Psychomotor Assessment Research Articles

Meningkatkan Hasil Belajar Menyundul Bola Dalam Permainan Sepak Bola Melalui Model Pembelajaran Pemecahan Masalah (Problem Solving) Pada Siswa Kelas VIII MTS Negeri 1 Maluku Tengah

The problem in this study is whether the learning outcomes of heading the ball in a football game can be improved through the problem solving learning model? The purpose of this study is to find out the improvement of learning outcomes of heading the ball in football games through the problem solving learning model in grade VIII students of MTS Negeri 1 Central Maluku. The subjects of the study were 18 students in grade VIII. The research instruments used in this study include; rubric assessment of attitudes, knowledge and psychomotor. The results of the study showed that the learning outcomes of the first cycle with a total score of 1214 and learning completeness reached 66.30% or there were 10 students who completed out of 18 students. Student learning outcomes in cycle II with a total score of 1441 and learning completeness reached 80.05%. There was an increase in learning outcomes of 13.75%.

Comparative inhibition by oral bilastine, parenteral dexchlorpheniramine, and a new bilastine parenteral (i.v. and i.m.) formulation of histamine-induced wheal and flare response: A randomised phase I trial

BackgroundBilastine is a well-known non-sedating second-generation antihistamine authorised worldwide for the symptomatic treatment of allergic rhinoconjunctivitis (seasonal and perennial) and urticaria with proven efficacy and good safety and tolerability profile. When the oral route is not suitable or a rapid onset of action is preferred, parenteral formulations represent an effective treatment option. However, the parenteral formulations currently available are sedating antihistamines. The objective of this research was to compare the peripheral anti-H1 activity of different bilastine formulations (i.v., i.m. and oral) and dexchlorpheniramine among them also versus placebo. MethodsThis was a single-dose, randomized, crossover, double-blind, placebo-controlled, phase I clinical study performed on 25 adult healthy volunteers that compared the peripheral antihistaminic activity of a single dose of bilastine 12 mg i.v., bilastine 12 mg i.m., bilastine 20 mg oral tablets and dexchlorpheniramine 5 mg i.m. among them and versus placebo by inhibiting the histamine-induced wheal and flare (W&F) response. Pharmacokinetics, safety, and tolerability were also evaluated. ResultsAll bilastine formulations showed a rapid onset of action (15 min for parenteral and 30 min for the oral formulation), and the maximum effect in both wheal (i.v. 74.44 %; i.m.:74.29 %; oral 70,27 %) and flare area reduction (i.v. and i.m. 80.63 %; oral 77.67 %), was significantly larger compared to dexchlorpheniramine i.m. (25.85 % for wheal and 28.65 % for flare) and placebo (1.35 % for wheal and 4.02 % for flare). A more pronounced reduction in itching score was reached for bilastine oral, followed by i.m. and i.v. formulations. No serious adverse events (SAEs) were reported during the study, and 8 treatment-emergent adverse events (TEAEs) were reported by 5 subjects, all resolved without sequelae. For psychomotor assessments, dexchlorpheniramine i.m. showed a fast onset of drowsiness, as well as decreased attention and coordination when compared to all bilastine formulations and placebo. ConclusionsAll bilastine formulations showed a peripheral H1-blocking effect inducing a significantly greater inhibition of the wheal and flare response as compared to dexchlorpheniramine i.m. or placebo and provided a greater reduction of the itching sensation score. This study reconfirmed that bilastine has no sedative effect, even in a parenteral formulation. These results suggest that new bilastine parenteral formulation (i.v. or i.m.) may represent a suitable alternative for patients requiring immediate treatment of histamine-mediated type I hypersensitivity reactions, such as acute urticaria, or in those cases where oral administration is not possible.

Beyond the Classroom: Investigating the Relationship between Psychomotor Development and Academic Achievement in 4-12-Year-Olds.

