Problems Authentic Assessment of Civic Education Subject

Vocational High School

Wijianto, Winarno

FKIP Universitas Sebelas Maret, Surakarta, Indonesia

Keywords: civic education, assessment, vocational high school.

Abstract: authentic assessment is one of the characteristics that mark the Pancasila and civic education curriculum of

schools. Authentic assessment as a real judgment, an assessment that seeks to describe student achievement

in accordance with its abilities. The assessment of Pancasila and civic education has characteristics that

include the assessment of civic knowledge, civic dispositions, and civic skills. The research aims to identify

the problem of authentic assessment subjects Pancasila and civic education vocational secondary schools. The

research method uses the approach of research development research development with the steps: potential

and problems, gather information, study of literature, product design, design validation, improved design,

product testing, product revision, utility testing, product revision, and manufacture of products of mass.

Sampling by purposive. Source of data Informant, Events, documents, and relevant literature. Collecting data

through in-depth interviews, focus group discussions, observations, questionnaires, and document research.

Validity using source and method triangulation, analysis is done in three stages, namely: data reduction, data

presentation, and conclusion. The results showed an authentic assessment problems occur in the cognitive,

affective, and psychomotor problems were encountered in the teacher related to the curriculum, materials,

lattice Technology assessment and control of information and communication.

1 INTRODUCTION

Professional teachers should master the formulation

of objectives or competencies contained in the

curriculum, mastering learning materials and

strategies, and assessment techniques. But in reality,

in the manufacture of assessment tools which

measure student competencies found yet standardized

assessment tools and consequential to the assessment

of students ability inaccurate (Winarno, 2012). In

accordance with the demands of teacher competence

Pancasila and civic education schools, teachers must

be able to make an assessment tool that measures the

civic knowledge, attitudes / character of citizenship

and citizenship skills as part of pedagogical

competence of teachers (Winataputra, 2010). Given

the essence of civic education is an important

component of education that fosters citizens to

participate in public life and democracy, to exercise

their rights and to carry out their responsibilities with

the necessary knowledge (Branson, 1998).

The problems that arise from the research findings

(Winarno, 2012) is no assessment instruments that

can be used by teachers educational subjects

Pancasila and citizenship to map the character of

citizenship of students according to the characteristics

of the subjects, there is no step standard in developing

the instrument, and yet the formulation of appropriate

indicators to show Character of student citizenship

(Winarno, 2012). This has the consequence that the

measuring instruments used evaluation techniques

and have not developed according to the correct

procedure. On the same side of the research findings

(Haryati, 2015) showed that the results of the analysis

of the implementation plan of learning shows that the

existing learning plan has not been equipped with a

grid, especially for affective assessment, while the

cognitive assessment has not done weighting that

reflects the level of difficulty in accordance Cognitive

level to be achieved. Still in the study it was found

that teachers had difficulties in composing a grid and

utilizing information and communication

technologies to measure civic knowledge, civic

attitudes, and citizenship skills (Haryati, 2015).

Wijianto, . and Winarno, .

Problems Authentic Assessment of Civic Education Subject Vocational High School.

DOI: 10.5220/0008408701210125

In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 121-125

ISBN: 978-989-758-391-9

121

Learning assessment Pancasila and civic

education in order to measure the knowledge of

citizenship, character / attitude civics and citizenship

skills that students can be developed using

information and communication technology as a tool,

namely by using Google forms adapted to the

characteristics of the subjects. This is in accordance

with the principles of authentic assessments which is

one of the characteristics of Pancasila and citizenship

education curriculum of schooling corresponding

national curriculum in 2013. Evaluation techniques

are methods or procedures to be taken in order to

obtain information in the form of evidence as the data

used to hold a vote (Budimansyah, 2010).

Authentic assessment is characteristic of the

national curriculum in 2013, namely as real-fact

assessment, trying to describe the learning

achievement of appropriate real ability, not partial

and manipulative (Kosasih, 2016). On the same side

of view (Mardapi, 2012) explain that authentic

assessment aims to know competences and is multi-

dimensional, and therefore all the dimensions must be

measured (Mardapi, 2012). It requires teachers to be

fair and objective in making judgments. On the other

hand (Winataputra, 2010) explains that there are three

things related to the assessment activities, namely

assessment, measurement, and tests. Further, it is

explained that in principle, the assessment in civic

education learning differs, is on the affective aspect

(Winataputra, 2010). The affective attitude referred to

is the attitude of student citizenship, in contrast to the

attitude in the 2013 curriculum which consists of

spiritual attitudes and social attitudes (Imas, 2016).

