149 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 7 no 2 (2021) website : http://journal.unj.ac.id/unj/index.php/jisae online learning evaluation of pai class 5 students min 1 langsa siti rahma pascasarjana pendidikan agama islam (pai) iain langsa, aceh abstract education is the process of changing the attitude and behavior of a person or group for the better through teaching / guidance and training. in the process, the teacher plays an important role in the delivery of material so that it has an influence on the success of their students. the subject learning of pai (islamic education) at min 1 langsa is currently less effective and efficient due to the covid-19 pandemic (corona virus disease) which makes teachers and students unable to meet face to face directly. students asked to learn from home using online media. online learning is undirect face-to-face learning between teachers and students by accessing internet networks and using social media to interact or exchange information. this study aims to describe the online learning of islamic education lessons at min 1 langsa. the research approach is descriptive qualitative using primary and secondary data sources. the data collection uses the method of observation, documentation and interviews. the analysis of data using reduction, display data and conclusion. the result of the research showed that online learning pai lessons carried out at min 1 langsa used the whatsapp application. students at home are accompanied by their parents in studying the material and exercises provided by their teachers through the whatsapp application. because learning is done online, teachers must be more thorough and focused in evaluating learning activities. students also complained that they had difficulties with poor internet networks. some of them also do not have cell phones based on android and some are not proficient in using them, it is making the learning process ineffective. keywords: learning, online, students address for correspondence: rahmah200483@gmail.com introduction the notion of education is defined as conscious and deliberate and full of responsibility activities carried out by people so as to create mature interactions in the desired direction and continuously (abu ahmad & nur uhbiyaty 2007). education is expected to provide changes for the nation for the better. education is closely related to learning. learning is defined as a process of interaction between educators and students with learning resources in one learning environment (law no. 20 of 2003). http://journal.unj.ac.id/unj/index.php/jisae mailto:rahmah200483@gmail.com 150 religious education is a compulsory subject that must be followed by students at school, both at the elementary, junior high, high school and university levels. this is stated in the national education system law no. 20 of 2003, "every student has the right to receive religious education in accordance with his / her religion and it taught by religious educators" (sidiknas, 2010) from year to year in indonesia and other parts of the world learning is carried out face to face in the same place. since the pandemic entered the territory of this country, learning in indonesia has not been disturbed. reporting from the kompas.com page, the indonesian government announced 2 cases of positive covid-19 patients in indonesia on march 2, 2020. the closure of the school was simultaneously carried out on march 16, 2020 following the decision of minister of education and culture nadiem makarim to cancel the national examination and ask schools to implement home learning or distance learning. far through circular letter no 4 of 2020 on march 24, 2020 (cnn.com) distance learning or online learning is a learning system using tools that support pedagogy (educational aids), which are made possible through the internet and network-based technology to facilitate learning and knowledge through action and meaningful interactions (novita amesi and abdul hamid k, 2015). the drastic change in learning methods overwhelmed teachers, parents and students. this is not unreasonable, among the most common problems are network limitations and not all students and teachers have devices not to mention that the internet is not evenly distributed in all regions. likewise, learning islamic education at min 1 langsa is carried out online. this implementation for the first time is protected for both teachers and students. regarding various kinds of problems related to students and teachers in online learning, the author is interested in knowing what are the obstacles and conveniences faced by teachers and students while using this distance learning. method this study uses a qualitative approach, research that intends to understand the phenomena experienced by research subjects such as behavior, perception, motivation, action and others (lexy j moleong, 2009). this type of research is a descriptive field research. in this study the authors sought and collected information and data relating to the subject and object of research which contained the study of the ease and constraints analysis in online learning islamic education lessons at min 1 langsa. the data collection uses the method of observation, documentation and interviews. data sources were obtained from primary data and secondary. primary data is data obtained directly from research subjects using measurement tools. the direct subjects are teachers and students of grade v at min 1 langsa. secondary data is obtained from other parties in the form of available documents or reports. data analysis used reduction, data display and conclusions. the data validity assurance techniques using triangulation techniques and triangulation of sources. source triangulation is getting data from different sources with the same technique while technical triangulation is getting data from the same source with different techniques (sugiyono, 2011) 151 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 result and discussion the research was conducted at min 1 langsa with the research subject being a civil servant teacher who teaches islamic studies in class v. class v consists of 5 classes with 160 students. based on the results of interviews with the teacher and students, it was found that online learning was carried out in two meetings a week. learning is carried out using the whatsapp application. in one meeting there are one to two learning materials. the lesson given must have an element of environmental love. learning is carried out starting at 07:00 wib. the teacher explains the material related to the material to be given. after explaining the material, the teacher asked them what they did not understand. if there are no students who ask questions, the teacher gives an assignment to do then it is photographed and sent to the whastsapp group at 12:00 wib. students also have to submit their assignments to school once a week. students are assisted by their parents at home in doing the assignments given by the teacher and sometimes search for answers on google. many parents complain of difficulties in teaching their children at home if there are materials that have not been mastered. from the explanation above, it can be seen that online learning has gone well. the teacher explains the material on the group whatsapp, then the students ask what they don't understand. furthermore, the teacher provides exercises to determine the extent to which students understand the material being taught. collect assignments on time by photographing the assignment sheets they have worked on and collecting them once a week to school. the convenience that can be obtained from this online learning is that students do not need to come to the school, of course it saves time, effort and money. in addition, students are also assisted by their parents to learn at home, parents can control the development of their own children. for teachers, the benefits obtained from online learning are being able to know directly the learning outcomes of the students. the obstacles faced in online learning are that teachers must be more focused and careful in examining student assignments that are sent individually in one day to two lessons. in addition, students also find it difficult to understand the material presented by the teacher through online media and the teacher also cannot explain the material optimally. students also complained about the poor network that interfered with learning activities. the parents' lack of understanding of the material provided is also an obstacle for students in understanding learning. conclussion based on the results of the study, it can be concluded that online learning is learning without face to face directly between teachers and students, but is carried out online, assisted by an androd mobile phone by downloading the whatsapp application, then creating a learning group and connecting to the internet network to exchange information and interaction. the learning process starts at 007: 00 wib with the teacher explaining the learning material until the students understand then giving assignments and answers are sent no later than 12:00 wib via private chat. in a day of learning up to two times and must include the element of environmental love in the material presented. the ease of online learning is that learning outcomes can be known directly, learning activities are not limited to distance and time. in addition, parents can control their children at home. the obstacles are, the teacher must be extra careful in checking the student answer sheets that are sent personally, the poor internet network makes the learning process disrupted. 152 reference h. abu ahmad dan nur uhbiyati, ilmu pendidikan, jakarta: pt. rineka cipta, 2007 novita amesi dan abdul hamid k, penggunaan media belaar online-offline dan komunikasi interpersonal terhadap hasil belajar bahasa inggris dalam jurnal teknologi dan informasi &komunikasi dalam pendidikan, vol 2 no 1, juni 2015, j.moleong, lexy, metodologi penelitian kualitatif, (bandung: rosdakarya, 2009 undang-undang no. 20 tahun 2003 tentang sistem pendidikan nasional permendikbud no. 4 tahun 2020 tentang pelaksanaan kebijakan pendidikan dalam masa darurat penyebaran covid-19 sugiyono, metode penelitian pendidikan kualitatif, kuantitatif, r & d. bandung: alfabeta, 2011 table of contents 133 | jisae. volume 6 number 2 september 2020. https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 6 no 2 (2020) website : http://journal.unj.ac.id/unj/index.php/jisae a study of self-perceived assessment skills on basic education school teachers yar zar chit 1* , may hnit 2 1department of educational psychology, sagaing university of education, myanmar 2basic education high school, nyaung gone (north), pyawbwe township, myanmar abstract the main of this study was to investigate the self-perceived assessment skills of basic education teachers. a total of 228 teachers from primary, middle and high schools (public and private schools) at pyawbwe township in myanmar participated in this study. descriptive research design and survey method were used in this study. an instrument: self-perceived assessment skills questionnaire was used to collect required data. according to the results, there were significant differences in teachers’ constructing, administering assessment skills, and performance assessment skills by gender at 0.05 levels. similarly, there were also significant differences in teachers’ grading skills and overall self-perceived assessment skills by gender at 0.01 levels. besides, it was also found that there were significant differences in teachers’ performance assessment skills and grading skills by school type at 0.05 levels. moreover, in the comparison of teachers’ self-perceived assessment skills by position, the mean score of junior teachers is the highest and the mean score of primary teachers is the lowest. similarly, in the comparison of teachers’ self-perceived assessment skills by service, the mean score of teachers who have above 30-years service is the highest. finally, this study expects that the school administrators can get any idea to recover and promote the teachers’ assessment skills with the cooperation of experts. keywords: self-perceive, assessment skill, performance assessment, ethic address for correspondence: yarzar02@gmail.com introduction teachers play substantial role in the classrooms. teachers determine students’ achievement through their involvement and preparation during teaching and learning process. teachers assess students throughout the school year and gradually monitor their progress. they record students’ achievement and extent of progress at the end of the year (green, 1975, cited in rani, 2013). according to stiggins and conklin (1992), teachers spent approximately one third to half of their time in the classroom to prepare and engage with assessment related activities. in the classroom, teachers are the primary assessors of students. they design assessment tools with two broad purposes; to collect information that will inform classroom instruction, and to monitor students’ progress towards achieving year-end outcomes. teachers demonstrate that assessment is an essential part of learning. they model effective assessment strategies and include students in the development of assessment procedures. assessment can indicate what part of teachers’ instruction needs rethinking and reworking. appropriately used, classroom assessments have the potential to help both students and teachers to improve their classroom performance. in order to improve classroom http://journal.unj.ac.id/unj/index.php/jisae mailto:yarzar02@gmail.com 134 | jisae. volume 6 number 2 september 2020. performance and use different type of assessments, teachers should have knowledge, skill and competence in the educational assessment of students. classroom assessment is an essential component of teaching. teachers assess students and gather information related to their progress in learning. teachers assess students to identify how well students were developing skills and knowledge. classroom assessment also helps teachers to identify what they taught and what they need to work on. teachers use different forms of assessments to gather information about students. generally, classroom assessment is defined as the process of collecting, synthesizing, and interpreting information to aid in classroom decision making. teachers continuously gather and use information to make decisions about classroom management, instruction, student learning and planning (russell & airasian, 2012, cited in rani, 2013). therefore, it is very important for teachers to acquire all the skills needed in developing and choosing appropriate assessment in classrooms to inform their instructional decisions. furthermore, teachers should master some basic competencies in order to construct valid and reliable items; administering, scoring and interpreting students’ results as well as using assessment results to make educational decisions. therefore, they need to fulfill themselves to have good classroom assessment skills. this study emphasizes on basic education teachers’ self-perceived assessment skills. the main aim of this study is to investigate the self-perceived assessment skills of basic education teachers from pyawbwe township in myanmar. the specific objectives are: 1. to examine teachers’ self-perceived assessment skills. 2. to compare teachers’ self-perceived assessment skills by gender and school type. 3. to inspect teachers’ self-perceived assessment skills by position and service. method samples the sample for this research was selected from pyawbwe township in myanmar by using the simple random sampling technique. the participants were 228 teachers from 7 primary schools, 2 middle schools and 5 high schools (both public and private schools). research method in this study, descriptive research design and survey method were used. instrument questionnaire for the teacher self-perceived assessment skills (alkharusi, 2009) modified by sara mohammed al-bahlani (2019) was used to assess the self-perceived assessment skills of teachers. the questionnaire consisted of 27 items. it comprises five subscales. they are (1) constructing and administering assessment, (2) performance assessment, (3) grading, (4) communicating assessment results with others and (5) assessment ethics. the statements were designed to respond on four point rating scale. the choices were 1 = not competent, 2 = somewhat competent, 3 = competent and 4 = very competent. results and discussion descriptive statistics of teachers’ self-perceived assessment skills according to table 1, the sample mean (103.64) is larger than the theoretical mean (67.5). therefore, it can be said that the teachers possess good assessment skills. among the subscales, mean percentage of teachers’ performance assessment skills was highest (98.38%). however, grading skills was lowest (92.38%). 