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This study will contribute in 1) producing a mind
map-based assessment and evaluation textbook
which can facilitate students to mastering the
assessment and evaluation material; 2) adding a
reference for other lecturers to improve the quality
of learning; 3) produce comparison material to solve
specific problems in instructional activity.
2 THEORICAL FRAMEWORK
Teaching materials placed a critical position in
achieving learning goals. It is in line with the
opinion of Prastowo (2015) which states "teaching
materials are all materials (both information, tools,
and texts) that are arranged systematically and
displays the complete figure of the competencies
that students will master and use in the learning
process with the aim planning and reviewing
learning implementation.
Textbooks consist of knowledge, skills, and
attitudes that students must learn which are
systematically arranged so that accumulatively can
achieve predetermined learning outcomes. The
teaching standard functions for lecturers are to direct
student activities in the learning process as well as
the substance must be explained to students, while
for students, teaching material serves as a guide in
the learning process and is a learning achievement
that must be achieved.
Prastowo (2015), argues that according to its
form, teaching materials can be divided into four
types, namely (1) printed documents, namely some
teaching materials prepared in the paper, which can
function for learning or information delivery.
Example: handouts, books, modules, worksheets,
brochures, leaflets, wall charts, photos/drawings,
methods, and models; (2) hearing teaching materials
or audio programs are all systems that use a direct
radio system that can be played or heard by a person
or group of people. Examples of cassettes, radios,
LPs and audio compact disks; (3) hearing teaching
material is anything that allows audio light to be
combined with moving images sequentially.
Examples of videos and films; and (4) interactive
teaching materials namely a combination of two or
more media (audio, text, graphics, images,
animation, and video) which the user manipulated or
treated to control command and or natural behavior
of the presentation. For examples on the interactive
compact disks.
Textbooks are the development of instructional
designs that emphasize the principles adopted from
the theory and findings of research on learning. The
orientation of teaching materials is to optimize
learning activities to achieve learning outcomes.
Therefore, teaching materials must be able to present
learning material that is meaningful for students as
subjects who are learning.
According to BSNP (2007), the feasibility of
textbooks can be observed by four dimensions,
namely: (1) the usefulness of the content means that
a good textbook should contain material that
supports learning achievement and has indicators
namely the breadth of material, depth of material,
completeness of material, and accuracy of content;
(2) presentation feasibility means that the
presentation of textbooks can be assessed from
several sub-components and/or indicators such as
presentation techniques, supporting presentation,
consistency of performance, and presentation of
learning materials; (3) language feasibility means
that textbooks are written with rules and terminology
that are correct, clear, and in accordance with the
development conditions of the readers. The indicator
is the use of proper and correct Indonesian language
rules, following the improved spelling rules,
terminology in accordance with the concepts that are
the subject, the explanation for difficult or
uncommon terminology, the language used is
simple, straightforward and easy to understand by
students, and the language is adjusted with the stages
of student development and communicative and
developing students' thinking skills; and (4) the
feasibility of graphics implies that textbooks can be
seen from the aspect of book size, book skin design,
and book content design.
In the preparation of textbooks, there are
principles that must be considered, namely (1) the
principle of relevance is the learning material should
be relevant which means that there is a relationship
between learning outcomes as an embodiment of the
curriculum. At learning outcomes implied concepts
that must be taught and the characteristics of the
idea; (2) the principle of consistency, namely the
conformity between learning outcomes that students
must master with textbooks, (3) the principle of
sufficiency, namely the material taught should be
sufficient enough to help students to master the
learning outcomes explained.
Evaluation and Assessment Courses
Assessment and evaluation are courses in semester
5th and should be given to all students at Unimed
including at the Faculty of Economics. The primary
consideration of the distribution of courses in the
Indonesian Qualification Framework (IQF) includes
courses on assessment and evaluation in semester
5th so that students as prospective teachers are
equipped with knowledge on how to provide an
assessment and evaluation at the end of learning
with a thorough understanding.
UNICEES 2018 - Unimed International Conference on Economics Education and Social Science
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