History Teachers’ Competence in Implementing Authentic Assessment: A Case Study in a State Senior High School in Yogyakarta

A. Aman.

Abstract


This study aimed to analyze the competence of history teachers in implementing the authentic assessment. The study used a descriptive qualitative method with a case study in a senior high school in Yogyakarta. The data sources of the study were history teacher, school principal, vice school principal of curriculum, and school supervisor. The collecting data techniques used were the interview, observation, and documentation. The validity of the data uses informant feedback and triangulation of method, data, and theory. The interactive model was applied to analyze the qualitative and quantitative data through some steps: data collection, data reduction, data presentation, and verification, or conclusion. The results showed that the assessment system in the school had followed the assessment guidance of Curriculum 2013 that related to spiritual, social, knowledge, and competence. The competence of history teachers in developing authentic assessment instruments has improved as viewed from the assessment instrument in line with primary and basic competence. The competence of history teacher competence was useful in implementing authentic assessment where there has been compatibility between the developed instrument and the assessment implementation. The competence of history teachers in processing the measurement result was also excellent, as proved by the whole analysis of measurement results to make assessment and evaluation. The study concluded that history teachers of the school subject have competence in implementing the authentic assessment.

https://doi.org/10.26803/ijlter.18.10.5


Keywords


assessment instrument; authentic assessment; history teacher; teacher competence

Full Text:

PDF

References


Admiraal, W., Janssen, T., Huizenga, J., Kranenburg, F., Taconis, R., & Corda, A. (2014). E-assessment of student-teachers’ competence as new teachers. TOJET: The Turkish Online Journal of Educational Technology, 13(4), 21-29. http://www.tojet.net/abstracts/v13i4/1343_abstract.htm

Aisiah. (2015). Model asesmen diri untuk kesadaran sejarah (momendikejar) di perguruan tinggi (Khusus untuk mahasiswa calon guru sejarah) [Self-assessment model for history cognition in higher education (Case study among students of history teaching)]. Ph.D. Dissertation. Yogyakarta: Program Pascasarjana Universitas Negeri Yogyakarta. Retrieved from https://eprints.uny.ac.id/35039/

Aman. (2015). Kesiapan guru sejarah SMA Islam 1 Gamping Sleman dalam implementasi Kurikulum 2013 [SMA Islam 1 Gamping Sleman history teacher’s readiness in implementing Curricula 2013]. Istoria Jurnal Pendidikan & Ilmu Sejarah, 11(2), 14-27. https://doi.org/10.21831/istoria.v11i2.7557

Andersson, C. & Palm, T. (2017). Characteristics of improved formative assessment practice. Education Inquiry, 8(2), 104-122. https://doi.org/10.1080/20004508.2016.1275185

Archbald, D.A. & Newmann, F.M. (1988). Beyond standardized testing: Assessing authentic academic achievement in the secondary school. Reston, VA, National Association of Secondary School Principals.

Ayati, M. H., Pourabbasi, A., Namazi, N., Zargaran, A., Kheiry, Z., Kazemi, A. H., & Larijani, B. (2019). The necessity for integrating traditional, complementary, and alternative medicine into medical education curricula in Iran. Journal of Integrative Medicine, 17(4), 296-301. https://doi.org/10.1016/j.joim.2019.04.005

Azim, S., & Khan, M. (2012). Authentic assessment: An instructional tool to enhance students learning. Academic Research International, 2(3), 314-320. Retrieved from http://ecommons.aku.edu/pakistan_ied_pdcc/11

Barth, R. S. (1981). The principal as staff developer. Journal of Education, 163(2), 144-162. https://doi.org/10.1177/002205748116300207

Berkvens, J., Van den Akker, J., & Brugman, M. (eds.) (2014). Addressing the quality challenge: Reflections on the post-2015 UNESCO education agenda. Enschede, The Netherlands: Netherlands National Commission for United Nations Educational, Scientific and Cultural Organization (UNESCO).

Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551-575. https://doi.org/10.1080/0969594X.2018.1441807

Brown, A. H., & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice, Third edition. New York: Routledge.

Celik, S. (2011). Characteristics and Competencies for Teacher Educators: Addressing the Need for Improved Professional Standards in Turkey. Australian Journal of Teacher Education, 36(4), 264-278. https://.doi.org/10.14221/ajte.2011v36n4.3

Chowthi-Williams, A. (2018). Evaluation of how a real time pre-registration health care curricula was managed through the application of a newly designed Change Management Model: A qualitative case study. Nurse Education Today, 61, 242-248. https://doi.org/10.1016/j.nedt.2017.12.004

DuFour, R., & Barkey, T. (2005). The principal as staff developer. Journal of Staff Development, 16(4), 2-6. Retrieved from https://eric.ed.gov/?id=EJ522301

Falchikov, N., & Thompson, K. (2008). Assessment: What drives innovation? Journal of University Teaching and Learning Practice, 5(1), 49-60. Retrieved from https://ro.uow.edu.au/jutlp/vol5/iss1/5/

Forsyth, H., & Evans, J. (2019). Authentic assessment for a more inclusive history. Higher Education Research & Development, 38(4), 748-761. https://doi.org/10.1080/07294360.2019.1581140

Frey, B. B., & Allen, J. P. (2012). Defining authentic classroom assessment. Practical Assessment, Research & Evaluation, 17(2), 215-232. Retrieved from https://pareonline.net/getvn.asp?v=17&n=2

Giampapa, R. M. (2005). Constructing historical conciousness in Greece: Cultural syncretisme in the context of European unification. Ph.D. Dissertation. Ohio: Ohio University.

Gronlund, N. E. & Linn, R. L. (1990). Measurement and evaluation in teaching (6th ed). New York: Collier Macmillan Publishers.

Gulikers, J. T. M., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52, 67-86. https://doi.org/10.1007/BF02504676

Halek, D. H. (2019). Kurikulum 2013 dalam perspektif filosofi [Curriculum 2013 in philosophical perspective]. Jurnal Georafflesia: Artikel Ilmiah Pendidikan Geografi, 3(2), 1-10. https://doi.org/10.32663/georaf.v3i2.567.

Hasan, S. H. (2008). Evaluasi kurikulum [Curriculum evaluation]. Bandung: PT Remaja Rosdakarya.

Hidayani, M. (2017). Pembelajaran tematik dalam Kurikulum 2013 [Thematic learning in Curriculum 2013]. At-Ta'lim : Media Informasi Pendidikan Islam, 15(1), 150-165. http://dx.doi.org/10.29300/attalim.v15i1.292

Huitt, W., Hummel, J., & Kaeck, D. (2001). Assessment, measurement, evaluation, and research. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/intro/sciknow.html

Jaedun, A., Hariyanto, V. L., & Nuryadin, E. R. (2014). An evaluation of the implementation of Curriculum 2013 at the building construction department of vocational high schools in Yogyakarta. Journal of Education, 7(1), 14-22. Retrieved from https://journal.uny.ac.id/index.php/joe/article/view/5757

Jones, C. (2009). Interdisciplinary approach: Advantages, disadvantages, and the future benefits of interdisciplinary studies. ESSAI, 7(1), 26. Retrieved from http://dc.cod.edu/essai/vol7/iss1/26

Kardiana, I. G., Marhaeni, A. A. I. N., & Ratminingsih, N. M. (2019). A discrepancy analysis of authentic assessment implementation in EFL classroom of senior high school in Badung based on Curriculum 2013. Jurnal Pendidikan Bahasa Inggris Indonesia, 7(1), 1-9. https://doi.org/10.23887/jpbi.v7i1.2716

Khoza, S. B. (2016). Can curriculum managers’ reflections produce new strategies through Moodlei visions and resources? South African Journal of Education, 36(4), 119-137. http://dx.doi.org/10.15700/saje.v36n4a1317