135 | jisae. volume 6 number 2 september 2020. table 1 descriptive statistics for teachers’ self-perceived assessment skills number of items mean std. deviation mean percentage constructing and administering assessment 5 18.84 2.44 94.20% performance assessment 8 31.48 3.31 98.38% grading 4 14.78 2.37 92.38% communicating assessment results with others 5 19.06 2.93 95.3% assessment ethics 5 19.48 2.87 97.4% overall self-perceived assessment skills 27 103.64 11.30 comparison of male and female teachers’ self-perceived assessment skills to find out gender differences in teachers’ self-perceived assessment skills, descriptive analysis was made. the means and standard deviations of male and female teachers were reported in table 2. table 2 descriptive statistics for teacher’s self-perceived assessment skills by gender gender n mean std. deviation constructing and administering assessment male 38 18.00 2.63 female 190 19.01 2.37 performance assessment male 38 30.34 2.99 female 190 31.71 3.34 grading male 38 13.76 2.12 female 190 14.98 2.37 communicating assessment results with others male 38 18.24 3.07 female 190 19.23 2.88 assessment ethics male 38 18.79 2.84 female 190 19.62 2.87 overall self-perceived assessment skills male 38 99.13 11.09 female 190 104.54 11.16 table 2 also showed that there was slight difference in mean scores by gender in teachers’ self-perceived assessment skills. again, to find out difference significantly, independent samples t test was used. it was reported in table 3. table 3 independence samples t test results for teacher’s self-perceived assessment skills by gender variable t df p constructing and administering assessment -2.358* 226 .019 performance assessment -2.337* 226 .020 grading -2.932** 226 .004 communicating assessment results with others -1.912 226 .057 assessment ethics -1.635 226 .103 overall self-perceived assessment skills -2.732** 226 .007 136 | jisae. volume 6 number 2 september 2020. note. ** the mean difference is significant at 0.01 levels. * the mean difference is significant at 0.05 levels. according to table 3, it was found that there were significant differences in teachers’ constructing, administering assessment skills and performance assessment skills by gender at 0.05 levels. similarly, there were also significant differences in teachers’ grading skills and overall self-perceived assessment skills by gender at 0.01 levels. therefore, it can be concluded that female teachers have better self-perceived assessment skills than male teachers. comparison of teachers’ self-perceived assessment skills by school type to find out the comparison of teachers’ self-perceived assessment skills by school type, descriptive analysis was made. the means and standard deviations of male and female teachers were reported in table 4. table 4 descriptive statistics for teachers’ self-perceived assessment skills by school type school type n mean std. deviation constructing and administering assessment public 209 18.85 2.52 private 19 18.74 1.15 performance assessment public 209 31.58 3.37 private 19 30.37 2.41 grading public 209 14.87 2.39 private 19 13.79 1.96 communicating assessment results with others public 209 18.99 2.99 private 19 19.89 2.08 assessment ethics public 209 19.44 2.96 private 19 20.00 1.56 overall self-perceived assessment skills public 209 103.72 11.62 private 19 102.79 7.01 table 4 also showed that there was slight difference in mean scores by school type in teachers’ self-perceived assessment skills. again, to find out difference significantly, independent samples t test was used. it was reported in table 5. according to table 5, it was found that there were significant differences in teachers’ performance assessment skills and grading skills at 0.05 levels. therefore, it can be concluded that public school teachers are more skillful in performance assessment and grading than private school teachers. this may be due to inefficient test and measurement training of private school teachers. table 5 independence samples t test results for teachers’ self-perceived assessment skills by school type variable t df p constructing and administering assessment .196 226 .845 performance assessment 1.529* 226 .049 grading 1.905* 226 .048 communicating assessment results with -1.294 226 .196 137 | jisae. volume 6 number 2 september 2020. others assessment ethics -.820 226 .413 overall self-perceived assessment skills .342 226 .733 note. * the mean difference is significant at 0.05 levels. comparison of teacher’s self-perceived assessment skills by position table 6 showed the comparison of teachers’ self-perceived assessment skills by position. in assessment skills, mean score of junior teachers is the highest and that of primary teachers is the lowest. it may be due to the new curriculum of basic education in myanmar. the new curriculum emphasizes to use many alternative assessments and so trainings for assessment are given. moreover, new curriculum was firstly used in middle school levels. therefore, junior teachers’ assessment skills may be better than others. table 6 mean comparisons of teachers self-perceived assessment skills by position position number self-perceived assessment skills mean std. deviation primary teacher 63 101.98 13.13 junior teacher 91 104.71 9.85 senior teacher 74 103.73 11.29 comparison of teacher’s self-perceived assessment skills by service table 7 showed the comparison of teachers’ self-perceived assessment skills by teachers’ services. in assessment skills, mean score of teachers who have above 30-years service is highest. therefore, it can be said that teachers who have above 30-years service are more skillful in assessment than other teachers. besides, the more experienced teachers have better assessment skills. this may be due to the fact that the experienced teachers have a lot of knowledge about classroom assessment, so they can also apply the appropriate assessment types in accordance with the students’ ability and the nature of subjects. table 7 mean comparisons of teachers’ self-perceived assessment skills by service service number self-perceived assessment skills mean std. deviation below 10 years 67 102.57 12.73 11-20 years 53 102.79 12.70 21-30 years 66 104.42 8.64 above 30 years 42 105.19 10.84 conclusion the main aim of this study is to investigate teachers’ self-perceived assessment skills in basic education schools from pyawbwe township. firstly, it was found that the sample mean (103.64) is larger than the theoretical mean (67.5). therefore, it can be said that the teachers from pyawbwe township possess good assessment skills. among the subscales, 138 | jisae. volume 6 number 2 september 2020. mean percentage of teachers’ performance assessment skills was the highest (98.38%). however, grading skills was the lowest (92.38%). to find out gender differences in teachers’ self-perceived assessment skills, independent samples t test was used. it was found that there were significant differences in teachers’ constructing, administering assessment skills, and performance assessment skills by gender are at 0.05 levels. similarly, there were also significant differences in teachers’ grading skills and overall self-perceived assessment skills by gender are at 0.01 levels. therefore, it can be concluded that female teachers have better self-perceived assessment skills than male teachers. then, to compare the teachers’ self-perceived assessment skills by school type, independent samples t test was used. it was found that there were significant differences in teachers’ performance assessment skills and grading skills by school type at 0.05 levels. therefore, it can be concluded that public school teachers are more skillful in performance assessment and grading than private school teachers. this may be due to the inefficient test and measurement training of private school teachers. in the comparison of teachers’ self-perceived assessment skills by position, mean score of junior teachers is the highest and primary teachers is the lowest. it may be due to the new curriculum of basic education in myanmar. the new curriculum emphasizes to use many alternative assessments, so trainings for assessment are given. moreover, the new curriculum was firstly used in middle school levels. therefore, junior teachers’ assessment skills may be better than others. in the comparison of teachers’ self-perceived assessment skills by service, mean score of teachers who have above 30-years service is highest. therefore, it can be said that teachers who have above 30-years service are more skillful in assessment than other teachers and the more experienced teachers have better assessment skills. this may be due to the fact that the experienced teachers have a lot of knowledge about classroom assessment, so they can apply the appropriate assessment types in accordance with students’ ability and the nature of subjects. therefore, based on the literature and the research findings, the following suggestions would be given: (1) there are greater needs to interweave assessment training by school type (e.g., private schools), (2) assessment trainings can compensate for the inexperience of students in the classroom, (3) classroom assessment skills should be adapted to the needs of teachers working in different grade levels (e.g., mentoring), (4) teachers need to use and practice their own assessment skills in their classroom which have been well trained and equipped in their respective teacher trainings, (5) the staff development program which is designed to facilitate changes in teachers’ assessment skills (e.g., lesson study), (6) teachers should be helped and guided by seniors and school administrators to improve their assessment skills in accordance with the grade levels and content areas they are required to teach, (7) records for teachers’ classroom assessments should be maintained, (8) awareness about changes in grading system should be given, (9) therefore, assessment is the feedback mechanism for improving classroom learning. by improving teachers’ assessment practices, classroom learning can be improved. references afriadi, b. (2018). effective management class concept (case study: student behavior problematics). jisae: journal of indonesian student assesment and evaluation, 4(2), 83–94. https://doi.org/10.21009/jisae.042.07 139 | jisae. volume 6 number 2 september 2020. al bahlani, sara mohammed. (2019). assessment literacy: a study of efl teachers’ assessment knowledge, perspectives and classroom behaviour. unpublished doctoral dissertation. the university of arizona, arizona. alkharusi, h. (2009). correlates of teacher education students’ academic performance in an educational measurement course. international journal of learning, 16(1), 1-15. rani, d. (2003). perception of teachers about classroom assessment and self-perceive of teachers’ competency in classroom assessment. unpublished master’s thesis. teknologi university, malaysia. stiggins, r. j., & conklin, n. f. (1992). in teacher’s hands: investigating the practices of classroom assessment. albany, ny: state university of new york press. for turnouts as well, concrete sleepers have become widely and successfully accepted 159 | jisae. volume 6 number 2 september 2020. https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 6 no 2 (2020) website : http://journal.unj.ac.id/unj/index.php/jisae faculty performance evaluation system of state universities and colleges in the philippine eastern visayas region donald m. patimo northwest samar state university, philippines abstract the main concern of this study was the assessment of the faculty performance evaluation system of state universities and colleges in the philippine eastern visayas region. specifically, the study sought answers to research questions on how the faculty performance is evaluated with regards to evaluation procedures, instruments, and criteria and what is the present and desired faculty performance evaluation system considering the standards on utility, feasibility, propriety, and accuracy. in search of answers to the abovementioned research questions, the researcher made use of the descriptiveassessment research design. the respondents of this study were administrators, faculty members, and students from the main campuses of state universities and colleges in philippine eastern visayas region. as result, the researcher found out that the most common evaluation procedure used were administrative observation in the class and the administration of appraisal instrument. rating scales were extensively employed evaluation instrument and the most commonly used evaluation criteria were teaching commitment, mastery of the subject matter, teaching for independent learning, and classroom management. in addition, the sucs in the eastern visayas region of the philippines unanimously expressed their desire to implement a faculty performance evaluation system that adheres to the standards of utility, feasibility, propriety, and accuracy. at the present, the existing faculty performance evaluation system of sucs in the eastern visayas region of the philippines generally followed the standards on utility, feasibility, propriety, and accuracy. keywords: faculty performance, evaluation system, metaevaluation, utility standard, feasibility standard, propriety standard, accuracy standard address for correspondence: donald.patimo@nwssu.edu.ph introduction human resources are the organization’s most valuable asset. they define the efficiency, effectiveness and over-all quality of service in any organization. the acquisition, utilization and development of financial, material, technological and market resources of the organization which may be exhaustible are dependent on human resources (payos, 2010). these resources are directly related to organizational behavior such as knowledge, ability, decision making and intelligence of the human resource base. because of the value of the people within and behind the organization, it is very important that the organization takes special care to ensure the satisfaction of their human resources. if the human resource is available, capable and satisfied, the other resources can be of great use to the organization. evaluating faculty effectiveness is important in every institution of higher education. assessing teaching performance enables one to gauge the quality of instruction represented http://journal.unj.ac.id/unj/index.php/jisae 160 | jisae. volume 6 number 2 september 2020. by the institution and facilitate better learning among students. assessing the effectiveness with which various functions of the faculty members are performed is essential to a variety of important administration recommendations and decisions. the evaluation system also provides feedback which influences the faculty member’s self-image and professional satisfaction. the faculty performance management system establishes a climate which communicates the institution’s commitment to professional improvement and confidence that every faculty member will make a valuable contribution to the achievement of shared goals (goe, 2007). the processes in the performance evaluation of instructors, professors, and professionals of the sucs are highly critical since it is used to decide on matters such as hiring, rehiring, and promotion. hence, there should be careful calibration and continuous study of the instruments used to assess the teachers. moreover, there is a need to evaluate the process of evaluating faculty performance of sucs in eastern visayas region of the philippines. through a study, it may be determined whether the existing processes and instruments in the different sucs met the joint committee standards for evaluation. the joint committee standards set a common language to facilitate communication and collaboration in evaluation through the standards on utility, feasibility, propriety, and accuracy of an evaluation (stufflebeam, 2000). it was on this reason that a study, which aimed to assess the faculty performance evaluation system of state universities and colleges