Abstract
The learning phenomenon shows that some students are dissatisfied with the assessment made by the teacher because the tasks of the performance assessor were never returned by the teacher after being examined. This research is a class-based research (classroom action research). The data collected were analyzed quantitatively. For quantitative data analysis, descriptive statistics are used, namely describing qualitative data on each achievement of basic competencies which are grouped into 3 aspects, namely cognitive, affective and psychomotor. The results of the teaching and learning analysis show that basically the implementation of the Rubrik Assessment provides an increase in geography learning outcomes and changes to students. By using rubrik assessment in geography learning, teachers can determine student performance and pay attention to students. Through the use of rubrik assessment in learning geography, the level of student performance is increasing.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
