Level of Early Childhood Education (PAUD) Teachers' Knowledge on Developing Holistic Assessment Rubrics Using the Rasch Model
DOI:
https://doi.org/10.24269/jin.v9i2.8739Abstrak This research addresses the level of knowledge of PAUD teachers regarding the preparation of holistic assessment rubrics in South Arut District. The purpose of this study was to analyze the level of knowledge among PAUD teachers about developing holistic assessment rubrics in South Arut District. This study is a quantitative descriptive research. The method used is a survey. The subjects of this study were 65 PAUD teachers from South Arut District. The instrument used in this study was a true-false choice test. Data analysis was performed using quantitative descriptive analysis, presented in percentage form and analyzed with the Rasch model. The Rasch model employs probability principles for each available option, whereas classical test theory focuses on the total score from exams or questionnaires. The results showed that the level of knowledge of PAUD teachers regarding the preparation of holistic assessment rubrics in South Arut District was categorized as "low" for 47.7% (31 teachers), "medium" for 38.4% (25 teachers), and "high" for 13.9% (9 teachers). Based on the average score of 20.78, the level of knowledge among PAUD teachers about the preparation of holistic assessment rubrics in South Arut District falls into the "medium" category.
Referensi
Andrade, H. G., & Boulay, B. A. (2003). Role of rubric-referenced self-assessment in learning to write. Journal of Educational Research. https://doi.org/10.1080/00220670309596625
Arter, J. A., & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. In Experts in assessment.
Bose, J., & Rengel, Z. (2009). A Model Formative Assessment Strategy to Promote Student-Centered Self-Regulated Learning in Higher Education. US-China Educ Rev, 6(12), 29–35.
Brookhart, S. M. (2018a). Appropriate Criteria : Key to Effective Rubrics. 3(April). https://doi.org/10.3389/feduc.2018.00022
Brookhart, S. M. (2018b). Appropriate Criteria: Key to Effective Rubrics. In Frontiers in Education. https://doi.org/10.3389/feduc.2018.00022
Eka, C., Haenilah, E. Y., & Surahman, M. (2017). Pembelajaran Ilmiah Bagi Anak Usia Dini. Jurnal Pendidikan Anak.
Ferris, H. A., & O’ Flynn, D. (2015). Assessment in Medical Education; What Are We Trying to Achieve? International Journal of Higher Education. https://doi.org/10.5430/ijhe.v4n2p139
Goodrich Andrade, H. (2000). Using Rubrics to Promote Thinking and Learning. Educational Leadership.
Hamdi, S., Triatna, C., & Nurdin, N. (2022). Kurikulum Merdeka dalam Perspektif Pedagogik. SAP (Susunan Artikel Pendidikan). https://doi.org/10.30998/sap.v7i1.13015
Herman, J. L., & Mancevice, N. (2018). How Is My Child Doing? What Assessment Can Tell Parents about Their Child’s Learning. In Center on Standards and Assessments Implementation.
Nordrum, L., Evans, K., & Gustafsson, M. (2013). Comparing student learning experiences of in-text commentary and rubric-articulated feedback: Strategies for formative assessment. Assessment and Evaluation in Higher Education. https://doi.org/10.1080/02602938.2012.758229
Panadero, E., & Romero, M. (2014). To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy. Assessment in Education: Principles, Policy and Practice. https://doi.org/10.1080/0969594X.2013.877872
Purnomo, Y. W. (2014). Assessment-Based Learning : Sebuah Tinjauan untuk Meningkatkan Motivasi Assessment-Based Learning : Sebuah Tinjauan untuk Meningkatkan Motivasi Belajar dan Pemahaman Matematis. Sigma Journal, VI(June).
Rachmawati, V. Y., Budiyanto, M., & Susiawati, E. (2021). Penerapan Self-Assessment dalam Pembelajaran Daring untuk Meningkatkan Kemampuan Self-Regulation Siswa SMPN 1 Gresik. Pensa E-Jurnal : Pendidikan Sains.