in the philippine eastern visayas region, was conceived. specifically, the study sought answers to research questions on how the faculty performance is evaluated with regards to evaluation procedures, instruments, and criteria and what is the present and desired faculty performance evaluation system considering the standards on utility, feasibility, propriety, and accuracy. method this study made use of the descriptive-assessment research design. a descriptiveassessment research design is used to obtain information concerning the current status of the phenomena to describe what exists with respect to variables or conditions in a situation. the study was conducted at different sucs in the eastern visayas region of the philippines, namely eastern samar state university (essu), eastern visayas state university (evsu), leyte normal university (lnu), naval state university (nsu), northwest samar state university (nwssu), palompon institute of technology (pit), southern leyte state university (slsu), samar state university (ssu), university of eastern philippines (uep), and visayas state university (vsu). survey questionnaires were distributed among the evaluation personnel, faculty members and students in order to elicit the needed data for this research study. complete enumeration was used for the evaluation personnel respondents of the study, which include the deans and members of evaluation committee. random sampling technique was used to determine the sample size of the faculty members and students in each involved sucs. the total number of respondents for this study representing the evaluation personnel, faculty members, and students proportionally distributed from the different sucs in eastern visayas region of the philippines was 1,604 individuals. statistical tools like frequency and ranking, means, standard deviations, and one-way analysis of variance were used for the analysis of the data. results and discussions table 1 shows the frequency and ranking on how the faculty performance is evaluated with regards to evaluation procedures, instruments, and criteria. the most common evaluation procedure presently used in sucs of philippine eastern visayas region involves 161 | jisae. volume 6 number 2 september 2020. the administrative observation in the class and the administration of appraisal instrument. rating scales are extensively employed evaluation instrument in sucs of philippine eastern visayas region and the least employed evaluation instruments are the free form method and ranking. the most commonly used criteria in sucs of philippine eastern visayas region are the teaching commitment, mastery of the subject matter, teaching for independent learning, and classroom management. these findings also showed in the study of berk (2005), oli (2018), hornstein (2007), and agsalud (2017). according to the berk (2005), a unified conceptualization of teaching effectiveness through the use of multiple sources of evidence, such as student ratings, peer ratings, and self-evaluation, can provide an accurate and reliable base for academic decisions. these multiple sources of evidence are also evident from the study of oli (2018) on the assessment practices by content faculty, student-teaching supervisor, and cooperating mentors of pre-professional mathematics teachers in state universities in northeastern philippines. among these multiple sources of evidence of teaching effectiveness, hornstein (2007) considered observation and rating scales as the most common and necessary and common 162 | jisae. volume 6 number 2 september 2020. compared to other evaluation procedures and instruments to measure teaching competence. agsalud (2017) consider also found out the level of teaching effectiveness along commitment, knowledge of the subject matter, teaching for independent learning and management of learning. table 2 shows the mean and standard deviations on the perception of the respondents on the existing practices of the faculty performance evaluation system of sucs in philippine eastern visayas region. from the perspective of the evaluation personnel, faculty members and students, the standards on utility, feasibility, propriety, and accuracy were rated as “generally true”. findings further disclose that the existing practices of the faculty performance evaluation system of sucs in philippine eastern visayas region generally follow the standards on utility, feasibility, propriety, and accuracy. the same findings were also displayed in the study of oli (2019) where evaluation experts assessed the extent to which mathematics assessment practices satisfy metaevaluation criteria of utility, feasibility, propriety, and accuracy employed by mathematics educators in some select state universities in the philippines. the assessment practices of the mathematics educators were also meta-evaluated with high ratings on utility, feasibility, propriety, and accuracy. table 3 shows the mean and standard deviations on the perception of the respondents on the desired practices of the faculty performance evaluation system of sucs in philippine eastern visayas region. from the perspective of the evaluation personnel, faculty members, and students, the standards on utility, feasibility, propriety, and accuracy were rated as “i desire this descriptor, as is, as a characteristic of the system”. findings further disclose that the standards on utility, feasibility, propriety, accuracy are necessity for an effective and efficient faculty performance evaluation system. 163 | jisae. volume 6 number 2 september 2020. these findings of the study are consistent with stronge and tucker (2017) about meta-evaluation standards. a quality teacher evaluation system should reflect the standards developed by the joint committee on standards for educational evaluation, namely propriety, utility, feasibility and accuracy. accuracy is one of the standards of metaevaluation that make sure the question produced and information disseminated in the evaluation is both valid and useable. feasibility is one of the standards of meta-evaluation that make sure the evaluation conducted is in a realistic, well-considered, diplomatic, and cost-conscious manner. propriety is one of the standards of meta-evaluation that ensure the questions in the evaluation are done in an ethical and legal manner. utility is one of the standards of meta-evaluation that stand as a check for how much the evaluation in question caters to the information needs of its users. these findings also supported in the study of hussin (2017). the researcher found out the propriety, utility, feasibility, and accuracy standards of meta-evaluation as important attributes of a sound and fair teacher evaluation. table 4 exhibits the result of the one-way analysis of variance on the perception of the respondents on the existing practices of the faculty performance evaluation system of sucs in philippine eastern visayas region. the table exposed the differences on the perceptions of the evaluation personnel, faculty members, and students on the existing practices with regards to the standards on utility, feasibility, propriety, and accuracy. 164 | jisae. volume 6 number 2 september 2020. in order to easily identify the differences of the responses among evaluation personnel, faculty members, and students, the results of the post hoc test using tukey hsd is presented in table 5. as can be seen on the table, the respondents are grouped into evaluation personnel and faculty members, evaluation personnel and students, and faculty members and students. evaluation personnel and faculty members differ on perception as to the standards on utility, feasibility, and accuracy. evaluation personnel and students differ on perception as to the propriety standard. lastly, the faculty members and students differ on the responses as to the standards on utility, feasibility, propriety, and accuracy. table 6 displays the result of the one-way analysis of variance on the perception of the respondents on the desired practices of the faculty performance evaluation system of sucs in philippine eastern visayas region. the table divulged the differences on the perceptions of the evaluation personnel, faculty members, and students on the desired practices with regards to the standards on utility, feasibility, propriety, and accuracy. the data reveals that the evaluation personnel, faculty members, and students of sucs in philippine eastern visayas region share the same desire to consider the standards on utility, feasibility, propriety, and accuracy to the faculty performance evaluation system of their respective state university or college. the similarity on their responses expresses the importance of these standards for an effective and efficient implementation of the faculty performance evaluation system for a state university or college. 165 | jisae. volume 6 number 2 september 2020. table 7 shows the result of the t-test on the perception of the respondents between the existing and desired practices of the faculty performance evaluation system of sucs in philippine eastern visayas region. as shown in the table, the perception of the respondents differ between the existing system and their expressed desired practices with regards to the utility, feasibility, propriety, and accuracy. in order to easily identify the differences of the responses among evaluation personnel, faculty members, and students, the results of the post hoc test using tukey hsd is presented in table 8. as can be seen on the table, the respondents are grouped into evaluation personnel and faculty members, evaluation personnel and students, and faculty members and students. evaluation personnel and faculty members differ on perception as to the standards on utility, feasibility, and accuracy. evaluation personnel and students differ on perception as to the propriety standard. lastly, the faculty members and students differ on the responses as to the standards on utility, feasibility, propriety, and accuracy. the respondents’ desired practices are significantly different from what exists in the existing system of faculty performance evaluation system of sucs in philippine eastern visayas region. 166 | jisae. volume 6 number 2 september 2020. oli (2019) tested also the differences and similarities on the evaluation experts’ assessment on the extent to which mathematics assessment practices satisfy meta-evaluation criteria of utility, feasibility, propriety, and accuracy in select state universities in the philippines. the overall feasibility and propriety are of about the same level in the assessments while the assessment on utility and accuracy differ across the four state universities. conclusions based on the results of the study, the following conclusions were drawn. the researcher found out that the most common evaluation procedure used were administrative observation in the class and the administration of appraisal instrument. rating scales were extensively employed evaluation instrument and the most commonly used evaluation criteria were teaching commitment, mastery of the subject matter, teaching for independent learning, and classroom management. the evaluation personnel, faculty members, and students obtained different experiences, roles, and environment with regards to the implementation of the existing faculty performance evaluation system in the philippine eastern visayas region. on the other hand, the evaluation personnel, faculty members, and students share the same desire to consider the standards on utility, feasibility, propriety, and accuracy to the faculty performance evaluation system of their respective state university or college. the desired practices of the evaluation personnel, faculty members, and students were significantly different from what exists in the existing system of faculty performance evaluation system of sucs in the eastern visayas region of the philippines. 167 | jisae. volume 6 number 2 september 2020. references afriadi, b. (2018). effective management class concept (case study: student behavior problematics). jisae: journal of indonesian student assesment and evaluation, 4(2), 83–94. https://doi.org/10.21009/jisae.042.07 agsalud, p. l. (2017). teaching effectiveness of the teacher education faculty members in pangasinan state university asingan campus, philippines. asia pacific journal of multidisciplinary research, 5(1), 16-22. berk, r. a. (2005). survey of 12 strategies to measure teaching effectiveness. international journal of teaching and learning in higher education, 17(1), 48-62. goe, l. (2007). the link between teacher quality and student outcomes: a research synthesis. national comprehensive center for teacher quality. hornstein, h. a. (2017). student evaluations of teaching are an inadequate assessment tool for evaluating faculty performance. cogent education, 4(1), 1304016. hussin, s. (2017). spiral dynamics in the implementation of performance-based teacher evaluation policy in a centralized education system. mojem: malaysian online journal of educational management, 2(2), 22-37. oli, m. c. (2018). the assessment practices by content-faculty, student-teaching supervisor and cooperating mentors of pre-professional mathematics teachers in state universities in cagayan valley region in the philippines â€. jisae (journal of indonesian student assesment and evaluation), 4(2), 60-82. oli, m. c. (2019). using delphi technique in meta-evaluating the mathematics assessment practices of mathematics educators. jisae (journal of indonesian student assessment and evaluation), 5(1), 33-44. payos, ranulfo p. (2010). human resource management: from practitioner’s point of view. philippines: rex book store, inc. stronge, j., & tucker, p. (2017). handbook on teacher evaluation with cd-rom. routledge. stufflebeam, daniel l. (2000). the methodology of metaevaluation as reflected in by the western michigan university evaluation center. journal of personnel evaluation in education, 14(1), 95. 196 | jisae. volume 6 number 2 september 2020. https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 6 no 2 (2020) website : http://journal.unj.ac.id/unj/index.php/jisae confirmatory factor analysis to know the influencing factors of elementary school students’ self-concept in jetis sub district, bantul regency firmansyah1 rozanah katrina herda2 angga damayanto3 fajar sidik4 1234universitas negeri yogyakarta department of english language education, faculty of humanities, educatio, and tourism abstract this research aimed to know the factors that influenced elementary students’ self-concept in jetis sub district, bantul regency, yogyakarta. the subject of this research consisted of 200 fourth grade students from four different elementary schools in jetis sub district. the result showed the fit model with one dimension. the value of each fit parameter of gfi, rmsea, nfi, ifi, cfi, tli, and agfi was 0.958, 0.066, 0.953, 0.976, 0.976, 0.967, and 0.958. all factors or dimensions in self-concept instrument had good reliability by looking at the value of cr ≥ 0,7 categorizing as good reliability, while the value between 0,6 and 0,7 considered to acceptable reliability by underlining that the indicator has load factor that matched the criteria. the internal consistency could be measured by using average variance extracted (ave). the ave value that was recommended was ≥ 0,5. this clearly showed that self-concept has validity evidence of internal structure. moreover, self-concept has convergent and discriminant validity. the self-concept reliability was considered good, so it will give relatively consistent result when there is re-measurement. keyword: self-concept, cfa, instrument development address for correspondence: firmansyah@uny.ac.id introduction education is not only limited to the process of knowledge transfer between educators and students, but also it must be able to shape and develop the personality of each individual in order to become fully human. being fully human, of course, cannot be achieved easily. there are so many supporting characters that must be fostered since childhood, one of them is related to selfconcept. someone who is able to realize himself is called self-concept. self-concept is comprehensive representation about one’s ability and attitude (martorell et al., 2014). meanwhile, william d. brooks in jalaluddin argues that self-concept is psychology perception, social, and physic toward others (jalaluddin, 2007). william h. fitts in hendriati defines selfconcept as important aspect in