Assessment of Student Attitudes in the 2013 Curriculum: Its Implementation and Problems

BADARUDDIN, KEMAS and Hawi, Akmal (2022) Assessment of Student Attitudes in the 2013 Curriculum: Its Implementation and Problems. Webology, 19 (1). pp. 6408-6419. ISSN 1735-188x

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Abstract

The study aimed to analyse strategies, find factors that influenced, supported and inhibited the assessment of student attitudes. The research used descriptive analytical method with a qualitative approach. The subjects of the study were teachers of Islamic Religious Education. Data collection techniques were by interview and documentation. Data analysis techniques used data reduction, data presentation, and verification/conclusion. The research results found that; first, teachers used strategies in assessing attitudes starting from planning, implementing, and processing. At the planning stage; a) the teachers determined the attitudes to be developed in school referring to KI-1 and KI-2, b) the teachers determined indicators according to the competence of attitudes to be developed, and c) the teachers designed learning activities that can lead to attitudes that had been determined. At the implementation stage; a) the teachers observed the behaviour of students during learning and outside learning, b) the teachers recorded students' behaviours using assessment sheets, and c) the teachers followed up on the results of observations. At this stage, the teachers only used the observation sheet as an assessment sheet. At the processing stage, the teachers processed the observation sheet according to the guidelines and submitted it to the class teacher for recapitulation. Second, the factors that influenced the assessment of attitudes in teachers were a) easy-to-use assessment tools and use of good and correct language, b) students' physical and psychological conditions; c) subjectivity, halo effect, generosity, and errors in giving score. Third, the factors that supported teachers in assessing attitudes were a) the assessment tools/sheets that were readily available and easy to use; b) teacher skills; c) parental support; and d) school support. The inhibiting factors were a) insufficient time; b) the number of attitudes assessed; c) the number of students assessed; d) teacher understanding; and e) difficult to monitor student behaviour.

Item Type:	Article
Subjects:	Ilmu Tarbiyah dan Keguruan > Pendidikan Agama Islam
Depositing User:	UPT Perpustakaan Pusat
Date Deposited:	16 Feb 2022 02:22
Last Modified:	06 Jun 2022 08:40
URI:	http://repository.radenfatah.ac.id/id/eprint/19387

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