The relevance of psychomotor skills in children's growth is being increasingly recognized. The transversal role of psychomotor skills in learning performance is described through a link between cognitive and motor functioning, promoting socio-affective-expressive competencies, but there is a scarcity of evidence from the field. A two-fold goal was defined: to investigate the relationship between psychomotor functions and academic performance and to examine the factors affecting children's academic performance. The Portuguese versions of the Neuropsychomotor Functions Assessment Battery for Children (NPmot.pt), Preschool Diagnostic Tasks (PRE), and School Learning Skills Battery (SLSB) were applied to 350 children (85.72 ± 24.23 months) with and without disabilities attending mainstream schools. Pearson correlations and regression analyses were used. NPmot.pt domains showed moderate to strong correlations with PRE domains (0.30 < r < 0.82) and weak ones with SLSB domains (r < 0.30). Psychomotor development is a stronger predictor (p < 0.001) of pre-academic performance outcomes: (βTonus = 0.67, βGross Motor Skills = 1.04, βSpatial Orientation = -1.44, βRhythm = -1.59 and βAuditory Attention = 3.68) than of academic performance above 7 years old (p > 0.05). Results strengthen the importance of psychomotor skills development from an early age, also at school, with implications for an early psychomotor assessment and intervention for children with and without disabilities. Tailor-fit interventions, including strategies to improve psychomotor skills, should be promoted during the school process of all children for a successful learning process.

Implementation of Pancasila Learner Profile-Based Attitude Assessment in Junior High School Civics Study Field Based on Phase D in the Independent Curriculum Era

Indonesia's education system is facing numerous challenges due to the rapid development of information and communication technology, resulting in students being perceived as less empathetic and less skilled in addressing social issues. The Pancasila Student Profile is a policy by the Ministry of Education and Culture within the Merdeka Curriculum to strengthen national character. This study aims to analyze the implementation of the Merdeka Curriculum in Civics subjects, the attitude assessment models, and the supporting and inhibiting factors. The research employs a qualitative approach, with the subjects including the principal, curriculum vice-secretary, Civics teachers, and students. Data collection is conducted through source and technique triangulation, while data analysis involves data reduction, data display, and data verification. The findings reveal that the implementation of the Civics Curriculum has altered the concepts and meanings outlined in the teaching module; learning and assessment are now an integrated unit; the material's scope is more comprehensive according to the learning outcomes of four key elements (Pancasila, the 1945 Constitution, Unity in Diversity, and the Unitary State of the Republic of Indonesia) in phase D. The assessment model in the Merdeka Curriculum encompasses cognitive (formative, summative) and psychomotor (projects, practice, products) assessments as a unified whole. Attitude assessment is based on the Pancasila Student Profile (P5) strengthening program, with the selection of dimensions tailored to the objectives, subject matter, and the P5 theme set by the school. Daily assessments are the basis for the Pancasila Learner Profile-based attitude report card. Supporting factors include the synergy of the school community in implementing P5, while obstacles include some teachers' lack of understanding of the indicators in the six elements and sub-elements of the Pancasila Learner Profile, with assessments still being manual and done in Excel.

Penerapan Pemberian Tugas Proyek Terhadap Hasil Belajar IPA Pada Peserta Didik Pulau Barrang Lompo

This research focuses on the condition of education in Makassar, especially in island areas such as Barrang Lompo, where educational facilities and resources are still limited. The aim is to evaluate the effectiveness of Project-Based Learning (PjBL) on improving science learning outcomes of grade 10 students at Barrang Lompo High School. This pre-experimental study used a One-Shot Case Study Design with two main variables: project assignment and science learning outcomes. The subjects were 28 grade 10 students, with data collected through cognitive tests and observation sheets measuring psychomotor skills. Data were analyzed descriptively, by presenting statistics such as mean scores and frequency distributions. The results showed that the implementation of PjBL had a positive impact on cognitive and psychomotor learning outcomes. The cognitive assessment showed that 75% of students met the minimum completion criteria (KKM), while the psychomotor assessment showed that 100% of students reached the standard. The results concluded that PjBL can significantly improve educational outcomes in under-resourced areas by encouraging critical thinking, problem-solving skills and active student engagement. Future research is recommended to further explore and validate these findings across different subjects and contexts

Penerapan Model Pembelajaran Project Based Learning Pembuatan Busana Industri (Grading Rok) untuk Meningkatkan Hasil Belajar Siswa Kelas XI Tata Busana SMK Negeri 3 Pamekasan