a person, because one's self-concept is a frame of reference (frame of reference) in interacting with the environment (hendriati, 2009). based on the theories above, it can be concluded that self-concept is one’s view, feeling, and belief toward himself, including representation about himself and the desired personality obtained from experience and interaction with others. http://journal.unj.ac.id/unj/index.php/jisae mailto:firmansyah@uny.ac.id 197 | jisae. volume 6 number 2 september 2020. there are so many factors influencing one’s self-concept. william h. fitts in hendriati states that self-concept is influenced by experience, competence, in area valued by others and self-actualization (hendriati, 2006). therefore, pudjijogyanti in yulius emphasizes on those influencing factors of self-concept involve the role of: physical image, gender, parents’ behavior, and social factor. (prawoto, 2010). different from the explanation above, amaryllia classifies the influencing factors of self-concept consist of the influence of: economic limitation, social class, and age (puspasari, 2007). the factors that influence the form and development of one’s selfconcept are distinguished into internal factor covering competence, experience, selfactualization, meaningful feeling, goodness, physical image, gender, and age. meanwhile, the external factor consisting of the roles of parents, economic limitation, and social class. selfconcept is crucial in forming child’s behavior. dealing with education sector, today’s educators starts to realize the self-concept impact toward both child’s behavior in learning process conducted in class and the achievement (soemanto, 1990). calhoun and acocella in ratna dwi differentiate the two self-concepts into positive and negative (astuti, 2014). if one has positive self-concept, his or her behavior tends to be positive, whereas, the negative behavior will be negative too. in line with those point of views, positive self-concept can be linked to positive self-evaluation, self-appreciation, whereas the negative self-concept can be linked to negative self-evaluation, self-loathing, feeling of inferiority, and the absence self-acceptance (burns, 1993). according to brooks dan emmert in jalaluddin (2007), the signs of positive self-concept are believing to be able to overcome problem and improve himself, feeling equal to others, feeling confident when accepting praise, realizing that not all feelings, expectations, and behaviors can be agreed upon by the community. furthermore, the signs of negative self-concept are feeling dislike to criticism toward himself, showing responsive behavior when gaining praise, always complaining, feeling that other people do not like him/her, feeling dislike compete to others and pessimist in competition. by noticing the signs about positive or negative selfconcept, parents and teacher will be easy to direct their children in order to have positive selfconcept. by having that, a child will tend to try their efforts as maximum as they can, so they will be able to achieve their expectations (subaryana, 2015). hurlock has divided three components of self-concept into: 1) the perceptual component, 2) the conceptual component, and 3) the attitudinal component (hurlock, 1979). firstly, the perceptual component explains one’s representation and impression about body appearance and impression made for others; it is often called physical self-concept. secondly, the conceptual component explains about point of view related to characteristic that different from others in both ability and weakness arranged by one’s quality of life adjustment. thirdly, the attitudinal component explains the feeling related to pride and shame. in this research, the researchers developed a measurement instrument to measure the fourth-grade students’ self-concept in elementary school in jetis sub district, bantul regency, yogyakarta. dealing with so many factors influencing one’s self-concept, it was needed a construct validity from the latent variable and the indicator variable formed. the research is expected to give overview dealing with how to confirm the hypothesized model and know the relationship of the indicator and latent variable that influenced the fourth-grade students’ selfconcept in elementary school in jetis sub district, bantul regency, yogyakarta. in sem, there are analysis models: exploratory factor analysis (efa), confirmatory factor analysis (cfa), and full latent variable model) (nugraha, 2018). efa is designed to a situation where the 198 | jisae. volume 6 number 2 september 2020. relationship among observed variables and the latent variable was unknown or still unclear. in addition, cfa is used to conduct a research that the researcher have had knowledge about the structure of the underlying latent variable (sarwono, 2013). the efa and cfa factor analysis models focus on the underlying latent variable. therefore, the strength of all regression paths from all of those factors towards all directly observed variables (regression coefficient or load factor) become its focus of analysis. confirmatory factor analysis is one of multivariate analysis method that can be used to confirm whether the measurement model that is built matches with what was hypothesized. there are two variables in confirmatory factor analysis namely latent and indicator. the latent is a variable that cannot be formed directly, whereas the indicator variable is a variable that can be observed and measured directly. method this research used a quantitative research approach. the technique used to measure construct validity was confirmatory factor analysis (cfa). the sampling technique used in this research was cluster random sampling. cluster was chosen based on formal school types, they were two public primary schools and two private primary schools in jetis sub district, bantul regency. the respondents involved in this research were 200 fourth-grade students. the latent variable used came from hurlock’s theory: 1) the perceptual component, 2) the conceptual component, and 3) the attitudinal component. the indicator used in this research can be seen on the table 1 below: table 1. self-concept indicator variable no. sub-variable indicators 1. perceptual component physical condition body endurance other people's impressions of one’s appearance 2. conceptual component distinctive characteristic ability and disability 3. attitudinal component family background and origin quality of life adjustment feelings to be recognized and rejected by others confirmatory factor analysis (cfa) in this research used jasp program version 0.13.1.0 result and discussion the result of preliminary cfa in self-concept variable was presented in two tables. table 2 generally showed that the measurement model had been fitted. the value of fit parameter gfi, rmsea, nfi, ifi, cfi, tli, and agfi had matched with the specified criteria. the p-value that did not fit could be ignored by observing the other values (santoso, 2014). each model and load factor can be seen in picture 1. after conducting model testing and load factor analysis, then reliability testing was conducted. reliability can be stated as internal consistency of an instrument that can be measured based on the degree of homogeneity of the item. hair et al explains reliability test in cfa involves construct reliability (cr) dan average variance extracted (ave) (hair, j.f. et al., 2010). cr≥0,7 was categorized as good reliability, while cr between 0,6 and 0,7 categorized as acceptable reliability, in condition, the indicator had load 199 | jisae. volume 6 number 2 september 2020. factor that fit to the criteria. internal consistency also could be measured by using average variance extracted (ave). the ave’s recommended value was >0,5. based on the data on table 4, it was found that all factors or dimensions in self-concept instrument had good reliability. calculation of cr (construct reliability) and ave (average variance extracted) the following are cr dan ave formulas (ghozali & fuad, 2005): convergent and discriminant validity the convergent validity is how far a measurement positively correlated with other measurement that measured the same construct. in reflective measurement model, the indicator or item of construct treated as different measurement that measure the same construct. consequently, items that were the indicator of a construct should gather (converge) or share a high proportion of variant. an instrument had fulfilled convergent validity if it fulfilled the requirement (a) load factor ave ≥ 0,5 (b) composite reliability value (cr) ≥ 0,7 and average variance extracted (ave) ave ≥ 0,5 (ingarianti and purwono, 2019). based on the load factor, the value of cr and ave could be identified: 1) the perceptual component, 2) the conceptual component, and 3) the attitudinal component factor or dimension that fulfilled the convergent validity. table 3. model accuracy parameter category fit parameter output criteria information absolute fit chi square p-value 0.007 output ≥ 0.05 unfit goodness of fit index (gfi) 0.958 output ≥ 0.90 fit root mean square error of approximation (rmsea) 0.066 output ≤ 0.08 fit normed fit index (nfi) 0.953 output ≥ 0.9 fit incremental fit index (ifi) 0.976 output ≥ 0.9 fit incremental fit comparative fit index (cfi) 0.976 output ≥ 0.9 fit tucker-lewis index (tli) 0.967 output ≥ 0.9 fit 200 | jisae. volume 6 number 2 september 2020. category fit parameter output criteria information adjusted goodness of fit index (agfi) 0.958 output ≥ 0.9 fit parsimonious fit parsimonious normal fit index (pnfi) 0.680 0,60 – 0,90 fit picture 1. plot model table 4. cr dan ave values indicator variable λ error λ2 cr ave p1 0.691 0.522 0.478 0.7 0.5 p2 0.697 0.514 0.486 p3 0.681 0.536 0.464 total 2.069 1.572 1.427 c1 0.748 0.441 0.560 0.7 0.5 c2 0.708 0.498 0.501 total 1.456 0.939 1.061 a1 0.775 0.400 0.600 0.8 0.6 a2 0.723 0.478 0.523 a3 0.718 0.485 0.516 total 2.216 1.363 1.639 table 5. residual covariance 95% confidence interval indicator estimate std. error z-value p lower upper std. est. (all) p1 0.623 0.066 9.369 < .001 0.493 0.753 0.522 p2 0.671 0.072 9.333 < .001 0.530 0.811 0.514 p3 0.699 0.074 9.432 < .001 0.554 0.844 0.536 c1 0.556 0.062 8.936 < .001 0.434 0.678 0.441 c2 0.587 0.063 9.258 < .001 0.462 0.711 0.498 a1 0.539 0.062 8.649 < .001 0.417 0.661 0.400 201 | jisae. volume 6 number 2 september 2020. a2 0.617 0.067 9.151 < .001 0.484 0.749 0.478 a3 0.678 0.074 9.187 < .001 0.533 0.822 0.485 discriminant validity is how far a construct becomes different with the other constructs. it means, a latent variable should explain the variant better or higher than variant found in other latent variables. therefore, the load factor from indicator in latent variable should be higher than the load factor of all latent variables. one of the ways to test the discriminant validity is to compare the ave with the square of the correlation between the two constructs. discriminant validity is achieved if the ave square root value is greater than the correlation among the constructs. based on the data in table 5, it is known that all three dimensions in ccm meet discriminant validity. conclusion the aim of this research is to do confirmatory factor analysis toward self-concept instrument, so it can be used in indonesia. based on the result of cfa, it can be concluded that self-concept model consists of three dimensions: 1) the perceptual component, 2) the conceptual component, and 3) the attitudinal component. it shows that self-concept has validity evidence of internal structure. meanwhile, self-concept has validity evidence of convergent and discriminant. the reliability of self-concept is considered good, so it will give relatively consistent result when there is re-measurement. reference astuti, r. d. (2014). identifikasi faktor-faktor yang mempengaruhi konsep diri siswa sekolah dasar negeri mendungan i yogyakarta [universitas negeri yogyakarta]. https://eprints.uny.ac.id/14425/1/skripsi.pdf burns, r. b. (1993). konsep diri : teori pengukuran, perkembangan dan perilaku / r.b. burns;terjemah, eddy. arcan. ghozali, i., & fuad. (2005). structural equation modeling, teori, konsep & aplikasi dengan program lisrel 8.54. badan penerbit universitas diponegoro. hair, j.f., b., w.c., b., & b.j.anderson, r. e. (2010). multivariate data analysis. maxwell macmillan international editions. hendriati, a. (2006). psikologi perkembangan: pendekatan ekologi kaitannya dengan konsep diri dan penyesuaian diri pada remaja. pt. refika aditama. hendriati, a. (2009). psikologi perkembangan. pt. refika aditama. hurlock, e. (1979). personality development (1st editio). megraw-hill kogakusha. ingarianti, t. m., & purwono, u. (2019). adaptasi instrumen komitmen karier sebagai occupational commitment atau pertumbuhan karier individu , yaitu berupa semakin berkembang dari waktu ke waktu . dalam kehidupannya ( pada perawat ). 18(2), 199–217. jalaluddin, r. (2007). psikologi komunikasi (3rd ed.). pt remaja rosdakarya. martorell, g., paplia, d., & feldman, r. (2014). child’s world: infancy through adolescence 13th edition (13th ed.). mcgraw-hill publishing. nugraha, a. a. (2018). developing attitudes on global awareness instrument of senior high school’s students. jisae: journal of indonesian student assesment and evaluation, 4(2), 38–59. https://doi.org/10.21009/jisae.042.04 prawoto, y. b. (2010). hubungan antara konsep diri dengan kecemasan sosial pada remaja 202 | jisae. volume 6 number 2 september 2020. kelas xi sma kristen 2 surakarta. universitas sebelas maret. puspasari, a. (2007). mengukur konsep diri anak. pt. alex media komputindo. santoso, a. (2014). mis-interpretasi nilai p. manasa, 3(1), 10–32. sarwono, j. (2013). statistika multivariat aplikasiuntuk riset skripsi. andi. soemanto, w. (1990). psikologi pendidikan : (landasan kerja pemimpin pendidikan). rineka cipta. subaryana. (2015). konsep diri dan prestasi belajar. jurnal dinamika pendidikan dasar, 7(2), 21–30. 120 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 8 no 2 (2022) website : http://journal.unj.ac.id/unj/index.php/jisae bernadine ajeng indriasari, universitas katolik musi charitas abstract this research aims to know the suitability of fourth-grade students' books based on the 2013 curriculum theme pahlawanku subtheme pahlawanku kebanggaanku on lesson five with core competencies, learning objectives, indicators, materials, tools, and learning resources. this section is the eleventh of eighteen fragments of an analysis of fourthgrade students' book on the theme pahlawanku. this research uses a qualitative descriptive method, which analyzes students' books in fourth grade and then discusses the suitability according to the ministry of education and culture rule and the implementation of curriculum 2013. the result showed that 1) lesson five corresponds with core competencies; 2) there is an indicator on lesson five to narrow for ppkn subject; 3) lesson five corresponds with learning objectives; 4) there is learning activity not corresponding to lesson five; 5) there are some materials to narrow on lesson five; and 6) lesson five corresponding with tools and learning resources. keywords: analyze, student book, curriculum 2013 address for correspondence: indriasari@ukmc.ac.id. jl. bangau no. 60 palembang introduction learning resources can be interpreted as everything that can be utilized to help achieve the learning goal. according to waste, quoted by prastowo (2014: 126), learning resources are divided into two kinds: (1) learning resources by utilization and (2) learning resources by design. learning resources are utilized in everything around us that can be utilized for learning purposes—examples: newspapers, television broadcasts, markets, museums, zoos, mosques, and religious leaders. at the same time, the source of learning is designed as a learning resource that is intentionally planned and made to achieve specific learning goals. examples: package books, worksheets, modules, manuals, transparencies, films, encyclopedias, brochures, strip films, slides, and videos. textbooks or commonly known as a book, are the most commonly used learning resources. textbooks are learning resources designed deliberately to achieve specific learning goals. achievement of learning objectives carried out through learning activities every day. the learning activities delivered learning materials often referred to as teaching materials. this collection of materials is usually the content of the textbook. the