Abstract
<p>This paper aims at developing an instrument model to assess teacher’s creativity in designing and teaching music at school. The study was conducted by adapting the approach of Research and Development (R&amp;D) from the model designed by Borg and Gall and the cycle model design developed by Cenamo &amp; Kalk. The development comprises two stages; the model development and dissemination. The model development encompassed of model planning, model designing, as well as the try out. While, the dissemination stage was done by presenting the research result at a conference. At the end of the study, it was proven that the assessment instrument model used to assess teachers’ creativity in designing and teaching music subject at school had met with the research aim. It was shown from the try out test on the assessment instrument model development that: (1) the assessment material, assessment technique, rater criteria, assessment object, units of observation, competence test process, time allotment, observation process, measurement criteria, as well as the measurement rubric had been considered appropriate and had provenly matched from one to another so that it can be applied well; (2) the reliability of the assessment instrument based on Intraclass Correlation Coefficients/ICC test on consistency and absolute agreement definition type as well as the Generalizability Coefficient had met the criteria.</p>
Highlights
Teacher’s competence development as guarantee of professional teachers demands on the cooperation between related institutions on teacher profession development
The assessment instrument can be used to measure important competencies’ indicators that are needed by music teachers in public school since it refers to the basic value of competency that is applicable as a requirement of a more professional teacher practice based on the existing curriculum demand (McGaghie, 1994; Yullyanti, 2009; dan Sa’ud, 2009)
Based on the analysis of the try out stage II as the follow up of the previous try out showed that the reliability coefficient of the assessment instrument that is developed in the study had met the determined criteria
Summary
Teacher’s competence development as guarantee of professional teachers demands on the cooperation between related institutions on teacher profession development. For an educational institution of educators, the need-based curriculum development is always made as to answer the demand and to adjust with the development of local and global society and innovative learning strategies, as a possible attempt to be done. For the related institutions on in-service teacher professional development, the development attempt can be made through the seminar, training, teacher certification, etc. HARMONIA : Journal of Arts Research and Education 17 (1) (2017): 13-22 and demanded to be able to master four required competences and a special competence that is suitable for the characteristics and goals of music learning at school The real implementation of music learning in general is still dichotomic, which means separating the theoretical and practical activities that were dominated by the implementation of lecturing and drill methods
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