Ramdiah, S., Abidinsyah, Royani, M., & Husamah. (2019). Understanding, planning, and implementation of HOTS by senior high school biology teachers in Banjarmasin-Indonesia. International Journal of Instruction. https://doi.org/10.29333/iji.2019.12128a
Ristekdikti. (2015). Dokumen 005 Paradigma Capaian Pembelajaran. Direktorat Jendral Pembelajaran Dan Kemahasiswaan Kementerian Riset, Teknologi, Dan Pendidikan Tinggi Republik Indonesia.
Rosnaeni, R. (2021). Karakteristik dan Asesmen Pembelajaran Abad 21. Jurnal Basicedu. https://doi.org/10.31004/basicedu.v5i5.1548
Sani, R. A. (2019). Pembelajaran Berbasis HOTS Edisi Revisi. In Tangerang: Tira Smart.
Subali, B. (2013). Bias Item Tes Keterampilan Proses Sains Pola Divergen dan Modifikasinya sebagai Tes Kreativitas. Jurnal Penelitian Dan Evaluasi Pendidikan.
Sudaryono. (2012). Dasar-Dasar Evaluasi pembelajaran. Yogyakarta: Graha Ilmu.
Sumintono, B., & Widhiarso, W. (2015). Aplikasi Permodelan Rasch Pada Assessment Pendidikan. In Aplikasi Permodelan Rasch Pada Assesment Pendidikan.
Tierney, R., & Simon, M. (2004). What’s still wrong with rubrics: Focusing on the consistency of performance criteria across scale levels. Practical Assessment, Research and Evaluation.
Untariana, A. F., Samawi, A., & Wulandari, R. T. (2019). Tingkat Pengetahuan Guru Paud Tentang. Jurnal Pendidikan Anak Usia Dini Undiksha.
Yudha, R. P. (2020). Validity And Reliability Rubric Of Performance Assessment Geometry Study In Junior High School Using The Many Facet Rasch Model Approach. Eduma : Mathematics Education Learning and Teaching. https://doi.
Arter, J. A., & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. In Experts in assessment.
Bose, J., & Rengel, Z. (2009). A Model Formative Assessment Strategy to Promote Student-Centered Self-Regulated Learning in Higher Education. US-China Educ Rev, 6(12), 29–35.
Brookhart, S. M. (2018a). Appropriate Criteria : Key to Effective Rubrics. 3(April). https://doi.org/10.3389/feduc.2018.00022
Brookhart, S. M. (2018b). Appropriate Criteria: Key to Effective Rubrics. In Frontiers in Education. https://doi.org/10.3389/feduc.2018.00022
Eka, C., Haenilah, E. Y., & Surahman, M. (2017). Pembelajaran Ilmiah Bagi Anak Usia Dini. Jurnal Pendidikan Anak.
Ferris, H. A., & O’ Flynn, D. (2015). Assessment in Medical Education; What Are We Trying to Achieve? International Journal of Higher Education. https://doi.org/10.5430/ijhe.v4n2p139
Goodrich Andrade, H. (2000). Using Rubrics to Promote Thinking and Learning. Educational Leadership.
Hamdi, S., Triatna, C., & Nurdin, N. (2022). Kurikulum Merdeka dalam Perspektif Pedagogik. SAP (Susunan Artikel Pendidikan). https://doi.org/10.30998/sap.v7i1.13015
Herman, J. L., & Mancevice, N. (2018). How Is My Child Doing? What Assessment Can Tell Parents about Their Child’s Learning. In Center on Standards and Assessments Implementation.