teaching materials themselves have specific criteria in the selection. quality criteria of teaching materials include feasibility (validity), practicality, and effectiveness (furidaniyah and mersigit, 2012). eligibility criteria refer to the validity of a material to be displayed. the material must be completely valid and validated. practical criteria are easily understood in the material. effective criteria mean that material must be able to give a deep impression when taught. on july 15, 2015, a new curriculum was introduced, the curriculum 2013. implementing curriculum 2013 in elementary school is conducted in the first, second, fourth, analysis of lesson five. elevent fragment of analysis of fourth grade students’ book based on 2013 curriculum theme pahlawanku subtheme pahlawanku kebanggaanku http://journal.unj.ac.id/unj/index.php/jisae 121 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 and fifth grades (bnsp: 2014). in connection with this, the ministry of national education and culture, in cooperation with the center of curriculum and books (puskurbuk), has published a book based on curriculum 2013 based on teacher books and student books. the 2013 curriculum-based package book is expected to help students achieve learning purposes. however, after its use for two years, the textbooks that puskurbuk published did not meet the demands in curriculum 2013. the statement by harta is disclosed in an article on 5 october 2013 on the official website kompasiana. "this book (red: student book) in meeting the curriculum of the 2013 curriculum that the book should be work based (seen from the teacher's book) because the student's book contains the theory." "there are a lot of misconceptions and obscure concepts .....". another article found complaints related to core competence (kd) and indicators. "there is a kd in the syllabus, and the book curriculum 2013 is not under the ministerial regulation ..... there is kd that is not contained in the syllabus or book curriculum 2013 ... kd charge per subprocessor is not proportional .. weak in understanding kd and formulating indicators .. . "this statement was delivered by practica on october 22, 2014, on the official website kompasiana. minister of education and culture anies baswedan, in an article on the official site of sindo newspaper, revealed that "...... mistakes are so severe, such as not synchronizing kd material with what is in the hands of students." curriculum observers, retno listysarti also revealed the similar in the same article "..... between the syllabus document, kd and the book is out of sync." this study aimed to determine the suitability of fourth-grade students' books based on the 2013 curriculum on the theme "pahlawanku" with kd, indicators, activities, materials, tools, and learning resources. conformities and non-conformities found will be used to provide consideration for improvement for various related parties. the fourth-grade student's book based on the 2013 curriculum on the theme "pahlawanku" is divided into three subthemes with six lessons in each sub-theme. this article is limited to fourth-grade students' books based on the 2013 curriculum on the theme "pahlawanku" sub-theme 2 "pahlawanku kebanggaanku" in lesson five. this article is the eleventh part of eighteen articles from this research. method this research uses a descriptive qualitative method by analyzing the contents of documents related to the research problem, namely: the fourth-grade student's book theme "pahlawanku" subtheme "pahlawan kebangganku" on lesson five based on curriculum 2013 and the fourth-grade teacher's book theme "pahlawanku" subtheme "pahlawan kebangganku" on lesson five based on curriculum 2013. analysis refers to the regulation of the minister of education and culture national no. 65 the year 2013 on standard process of primary and secondary education, attachment of regulation of minister of national education and culture no. 67 of 2013 on the basic framework and curriculum structure of elementary school / madrasah ibtidaiyah, regulation of the minister of national education and culture no. 11 of 2005 on textbook lessons, law no. 20 of 2003 on national education system, articles related to the implementation of curriculum 2013 and official articles from the bsnp website. the variables in this study are core competencies incompatibility, indicators, objectives, activities, materials, tools, and learning resources in the fourth-grade student's book based on curriculum 2013 on the theme of "pahlawanku" subtheme "pahlawan kebangganku" on lesson five. data is collected through the following steps. the first thing researchers do is to create a suitability analysis format along with a description of conformity. furthermore, the researcher collects research documents in the form of fourth-grade student's book theme "pahlawanku" subtheme "pahlawan kebangganku" in lesson five, teacher's book grade iv theme "pahlawanku" subtheme" pahlawan kebangganku" on lesson five, regulation of minister of national education and culture no. 65 the year 2013 122 on standard process of primary and secondary education, regulation of minister of education and national culture no. 67 of 2013 on basic framework and structure of elementary school curriculum / madrasah ibtidaiyah, regulation of the minister of national education and culture no. 11 of 2005 on textbook lessons, law no. 20 of 2003 on national education system, articles related to the implementation of curriculum 2013, and articles from the official website of bsnp. after the required documents are collected, the researcher begins to analyze the suitability and incompatibility of each core competencies, indicators, objectives, activities, materials, tools, and learning resources in each lesson in a fourth-grade student book based on the curriculum 2013 "pahlawanku" theme, referring to the official documents collected earlier. after the analysis is done, compliance and non-conformity are sorted. the incompatibility of each learning is collected and tabulated in three tables according to each subtheme of the lesson. table 1. assessment grid domain primary attention description core competency 1. core competencies used in learning. 1. core competencies are the actual core competencies of the subject. 2. i am numbering core competencies as stated in curriculum 2013. 2. compatibility of core competencies mapping. 1. hierarchical based on the concept of science or the degree of difficulty of the matter. 2. core competencies related based on teaching materials, and themes, both in one subject and between lessons. indicators 1. indicators of each lesson. 1. meet the demands of core competencies. 2. hierarchy is based on the level of competence to be achieved. depart from bloom's c1-c6 taxonomy. 3. includes measurable competencies. 4. i am using active verbs. 2. the order of indicator usage of each core competency hierarchical based on the level of competence to be achieved. depart from bloom's c1-c6 taxonomy. 3. compliance indicators with core competencies indicators include competencies in core competencies learning objectives conformity of learning objectives with predefined indicators. 1. objectives include components in the indicator 2. use a phrase that describes the indicators specifically. learning activities the suitability of learning activities with goals that will be achieved 1. learning activities accommodate all learning objectives. 2. the flow of activity is apparent. 3. following the scientific learning step. material 1. material compatibility with learning objectives. 1. materials meet the demands of learning objectives, not widened and not narrowed. 2. the order of presentation of the material in accordance with the learning activities. 2. material depth of each meeting 1. the portion of the presentation of the material according to the degree of difficulty of the material. 2. the presentation of materials following the needs of learning activities does not depend on the availability of materials from other sources. tools and learning resources 1. the types of learning tools and resources that are used to support learning the presence or absence of supporting tools and resources. 2. conformity of learning tools and resources with learning materials. tools and resources support the delivery of material. 3. the suitability of learning tools and learning resources with learning activities. tools and resources facilitate learning activities. 123 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 the following is the format of the suitability analysis of fourth-grade students book based on curriculum 2013 theme "pahlawanku" subtheme “pahlawanku kebangganku” on lesson five. table 2. format analysis subtheme : lesson learned : no section to be analyzed the results of the analysis conformity non-conformity 1 core competencies 2 indicators 3 learning objectives 4 learning activities 5 materials 6 learning tools and resources results and discussion tabel 3. analysis result of fourth grade students’ book theme “pahlawanku” subtheme “pahlawanku kebangganku” on lesson five. lesson 5 discrepancy 1. indicators of ppkn subject need to add according to kd. 2. learning materials about flag ceremonies do not appear. 3. learning materials about obligation do not appear. lesson five on the theme “pahlawanku”, the sub-theme “pahlawanku kebanggaanku” consists of ips, ppkn, bahasa indonesia and sbdp subjects. the mapping is based on the explanation in the general guidelines for ktsp by bsnp (2006:15). sk, which in the 2013 curriculum is called core competencies (ki), needs to be studied by taking into account the following: (1) the order based on the hierarchy of concepts of disciplines and the level of difficulty of the material, does not always have to be following the order in the content standards (si); (2) the relationship between sk and kd subjects; and (3) the relationship between sk and kd between subjects. although the discussion of the bsnp article refers to the use of the 2006 ktsp, in principle, the kd mapping must be presented following the relevance and difficulty level of the material between subjects. ips subjects using kd 3.1 and 4.1 contain materials about ir. soekarno. ppkn subject using kd 3.2 and 4.2 contains material about flag ceremony and value of flag ceremony. bahasa indonesia subject using kd 3.5 and 4.5 contain material about getting, processing, and serving information from text. sbdp subject using kd 3.2 and 4.5 contain material about the tone and sound of hari merdeka song. 124 figure 1. mapping of competencies and indicators of lesson five table 3 shows the results of the analysis of students' books in lesson five. point 1 states that the indicators for ppkn subjects should be added according to the kd. ppkn subjects use kd 3.2 and 4.2. kd 3.2 reads to understand the rights and obligations of citizens in everyday life at home, school, and in society. kd 4.2 reads carrying out obligations as citizens in the home, school, and social environment. there are three indicators used: 1) explaining the obligations during the flag ceremony, 2) explaining the importance of carrying out ceremonial obligations, and 3) telling about his experience doing the task in the flag ceremony. in the indicators, it can be seen that the limitation of the material is only the obligation of the flag ceremony in the scope of the school. while following the breadth of kd, indicators are expected to cover the home, school, and community environment. if it is limited to the scope of the school, there are many types of obligations that students can carry out in the school environment. so it is necessary to add indicators following the scope of kd. point 2 in table 3 of the analysis results states that the presentation material section on the importance of the flag ceremony does not appear. the presentation of material about the flag ceremony only appears in a short dialogue on the student book, pages 68-69. meanwhile, in the learning objectives of point 6, students are expected to be able to explain the importance of the flag ceremony in detail. thus, it is necessary to add material that contains the importance of the flag ceremony for students and its value. the analysis of lesson five at point 3 in table 3 shows that the material on obligations does not appear much. in the learning objectives of point 7, students are expected to carry out the obligations of the flag ceremony correctly. the material that emerged was about 125 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 attitudes during the flag ceremony. thus the material provided is not following the learning objectives set. figure 2. learning objectives of lesson five conclusion based on the discussion, conclusions can be drawn. 1. the learning activity of lesson five corresponds with core competencies. 2. indicators of ppkn subject on lesson five do not correspond with core competencies. the indicators are to narrow according to the scope of core competencies. 3. the learning activity of lesson five corresponds with the learning objectives. 4. there are learning objectives that do not appear in learning activities. 5. there are some materials to narrow down on lesson five. this matter is according to point four, where one of the learning objectives does not appear in learning activities. 6. the learning activity of lesson five corresponds with tools and learning resources. based on this conclusion, we can deduce that some problems from this book should be repaired. researchers suggest improvement of fourth-grade students' books according to the conclusion. researchers also suggest that teachers who use this book for learning guidance must carefully ensure the suitability of materials and learning activities. the teacher can also use another learning resource to complete any matter of this book. reference alamsari. 2013. “menanti implementasi kurikulum 2013”. mgmp bahasa indonesia. rabu, 18 desember 2013. www.oganilir.com, diakses pada tanggal 29 november 2014. alawiyah, faridah. 2014. kesiapan guru dalam implementasi kurikulum 2013. pusat pengkajian, pengelohan data dan informasi (p3di), hal. 9. bsnp. 2006. panduan penyusunan kurikulum tingkat satuan pendidikan jenjang pendidikan dasar dan menengah. jakarta: bsnp. bsnp. 2014. pemaparan wakil menteri pendidikan nasional di jakarta, 14 januari 2014. 126 desta, mahesa pranata. 2013. pengaruh sumber belajar terhadap prestasi belajar siswa pada mata pelajaran akuntansi universitas pendidikan indonesia. www.perpustakaan.upi.edu, diakses pada tanggal 5 januari 2015. e-journal bina darma. analisi buku teks. www.eprints.binadarma.ac.id. harta, idris. 2013. kesalahan buku matematika smp kurikulum 2013. 5 oktober 2013. www.kompasianaedu.com. ibrahim & syaodih. 2010. perencanaan pengajaran. jakarta: rineka cipta. imam, taufik. 2011. perencanaan pembelajaran. bandung: pt remaja rosdakarya. inlow, gail m. 1966. the emergent in curriculum. new york: john willey. kementrian pendidikan dan kebudayaan. 2014. pahlawanku. buku guru-edisi revisi. jakarta: kementrian pendidikan dan kebudayaan. kementrian pendidikan dan kebudayaan. 2014. pahlawanku. buku siswa-edisi revisi. jakarta: kementrian pendidikan dan kebudayaan. kurniasih & sani. 2014. panduan membuat bahan ajar. buku teks pelajaran sesuai dengan kurikulum 2013. surabaya: kata pena. linggasari, yohannie. tim evaluasi kurikulum 2013 temukan dua masalah utama. 22 januari 2015. www.cnnindonesia.com. mat bodok, ed: sudarwan. 2013.” masih banyak guru di oki belum paham kurikulum 2013. senin, 29 september 2014. www.sripoku.com, diakses pada tanggal 29 november 2014. peraturan menteri pendidikan dan kebudayaan nasional no. 56 tahun 2013 tentang standar proses pendidikan dasar dan menengah. peraturan menteri pendidikan dan kebudayaan nasional no. 67 tahun 2013 tentang kerangka dasar dan struktur kurikulum sekolah dasar/ madrasah ibtidaiyah. peraturan menteri pendidikan dan kebudayaan nasional no. 11 tahun 2005 tentang buku teks pelajaran. prastica, herna selvia. implementasi kurikulum 2013 menyelamatkan kebijakan vs menyelamatkan anak didik. 22 oktober 2014. www.kompasianaedu.com, diakses tanggal 29 oktober 2014. prastowo, andi. 2014. pengembangan bahan ajar tematik. tinjauan teoretis dan praktik. jakarta: kencana. ramly, ishak. 2004. inilah kurikulum sekolah. malaysia: pts media group. sudjana & rivai. 2003. teknologi pengajaran. bandung: cv sinar baru. sugiyono. 2012. metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. sukmadinata, nana syaodih. 