OPTIMALISASI ASESMEN UNTUK SEKOLAH MENENGAH KEJURUAN PADA KURIKULUM MERDEKA

Authors

  • Sri Murwantini Universitas Palangka Raya

DOI:

https://doi.org/10.37304/jptm.v4i2.8396

Keywords:

Optimization, Assessment, Kurikulum Merdeka

Abstract

This research aims to study the optimization of assessments for vocational high schools (SMK) in the Kurikulum Merdeka. The assessment in the Kurikulum Merdeka includes formative and summative assessments In SMK there is a form of assessment or assessment that distinguishes it from other levels, namely: fieldwork practice assessment, Vocational competency test and Competency Unit Examination. Optimization of assessments is done by making good assessment planning including the formation of assessment objectives, formulation of achievement criteria, selection of appropriate assessment instruments and applying high order thinking skills (HOTS). Assessment planning must be clearly illustrated in the RPP or Teaching Module developed, as well as the implementation of the assessment according to planning in the learning process.

Downloads

Download data is not yet available.

References

Aji, R. H. S. (2020). Dampak Covid-19 pada Pendidikan di Indonesia: Sekolah, Keterampilan, dan Proses Pembelajaran. Salam: Jurnal Sosial dan Budaya Syar-i, 7(5), 395-402. DOI: 10.15408/sjsbs.v7i5.15314

Badan Standar, Kurikulum, dan Asesmen Pendidikan. (2022). Panduan Pembelajaran dan Asesmen Pendidikan Anak Usia Dini, Pendidikan Dasar, dan Menengah. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia

Connaway, L. S., & Radford, M. L. (2017). Research methods in Library and Information Science (6th ed.). Libraries Unlimited.

Kepmendikbudristek 2022 No. 56/M/2022, Pedoman Penerapan Kurikulum dalam Rangka Pemulihan Pembelajaran.

Mastura, & Santaria, R. 2020. Dampak Pandemi Covid-19 terhadap Proses Pengajaran bagi Guru dan Siswa. Jurnal Studi Guru dan Pembelajaran. 3 (2). 289-295. https://doi.org/10.30605/jsgp.3.2.2020.293

Murwantini, S. (2022). Implementasi Keterampilan Berpikir Tingkat Tinggi (HOTS) Dalam Pembelajaran. Balanga, 10(2), 49–54. https://doi.org/10.37304/balanga.v10i2.8090

Nugraha, T.S. (2022). Kurikulum Merdeka untuk Pemulihan Krisis Pembelajaran.Inovasi Kurikulum,19(2), 251-262. https://ejournal.upi.edu/index.php/JIK

Permendikbudristek 2022 Nomor 21, Standar Penilaian Pendidikan pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, Dan Jenjang Pendidikan Menengah

Purnawanto,A.T. (2022). Perencanakan Pembelajaran Bermakna dan Asessmen Kurikulum Merdeka. Jurnal Ilmiah Pedagogy, 20(1), 75-94. http://jurnal.staimuhblora.ac.id/index.php/pedagogy/article/view/116/0

Rosidah, C. T., Pramulia, P., & Susiloningsih, W. (2021). Analisis kesiapan guru mengimplementasikan asesmen autentik dalam Kurikulum Merdeka Belajar. Jurnal Pendidikan Dasar UNJ, 12(1), 87– 103. https://doi.org/10.21009/10.21009/JPD.08 1

Shadri, R., Hermita, N., Deswarni, D., Purnamasari S, A., Lingga, L.J., & Wijoyo, H. (2022). Assessment In The Merdeka Curriculum: How Are The Teachers' Perspectives On It?. Jurnal PAJAR (Pendidikan dan Pengajaran), 7(1), 202-209. DOI: http://dx.doi.org/10.33578/pjr.v7i1.9127.

Sudjana, Nana. (2006). Penilaian Hasil Proses Belajar Mengajar. Bandung : PT Remaja Rosdakarya.

Downloads

Published

2023-03-21

How to Cite

Murwantini, S. (2023). OPTIMALISASI ASESMEN UNTUK SEKOLAH MENENGAH KEJURUAN PADA KURIKULUM MERDEKA. Steam Engineering, 4(2), 105–113. https://doi.org/10.37304/jptm.v4i2.8396