The Implementation of Knowledge Assessment In Curriculum 2013 in Elementary Schools

Ikhya Ulumudin,Asma Aisha,Ferdi Widiputera

doi:10.47577/tssj.v7i1.442

Abstract

The purpose of this study was to determine the understanding and implementation of the knowledge assessment carried out by teachers at the elementary school level starting from planning, implementing, processing results, utilizing results and identifying problems in implementing knowledge assessment. This study used a qualitative approach. Research took place in Sleman Regency, Yogyakarta Province. The research subjects were public and private elementary school teachers who had taught in classes applying Curriculum 2013. The research instruments consisted of questionnaires and FGD (focus group discussion) guidelines. The results showed that on the assessment planning, teachers lack understanding in the formulation of instrument outlines, especially in describing the Basic Competency into the question indicators, making questions about the aspects of knowledge based on the indicator, and making scoring guidelines. In the implementation of the assessment, some teachers did not understand the use of various assessment techniques for knowledge aspect. The frequency of carrying out daily knowledge assessments varies, including for every KD (basic competency), every day, for every sub-theme, for several sub-themes, and for every theme. In assessment result processing, some elementary school teachers still lack understanding about processing and reporting in knowledge assessment whether in the form of numeric scores, predicates, and descriptions. In the utilization of the assessment, all elementary school teachers in Sleman Regency have applied the assessment of learning function as each daily assessment result is used by the teacher to review student achievement in each KD. In the aspect of assessment for learning, some teachers have made use of assessments for remedial activities and lesson enrichment and to evaluate the learning process. Lastly, regarding the use of assessment as learning, some teachers have provided results of student assessment and used it to provide guidance and advice to students.

Highlights

Assessment is an important tool in curriculum since assessment is an inseparable aspect of the learning process
Planning the Assessment Planning in knowledge assessment refers to teachers’ preparation in conducting the daily assessment, which ranges from deciding the scoring for KKM (Minimum Completeness Criteria – Kriteria Kerja Minimal) and creating the assessment instruments
Answers from the questionnaire revealed that 52% of elementary schools in Sleman Regency decided on different KKM score for each subject, while 48% of elementary schools decided on one universal KKM score for all subjects

Summary

Introduction

Assessment is an important tool in curriculum since assessment is an inseparable aspect of the learning process. In 2013, the government set up a new curriculum for the primary and secondary education, namely the Curriculum 2013 This change was naturally followed by a change in the learning outcome assessment. Thematic learning is an integrated learning combining several subject matters in one whole specific theme. This learning method affects the assessment process as well, in the knowledge assessment. Each subject has its own textbook and so the learning process in class is separated, too This made it easier for a teacher to assess students’ knowledge in each subject. With the new integrated learning of several subjects, teachers had to learn new method in assessing students’ knowledge in learning process. This research focused on the implementation of students’ knowledge assessment by teacher in the Curriculum 2013

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Discussion

Conclusion