan, 20(2), 166–178. https://doi.org/10.21831/pep.v20i2.7173

Sutama, S., Sandy, G. A., & Fuadi, D. (2017). Pengelolaan penilaian autentik kurikulum 2013 mata pelajaran matematika di SMA. Jurnal Manajemen Pendidikan, 12(1), 105–114. https://doi.org/10.23917/jmp.v12i1.2967

Utsman. (2014). Penilaian otentik berbasis kurikulum 2013. In Proceeding of Seminar Nasional Evaluasi Pendidikan, in the theme of "Pengembangan Pendidik: Implementasi Asesmen Otentik Pendidikan dalam Rangka Meningkatkan Kompetensi dan Kinerja Professional Berkelanjutan”. Semarang: Universitas Negeri Semarang.

Wuryani, W., & Irham, M. (2014). Penilaian dalam perspektif Kurikulum 2013. Insania: Jurnal Pemikiran Alternatif Kependidikan, 19(1), 181–199. https://doi.org/10.24090/INSANIA.V19I1.470

Yulia, L., Bakhtiar, B., & Fauzi, F. (2017). Kendala guru dalam mengimplementasikan buku paket kurikulum 2013 di SD Negeri 50 Banda Aceh. Jurnal Ilmiah Mahasiswa Pendidikan Guru Sekolah Dasar, 2(1), 204–211. Retrieved from http://www.jim.unsyiah.ac.id/pgsd/article/view/2549




DOI: https://doi.org/10.21831/pep.v23i1.23391

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Find Jurnal Penelitian dan Evaluasi Pendidikan on:

   

ISSN 2338-6061 (online)    ||    ISSN 2685-7111 (print)

View Journal Penelitian dan Evaluasi Pendidikan Visitor Statistics