Project based learning is a learning method that uses projects/activities as media. Students carry out exploration, assessment, interpretation, synthesis and information to produce various forms of learning outcomes. The objectives of this research are (1) To determine the application of the project based learning model to making skirt grading patterns, (2) To determine the response of class XI students at SMK Negeri 3 Pamekasan to learning to make skirt grading patterns using the project based learning method, (3) To find out the learning outcomes of class XI students at SMK Negeri 3 Pamekasan after implementing learning using the project based learning method in making skirt grading patterns. The type of research applied is classroom action research (CAR). The research was conducted at SMK Negeri 3 Pamekasan with 31 students in class XI Fashion Design 1 consisting of 30 women and 1 boy. Class XI Fashion Design 2 has 34 students consisting of 34 women and 0 men at SMK Negeri 3 Pamekasan. The data collection methods used were (1) observation, (2) student learning outcomes tests. The research instruments used were (1) observation sheet, (2) test sheet. The data analysis technique uses quantitative descriptive analysis. The research results showed (1) Teacher activity in cycle 1 obtained a score of (70.6%) and experienced an increase in cycle 2 (82.9%) which was very good, (2) student activity in cycle 1 obtained a score of (70.8%) and experienced an increase in cycle 2 (83.8%), the increase in score was declared successful, (3) Student learning outcomes in cognitive, affective and psychomotor assessments from cycle 1 to cycle 2 experienced an increase with the completeness score reaching a total of (97%) which can be categorized as very good.

The impact of maternal psychopathology on psychomotor development trajectories in infants born after a threatened preterm labour from 6 to 30 months of age

IntroductionThreatened preterm labor (TPL) represents an adverse prenatal event that can impact maternal mental health in the long term. Additionally, this prenatal event can disrupt fetal neurodevelopment, primarily during the third trimester of pregnancy when neuronal connections in the fetus are established. Indeed, infants born following TPL exhibit delayed communication and socio-individual skills at 6 months of age, regardless of prematurity. Furthermore, maternal mental health during the postpartum period can also influence the offspring’s psychomotor development.ObjectivesThe aim of this study is to examine the impact of maternal psychopathology on psychomotor development trajectories in infants born after a TPL from 6 to 30 months of age.MethodsThis prospective cohort study recruited 117 mother–child pairs who suffered from a TPL. Psychomotor assessment was performed at 6 and 30 months of age using the communication and socio-individual subscales of Ages &amp; Stages Questionnaires for psychomotor development. A regression model was carried out, including gestational age at birth, maternal anxiety trait, maternal history of psychological traumas, prenatal and postnatal maternal depression, anxiety, and cortisol as well as parenting stress as predictors.ResultsIncreased communication delays were associated with higher maternal anxiety levels (p &lt; 0.001), elevated maternal depression scores (p= .0003), and increased cortisol levels (p = .004) during postpartum. Similarly, elevated cortisol levels after 6 months postpartum were predictive of increased Personal-Social delays (p = .0018).ConclusionsMaternal postpartum psychopathology was the main determinant of the course of psychomotor developmental disturbances. Therefore, infants born after TPL, whose mothers display postpartum psychopathology, should be identified and considered for psychological treatment to improve psychomotor delays in infants.Disclosure of InterestNone Declared

Problem-Based Learning in Biology Learning: Implementation in PPG Students of Manado State University

This study aims to assess the effects of incorporating the Problem-Based Learning (PBL) approach on the acquisition of biology knowledge among PPG students at Manado State University. The research subject comprised 31 students, comprising 14 males and 17 females. This is an instance of educational research referred to as classroom action research, which especially adheres to the approach defined by Kemmis and Taggart. The research was carried out in two distinct phases: the initial phase encompassed planning, execution, action, and observation, while the subsequent phase centered on reflection. Data for the research was gathered by conducting assessments that included both multiple-choice and essay questions. Professionals evaluate Psychomotor learning outcomes through direct observation utilizing a psychomotor assessment form. The cognitive outcomes of cycle I were 51.61% and the cognitive outcomes of cycle II were 80.64%. The psychomotor learning outcomes related to tool and material preparation showed a 19.35% rise, whereas the outcomes for tool and material assembly demonstrated a 25.80% increase. The experimental component experienced a 22.58% increase, the observational component saw a 29.03% increase, and the delivery part of the trial witnessed a significant 41.93% increase. Research indicates that implementing Problem-Based Learning (PBL) can enhance students' academic achievement.