2005. pengembangan kurikulum, teori, dan praktek. bandung: pt remaja rosdakarya. syaodih, nana. 2010. metode penelitian pendidikan. bandung: pt remaja rosdakarya. tim pengembang ilmu pendidikan fip-upi. 2009. ilmu dan aplikasi pendidikan. bagian i: ilmu pendidikan teoretis. bandung: pt imtima. undang-undang no. 20 tahun 2003 tentang sistem pendidikan nasional. warsita, bambang. 2008. teknologi pembelajaran, landasan dan aplikasinya. jakarta: rineka cipta. zubaidah, nenen. 2014. kurikulum 2013 terlalu dipaksakan. 20 november 2014. www.sindonews.com, diakses tanggal 29 november 2014. table of contents 78 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 8 no 1 (2022) website : http://journal.unj.ac.id/unj/index.php/jisae classroom assessment practices: an evaluation of basic education school teachers yar zar chit1*, lu san2 1lecturer, department of educational psychology, sagaing university of education, myanmar 2senior teacher, no. (8) basic education high school, myitkyina township, myanmar abstract this study aimed to investigate the classroom assessment practices of teachers in myitkyina township, myanmar. a total of 237 teachers from basic education high schools in myitkyina township participated in this study. descriptive research design and survey method were used. an instrument: teachers’ classroom assessment practices questionnaire was used to collect the required data. the internal consistency was  =0.87. according to the results, the sample mean (193.22) is larger than the theoretical mean (141). then, it was found that there were significant differences in teachers’ using performance assessment and non-achievement-based grading by gender. similarly, in the comparison of teachers’ assessment practices by subject, mean score of science teachers was highest and that of art teachers was lowest. moreover, in the comparison of teachers’ assessment practices by position, mean score of senior teachers was highest and that of primary teachers was lowest in assessment practices. similarly, in the comparison of teachers’ assessment practices by service, mean score of teachers who have above 30-year service was highest. finally, this study hopes that the school administrators can get the ideas to recover and promote the teachers’ classroom assessment practices with the cooperation of the experts. keywords: classroom assessment, assessment practice, performance assessment. address for correspondence: yarzar02@gmail.com orcid: https://orcid.org/0000-00023638-5112 ) introduction learning is the ultimate dependent variable in education. everything done in the name of education impacts positively or negatively on learning. it is through assessment that learning and hence quality of education is defined. any improvement in these depends ultimately on the quality of and improvement in assessment. just like the physicians cannot have effective practice without good assessment, teachers cannot have effective teaching without skills related to good assessment (nenty, 2005). assessment is at the heart or center of all educational activities and every activity in education looks on to assessment to establish its validity and effectiveness. the quality of assessment bears on the quality of educational inputs, processes and products and hence on the quality of education enjoyed by the society (as cited in maina, 2014). classroom assessments practices of teachers connect curriculum, instructional mechanism and students learning outcomes, which is one of the essential elements of teaching learning process. teachers use classroom tests, presentations, questions answer sessions, projects, and group activities to enhance student’s learning. these practices enable students to practice learning contents, develop thinking patterns, activate their neurons and enhance their confidence on attained skills and knowledge (as cited in hussain, shaheen, ahmad & islam, 2019). http://journal.unj.ac.id/unj/index.php/jisae mailto:yarzar02@gmail.com https://orcid.org/0000-0002-3638-5112 https://orcid.org/0000-0002-3638-5112 79 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 moreover, classroom assessment practices concentrate on the improvement of students learning and teachers’ teaching. the results of these practices provide evidences to teachers concerning students’ level of understanding, progress towards the desired goals and areas of students’ strengths and weakness (as cited in hussain, shaheen, ahmad & islam, 2019). further, research studies also showed that formal assessment techniques which include; written weekly/monthly term tests, presentations, individual projects and experiments has close relationship with students’ anxiety. on the contrary, informal assessment techniques which includes; rubrics, portfolios, group work and classroom discussion used in classroom assessment have positive contribution to students’ achievement. gronlund classified these tools into traditional and alternate types of tools. traditional tools such as objective type tests (mcqs, fill in the blanks, true false and matching items). these tools are traditional as it needs less time and difficulty level is low as compared to alternate tools-portfolio, observation and other performances type tests which ask for more time and are more complex in nature. results of studies revealed that students are intrinsically more motivated for alternate tools of assessment. the results also showed that majority of teachers carried out assessment practice without understanding these practices properly which negatively influence students’ achievement and teachers’ performances. therefore, experts demanded teachers for more sophisticated skills and knowledge of assessment practices (as cited in hussain, shaheen, ahmad & islam, 2019). if classroom assessment practices are not carried out in a manner suitable to the intended purpose, they will not provide healthy feedback about the teaching and learning process. often, teachers tend to devote more time to teaching strategies, teaching materials, and planning materials as they focus on reflecting and teaching content in teaching processes. this leads teachers to have more tendency to be organized and ready than to focus on their students’ prior knowledge, experiences and personal information. furthermore, because the teachers focus most of their time and energy on developing curriculum content and reaching achievements, their target is to satisfy learning expectations for the relevant subject area as opposed to focusing on the individual achievements of the students (gallavan, 2009). classroom assessments are helpful at this point and serve to facilitate the progression of the teaching process in a controlled way. these assessment practices are constantly seeking ways to create evidence for student learning, and the end result is that evidence is used to better adapt the leaning needs of students (as cited in erdol, & yildizhi, 2018). in this present age, education should develop and change. according to conlon (2008), for survival in the 21 st century, people expect all teachers to teach all students how to think and communicate effectively, and they need to assess these skills and benchmark expectations to what the world will require of our high school graduates (as cited in maina, 2014). and this needs to happen every day in every class and at all grade levels. if teachers in myanmar do this in all of their schools, while also stimulating curiosity and imagination, then all students will have the skills they need to get and keep a good job and be a contributing citizen, while our country will have a workforce that can continually produce innovations. an economy based on innovation will be more competitive and successful than any other in the 21 st century. this study contributes in the area of teaching and assessment to would be teachers and school administrators. it also helps in exploring various approaches of assessment in relation to students learning; raising awareness about different paradigms of classroom assessment. this study also hopes to contribute to more empirical knowledge on assessment practices. 80 aims of the study: the main aim of this study is to investigate teachers’ classroom assessment practices in basic education schools from myitkyina township. the specific objectives are as follows. 1. to examine the teachers’ classroom assessment practices 2. to compare the teachers’ classroom assessment practices by school and subject. 3. to compare the teachers’ classroom assessment practices by teaching experience and position. method samples: the sample for this research was selected from myitkyina township in upper myanmar by using stratified random sampling technique. the participants were totally 237 teachers from 6 basic education high schools (male = 11 and female = 226). research method: in this study, descriptive research design and survey method were used. instrument: teachers’ classroom assessment practices questionnaire was used to evaluate the participants’ assessment practices in the classroom. this questionnaire was developed by zhang, z. & burry-stock, j.a. (1994) and consisted 47 items. it comprises six subscales. they are using paper-pencil tests (upp) (12), standardized testing, test revision, and instructional improvement (stri) (9), communicating assessment results, ethics, and grading (comeg) (10), using performance assessment (upa) (6), nonachievement-based grading (ng) (5), ensuring test validity and reliability (etvr) (5). the scale applied five-point rating-scale. the choices were 1 = not at all used, 2 = seldom use, 3 = used occasionally, 4 = used often, and 5 = used very often. the internal consistency was = 0.87. results descriptive statistics of teacher’s classroom assessment practices according to table 1, the sample mean (193.22) is larger than the theoretical mean (141). therefore, it can be said that the teachers from myitkyina township possess good assessment practices. among the subscales, mean percentage of teachers’ using performance assessment was highest (88.3%). however, using paper-pencil tests was lowest (72.22%). therefore, it can be concluded that the teachers rarely used paper-pencil tests than other assessment types. it may be due to the fact that teachers used paper-pencil tests only in chapter end test and final examination and they used alternative assessments such as performance assessment in their regular classes. table 1 descriptive statistics for teacher’s classroom assessment practices number of items mean std. deviation mean percentage using paper-pencil tests 12 45.33 5.673 72.22% standardized testing, test revision and instructional improvement 9 37.59 4.853 83.53% communicating assessment results, ethics and grading 10 41.40 4.642 82.8% using performance assessment 6 26.49 2.975 88.3% nonachievement-based grading 5 20.42 3.914 81.68% ensuring test validity and reliability 5 21.98 2.857 87.92% overall assessment practices 47 193.22 18.583 comparisons of male and female teacher’s classroom assessment practices 81 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 to find out gender differences in teachers’ assessment practices, descriptive analysis was made. the means and standard deviations of male and female teachers were reported in table 2. table 2 descriptive statistics for teacher’s classroom assessment practices by gender gender n mean std. deviation using paper-pencil tests male 11 44.45 7.271 female 226 45.37 5.600 standardized testing, test revision and instructional improvement male 11 36.18 4.579 female 226 37.66 4.865 communicating assessment results, ethics and grading male 11 39.73 3.952 female 226 41.48 4.665 using performance assessment male 11 24.00 2.966 female 226 26.62 2.928 nonachievement-based grading male 11 18.36 2.541 female 226 20.52 3.945 ensuring test validity and reliability male 11 21.64 3.295 female 226 22.00 2.841 overall assessment practices male 11 184.36 17.750 female 226 193.65 18.552 table 2 also showed that there was slight difference in mean scores by gender in teachers’ assessment practices. again, to find out difference significantly, independent samples t test was used. it was reported in table 3. table 3 independent samples t test results for teacher’s classroom assessment practices by gender variable t df p using paper-pencil tests -.523 235 .602 standardized testing, test revision and instructional improvement -.986 235 .325 communicating assessment results, ethics and grading -1.226 235 .221 using performance assessment -2.891** 235 .004 nonachievement-based grading -1.794* 235 .020 ensuring test validity and reliability -.412 235 .681 overall assessment practices -1.624 235 .106 note. ** the mean difference is significant at 0.001 level. * the mean difference is significant at 0.05 level. according to table 3, it was found that there were significant differences in teachers’ using performance assessment and non-achievement-based grading by gender. therefore, it can be concluded that female teachers better used performance assessment and nonachievement-based grading than male teachers. comparison of teacher’s classroom assessment practices by subject table 4 showed the comparison of teachers’ assessment practices by subject. in assessment practices, mean score of science teachers is highest and that of art teachers is lowest. it may be due to the fact that science has many practical tasks and so many alternative assessments can be applied while art comprises of literatures and so it emphasizes more on traditional assessments. to be clearer, a bar graph is shown in figure 1. 82 table 4 mean comparisons of teacher’s classroom assessment practices by subject subject number assessment practices mean std deviation science 66 196.24 17.08 art 82 191.44 17.43 science+art 89 192.62 20.52 figure 1 mean comparison of teachers’ classroom assessment practices by subject comparisons of teacher’s classroom assessment practices by position table 5 showed the comparison of teachers’ assessment practices by position. in assessment practices, mean score of senior teachers is highest and that of primary teachers is lowest. therefore, the teachers from high grade classes more follow assessment practices than others. it may be due to the fact that content areas are becoming extensive when the grades become high. to be clearer, a bar graph is shown in figure 2. table 5 mean comparisons of teacher’s classroom assessment practices by position position number assessment practices mean std. deviation primary teacher 53 192.06 21.27 junior teacher 115 193.25 17.71 senior teacher 69 194.06 18.04 83 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 figure 2 mean comparison of teachers’ classroom assessment practices by position comparisons of teacher’s classroom assessment practices by service table 6 showed the comparison of teachers’ assessment practices by teacher’s service. in assessment practices, mean score of teachers who have above 30-year service is highest. therefore, it can be said that teachers who have above 30-year service are more practiced classroom assessments than other teachers. this may be due to the fact that the experienced teachers have a lot of knowledge about classroom assessment and so they can also apply the appropriate assessment types in accordance with the student’ ability and the nature of subjects. to be clearer, a bar graph is shown in figure 3. table 6 mean comparisons of teacher’s classroom assessment practices by service service number assessment practices mean std. deviation below 10 years 35 192.83 18.38 11-20 years 113 193.73 17.96 21-30 years 52 191.75 21.33 above 30 years 37 194.08 17.11 figure 3 mean comparison of teachers’ classroom assessment practices by service 84 conclusion and discussion classroom assessment embraces a broad spectrum of activities from constructing paper-pencil tests and performance measures, to grading, interpreting standardized test scores, communicating test results, and using assessment results in decision-making. when using paper-pencil tests and performance measures, teachers should be aware of the strengths and weaknesses of various assessment methods, and choose appropriate formats to assess different achievement targets (stiggins, 1992). the main aim of this study is to investigate teachers’ classroom assessment practices in basic education schools from myitkyina township. it was found that the teachers from myitkyina township possess good assessment practices. the teachers rarely used paperpencil tests than other assessment