DEVELOPMENT OF WORK AND ENERGY ASSESSMENT WITH EVIDENCE-CENTERED DESIGN APPROACH
DOI:
https://doi.org/10.15575/jotalp.v10i1.41487Keywords:
R&D, Usaha dan Energi, Evidence-Centered Design, Scientific PracticesAbstract
The purpose of this study is to develop work and energy assessment with an Evidence-Centered Design (ECD) approach. ECD is a framework of thinking that focuses on evidence of learners' abilities. ECD has three main components which are claims, evidence, and questions. Competencies in the assessment using Scientific Practices consist of the ability to use and develop representations, analyze and interpret data, explain arguments accompanied by evidence, and evaluate information. The development model used is Research and Development (R&D) with stages: analysis, design, development, implementation, and evaluation. These assessments are validated by validators and analyzed using Aiken indexes. The validation results showed a very high validity value of 0.87. Then, this assessment is carried out in one-to-one tests and small-scale trials. Based on the results of validation and trial of this assessment, it is suitable to be used by teachers as a guideline in compiling assessments.References
Agustianti, R., Abyadati, S., Nussifera, L., Irvani, A. I., Handayani, D. Y., Hamdani, D., & Amarulloh, R. R. (2022). Asesmen Dan Evaluasi Pembelajaran. Tohar Media.
Amanda, L., Yanuar, F., & Devianto, D. (2019). Uji validitas dan reliabilitas tingkat partisipasi politik masyarakat kota Padang. Jurnal Matematika UNAND, 8(1), 179-188. https://doi.org/10.25077//jmu
.8.1.179-188.2019
Arieli-Attali, M., Ward, S., Thomas, J., Deonovic, B., & Von Davier, A. A. (2019). The expanded Evidence-Centered Design (e-ECD) for learning and assessment systems: A framework for incorporating learning goals and processes within assessment design. Frontiers in psychology, 10, 853. https://doi.org/10.3
/fypsg.2019.00853
Azizah, R., Yuliati, L., & Latifah, E. (2015). Kesulitan Pemecahan Masalah Fisika Pada Siswa SMA. Jurnal penelitian fisika dan aplikasinya (JPFA), 5(2), 44-50. https://journal.unesa.ac.id/index.php/jpfa
Carless, D., & Winstone, N. (2019). Designing effective feedback processes in higher education: A learning-focused approach. Routledge. https://doi.org/10.4324/978
Carless, D. (2020). Designing effective feedback processes in higher education: A learning-focused approach. Routledge. https://www.routledge.com
Costa, S. L. R., & Broietti, F. C. D. (2021). Scientific Practices in science education publications: An analysis of research contexts. Science Education International, 32(4), 282-291. https://doi.org/10.3382
/sei.v32.i4.1
Fanani, A. (2021). Proses dan Kebermanfaatan Analisis Tujuan, Pembelajaran. SNHRP, 3, 280-283.
Haspen, C. D., & Syafriani, S. (2022). Praktikalitas dan Efektifitas Emodul Fisika Berbasis inkuiri Terbimbing Terintegrasi Etnosains Untuk Meningkatkan Kemampuan Berpikir Kreatif Peserta Didik. Jurnal Penelitian Pembelajaran Fisika, 8(1), 10-16. https://
Doi.org/10.24036/jppf.v8i1.115684
Kartowagiran, B., & Jaedun, A. (2016). Model asesmen autentik untuk menilai hasil belajar siswa Sekolah Menengah Pertama (SMP): Implementasi asesmen autentik di SMP. Jurnal Penelitian dan Evaluasi Pendidikan, 20(2), 131-141. http://journal.uny.ac.id/index.php/jpep
Kryzanowski, A., Nucci. R., & Sevilla, D. (2024). taksonomi bloom: panduan komprehensif untuk tujuan pendidikan. (https://www.getguru.com/id/reference/blooms-taxonomy), diakses 8 Desember 2024
Liu, R., Liu, X., & Hutson, L. (2022). Development and Validation of a Formative Evaluation Instrument for College Teaching. International Journal of Teaching and Learning in Higher Education, 33(3), 407-428. http://www.isetl.org/ijtlhe/
Molefe, T. (2014). Education and Equality: The South African Dilemma. In Equality, Inequalities and Education (pp. 47-61). Springer.
Nagdi, M. E., Leammukda, F., & Roehrig, G. (2018). Developing identities of STEM teachers at emerging STEM schools. International journal of STEM education, 5, 1-13. https://doi.org/10.1186/s40594
-018-0136-1
Permata, Y. I., Sundari, P. D., Hufri, H., & Hidayati, H. (2024). Analisis Kebutuhan Peserta Didik Terhadap LKPD Berbasis Discovery Learning Pada Pembelajaran Fisika. Jurnal Pendidikan Tambusai, 8(1), 8637-8645. https://doi.org/10.31004/jp
Am.v8i1.13692
Phito, V., Arief, A., & Roza, M. (2019). Pengembangan Instrumen Asesmen Higher Order Thingking Skills (HOTS). Natural Science Journal, 5(1), 787-799. https://doi.org/10.15548/nsc.v5i1.900
Priyanto, A., Hartoyo, A., & Noviani, E. (2024). Pengembangan Asesmen Pembelajaran Matematika untuk Menguji Kemampuan Bernalar Kritis dan Kreatif Siswa Sekolah Menengah Atas. Journal of Education Research, 5(2), 1139-1146. https://doi.or
g/10.37985/jer.v5i2.975
Setiani, I., Medriati, R., Purwanto, A., & Uhum, M. U. (2024). Pengembangan media pembelajaran interaktif berbantuan aplikasi canva untuk meningkatkan pemahaman konsep siswa. Journal of Teaching and Learning Physics, 9(1), 57-68. http://dx.doi.org/10.15575/jotalp.v9
i1.31633
Setiawan, H. R., Rakhmadi, A. J., & Raisal, A. Y. (2021). Pengembangan media ajar lubang hitam menggunakan model pengembangan addie. Jurnal Kumparan Fisika, 4(2), 112-119. https://doi.org/10.
/jkf.4.2.112-119
Sirait, J., & Oktavianty, E. (2021). Pengembangan dan Validasi Angket Motivasi Belajar Fisika (AMBF): Studi Pilot. Jurnal Ilmiah Pendidikan Fisika, 5(3), 305. https://doi.org/100.20527/jip
f.v5i3.3829
Sugiyono. (2019). Metode Penelitian Kuantitif, Kualitatif dan R&D. Alfabeta
Tan, H. S., & Boud, D. (2019). Assessment for learning: Creating authentic opportunities for engagement and feedback. Journal of Education and Practice, 10(2), 5-14.
Teresia, W. (2021). Asesmen Nasional 2021. Guepedia: Medan.
