Abstract
Teachers need to develop their professionalism in teaching to achieve 21st century learning competencies. The role of the teacher is not only to provide information but also to assess the learning process and outcomes comprehensively and in an integrated manner. This study aimed to describe the factors that support the readiness of teachers to carry out assessments in inquiry-based science in elementary schools. Respondents in this study were 87 elementary school teachers who were 87 students spread across four regions of the UT Regional Office namely Pangkalpinang, Jakarta, Denpasar, and Kupang. These four regions of the UT Regional Office were chosen as a representation of the regions of West, Central and East Indonesia. From this sample, teachers were examined to see their readiness to compose a lesson plan and carry out an inquiry assessment. Next, teachers filled in the response sheet to find out their readiness to carry out an inquiry assessment in science learning in elementary schools. Teaching inquiry-based science required teachers to spend more time preparing lesson plans to prepare tools and learning materials. Factors which supported the readiness of teachers to measure the inquiry-based science learning process in elementary schools, including their sufficient capacity to develop lesson plans which were oriented to the inquiry process, peer support and teachers’ working group. Some efforts were done to overcome obstacles namely developing the ability to assess the mastery of science concepts through inquiry-based learning processes in elementary schools, utilizing teachers’ working group (TWG) and the support of school principals/assessors to make relevant assessment tools.
Highlights
Assessment is a structured activity of a teacher which is carried out comprehensively and integrated with the learning process
The formulations of the problem were (1) How is the teacher’s understanding of inquiry-based learning?; (2) What are the factors that support the readiness of teachers to measure the inquiry-based science learning process in elementary schools ?; (3) What are the factors that inhibit the readiness of teachers to measure the inquiry-based science learning process in elementary schools?; (4) What are the efforts made by teachers to be able to develop assessment tools to measure the mastery of science concepts through inquiry-based learning processes in elementary schools?; and (5) What is the role of school principals/ supervisors/ assessors/ peers to support the readiness of teachers to develop assessment tools to measure the mastery of science concepts through inquiry-based learning processes in elementary schools?
The results of this study presented data on several things, which are teachers’ understanding on the importance of inquiry learning, factors that support and inhibit teacher readiness to measure inquiry-based science learning processes, efforts made teachers to be able to develop assessment tools to measure the mastery of science concepts through inquiry-based learning, and the role of school principals, supervisors, assessors, peers to support the readiness of teachers develop assessment tools to measure the mastery of science concepts through inquiry-based learning processes in elementary schools
Summary
Assessment is a structured activity of a teacher which is carried out comprehensively and integrated with the learning process. Curriculum 2013 in elementary school has set the planning, implementation and processing of assessments by teachers. Assessment techniques used by teachers in elementary schools are assessment through attitudes, knowledge, and skills (Demir, Tananis, & Trahan, 2019). Attitude assessment is intended as an assessment of student behavior in the learning process which includes spiritual and social attitudes (Şimşir, Seki, & Dilmaç, 2018). Affective assessment is intended to foster behavior in the context of shaping student character. Knowledge assessment is carried out by measuring student mastery which includes dimensions of factual, conceptual, procedural and metacognitive knowledge at various levels of the thought process. The Factors Affecting Teachers’ Readiness In Developing Science Concept Assessment Through Inquiry-Based Learning Process In Elementary Schools. Advances in Social Sciences Research Journal, 6(9) 355-366
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