Evaluation Instrument Development for Scientific Writing Instruction with A Constructivism Approach

Supriyadi Supriyadi

doi:10.47577/tssj.v21i1.3877

Abstract

This study was conducted to develop evaluation instruments for scientific writing instruction with a constructivism approach. The development of evaluation instruments is important to provide valid and reliable measurement to measure the success rate of scientific writing instruction with a constructivism approach. In order to achieve these objectives, the combined models of development, i.e. 4D and RDR were used. The implementation of the development consisted of four stages, namely the preliminary study, define, design, and product development. The research data were in the form of quantitative and qualitative data and the data sources were the students, lecturers, practitioners, and experts in relevant fields of study. Data analysis technique was the domain technique and t test statistical technique for related samples. Based on the results, the obtained development product in the form of the evaluation of the instruction of writing scientific papers were valid and reliable. The development product consisted of four types of evaluation devices, the assessment rubrics, portfolios, observation sheets, and learning journal. Based on the results of the four development products, the effectiveness test was valid and reliable so that it can be used to conduct evaluation of learning to write scientific papers with constructivism approach, both for the evaluation of the process and the evaluation of the learning outcomes.

Highlights

Evaluation is a series of activities to acquire, analyze, and interpret data about the process and results of student learning which is done systematically and continuously, so that the result will give meaningful information in decision-making (Bachman, 1990)
And Discussion This section presents the development process carried out to produce the development product which consists of the evaluation instrument types of assessment rubrics, portfolios, observation sheets, and learning journals used to evaluate the course of the learning process and learning outcomes
The evaluation instrument developed was approved to be based on the adaptation of the evaluation instrument of learning by the Education Ministry in 2008, feedback from lecturers, the ease of implementation in the learning process, and the format indicating the learning with a constructivism approach

Summary

Introduction

Evaluation is a series of activities to acquire, analyze, and interpret data about the process and results of student learning which is done systematically and continuously, so that the result will give meaningful information in decision-making (Bachman, 1990). The evaluation is done during and/or at the end of the the learning process. The focus of the evaluation is the student learning success in achieving competency standards and indicators of achievement that have been determined. Evaluation is an important part of learning (Tuckman, 1975). A lecturer as a manager of the learning process can determine the capabilities of the students, the suitability of the teaching methods used, and the success of students in achieving predetermined competence (Hart, 1994). Teachers can make appropriate decisions to determine what to do next. The evaluation results can motivate students to perform better

Methods

Results

Discussion

Conclusion