types. it may be due to the fact that teachers used paperpencil tests only in chapter end test and final examination and they used alternative assessments such as performance assessment in their regular classes. again, it can be concluded that female teachers better used performance assessment and non-achievement-based grading than male teachers. according to the comparison of teachers’ assessment practices by subject, in assessment practices, mean score of science teachers is highest and that of art teachers is lowest. it may be due to the fact that science has many practical tasks and so many alternative assessments can be applied while art comprises of literatures and so it emphasizes more on traditional assessments. in the comparison of teachers’ assessment practices by position, the teachers from high grade classes more follow assessment practices than others. it may be due to the fact that content areas are becoming extensive when the grades become high. when the teachers’ assessment practices are compared by teacher’s service, it can be seen that teachers who have above 30-year service are more practiced classroom assessments than other teachers. this may be due to the fact that the experienced teachers have a lot of knowledge about classroom assessment and so they can also apply the appropriate assessment types in accordance with the student’ ability and the nature of subjects. investigations of teachers’ assessment practices revealed that teachers were not well prepared to meet the demand of classroom assessment due to inadequate training. problems were particularly prominent in performance assessment, interpretation of standardized test results, and grading procedures. when using performance measures, many teachers did not define levels of performance or plan scoring procedures before instruction, nor did they record scoring results during assessment. in terms of standardized testing, teachers reported having engaged in teaching test items, increasing test time, giving hints, and changing students’ answers (zhang & burry-stock, 2003). teachers also had trouble interpreting standardized test scores and communicating test results. many teachers incorporated non-achievement factors such as effort, attitude, and motivation into grades and they often did not apply weights in grading to reflect the differential importance of various assessment components. despite the aforementioned problems, most teachers believed that they had adequate knowledge of testing and attributed that knowledge to experience and university coursework (zhang & burry-stock, 2003). therefore, based on the literature and the research findings, the following suggestions would be given: a) teachers need to use and practice their own assessment skills in their classroom which were trained and well equipped in their respective teacher trainings. 85 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 b) teaches should be helped and guided by seniors and school administrators to do the assessment practices in accordance with the grade levels and content areas they are required to teach. c) township education officers, deputy township education officers, assistant township education officers, heads and deans should continuous monitor to teachers’ assessment practices in classroom. d) records for teachers’ classroom assessments should be maintained. e) staff development and knowledge sharing program (eg., lesson study) should be occasionally held. f) awareness about changes in grading system should be given. therefore, assessment is the feedback mechanism for improving classroom learning. by improving teachers’ assessment practices, classroom learning can be improved. references erdol, t. a., & yildizli, h. (2018). classroom assessment practices of teachers in turkey. international journal of instruction, 11(3), 589-590. gallavan, n. p. (2009). developing performance-based assessments, grades k-5. california: corwin press. hussain, s., shaheen, n., ahmad, n., & islam, u. (2019). teachers’ classroom assessment practices: challenges and opportunities to classroom teachers in pakistan. xiv 87-89. retrieved from https://www.researchgate.net/publication/331669191_ maina, g. f. (2014). classroom assessment practices in kenyan secondary schools: teacher perspective. retrieved from http://erepository.uonbi.ac.ke/bitstream/handle/11295/77686/gichuru_classroom%2 0assessment%20practices%20in%20kenyan%20secondary%20schools%20teacher%2 0perspective.pdf?sequence=3&isallowed=y nenty, h. j. (2005). assessment as a partner in primary and secondary school teaching in african schools. journal of the botswana educational research association, 13(1&2), 3347. stiggins, r. j. (1992). high quality classroom assessment: what does it really mean? educational measurement. issues and practice, 11(2), 35–39. zhang, z. & burry-stock, j. a. (2003). classroom assessment practices and teachers’ selfperceived assessment skills. applied measurement in education, 16(4), 323-342. zhang, z., & burry-stock, j. a. (1994). assessment practices inventory. tuscaloosa, al: the university of alabama. https://www.researchgate.net/publication/331669191_ http://erepository.uonbi.ac.ke/bitstream/handle/11295/77686/gichuru_classroom%20assessment%20practices%20in%20kenyan%20secondary%20schools%20teacher%20perspective.pdf?sequence=3&isallowed=y http://erepository.uonbi.ac.ke/bitstream/handle/11295/77686/gichuru_classroom%20assessment%20practices%20in%20kenyan%20secondary%20schools%20teacher%20perspective.pdf?sequence=3&isallowed=y http://erepository.uonbi.ac.ke/bitstream/handle/11295/77686/gichuru_classroom%20assessment%20practices%20in%20kenyan%20secondary%20schools%20teacher%20perspective.pdf?sequence=3&isallowed=y 16 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 7 no 1 (2021) website : http://journal.unj.ac.id/unj/index.php/jisae implementation of self-assessment to know the level of student's learning motivation in following online learning fadilah maharani1 bengkulu state islamic institute deta heriani2, bengkulu state islamic institute anisa fitri3, bengkulu state islamic institute ahmad walid4 4 bengkulu university abstract this study aims to determine the level of student learning motivation by applying self-assessment in participating in online learning, and to provide an objective description of how the student's learning motivation is. this research uses a quantitative approach with a survey method. the research was conducted at bengkulu state islamic institute involving 40 students in the natural science tadris study program. data collection techniques in this study used survey techniques with a likert scale. the survey is made on google form so that it is easily accessible to students. the data analysis technique used in this study is to calculate the percentage of data from each indicator, then interpret the data presentation score and analyze each indicator in depth. the results of this study indicate that the learning motivation of students of the tadris study program of natural science of the agam islam negeri bengkuli institute is good, it is obtained from the percentage score of the motivation which amounts to 78.83%. this research is expected to be an evaluation of various parties in organizing online learning in tertiary institutions, especially those involving motivation. keywords: self assessment, motivation, online learning address for correspondence: 1fdlhrani@gmail.com, 2annisafitri101@gmail.com, 3detaheriani@gmail.com, 4dongawalid19@gmail.com introduction the development of information technology has a major influence on changes in every field. one of them is changes in the field of education. technology can be used in teaching and learning activities, which can be said to be a change from conventional to modern (handayani, 2020). several studies show that technology has many positive effects on learning (khusniyah and hakim, 2019: 21). the internet has been integrated into a tool used to complement learning activities (martins, 2015) coronavirus is a family of viruses that causes diseases ranging from mild to severe symptoms, the type of coronavirus is known to cause diseases that can cause severe symptoms such as middle east respiratory syndrome (mers) and severe acute respiratory syndrome (sars) (ministry of health, 2020). standard recommendations to prevent the spread of infection are washing hands regularly using soap and clean water, applying cough and sneezing etiquette, avoiding close contact with anyone showing symptoms of respiratory illness such as coughing and sneezing. activities that involve groups of people are now starting to be limited, such as going to http://journal.unj.ac.id/unj/index.php/jisae mailto:fdlhrani@gmail.com mailto:annisafitri101@gmail.com mailto:detaheriani@gmail.com mailto:dongawalid19@gmail.com 17 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 school, working, worshiping and so on. the government has appealed to work, study and worship from home to reduce the number of patients exposed to covid-19. minister nadiem anwar makarim issued circular number 3 of 2020 on the education unit and number 36962 / mpk.a / hk / 2020 concerning the implementation of education in the emergency coronavirus disease (covid-19) so learning activities are carried out online in the context of prevention the spread of coronavirus disease (covid-19) (minister of education, 2020). with online learning students have the flexibility to study time, and can study anytime and anywhere, students can interact with the teacher using several applications such as classroom, video converence, telephone or live chat, zoom or via the whats app group (dewi, 2020.). online learning is often required to be more motivated because the learning environment usually relies on motivation and related characteristics of curiosity and self-regulation to involve the learning process (selvi, 2010). motivation to learn is a behavior in achieving goals that are driven by stimulation or passion from within a person (isnawati, nina. motivation is considered an important factor for successful learning, including in the online learning environment, so it is necessary to reconsider learning motivation in the learning support environment that uses technology) (harandi, 2015). online learning is very well known among the public and academics with the term online learning (online learning). another term that is very commonly known is learning distance (pohan, 2020).online learning is a distance education system with a set of teaching methods where there are teaching activities that are carried out separately from learning activities (mustofa et al., 2019). online learning provides benefits in helping to provide access to learning for everyone, thereby removing physical barriers as a factor for learning within the scope of the classroom, even if it is seen as something that is effective to be applied, especially in higher education (riaz, 2018). in his research, faza mentioned several assessment models that can be applied in the distance learning process, including online-based assessments, portfolio assessments, and self-assessments. self-assessment or self-assessment is an assessment method that gives students the opportunity to take responsibility for their own learning. therefore, educators can start the self-assessment process by giving students the opportunity to validate their own thoughts (ahmad, 2020). selfassessment is one of the alternative methods of assessment in the form of a process where students simultaneously create and undergo evaluation procedures, assess achievement their own criteria, which match their own learning goals and expectations. (hidayat, 2018). this research was conducted. this study aims to determine the level of student learning motivation by implementing self-assessment in participating in online learning, and to provide an objective description of how the student's learning motivation is.the aspects examined in this study are related to aspects of 8 indicators of learning motivation, namely concentration, curiosity, enthusiasm, independence, readiness, enthusiasm or encouragement, never giving up, and self-confidence (hamzah b. uno, 2009). methods this research uses quantitative research. quantitative research seeks to uncover universal truths and principles in the form of relationships between variables or phenomena (nenty, 2009). while this type of research uses a survey method. 18 survey research is seen as a method to describe quantitatively specific aspects of a particular population so that data collection is carried out on a group of people whose results can be generalized back into a particular population (pinsonneault & kraemer, 1993). the subjects of this study were 40 students of the natural science tadris study program at the bengkulu state islamic institute, who took part in online learning. the instrument used in this study used survey data. the survey is in the form of a questionnaire which is made on google form so that it is easily accessible to students. the survey that was made aimed to find out about student motivation in taking online learning, while the type of survey used a likert scale. the likert scale is used to measure attitudes, opinions, and perceptions of individuals or groups of people towards social phenomena (sugiyono, 2018). the likert scale table is presented below. table 1. likert scale assessment criteria scoring scale strongly agree agree fair / neutral disagree strongly disagree 5 4 3 2 1 meanwhile, the data analysis technique in this study was carried out by calculating the percentage of the scores that have been obtained, while the formula for calculating the percentage is as follows. % index formula = 𝑇 𝑥 𝑃𝑛 𝑌 𝑥 100 information : t : the total number of respondents who voted pn : choice of likert scores y : ideal score the percentage results that have been obtained are interpreted by the scores based on the following interval table. table 2. score interpretation criteria percentage information 0% 19.99% 20% 39.99% 40% 59.99% 60% 79.99% 80% 100% very poor not good enough good very good the results of the calculations above are the basis for analyzing in depth and concluding how the learning motivation of 5th semester students of the natural science tadris study program at the bengkulu state islamic institute in participating in online learning. results after conducting a survey of 40 students of the natural science tadris study program at the bengkulu state islamic institute, with details of 3 male students and 37 female students. the suvery results are obtained which are described in the table below. 19 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 table 3. survey results of student motivation in taking online learning indicator aspect percentage criteria concentration i always pay attention to the delivery of competencies 77.5% good i always understand the instructions given by the lecturer 77.5% good i always concentrate on teaching materials and materials 75.5% good i always listen carefully to every material explanation that is conveyed 78.5% good i always pay attention to lecturers' delivery and explanation 82% very good i always write down the material that is delivered during the learning process 71% good curiosity i am always interested in the material and materials conveyed 70.5% good i often ask questions about the material being taught 68.5% good spirit i am always passionate about conveying ideas and opinions during learning 74% good independence i am able to answer or do well on the assigned tasks 80.5% very good readiness i am always enthusiastic and ready to answer or work on assigned assignments 68% good enthusiasm or encouragement i have a desire to get the best score out of every assignment 94.5% very good never give up i always meant to do my job 93% very good confidence i am always confident in doing my assignments 83% very good i am very confident in the score that will be obtained 77% good average 78.83% good students who have high learning motivation have a desire to get the best grades so that to achieve these goals students study well and diligently. from the table above shows that several aspects that are considered in seeing student concentration among 1) student attention to the delivery of competencies with a percentage of 77.5% are good criteria, because in the beginning of learning it is usually conveyed what competencies will be achieved, this percentage shows that students pay close attention to the competencies delivered in each subject to be taught, 2) understand the instructions given by the lecturer with a percentage score of 77.5% including good criteria, 3) concentration on materials and teaching materials with a percentage score of 75.5% including criteria good, this means that students have good concentration and focus on teaching material in learning activities. the ability of lecturers to prepare teaching materials and materials will help students understand the material to be delivered (fitriyani et al, 2020). 