Developing A Reading Project Assessment to Stimulate Students’ Critical Thinking and Creativity

Aldin Syah Ramdani,Dwi Anggani Linggar Bharati,Januarius Mujiyanto

doi:10.15294/eej.v11i1.46367

Aldin Syah Ramdani, Dwi Anggani Linggar Bharati + Show 1 more

Open Access

https://doi.org/10.15294/eej.v11i1.46367

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Abstract

Assessment is a part of the learning assessment phase of the teaching and learning process. It is used to evaluate whether the education goals have been reached by looking at the process and product of learning outcomes. However, many teachers need assistance in developing a suitable assessment system and instrument. Then it should be in line with the teaching and learning priorities of the 2013 curriculum, which enable teachers to challenge students' analytical and creative thinking. This study aimed to explain the development of project-based reading assessments to stimulate students' critical thinking and creativity of the tenth graders of X IPS 3 at SMAN 12 Semarang during the academic year 2018/2019. To construct project-based reading assessments, the researcher and the teacher collaborated. The module was revised based on expert advice until the main field testing was completed. The data collection methods were using a questionnaire, interview, observation, and examination to obtain quantitative and qualitative data. The study discovered that when students were given project-based reading assessments, their scores increased. According to the results of a paired sampled test, the students' mean score changed significantly after the post-test relative to the pre-test. Students' comprehension skills, critical thinking, and creative thinking have all improved as a result of project-based reading assessments. In conclusion, the project based assessment is applicable for teaching learning activities to stimulate high school students’ critical thinking and creativity.

Highlights

Nowadays, the 2013 curriculum has been implemented in almost every school all over Indonesia
The findings of the study revealed that the teacher did not use project-based reading in the classroom and did not establish assessments based on the program
Preliminary findings reveal that English teachers did not use a project-based learning approach because the teacher was more comfortable with traditional teaching and learning methods

Summary

Introduction

The 2013 curriculum has been implemented in almost every school all over Indonesia. The teaching methods mandated in the curriculum are scientific approach (SA) (including development of attitudes, knowledge and skills). SA consists of five steps: observing, asking, collecting information, associating, and communicating. Genre-based text is the beginning point for defining the material for the students. The content chosen must be appropriate for the communicative abilities, understanding, and text structure. Such evaluation is required in order to recognize students' success in learning. It is used to assess how well a teaching and learning program is doing. As well as summative and formative evaluations, are all possible. Organizing a successful evaluation is not a simple task; it necessitates a great deal of focus.

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