Article Sidebar

Submitted
27 November 2023
Accepted
6 May 2024
Published
30 April 2024
Download
PDF
Statistic
Read Counter : 143

Downloads

Download data is not yet available.

Main Article Content

Abstract

improvement, and qualitative and quantitative evaluations were carried out. Result: In general, the participants gave a very good rating to the first speaker. The participants also gave a qualitative assessment of this training. Teachers find out the crucial conditions of students that can ultimately help students in the learning process. Pre-tests and post-tests were also carried out in this service in the form of tests of teachers' knowledge of PBIS learning methods. The mean pre-test score was 21.06 and the mean post-test score was 23.66. Conclusion: Furthermore, the conclusion is this training is able to effectively increase teachers' knowledge related to Non-Cognitive Diagnostic Assessment for Lhokseumawe City Science MGMP teachers as a support to the implementation of Merdeka Learning Curriculum for Student Character Recognition.

Keywords

Assesmen Diagnostik Non-Kognitif Kurikulum Merdeka Karakter Psikologis Assessment Diagnostic Non Cognitif Merdeka Curriculum Character Psychologist

Article Details

License
Creative Commons License

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

© 2022 Oleh authors. Lisensi Jurnal Solma, LPPM-Uhamka, Jakarta. Artikel ini bersifat open access yang didistribusikan di bawah syarat dan ketentuan Creative Commons Attribution (CC BY) license. (http://creativecommons.org/licenses/by/4.0/).

How to Cite
Iramadhani, D., Safriana, Astuti, W., Muna, Z., Dwi Puspa, C., & Syahridha, P. U. (2024). Pelatihan Asesmen Diagnostik Non-Kognitif untuk Guru MGMP IPA sebagai Pendukung Implementasi Kurikulum Merdeka Belajar Pengenalan Karakter Siswa. Jurnal SOLMA, 13(1), 66–77. https://doi.org/10.22236/solma.v13i1.13297
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Fatimah. (2019). Meningkatkan Inovasi Siswa dalam Pembelajaran IPA Melalui STEM. Jurnal Bio Education. 4 (2), 8–14.
  2. Frenzel, A. C., Daniels, L., & Burić, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychologist, 56(4), 250–264. https://doi.org/10.1080/004615 20.2021.1985501
  3. Gardner, J. (2011). Assessment and Learning. The University of Stirling
  4. Iramadhani, D. (2023). Pengenalan Metode Positif Behavior Intervention Support (PBIS) untuk Meningkatkan Karakter Siswa. Jurnal Pengabdian Pada Masyarakat Ubat Hatee, 1(1), 34 – 41.
  5. Jones, C., A. (2005). Assessment for Learning. Learning and Skills Development Agency
  6. Kemdikbud. (2022). Panduan Pembelajaran dan Asesmen. Kemdikbud
  7. Kemdikbud. 2022. Tahapan Implementasi Kurikulum Merdeka. Kemdikbud
  8. Kurniati, L. & Kusumawati, R. (2021). Analisis Kesiapan Guru SMP di Demak Dalam Penerapan Kurikulum Merdeka. Jurnal Cakrawala Ilmiah. 2 (6). 2683 -2691. https://doi.org/10.31331/medivesveteran.v8i1.2725
  9. Lobo, J., (2023). Teacher Emotional Support and School Engagement: The case of Physical Education Teachers and Students in a Prominent Local College. Physical Culture and Sport. Studies and Research, 98, 57–66
  10. Ningtiyas, A.N., Mahmuzah, R., Zahara, Y., Sinaga, N., A., & Iramadhani, D. (2023). Pengaruh Fasilitas Sekolah Terhadap Kompetensi Pedagogik Guru Matematika SMA Se-Kota Pekanbaru. Hexagon Jurnal Pendidikan Matematika, 1(1). https://doi.org/10.33830/hexagon.v1i1.4893.
  11. Ningtiyas, F. A., Ardani, R. A., Iramadhani, D., Zahara, Y., Sinaga, N. A., & Mahmuzah, R. (2023). Pengaruh Motivasi Mengajar dan Fasilitas Sekolah Terhadap Kompetensi Profesional Guru Matematika SMA Se-Kota Pekanbaru. Mandalika Mathematics and Educations Journal, 5(1), 57–69.
  12. OECD. (2017). Students’ sense of belonging at school and their relations with teachers. In PISA 2015 Results (Volume III): Students’ Well-Being: Vol. III (pp. 117–131). OECD Publishing. https://doi.org/10.1787/9789264273856-11-en
  13. Olana, E., & Tefera, B. (2022). Family, teachers and peer support as predictors of school engagement among secondary school Ethiopian adolescent students. Cogent Psychology, 9(1). https://doi.org/10.1080/23311908.2022.2123586
  14. Omrod, J. (2008). Educational Psychology. Pearson Pracetice Hall
  15. Pianta, R., C., & Hamre, B., K. (2009). Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity. https://doi.org/10.3102/0013189X09332374
  16. Poulou, M., A. (2017). Students’ emotional and behavioral difficulties: the role of teachers’ social and emotional learning and teacher-student relationships. International Journal of Emotional Education, 9(2), 72-89.
  17. Rowsel, H.C., Ciarrochi, F., D., & Heaven, P., C., L. (2014). Emotion Identification Skill and Social Support During Adolescence: A Three-Year Longitudinal Study. Journal of Research on Adolescence, 26(1). https://doi.org/10.1111/jora.12175
  18. Safriana, Irfan, A., & Iramadhani, D. (2023). Pendampingan Creative Teachers Berbasis Lesson Study bagi Guru IPA dalam Implementasi Kurikulum Merdeka Belajar. Community Development Journal: Jurnal Pengabdian Masyarakat, 4(4)
  19. Sudhirta, I., G. (2022). Asesmen Pembelajaran Paragdigma Baru di Era Merdeka Belajar. Universitas Pendidikan Ganesha
  20. Sugiarto, S., Adnan, Aini, R.Q., Suhendra, R., Ubaidullah. (2023). Pelatihan Implementasi Asesmen Diagnostik Mata Pelajaran Bahasa Indonesia Bagi Guru Sekolah Dasar di Kecamatan Taliwang. Karya Jurnal Pengabdian Kepada Masyarakat, 3 (1).76-80
  21. Yusnaini. (2021). Pentingnya Inovasi Pembelajaran sesuai Karakteristik Siswa Dalam Studi IPA. Diakses dari http://lpmpaceh.kemdikbud.go.id/?p=2079 pada tanggal 15 Juni 2023.