Description of the Ability to Arrange Assessments According Curriculum 2013 on Chemistry PPG SM3T Student

The curriculum 2013 experienced a shift in the assessment process, which is from the assessment of results to the assessment process. In the process of carrying out the assessment, many complaints that arise in the field including the difficulty in determining the assessment of various aspects both cognitive, affective, and psychomotor. Researchers are interested in knowing how the ability of PPG SM3T Chemistry Education’s Students as a prospective professional teacher in compiling an assessment based on curriculum 2013. The research purposes were to describe the ability of PPG SM3T Chemistry Education’s Students in compiling an assessment based on curriculum 2013. The methode of the research was descriptive with study case involved 16 students of PPG SM3T Chemistry Education in the 2018/2019 school year. The research instrument was in the form of an assessment rubric with 10 aspects of assessment, one of which contained HOTS questions. The results of the data analysis showed that the ability of PPG SM3T Chemistry Education in compiling HOTS questions was classified as less skilled with an average score 67.19% whereas when viewed from all aspects of the preparation of the assessment based on curriculum 2013 it was classified as skilled with an average score 84.89%.

Effects of acute cannabis inhalation on reaction time, decision-making, and memory using a tablet-based application

BackgroundAcute cannabis use has been demonstrated to slow reaction time and affect decision-making and short-term memory. These effects may have utility in identifying impairment associated with recent use. However, these effects have not been widely investigated among individuals with a pattern of daily use, who may have acquired tolerance. The purpose of this study was to examine the impact of tolerance to cannabis on the acute effects as measured by reaction time, decision-making (gap acceptance), and short-term memory.MethodsParticipants (ages 25–45) completed a tablet-based (iPad) test battery before and approximately 60 min after smoking cannabis flower. The change in performance from before to after cannabis use was compared across three groups of cannabis users: (1) occasional use (n = 23); (2) daily use (n = 31); or (3) no current use (n = 32). Participants in the occasional and daily use group self-administered ad libitum, by smoking or vaping, self-supplied cannabis flower with a high concentration of total THC (15–30%).ResultsThe occasional use group exhibited decrements in reaction time (slowed) and short-term memory (replicated fewer shapes) from before to after cannabis use, as compared to the no-use group. In the gap acceptance task, daily use participants took more time to complete the task post-smoking cannabis as compared to those with no use or occasional use; however, the level of accuracy did not significantly change.ConclusionsThe findings are consistent with acquired tolerance to certain acute psychomotor effects with daily cannabis use. The finding from the gap acceptance task which showed a decline in speed but not accuracy may indicate a prioritization of accuracy over response time. Cognitive and psychomotor assessments may have utility for identifying impairment associated with recent cannabis use.

Development of Ventral Hernia Repair Curriculum Using the AWSSOM-a Synthetic Abdominal Wall Surgical Skills Operational Model.

