Abstract Submission FMIPA-UM

Submission ID 3791322414974453680

Submission Date 2017-08-21 08:44:02

Your ICOMSE ID 32017027

Name: Yuni Pantiwati

E-mail address: yuni_pantiwati@yahoo.co.id

Country Indonesia

Affiliation Universitas Muhammadiyah Malang

Author name #1 Yuni Pantiwati

Author name #2 Fendy Hardian Permana

Email Corespondent hardi.permana@yahoo.co.id

Sub Topics E1. Science Education

Tittle THE ANALYSIS OF SCIENTIFIC LEARNING INDICATORS IN THE ITEM TEST AS A

LESSON TASK OF THE ELEMENTARY LEARNING ASSESSMENT FOR
UNDERGRADUATE STUDENT (Elementary School Teacher Education)

Abstract Item test as a one of the assignment product of Elementary Learning Assessment
subjects which includes the scientific learning indicators. Learning indicators of as
benchmarks of achievement ability in basic competence which consists of cognitive,
affective, and psychomotor domains. This study aims to analyze the quality of learning
indicators based on cognitive, affective, and psychomotor aspects in elementary
schools. This type is qualitative research with descriptive method, to describe the
students' achievement in making scientific learning indicators in elementary school.
The study done in one semester of the Elementary Assessment lesson, with the source
of data is the item test has made by student. Data collection using document and the
analysis done through stages data reduction, data presentation and conclusions. The
study was limited to the science lesson in elementary school with indicators developed
from basic competence 3.7. describing the relationship between natural resources with
the environment, technology, and society. The results of the research explain 1) the
operational word in the indicator is not suitable either with the measured domain or the
learning material, 2) the indicators between the three domains has not match, 3) the
indicators have not been measured, not yet match the assessment technique so that
the assessment rubric also has not been measured, 4) the detail findings for cognitive
indicators: 75% appropriate and not appropriate 25%, psychomotor indicators: 64.3%
appropriate and not appropriate 35.7%, for affective indicators: 27.3% and not 72.7%
appropriate. Based on this, it can be seen that the students have been able to make an
indicator of cognitive and psychomotor aspects, but still not able to make indicators of
affective aspects.

Keywords indicators, learning science, item test, authentic assessment

Abstract file Yuni-Abstrak-UM-2017-.doc