Authentic Rate according to Jonathan Mueller is a

form of assessment by requiring learners to

demonstrate the task of "real world" that demonstrate

meaningful application of knowledge and essential

skills (I. K. Sani, 2016), while authentic Assessment

by R. J, Stiggins is the performance assessment asks

students or examinees to demonstrate special skills

and competencies, namely by applying the skills and

competencies that have been mastered (R. A. Sani,

2016). Authentic assessment is a type of assessment

that directs students to demonstrate the skills and

competencies needed to master the problems and

situations encountered in real world (I. K. Sani,

2016). Rate authentic as real as-fact assessment, the

assessment attempted to describe the achievement

ISWA in accordance with what their capabilities. For

this study important problems related to authentic

assessment according to the characteristics of

Pancasila education subjects and vocational high

school civics Surakarta.

2 METHODS

This type of research refers to the system and

Cerey Dick model approach, which was developed by

Walter Dick and Lou Carey (Maribe, 2009; Mills and

Corraine, 2016). The development model is similar to

the Kemp model. The research approach of

developing the research development is done by the

steps of (1) the potential and the problem (2) digging

the information (3) literature study (4) product design

(5) design validation (6) design improvement (7)

Product revision (9) trial use (10) product revision

(11) mass-product manufacture. I researched the

locations in Surakarta.

Data collection techniques in research, ie,

interviews and Focus Group Discussion (FGD)

teacher’s vocational schools in Surakarta. Other

sources of data are the events per learning evaluation

Implementing Pancasila civic education subjects in

Vocational High School Surakarta by observation.

Study documents as written data sources in the form

of regulatory and related policy data, learning and

assessment tools. Other data collection techniques are

Focus Group discussion is and questionnaires. A

literature study was also conducted to explore

relevant literature related studied problems.

The population in qualitative research is a social

situation consisting of places, actors and activities

that interact synergistically (Creswell, 2010). The

populations in this study are experts, teachers,

lecturers, students. The sampling technique is done by

identifying the population and grouping (Creswell,

2010), the approach used is purposive selected with

consideration and rtentu te purpose, and snowball

sampling.

The validity of the data is done by triangulation

which is a technique that utilizes data validity

checking something out data for checking purposes or

as stabs appeal against such data (Mills and Corraine,

2016). Triangulation reflects an attempt to gain a

deeper understanding of the phenomena studied

ICLI 2018 - 2nd International Conference on Learning Innovation

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because the real reality will never be revealed (ah,

2008). Triangulation used in this research is using

source triangulation. According to Patton,

triangulation means to compare and check to return

the degree of confidence a ui information obtained

Melal time and different tools (Mills and Corraine,

2016).

Data analysis is defined as the process of

organizing and sorting data into patterns, categories,

and basic description unit that has a theme, and can

be formulated (Mills and Corraine, 2016). Based on

the above, the data analysis process is done. The goal

is to display scattered data into descriptive statements

that are intact, coherent, interesting, and full of

meaning. Three stages of analysis performed,

namely: data reduction, data presentation, and with

drawl of conclusions.

3 RESULT AND DISCUSSION

The results of the study produced findings about some

problems related to authentic assessment educational

subjects Pancasila and civic education vocational

high school, faced by teachers in developing the

assessment instrument spiritual attitudes and social,

many elements or items that need to be evaluated /

many instruments must be assessed so that the teacher

had trouble as well as not every items can be assessed

in basic competence (KD), and the preparation of the

natural d matter is difficult to find words / language

that is easy to understand students. Then associated

with problems in cognitive assessment associated

grating, level of difficulty and preparation of items

about both subjectively and objectively found that

elements on knowledge C1, C2, C3 sometimes still

dominate in the manufacture of the instrument to

measure the student's ability Karen an if the student

is required to apply the C4 , C5, C6 will be difficult.

The difficulty in choosing words operational work in

making the matter because it is more towards

analyzing. Grating difficulty level and preparation of

items both subjectively and objectively about bel um

according to student character that will be developed.

Associated with some aspects of assessment,

namely cognitive, affective and psychomotor, that

competence is attitude is an expression of values or

way of life that is owned by someone and manifested

in behavior. Competency assessment in the learning

attitude is a series of activities designed to measure

attitudes of learners as a result of a learning program

(I. K. Sani, 2016). The scope of attitude assessment,

i.e. assessment spiritual attitudes such as respect and

appreciate the religious teachings espoused and

judging of social attitudes such as honesty, discipline,

responsibility, teamwork, cooperation, tolerance,

peace, courteous, responsive, and confidently (R. A.

Sani, 2016).

While the assessment of skills divided into 3

practice assessment, appraisal and assessment of the

portfolio, while the explanations are; a) Assessment

is an assessment practices that require a student's

response in the form of specific activities, for

example in the form of research, presentation,

singing, dancing, musical instruments and theatre; b)

Assessment project is a series of learning tasks that

include planning, implementation, and reporting sec

fig written and verbal; c) Portfolio assessment is an

assessment that had focused on a number of students'

work (Kosasih, 2016).