Ventral hernia repair cost the U.S. healthcare system nearly 3 billion dollars annually. Surgical repair is a critical competency for residents yet hernia recurrence rates following mesh-based repair range from 0.8% to 24%. Improving surgical techniques using cadavers is often cost-prohibited for many education programs and limited research exists using simulation models with a corresponding hernia repair curriculum in the graduate medical education setting. This pilot project aimed to develop a low cost, easily reproducible novel abdominal wall reconstruction model and pilot-test the ventral hernia repair curriculum to inform further refinement prior to formal evaluation. This descriptive study pilot-tested the newly refined Abdominal Wall Surgical Skills Operative Model (AWSSOM) simulator for ventral hernia repair with mesh and its corresponding 2-h training curriculum for use at all levels of general surgery graduate medical education. The AWSSOM is a 3D printed synthetic anatomically realistic abdominal wall model consisting of silicone cured layers of skin, fat, rectus abdominis and a posterior rectus sheath fascia, and silicone tubules to simulate lateral neurovascular bundles. The curriculum incorporated didactic content reflecting surgical practice guidelines, hands-on practice, and faculty guidance promoting interactive critical thinking development during task performance. A pre-/post-assessment included a 10-item knowledge test, a 19-item psychomotor assessment, and 4-items confidence survey to examine changes in performance, knowledge, and confidence in competently completing the ventral hernia repair technique. Descriptive statistics were used to report the limited results of six military surgical resident participants and inform further model and curriculum refinement prior to formal evaluation. The five-layer AWSSOM model was manufactured in 65 h at a material cost of $87 per model frame, is reusable model, and secure base. Six surgical residents were recruited; only four completed both pre- and post-tests due to resident schedule conflicts. The average increase in knowledge was 25%, although variable changes in confidence were observed over the four program year participants. A larger sample size and a control group are needed to demonstrate curriculum effectiveness at improving knowledge, performance, and confidence in ventral hernia repair with mesh and better delineate if high scores translate to better operative skills. A key improvement requested by residents was a more secure model base for dissection and performance of the hernia repair. The novel abdominal wall surgical skills operative model fills an important proof of concept gap in simulation training. It is low cost with the potential to improve cognitive and psychomotor skills, as well as confidence to competently complete ventral hernia repair with mesh in the graduate medical education setting. Prior to formal effectiveness testing, our lessons learned should be addressed in both the model and curriculum. Future studies must include an adequately powered statistical evaluation with a larger sample across all levels of training.

PERAN EVALUASI PEMBELAJARAN PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM KELAS 12 DI SMK NEGERI 1 KARANGANYAR

The purpose of this research is to determine the important role of learning evaluation in the learning process at SMK Negeri 1 Karanganyar. Assessment is a very important part of learning and teaching. If learning is important to foster students' spiritual development, then assessment needs to function as an informant to assess the success of learning. Without evaluation activities, it is impossible to find information about the pros and cons of the teaching activities carried out. In some rules, ethics and behavior cannot be ignored in evaluation. Therefore, it is very important to carry out an evaluation of the learning itself. This research approach is descriptive qualitative in which the informant is an Islamic Religious Education teacher who teaches at SMK Negeri 1 Karanganyar. He was chosen by the researcher because he felt he was experienced and had the criteria to answer the questions given by the researcher. An in-depth semi-structured one-on-one interview was conducted to examine his views regarding the important role of learning evaluation in the learning process at SMK Negeri 1 Karanganyar. This research found that in the evaluation stage at SMK Negeri 1 Karanganyar, the evaluation process activities at this school were carried out well. This is very useful for teachers and students, this can be seen from the evaluation process which consists of affective, cognitive and psychomotor assessments.

Pembelajaran Pendidikan Agama Islam Jarak Jauh bagi Siswa Tunarungu pada Masa Covid-19 di Kelas XI SMALB Api Alam Pamekasan

Islamic religious education is the most important thing to be taught to all Muslims, including deaf children. However, implementing learning for deaf students is not easy, this is because their physical limitations can affect all aspects of themselves. Especially during the Covid-19 pandemic, the Indonesian government required all education practitioners to carry out distance learning. Distance learning is what makes learning for deaf students more difficult given the limitations that students have and the limitations of the conditions of the Covid-19 pandemic. This research aims to analyze learning planning, learning implementation, learning evaluation as well as supporting and inhibiting factors for distance learning for deaf students during the Covid-19 pandemic in class XI Islamic religious education subjects at SMALB Api Alam Pamekasan. The research approach used is a qualitative field approach, with descriptive analysis research type. The methods used are interviews, observation and documentation. Data analysis is carried out by collecting data, reducing data, presenting data, and drawing conclusions. Checking the validity of the data is carried out through credibility tests, transferability tests, dependability tests and confirmability tests. The research results showed that learning planning was carried out by creating lesson plans that were appropriate to the students' needs and conditions. Learning is carried out online and offline. There are two learning evaluations, namely daily evaluation and semester evaluation. Consists of 3 aspects of assessment, namely cognitive, affective and psychomotor assessment. Supporting factors for PJJ include good cooperation between teachers and students' parents. And factors inhibiting PJJ include students' lack of ability to understand learning, students' erratic emotions or moods, lack of ability of students' parents to understand and explain the material that must be presented and parents lack of time to accompany students in their learning.