Kreuzer, M. (2010). Historical knowledge and quantitative analysis: The case of the origins of proportional representation. American Political Science Review, 104(2), 369-392. https://doi.org/10.1017/S0003055410000122

Kurniawati, A., & Sukardiyono. (2018). The development of authentic assessment instrument to measure science process skill and achievement based on students' performance. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 4(2), 65-74. https://doi.org/10.21009/1.04203

Leigh, A. (2010). Estimating teacher effectiveness from two-year changes in students’ test scores. Economics of Education Review, 29(3), 480-488. https://doi.org/10.1016/j.econedurev.2009.10.010

Lombardi, M. M. (2008). Making the grade: The role of assesment in authentic learning. Educase Learning Initiave Paper 1. Retrieved from https://library.educause.edu/resources/2008/1/making-the-grade-the-role-of-assessment-in-authentic-learning

Mardapi, D. (2013). Pengembangan instrumen evaluasi pembelajaran [Development of educational evaluation instruments]. Yogyakarta: UNY Press.

Mazabow, G. (2003). The development of hostorical conciousness in the teaching of history in South Africa schools (Ph.D.'s Dissertation). Pretoria: University of South Africa. Retrieved from http://hdl.handle.net/10500/1170

Mulyana, T. (2012). Pengembangan bahan ajar melalui desain penelitian [Development of teaching materials through research design]. Infinity, 12(2), 85-101. https://doi.org/10.22460/infinity.v1i2.p126-137

Newmann, F. M. (1997). Authentic assessment in social studies: Standards and examples. In G.D. Phye (Ed.), Handbook of classroom assessment: Learning, adjustment and achievement. San Diego, Ca: Academic Press.

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 1999-2018. https://doi.org/10.1080/03075070600572090

Nurhayati, E., Jayusman, & Ahmad, T. A. (2018). Implementasi penilaian autentik dalam pembelajaran sejarah di SMA Negeri 1 Semarang [Implementation of authentic assessment in History subject in SMA Negeri 1 Semarang]. Indonesian Journal of History Education, 6(1), 21-30. Retrieved from https://journal.unnes.ac.id/sju/index.php/ijhe/article/view/27334

Ornstein, A. C., & Hunkins, F. P. (2009). Curriculum: Foundations, principles, and issues, Fifth edition. Singapore: Pearson.

Palm, T. (2008). Performance assessment and authentic assessment: A conceptual analysis of the literature. Practical Assessment, Research & Evaluation, 13(4), 129-142. Retrieved from https://pareonline.net/getvn.asp?v=13&n=4%20

Phillips, P. (2008). Professional development as a critical component of continuing teacher quality. Australian Journal of Teacher Education, 33(1), 37-45. http://doi.org/10.14221/ajte.2008v33n1.3

Pinar, W. F., & Irwin, R. L. (eds). (2005). Curriculum in a new key: The collected works of Ted T. Aoki. New Jersey: Lawrence Erlbaum Associates.

Prihantoro, C. R. (2015). The perspective of curriculum in Indonesia on environmental education. International Journal of Research Studies in Education, 4(1), 77-83. https://doi.org/10.5861/ijrse.2014.915

Puckett, M. B., & Black, J. K. (2000). Authentic assessment of the young child: Celebrating developing and learning (2nd ed.). New Jersey: Prentice-Hall, Inc.

