初中综合科学教师对最低能力评估(AKM)问题的理解与质量

E. Ernawati, Fatkul Yudhistira Manik, Ratna Dwi Trisnawati, Emiliana Emiliana, Sri Yuliawati
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引用次数: 0

摘要

实施最低能力评估(Asesmen Kompetensi minimum或AKM)的主要问题是教师缺乏对AKM的理解。老师提出的考题仍然局限于测试记忆力。提出的问题的变化程度和难度也仍然很低(LOTS),这与政府希望提高面向学生高阶思维阶段(HOTS)的学习成果质量的期望相反。本研究采用混合方法。通过问卷调查和访谈获得教师对综合科学项目AKM的理解概况,并使用基于Bloom分类法的项目质量指标分析教师对综合科学项目AKM质量的描述。数据来源于别加西市初中八班综合科学教师25名。数据的收集分三个阶段进行。第一阶段采用谷歌表格调查,查看被调查者的人口统计图和教师对AKM的初步认识。在第二阶段,从调查结果中选出五名代表数据源特征的信息提供者。然后,在第三阶段,进行文献分析,以制定评估AKM项目质量的标题标准。研究小组使用这个标准来评估勿加西市一所初中综合科学教师制作的AKM题的质量。符合好问题标准的问题被收集并输入AKM题库。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Understanding and quality of minimum competency assessment (AKM) questions made by Integrated Science teachers in junior high schools
The main problem with implementing the minimum competency assessment (Asesmen Kompetensi Minimum or AKM) is the teacher's lack of understanding of AKM. The assessment questions made by the teacher are still limited to testing memory. The level of variation and difficulty of the questions presented is also still low (LOTS), contrary to the government's expectation to improve the quality of learning outcomes which are oriented toward students' higher-order thinking stages (HOTS). This research employed a mixed method. An overview of the teacher's understanding was obtained through questionnaires and interviews, while the description of the quality of the AKM of Integrated Science items made by the teacher was analyzed using the item quality rubric based on Bloom's taxonomy. The data source was obtained from 25 Integrated Science teachers for class VIII of junior high school in Bekasi City. The data were collected through three stages. The first stage employed the Google Form survey to see the demographic map of informants and teachers' initial understanding of AKM. In the second stage, five informants were selected from the results of the survey, representing the data source's characteristics. Then, in the third stage, literature analysis was done to develop rubric criteria for assessing the quality of AKM items. This rubric was used by the research team to assess the quality of AKM items made by an Integrated Science teacher at a junior high school in Bekasi City. Questions that meet the criteria for good questions were collected and entered into the AKM question bank.
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