Abstract
This Meta-analysis aims to summarize the research results related to the development of authentic assessment instruments in measuring the learning outcomes that have been done before. Based on the analysis from the background of several journals that have been selected, the biggest problem lies in the less active learning process from the communication to the assumption of the learners on the learning of physics that only study Count with definite results without knowing the usefulness of science in technology development. In addition, the teacher’s difficulties in creating, executing, and analyzing authentic assessments led to the teacher being more likely to assess cognitive aspect assessment and override other aspects of judgment. Based on the problem, one of them is to develop an authentic assessment instrument that able to measure learning outcomes according to the needs of learners. Summary of meta-analyses using a descriptive survey method. Based on the analysis done, the assessment aspect of attitudes and skills is more dominant than the cognitive assessment aspect. In addition, analysis results show that not all researchers have tested the level of reliability, effectiveness, practicality, assessment implementation, and student response. It depends on the development method used. Based on all the final results of the journal, the instrument is developed in criteria worthy of use in the school in measuring the outcome of SMA/MA physics.
Published Version
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