Rahayu, T., Maftukhin, A., & Sriyono. (2013). Pengembangan authentic assessment untuk mengukur sikap, proses, dan penerapan dalam pembelajaran Fisika pada siswa SMA Negeri 9 Purworejo tahun pelajaran 2012/ 2013 [Development of authentic assessment to measure attitude, process, and implementation of Physics subject among students in SMA Negeri 9 Purworejo academic year 2012/ 2013]. RADIASI: Jurnal Berkala Pendidikan Fisika, 3(1), 54-57. Retrieved from http://ejournal.umpwr.ac.id/index.php/radiasi/article/view/657

Rennert-Ariev, P. (2005). A theoretical model for the authentic assessment of teaching. Practical Assessment, Research & Evaluation, 10(2), 1-11. Retrieved from https://pareonline.net/getvn.asp?v=10&n=2

Retnawati, H., Hadi, S., & Nugraha, A. C. (2016). Vocational high school teachers’ difficulties in implementing the assessment in Curriculum 2013 in Yogyakarta Province of Indonesia. International Journal of Instruction, 9(1), 33-48. https://doi.org/10.12973/iji.2016.914a

Reynold, C. R., Livingstone, R. B., & Wilson, V. (2010). Measuremet and assesment in education. New York: Pearson.

Richard, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.

Richards, J., & Lockhart, C. (1996). Reflective teaching in second language classrooms. New York: Cambridge University Press.

Rourke, A. J., & Coleman, K. S. (2011). Authentic assessment in e-learning: Reflective and collaborative writing in the arts. Proceedings Ascilite 2011, Hobart: Concise Paper. 1089-1095. Retrieved from http://www.ascilite.org/conferences/hobart11/downloads/papers/Rourke-concise.pdf

Rukmini, D. M., Marhaeni, A. A. I. N., & Artini, L. P. (2017). Discrepancy analysis of authentic assessment implementation in EFL classroom based on Curriculum 2013 in SMAN 1 Kuta. Jurnal Pendidikan Bahasa Inggris Indonesia, 5(3). https://doi.org/10.23887/jpbi.v5i3.2522

Rusman. (2015). Curriculum implementation at elementary schools: A study on “best practices†done by elementary school teachers in planning, implementing, and evaluating the curriculum. Journal of Education and Practice, 6(21), 106-112. Retrieved from https://iiste.org/Journals/index.php/JEP/article/view/24219

Scholtz, A. (2007). An analysis of the impact of an authentic assessment strategy on student performance in a technology-mediated constructivist classroom: A study revisited. International Journal of Education and Development Using Information and Communication Technology, 3(4), 42-53. Retrieved from https://www.learntechlib.org/p/42221/

Suastini, N. L. P., Marhaeni, A.A.I.N., & Artini, L.P. (2018). Discrepancy analysis of authentic assessment implementation based on Curriculum 2013 in EFL classroom at SMA Negeri 1 Kuta Utara, Badung. Jurnal Pendidikan Bahasa Inggris Indonesia, 6(2), 1-10. https://doi.org/10.23887/jpbi.v6i2.2713

Sugiyono. (2014). Metodologi penelitian pendidikan: Pendekatan kualitatif, kuantitatif, dan R & D [Research methods in education: Qualitative, quantitative, and R & D approaches]. Bandung: Alfabeta.

Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. Retrieved from https://www.learntechlib.org/p/90687/

Surya, A., & Aman. (2016). Developing formative authentic assessment instruments based on learning trajectory for the fourth grade students of elementary schools. Journal Research and Evaluation in Education, 2(1), 13-24. https://doi.org/10.21831/reid.v2i1.6540

Syukur, I. A., Muhardjito, & Diantoro, M. (2014). Pengaruh model pembelajaran teams games tournament termodivikasi berbasis outbound terhadap prestasi belajar Fisika ditinjau dari motivasi belajar [Impact of teams games tournament modified based on outbound on Physics academic achievement as viewed from learning motivation]. Jurnal Pendidikan dan Kebudayaan, 20(3), 310-327. http://doi.org/10.24832%2Fjpnk.v20i3.146

Vu, T. T., & Dall’Alba, G. (2014). Authentic Assessment for Student Learning: An ontological conceptualization. Educational Philosophy and Theory, 46(7), 778-791. https://doi.org/10.1080/00131857.2013.795110.


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493