Developing Formative Assessment AKM-Based for Recount Text in Reading Skill for Grade X SMA Negeri 1 Pangkalan Susu North Sumatera

Agustina Syafriani, Rahmad Husein, Lidwina Sri Ardiasih

Abstract


This study aims to 1) explain how the AKM-based recount text formative assessment in class X students' reading skills is developed, 2) describe the validity of AKM-based recount text formative assessment on class X students' reading skills, 3) describe the effectiveness of AKM-based recount text formative assessment in reading skills of class X students. This study uses the Research and Development (R&D) model, consisting of three main stages, namely: preliminary study, development and design of the assessment, validation of the assessment sheet. The results of the study describe the process of developing formative assessment through the stages of literature review, needs analysis, drafting, design, testing, revision, and expert validation. The validation process was carried out on question validation and expert validation, the results of the validation of the questions showed a valid, reliable formative assessment, the level of difficulty was in the "Medium" criteria and the differentiating power was in the "Good" criteria. The product validity results were declared according to the content expert validator with an average score of 96.74 on the "Very Good" criterion, the format expert validator with an average score of 92.42 on the "Very Good" criterion, and the linguist validator with an average score average 82.81 on the "Good" criteria. The overall average of the validation aspect is 90.66 in the "Very Good" criterion. The effectiveness of the process is based on student learning outcomes in the 2 trials with an average score of 59.17 and 58.00 respectively which is below the KKM = 70. This means that the formative assessment product does not meet the criteria of effectiveness based on cognitive processes, based on teacher feedback and students on formative assessment sheets the average results of teacher and student feedback were 82.50 and 85.92 respectively in the "Good" criterion so that formative assessment products met the effective criteria.


Keywords


recount text; formative assessment; minimum competency assessment

Full Text:

PDF

References


Afifulloh, M., & Cahyanto, B. (2021). Analisis Kebutuhan Pengembangan Bahan Ajar Elektronik di Era Pandemi Covid-19. Jurnal Pendidikan Dasar Indonesia, 6(2), 31-36.

Agaoglu, O., and M. Demir. (2020). The integration of 21st century skills into education: an evaluation based on an activity example. Journal of Gifted Education and Creativity, 7(3), 105-114.

Aini, W. N. (2016). Gendered Representations in Students’ Recount Texts (Doctoral dissertation, Universitas Pendidikan Indonesia).

Arikunto, S. (2013). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta

Barwick, J. (1998). Targeting text. Blake Education. Retrieved 27 January 2021, from http://www. books.google.com

Basuki, I. H. (2014). Assesment Pembelajaran. Bandung: PT. Remaja Rosda Karya

Bima, B. and Cicik, K. (2017). Bahasa Inggris. Klaten: Intan Pariwara

Bos, C. S., & Vaughn, S. (2002). Strategies for teaching students with learning and behavior problems. Boston: Allyn and Bacon.

Brown, S. (2018). Best practices in 21st century learning environments: A study of two P21 exemplar schools.

Direktorat Jenderal Guru dan Tenaga Kependidikan Kementerian Pendidikan dan Kebudayaan (2019) Buku Penilaian Berorientasi Higher Order Thinking Skills. Jakarta: Kementerian Pendidikan dan Kebudayaan.

Eggen, P.D and Kauchak, D.P. (1988). Strategies for teacher: Teaching Content and Thinking Skill. Allyn and Bacon: Boston.

Fraenkel, J. L., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education eighth edition. New York: Mc Graw Hill.

Gillet, J. W., & Temple, C. A. (1994). Understanding reading problem: Assessment and instruction (4th ed.). New York: Harpercollins College.

Grellet, F. (1986). Developing Reading Skills: A practical guide to reading comprehension exercises. Ernst Klett Sprachen.

Hanafi. (2019). English Text: Developing English Material. Pustaka Abadi

Handayu, A. R. (2020). Analisis Terhadap Butir Soal Asesmen Kompetensi Minimum (AKM) Tingkat SMP Ditinjau Dari Domain Literasi Matematis PISA (Doctoral dissertation, Universitas Pendidikan Indonesia).

Hapsari, G. P. P., & Zulherman, Z. (2021). Pengembangan media video animasi berbasis aplikasi canva untuk meningkatkan motivasi dan prestasi belajar siswa. Jurnal Basicedu, 5(4), 2384-2394.

Hasana, I., Saptasari, M. and Wulandari, N. (2017). Pengembangan instrumen penilaian kemampuan literasi sains siswa kelas xi materi sistem ekskresi dan koordinasi di SMAN 9 Malang. Jurnal Pendidikan Biologi, 8(2), 52-56.

Hidayat, S. R., Setyadin, A. H., Hermawan, H., Kaniawati, I., Suhendi, E., Siahaan, P. and Samsudin, A. (2017). Pengembangan instrumen tes keterampilan pemecahan masalah pada materi getaran, gelombang, dan bunyi. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 3(2), 157-166.

Hikmah, H., & Muslimah, M. (2021, December). Validitas dan Reliabilitas Tes dalam Menunjang Hasil Belajar PAI. In Proceedings of Palangka Raya International and National Conference on Islamic Studies (PINCIS) (Vol. 1, No. 1).

K., and Tohir, M. (2019, December 15). Empat Pokok Kebijakan Merdeka Belajar. https://doi.org/10.17605/OSF.IO/8SNV2.