Furthermore, associated with the difficulty

encountered in the development of skills assessment

related grating and instruments, the findings show

that there are some tests that Difficult to develop due

to hit the cost and time of learning. The development

of related skills assessment grating is not in

accordance with the instrument expected in. There are

no appropriate instructions / still confusing. The

actual value of attitude and skill is the impact of

cognitive and affective accompaniment /

psychomotor and the difficulty of distinguishing

between so al skills and knowledge, as well as the

difficulties in operationalizing lattice UASBN

(National Standard School Final Examination) to be

a matter items. The grille is expected to be issued

early because the material in the grille too much. Can

be exemplified as maples UN (National Examination)

discharge so much preparation, whereas in subjects

PPKn not issued at the beginning, so that it becomes

less preparation. Gratings K-13 No-oriented material

SBC (Curriculum Education Unit) so we need to learn

more. For the year 2016/2017, grating UASBN be

considered confusing. Students are not able to

distinguish between levels of C4 to C6.

Another problem, which is related to the

difficulties faced by teachers in developing the

attitudes and skills assessment citizenship.

Assessment attitude and skill has been no clear

guidance (not and yes agreement teacher’s civic

Problems Authentic Assessment of Civic Education Subject Vocational High School

123

education), p Behaviors student / student attitudes

inconsistent / more changes in attitudes depending pa

da condition of the student at the time, k arena student

behavior inconsistent or still unstable because every

day is different continue. As well as the constraints

faced by teachers in the utilization of information and

communication technology in learning, namely m

There's still some teachers who cannot take advantage

of ICT in teaching civics. Against the backdrop of the

lower middle course for utilizing the technology is

still not proficient. On the other hand the problems

associated with the teacher’s difficulty in the

Classroom Action Research (CAR) based on

problems learning associated with the assessment,

their proper need training for teachers in the

manufacture action research. The difficulty of

choosing the material for much of the last pitch

student’s labile condition (about the value obtained).

Difficulty ratings attitude, trouble motivating

students, and material too much.

Based on the discussion of some of the findings,

the role of teachers should be improved in terms of

authentic assessment. The relationship of teachers

and students should also be improved so that there is

a good relationship between teachers and students. It

is described in a study conducted by (Reinke, Keith

and Lori, 2016), that the students who received more

negative feedback than positive feedback from

teachers assessed at the end of the year because of a

significant increase in problems with the regulation of

emotions, concentration, and behavior disturbing,

while students who received more positive feedback

indicated Improvement I prosaically significant peril.

It shows that the need for good relations between

teachers and students for the sake of waging all

manner of the assessment process with maximum

results (Reinke, Keith and Lori, 2016). Furthermore,

the important role of motivation to read or search for

information is also very important to the performance

of teachers and student achievement results.

Exploration factor analysis was used to test the factor

structure of this size, and the association between the

existing measures, the social aspect of literacy events,

and performance of read certain content, teachers

explored to test the validity and usefulness of this

measure to the practice in the classroom

(Neugebauer, 2017). With strong to seek information,

teachers will understand more about what an

authentic assessment is, and students become more

active and more leverage to get information and

benefits from the teacher's learning and assessment

process.

4 CONCLUSIONS

The Problem of authentic assessment subject

Pancasila and civic education vocational high school

occurs in cognitive, affective, and psychomotor

problems were encountered in the teacher related to

the curriculum, materials, lattice assessment and

control of information and communication

technology. In the cognitive domain, the problems

faced by teachers are on a cognitive assessment

associated with the lattice, level of difficulty and

preparation of items about both subjectively and

objectively explained by the teacher that elements on

knowledge C1, C2, C3 sometimes still appear on the

student karen as if the student applying C4, C5, C6

would be too difficult, and difficulty to choosing the

operational work in making the matter because it is

more towards analyzing. In affective, teacher

experience in developing instruments social attitudes

as too many elements or items that should be

assessed. Furthermore, the problems associated with

the psychomotor, teachers have difficulty in

subsequent, related to difficulties in the development

of related skills assessment grating and instruments,

psychomotor in subjects civic education, there can be

and there are difficult to develop, it is also due to the

grating is not appropriate with instruments that are

expected for b yet been no indication that correspond

or are still confusing, and the difficulty of

distinguishing between about skills and knowledge,

as well as the difficulties in operationalizing lattice

until it becomes an item about the psychomotor,

because basically, the teacher cannot continuously

monitor the students associated with psychomotor

undertaken by students. The problem is also not less

important faced by teachers is related to the lack of

ability of teachers in the development of information

and communication technology, whereas, all kinds of

current educational developments, should be

supported by the ability of teachers in terms of

utilization of information and communication

technology development. Teachers will be helped if

they are able to master information and

communication technology, both in terms of learning

new curriculum, the process of preparing left-grid

instruments, making problems, and in order to

conduct classroom action research.

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