Development of Authentic Assessment in Islamic Religious Education in Elementary School

Umi Baroroh, Tasman Hamani
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Abstract

Assessment plays an important role in the educational process so there is a need for standardization of student education assessments. Permendikbud Number 23 of 2016 is an effort from the government to provide standards in the assessment of learning outcomes both carried out by the Education Unit and the Government. In the Permendikbud it is stated that the assessment of student learning outcomes includes three aspects, namely cognitive, affective, and psychomotor. The assessment of these three aspects in the 2013 curriculum is called authentic assessment. In practice, not all IRE (Islamic Religious Education) teachers apply authentic assessment. This study aims to elaborate on how IRE Elementary School teachers in Bantul District develop authentic assessments. This research is field research with a qualitative approach. The results of this study are the development of Authentic assessment conducted by IRE teachers in the Bantul sub-district consists of several development steps, namely first, observing or mapping KD (Basic competencies) and indicators to be tested. Second, determine the type of assessment that is tailored to the aspects to be tested. Third, compile an assessment that will be tested. Fourth, compose an answer key. Fifth, develop scoring guidelines. The recommendation from the results of this study is that in developing authentic assessments there should be simplifications related to testing trials in search of validity and reliability. This is because, at the level of implementation, this step is difficult for IRE teachers to implement.  
小学伊斯兰宗教教育真实性评估的发展
评价在教育过程中起着重要的作用,因此有必要对学生教育评价进行规范化。2016年第23号永久计划是政府的一项努力,旨在为教育股和政府开展的学习成果评估提供标准。在常备课程中指出,学生学习成果的评估包括三个方面,即认知、情感和精神运动。在2013年课程中对这三个方面的评估被称为真实评估。在实践中,并不是所有的IRE(伊斯兰宗教教育)教师都采用真实的评估。本研究旨在阐述班图尔地区IRE小学教师如何进行真实评估。本研究采用定性方法进行实地调查。本研究的结果是Bantul街道IRE教师进行的真实评估的发展包括几个发展步骤,即首先,观察或绘制KD(基本能力)和待测试指标。其次,确定针对要测试的方面量身定制的评估类型。第三,编写一个将被测试的评估。第四,写一个答案。第五,制定评分准则。本研究结果的建议是,在制定真实评估时,应简化与测试试验有关的工作,以寻求有效性和可靠性。这是因为,在实施层面,这一步对于IRE教师来说很难实施。
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