Kara, Y. M., & Doi, M. (2021). Pengaruh Strategi Pembelajaran Inovatif Directed Reading and Thinking Activity (DRTA) dan Motivasi Belajar terhadap Kemampuan Membaca Bahasa Inggris Siswa. Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika), 4(1), 59-68.

Khaerudin, K. (2015). Kualitas instrumen tes hasil belajar. Madaniyah, 5(2), 212-235.

Krashen, S. D. (2004). The power of reading: Insights from the research. London:

Libraries Unlimited.

Kristyasari, M. L. (2021). Validitas dan Reliabilitas Instrumen CTTMC pada Pembelajaran IPA Terpadu SMP. Pedagogika: Jurnal Ilmu-Ilmu Kependidikan, 1(1), 76-85.

Mukminatien, N., Suryati, N., Febrianti, Y. and Furaidah. (2016). Language Teaching Methods. Ed.1. Tangerang Selatan: Universitas Terbuka.

Mustika, D., Ambiyar, A., & Aziz, I. (2021). Proses Penilaian Hasil Belajar Kurikulum 2013 di Sekolah Dasar. Jurnal Basicedu, 5(6), 6158-6167.

Nana, M. P. (2021). Evaluasi Pembelajaran Fisika. Penerbit Lakeisha.

Norsanty, U. O., & Chairani, Z. (2016). Pengembangan lembar kerja siswa (LKS) materi lingkaran berbasis pembelajaran guided discovery untuk siswa SMP kelas VIII. Math Didactic: Jurnal Pendidikan Matematika, 2(1), 12-23.

Novita, N., Mellyzar, M. and Herizal, H. (2021). Asesmen Nasional (AN): Pengetahuan dan Persepsi Calon Guru. JISIP (Jurnal Ilmu Sosial dan Pendidikan), 5(1).

Perdana, N. S. (2021). Analysis of Student Readiness in Facing Minimum Competency Assesment. MUKADIMAH: Jurnal Pendidikan, Sejarah, dan Ilmu-ilmu Sosial, 5(1), 15-20.

Poerwadarminta. (2003). Kamus Umum Bahasa Indonesia. Jakarta: Balai Pustaka

Portal Guru Belajar dan Berbagi. (2021) Bimtek Guru Belajar Seri Asesmen Kompetensi Minimum untuk Tingkat SMA. Retrieved 6 January 2021, from World Wide Web: https://gtk.belajar.kemdikbud.go.id/

Prajitno, S. (2007). Dasar-dasar Administrasi Kesehatan Masyarakat. Airlangga University Press.

Sianturi, L. P., Ambarita, B., & Ansari, K. (2019). Feasibility of Higher Order Thinking Skill-Based on Descriptive Text Assessment Instruments Developed on 7th Grade Students of Junior High School (SMP Methodist Wesley Medan). Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2(3), 188-202.

Sukmadinata. (2008). Metode Penelitian Pendidikan. Bandung: Remaja Rosdakary

Sugiyono. (2009). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif dan R & D). Bandung: Alfabeta.

Sugiyono. (2014). Metode Penelitian Kulantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.

Sugiyono. (2016). Statistika untuk Penelitian. Bandung: Alfabeta.

Suseno, I. (2017). Komparasi karakteristik butir tes pilihan ganda ditinjau dari teori tes klasik. Jurnal Faktor UNINDRA, 4(1), 1-8.

Syakur, A., Azis, R. and Sukarsih. (2020). Developing Reading Learning Model to Increase Reading Skill for Animal Husbandry Students in Higher Education. Britain International of Linguistics Arts and Education (BIoLAE) Journal, 2(1), 484-493.

Umami, I. (2018). Moderating influence of curriculum, pedagogy, and assessment practices on learning outcomes in Indonesian secondary education. Journal of Social Studies Education Research, 9(1), 60-75.

Wainer, H. and Braun, H.I. (Eds.). (2013). Test validity. Routledge.

Walsh, W. B. and Betz, N. E. (1995). Tests and assessment. Prentice-Hall, Inc.

Warner, M. (2009). Easy Text Types: Text types for students who have little or no experience of English. Ready-Ed Publications.

Yusuf, Q., Yusuf, Y.Q., Yusuf, B. and Nadya, A. (2017). Skimming and scanning techniques to assist EFL students in understanding English reading texts. | IRJE| Indonesian Research Journal in Education|, 43-57.

Yusup, F. (2018). Uji validitas dan reliabilitas instrumen penelitian kuantitatif. Tarbiyah: Jurnal Ilmiah Kependidikan, 7(1).

Dictionary.com. Retrieved 26 March 2021, from World Wide Web: https://www.dictionary.com/browse/effective.

Pisa-Report (2018). Retrieved 4 March 2021, from World Wide Web: https://pisadataexplorer.oecd.org/ide/idepisa/report.aspx#

Student-Achievement. (2015). International Result Mathematics. Retrieved 4 March 2021, from World Wide Web: http://timssandpirls.bc.edu/timss2015/international-results/timss-2015/mathematics/student-achievement/

Tohir, M. (2019). Empat Pokok Kebijakan Merdeka Belajar. Retrieved 5 February 2021, from World Wide Web: https://osf.io/67rcq




DOI: https://doi.org/10.33258/birci.v6i1.7444

Article Metrics

Abstract view : 33 times
PDF - 2 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.