Fifth Grade Elementary Science Psychomotor Assessment Instruments

The lack of variation in the assessment of the psychomotor domain in science learning in elementary schools and the need for appropriate assessment instruments in online practical learning. The study aimed to analyze the quality of the development of the psychomotor assessment instrument for fifth-grade elementary school children on limb material. This type of research is development research. The subjects of this study were 87 students in grade 5 elementary school. Retrieval of data with self-assessment sheets was carried out using the Google form. The questionnaire consists of 10 statement items with four answer choices. Sampling technique with purposive sampling. The criteria used in the decision were: 5th-grade elementary school students who had studied limb material. Content validity was verified using Aiken's V formula and construct validity using EFA. Calculation of instrument reliability using the Alpha Cronbach formula. The results of this study are that the psychomotor domain assessment instrument has valid and reliable instrument criteria. The instrument used has a validity value in the "Very valid" category and a reliability value in the "High" category. It can be concluded that the use of psychomotor assessment with nine development steps for elementary science learning can be used properly.

Predicting Physics Students’ Achievement Using In-Class Assessment Data: A Comparison of Two Machine Learning Models

Data is the primary source to scaffold physics teaching and learning for teachers and students, mainly reported through in-class assessment. Machine learning (ML) is an axis of artificial intelligence (AI) study that immensely attracts the development of physics education research (PER). ML is built to predict students’ learning that can support students’ success in an effective physics achievement. In this paper, two ML algorithms, logistic regression and random forest, were trained and compared to predict students’ achievement in high school physics (N = 197). Data on students’ achievement was harvested from in-class assessments administered by a physics teacher regarding knowledge (cognitive) and psychomotor during the 2020/2021 academic year. Three assessment points of knowledge and psychomotor were employed to predict students’ achievement on a dichotomous scale on the final term examination. Combining in-class assessment of knowledge and psychomotor, we could discover the plausible performance of students’ achievement prediction using the two algorithms. Knowledge assessment was a determinant in predicting high school physics students’ achievement. Findings reported by this paper recommended open room for the implementation of ML for educational practice and its potential contribution to supporting physics teaching and learning.

The Effect of Problem-Based Learning Model Assisted by Contextual Videos on Students’ Learning Outcomes in The Subject of Sound Waves

This study aims to determine the effect of problem-based learning models assisted by contextual videos on student learning outcomes in sound wave material. The type of research used is a quasi-experimental design with nonequivalent control group design. The population in this study were all students of class XI MIA SMAN 4 Mataram. Sampling used a purposive sampling technique, so that XI MIA 3 students were obtained as a control group using a conventional learning model and XI MIA 4 as an experimental group using a problem-based learning model assisted by contextual video. The instrument used is an observation sheet for affective and psychomotor assessment, a multiple choice test that refers to the cognitive abilities of students from C1 to C6 as many as 18 items taking into account the validity, reliability, discriminatory power and difficulty level of the questions. Study result data were analyzed using parametric statistics, namely t-test polled variance with a significant level of 5% and obtained t_count of 3.77 and t_table of 1.99. According to the hypothesis testing criteria, if t_count&gt;t_table, then Ho is rejected and Ha is accepted, so it can be concluded that the contextual video-assisted problem-based learning model influences student learning outcomes in sound wave material.

Analisis pelaksanaan pembelajaran online selama pandemi covid-19 pada mata pelajaran matematika kelas VI

&lt;p&gt;&lt;strong&gt;&lt;em&gt;Abstract&lt;/em&gt;&lt;/strong&gt;&lt;em&gt;. This study aimed to describe the process of implementing online-based learning during the Covid-19 pandemic in grade 6 Mathematics class at SD Negeri Baru 02. This research is a qualitative research used a phenomenological research design. The sampling technique used is purposive sampling technique. The data collection techniques used are interviews, observation, and documentation. The data validity testing technique used technical triangulation. The data analysis was obtained from the results of data collection by using interactive analysis. The results showed that the process of implementing online-based learning during the Covid-19 pandemic in grade 6 of SD Negeri Baru 02 began with the teacher prepared the learning, namely making learning tools, preparing online learning media, preparing learning materials, and preparing assignments. Online learning was carried out through online media, namely WhatsApp, Google Classroom, and YouTube videos. Online learning was carried out by using assignment method. Online learning assessment was carried out in three aspects, namely cognitive assessment, affective assessment, and psychomotor assessment.&lt;/em&gt;&lt;/p&gt;