Nordrum, L., Evans, K., & Gustafsson, M. (2013). Comparing student learning experiences of in-text commentary and rubric-articulated feedback: Strategies for formative assessment. Assessment and Evaluation in Higher Education. https://doi.org/10.1080/02602938.2012.758229
Panadero, E., & Romero, M. (2014). To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy. Assessment in Education: Principles, Policy and Practice. https://doi.org/10.1080/0969594X.2013.877872
Purnomo, Y. W. (2014). Assessment-Based Learning : Sebuah Tinjauan untuk Meningkatkan Motivasi Assessment-Based Learning : Sebuah Tinjauan untuk Meningkatkan Motivasi Belajar dan Pemahaman Matematis. Sigma Journal, VI(June).
Rachmawati, V. Y., Budiyanto, M., & Susiawati, E. (2021). Penerapan Self-Assessment dalam Pembelajaran Daring untuk Meningkatkan Kemampuan Self-Regulation Siswa SMPN 1 Gresik. Pensa E-Jurnal : Pendidikan Sains.
Ramdiah, S., Abidinsyah, Royani, M., & Husamah. (2019). Understanding, planning, and implementation of HOTS by senior high school biology teachers in Banjarmasin-Indonesia. International Journal of Instruction. https://doi.org/10.29333/iji.2019.12128a
Ristekdikti. (2015). Dokumen 005 Paradigma Capaian Pembelajaran. Direktorat Jendral Pembelajaran Dan Kemahasiswaan Kementerian Riset, Teknologi, Dan Pendidikan Tinggi Republik Indonesia.
Rosnaeni, R. (2021). Karakteristik dan Asesmen Pembelajaran Abad 21. Jurnal Basicedu. https://doi.org/10.31004/basicedu.v5i5.1548
Sani, R. A. (2019). Pembelajaran Berbasis HOTS Edisi Revisi. In Tangerang: Tira Smart.
Subali, B. (2013). Bias Item Tes Keterampilan Proses Sains Pola Divergen dan Modifikasinya sebagai Tes Kreativitas. Jurnal Penelitian Dan Evaluasi Pendidikan.
Sudaryono. (2012). Dasar-Dasar Evaluasi pembelajaran. Yogyakarta: Graha Ilmu.
Sumintono, B., & Widhiarso, W. (2015). Aplikasi Permodelan Rasch Pada Assessment Pendidikan. In Aplikasi Permodelan Rasch Pada Assesment Pendidikan.
Tierney, R., & Simon, M. (2004). What’s still wrong with rubrics: Focusing on the consistency of performance criteria across scale levels. Practical Assessment, Research and Evaluation.
Untariana, A. F., Samawi, A., & Wulandari, R. T. (2019). Tingkat Pengetahuan Guru Paud Tentang. Jurnal Pendidikan Anak Usia Dini Undiksha.
Yudha, R. P. (2020). Validity And Reliability Rubric Of Performance Assessment Geometry Study In Junior High School Using The Many Facet Rasch Model Approach. Eduma : Mathematics Education Learning and Teaching. https://doi.
Unduhan
Diterbitkan
2024-09-30
Terbitan
Bagian
Artikel
Lisensi
Hak Cipta Tanpa Batasan
|
Jurnal ini memungkinkan penulis (penulis tunggal atau tim penulis) untuk mempertahankan hak cipta tanpa batasan dan akan mempertahankan hak penerbitan tanpa batasan. Naskah yang dikirimkan dianggap tidak mengandung materi hak milik yang tidak dilindungi oleh paten atau permohonan paten; tanggung jawab atas konten teknis dan perlindungan materi hak milik sepenuhnya berada pada penulis (penulis tunggal atau tim penulis) dan organisasi mereka, dan bukan tanggung jawab Jurnal INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) atau staf redaksinya. Penulis utama (penulis pertama/penulis korespondensi) bertanggung jawab untuk memastikan bahwa artikel telah dilihat dan disetujui oleh semua penulis lainnya. Penulis bertanggung jawab untuk memperoleh semua izin pelepasan hak cipta yang diperlukan untuk penggunaan materi berhak cipta dalam naskah sebelum pengiriman. Apa hak-hak saya sebagai penulis?
|
JURNAL INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) diterbitkan di bawah lisensi Creative Commons Attribution 4.0 International License.