Developing Students' 4C Skills (Communication, Collaboration, Creativity, Critical Thinking): Psychomotor Assessment Techniques in Visionary Schools

The purpose of this study was to describe the development of 4C skills (Communication, Collaboration, Creativity, and Critical Thinking) through psychomotor assessment techniques in three visionary schools, namely SMPN 1 Gresik, SMPN 2 Mojokerto, and SMPN 4 Jombang. This research used a descriptive qualitative method. The research instruments consisted of interview sheets and observation guidelines. The research indicator refers to activities how as observation, practice, project, and produce products. The technique of data collection was through the interview and learning observation. Triangulation of research data used the source and technique. The research used technique analysis in data reduction, data categorization, data presentation, and data conclusion. The result showed that the development of 4C skills (Communication, Collaboration, Creativity, and Critical Thinking) done by teachers consisted of observation with 11 activities, practice with 17 activities, product with 25 activities, and project with 13 activities) where each indicator was done in 6 stages of activities, namely stimulus, planning, action, evaluation, monitoring, and follow-up activities. Besides, the technique of psychomotor assessment used in learning inside and outside class was rubric, anecdote, and checklist.

Implementasi Pembelajaran Berbasis Proyek terhadap Hasil Belajar Siswa pada Pembelajaran Mesin Bubut

This study aims to analyze the project-based learning model on learning outcomes in class XI lathe subjects majoring in Mechanical Engineering SMK Negeri 1 Tanjung Raya. The type of research that the authors conducted was Quasi Experimental Design (pseudo / quasi experiment) research. The experimental research design used in this study was in the form of nonequivalent control group desaign. This study uses pre-test and post-test tests to students to see students' understanding before and after using the learning model, whether there is a good enough improvement after applying the learning model. Based on the results of research and discussion, Quasi-Experiment research in the subject of Lathe Machining Engineering class XI Machining Engineering SMK Negeri 1 Tanjung Raya can be concluded as follows. First, the project-based learning model in the experimental class in the Lathe Machining Engineering subject was successfully implemented in class XI of the Machining Engineering of SMK Negeri 1 Tanjung Raya. Second, student learning outcomes The acquisition of this final score increased from the previous average score of 53. Third, the skills and creativity of students in the subject of Lathe Machining Engineering Class XI Machining Engineering SMK Negeri 1 Tanjung Raya, carried out using a psychomotor assessment rubric and obtained an average score in the control class of 74 and the experimental class of 80.

Islamic Religious Education Learning Outcomes Evaluation: Implementation of Steps, Concepts and Solutions in Public Elementary School

Evaluation activities can be employed as a means to optimise the attainment of learning objectives and learning outcomes. Understanding student performance as a foundation for fostering student potential. This study focuses on the implementation of the evaluation of Islamic Education (PAI) learning outcomes, encompassing the planning process, objectives, types, and implementation strategies. It also examines the challenges faced by educators during the implementation and proposes potential solutions. This qualitative study acquired data through interviews and literature review. Data collection is the initial and essential stage in a study. The researchers employ various data collection approaches. Researchers performed a question-and-answer session with the PAI Teacher at a public elementary school in Kuaro. In field research, narratives or accounts of heard and felt occurrences are analysed in detail to remain natural and accurately depict field phenomena. Planning for PAI learning outcome evaluation, including setting clear goals, identifying components, selecting procedures, collecting data, confirming data, and constructing assessment measuring instruments. Evaluation types: formative and summative. Evaluation methods—tests and non-tests. Evaluation limitations, short study hours, and poor infrastructure. According to the research above, PAI learning outcome evaluations are implemented using prior evaluation planning to maximise efficiency and effectiveness. PAI learning outcomes are evaluated utilising cognitive, emotional, and psychomotor assessments.