4) listen well to every explanation of the material presented during the lesson with a percentage score of 78.5% including good criteria, 20 this shows that not always the online learning process can run optimally, 5) pay attention to delivery and explanation with a percentage score of 82% including very good criteria, 6) recording the material delivered during the lesson with a percentage score of 71% including good criteria, recording the material presented will help students understand and remember the material that has been studied. the second indicator related to learning motivation is student curiosity. the aspects studied were 1) interest in the material and material presented with a percentage score of 70.5% with good criteria, and 2) asking questions about the material presented with a presentation score of 68.5% with good criteria, so that it means that students have courage in asking questions so as to create active learning and reciprocal learning, namely two-way learning and not just one-way learning. the third indicator is related to enthusiasm for learning, motivation and enthusiasm for learning which have a very important relationship in learning activities, this shows that both lecturers and students must show high enthusiasm for learning.each learning activity (fitriyani et al, 2020). the aspects studied are related to the enthusiasm in conveying ideas and opinions during learning with a percentage score of 74% with good criteria so that it means that students are brave in expressing opinions, ideas and ideas even though through online learning. indicator the fourth is related to independence, independent learning is learning that is carried out by students with little or no help from outside parties, students are responsible for making decisions related to their learning process and have the ability to carry out the decisions they make (endang, 2014). the aspect that is observed in independence is being able to answer or do the assignments well with a percentage score of 80.5%, this shows that students have excellent guidance in completing assignments given by the lecturer. the fifth indicator is related to student readiness, while the observed aspects are enthusiasm and ready to answer or do assignments given with a percentage score of 68%, this means that students have good readiness and enthusiasm in doing the assigned assignments. the sixth indicator is related to enthusiasm and encouragement, the aspect studied is the desire to get the best score from each task with a percentage score of 94.5% with very good criteria, this indicates that students have a very strong enthusiasm or motivation to get the best score from the assignment. given by the lecturer in each learning process. the seventh indicator is related to never giving up in learning, never giving up is the main key for every student to get the best score, the aspect studied is being serious in doing the assignment with a percentage score of 93% with very good criteria, this shows that students are very serious in doing the assignment given by the lecturer and having a very high unyielding attitude to get the best score. the last or eight indicator is self-confidence, the aspects studied include 1) confidence in doing assignments with a percentage score of 83% with good criteria, this shows that students have high self-confidence or are very good at doing assignments given by the lecturer 2) confident in the score obtained with a percentage score of 77% with good criteria so that it means that students have good selfconfidence with the score or results that will be obtained from the task that has been done. based on the results of the analysis of student motivation towards online learning obtained from the table above, it shows that the average overall percentage score is 78.83% in a good category, so it can be interpreted that students of the natural science inatitut bengkulu state islamic studies study program have good motivation 21 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 to follow. online learning. the period of the covid-19 pandemic did not hinder student motivation to carry out learning activities online. conclusion based on the results of data analysis previously described, it can be concluded that from the observed aspect, student learning motivation shows an average score of 78.83% including good criteria, it can be said that in participating in online learning students have good motivation, although in practice there are deficiencies found due to covid-19, but not there are other options besides optimizing online learning, because technology is the only bridge in transferring knowledge from student lecturers. this research is expected to be an evaluation of various parties in organizing online learning in tertiary institutions, especially those involving motivation. references ahmad, iqbal faza. (2020).alternative assessment in distance learning in the emergency of coronavirus disease (covid-19) in indonesia.journal of education. volume 7 pages 195-222 astutik, s., and maryani. 2007. learning assessment module. jember: university of jember dewi, waf2020. the impact of covid-19 on the implementation of online learning in primary schools. journal of educational sciences volume2nomor 1 halm 556 endang mulyatiningsih, indart i (2014). the influence of family social interaction, learning motivation, and learning independence on learning achievement the influence of social interaction of family relations. journal of education and culture, vol. 20, number 4 fitriyani, yani, irfan fauzi, dan mia. (2020). zultrianti sari..motivating student learning in online learning during the covid-19 pandemic. journal of research results and literature review. vol. 6, no.2, 165-175 hamzah b. uno. (2009). motivation theory and its measurement analysis in the field of education. jakarta: earth literacy. handayani, octafia ika and siti sri wulandari. 2020. online learning as a study from home (sfh) effort during the covid pandemic 19. journal of office administration education (jpap). volume 8, number 3 harandi, sr (2015). effects of e-learning on students' motivation. procedia-social andbehavioral sciences, 181, 423–430. hidayat, adityawarman. meta analysis: the importance of self and peer assessment in learning basicedu journal volume 2 number 1 year 2018 pages 95-101 journal basicedu ministry of health ri. 2020. guidelines for the prevention and control of coronavirus disesase (covid-19) kusniyah & hakim, l. (2019). effectiveness of online-based learning: an evidence on english language learning. journal of educational research and thinking, vol. 17no.1 martins, m. de l. (2015). how to effectively integrate technology in the foreign language classroom for learning and collaboration. procedia -social and behavioral sciences. vol. 174, pp. 77–84 minister of education. (2020). circular number 3 of 2020 concerning the implementation of education in a coronavirus emergency (covid-19). 22 mustofa, mi, chodzirin, m., sayekti, l., & fauzan, r. (2019). formulation of online lecture models as efforts to suppress disparities in higher education quality. walisongo journal of information technology, 1 (2), 151. https://doi.org/10.21580/wjit.2019.1.2.4067. nenty, hj (2009). writing a quantitative research thesis. international journal of educational sciences, 1 (1), 19– 32.https://doi.org/10.1080/09751122.2009.11889972 pinsonneault, a., & kraemer, kl (1993). survey research methodology in management information systems: an assessment. california digital library university of california.https://escholarship.org/content/qt6cs4s5f0/qt6cs4s5f0.pdf. pohan, ae2020. online learning concept based on a scientific approach. central java. cv sarnu unutung riaz, a. (2018). effects of online education on encoding and decoding process of students and teachers. international conference e-learning, 42–48. https: //files.eric.ed.gov/fulltext/ed590288.pdf. sugiyono. (2018) quantitative, qualitative and r & d research methods. bandung: cvalfabeta. selvi, k. (2010). motivating factors in online courses.procedia-social and behavioralsciences, 2 (2), 819–824. https://doi.org/10.1080/09751122.2009.11889972 https://escholarship.org/content/qt6cs4s5f0/qt6cs4s5f0.pdf https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 7 no 1 (2021) website : http://journal.unj.ac.id/unj/index.php/jisae assessment of social attitudes during online learning using whatssapp ristasari oktavia1 natural science study program tarbiyah and tadris faculty bengkulu state islamic institute indonesia 65144 nurul khotimah2 natural science study program tarbiyah and tadris faculty bengkulu state islamic institute indonesia 65144 ade pratama putra3 natural science study program tarbiyah and tadris faculty bengkulu state islamic institute indonesia 65144 ahmad walid4 natural science study program tarbiyah and tadris faculty bengkulu state islamic institute indonesia 65144 abstract the purpose of this research is to obtain a description of students' social attitudes in learning activities on whatsapp media. this research is a quantitative study using a survey method. the sample that the researchers took themselves were tadris science students class 2018. the instrument provided was a questionnaire distributed in the form of google form. this is done in order to make it easier for objects to access them. the results of research that have been carried out on the social attitudes of the 2018 science tadris study program students which include honesty, discipline, caring for each other, responsibility and courtesy can be categorized as quite good. keywords: social attitude, learning, online, whatsapp address for correspondence: srista784@gmail.com introduction the results of the learning process are often measured only from the level of knowledge competency attainment that has been achieved by students. however, this is not sufficient to become a benchmark for educational success. therefore, attitudes, spiritual competence and skills are also important to measure the level of success. based on the 2013 curriculum, attitude competence consists of spiritual attitudes and social attitudes. social attitude is the awareness of individuals to find real actions towards social objects or those related to socializing with society (ahmad, 1998). a student with a high positive attitude shows a high academic level (nolandkk, 2012). social attitudes that can be assessed based on the competence of social attitudes are responsible behavior, respect for others, honesty, democracy and wisdom (compiler team, 2013). assessment of social attitudes can be expressed as an assessment of students' attitudes which are shown through the actions of students towards the 23 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 http://journal.unj.ac.id/unj/index.php/jisae 24 learning process and certain values that are implanted through certain materials (majid, 2007). learning is a complex aspect of human activity, which cannot be fully explained. learning can be defined as a product of continuous interaction between development and life experiences. learning in a complex meaning is a conscious effort from a teacher to teach students (directing student interaction with other learning sources) in order to achieve the expected goals (trianto, 2010). the learning process is a systematic effort by the teacher to realize the learning process runs effectively and efficiently, starting from planning, implementation and evaluation (aqib, 2013). on the basis of the learning theory according to the experts above, it can be concluded that learning is a process of interaction between students and tutors and their environment as well as all other learning resources that become learning tools in order to achieve the desired goals in order to change attitudes and mindsets learners. in 2020, the world will experience the covid-19 pandemic, which forces the world to make changes in an effort to break the chain of transmission, including the education system. the government is trying to maximize the learning process to keep it running, until online learning is held. the online learning system (in a network) is a learning system without face-toface learning between teachers and students but is done online using the internet network. teachers must ensure teaching and learning activities continue, even though students are at home. the solution, teachers are required to be able to design learning media as an innovation by utilizing online media (online). this is in accordance with the minister of education and culture of the republic of indonesia regarding circular number 4 of 2020 concerning implementation of education policies in an emergency for the spread of corona virus disease (covid-19). the learning system is implemented through a personal computer (pc) or laptop connected to an internet network connection. teachers can learn together at the same time using groups on social media such as whatsapp (wa), telegram, instagram, zoom applications or other media as learning media. thus, the teacher can ensure students take part in learning at the same time, even in different places. the online learning process will run well, if the learning process is supported by learning media. learning media is a learning process aid that is used to stimulate the thoughts, feelings, attention and abilities or skills of students. this learning media is held as a tool in the learning process. one of them is the whatsapp application. whatsapp is an instant messaging application for smartphones, when viewed from its function whatsapp is almost the same as the sms application that you usually use on old cellphones. but whatsapp doesn't use credit, but internet data. so, in this application, you don't have to worry about the length of the characters. whatsapp users, which were originally created for iphone users, are now also available for blackberry, android, windows phone and symbian versions. whatsaap is one of the learning media because it has a feature to create message groups, by utilizing this feature teachers and lecturers can monitor students during learning. as a teacher or lecturer, they are required to be creative and innovative in carrying out their duties. so now many have used social media to support learning activities. like in school, students have used social media to communicate with other friends. this also makes teachers and lecturers have to take advantage of social media in the classroom such as making whatsapp groups to support student learning activities to be more active and useful in using gadgets. the purpose of this research is to obtain a description of the social attitudes of students in learning activities on whatsapp media. 25 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 method this research is a quantitative research. quantitative research seeks to reveal universal truths and principles in the form of relationships between variables or phenomena (nenty, 2009). the characteristic of quantitative research is that the data analysis technique uses quantitative techniques (statistics) objectively (creswell, 2010). this research refers to the assessment of students' social attitudes in learning activities on the whatsapp media. researchers used a survey method. survey research is seen as a method to describe quantitatively specific aspects of a particular population so that data collection is carried out on a group of people whose results can be generalized back into a particular population (pinsonneault & kraemer, 1993). this method can be used to find out the value of student attitudes during online learning during the covid-19 pandemic. the sample that the researchers took was the 2018 natural science tadris students. the instrument provided was a questionnaire distributed in the form of a google form. this is done in order to make it easier for objects to access them. the survey data made aims to find out how the assessment of student attitudes during online learning, while the type of survey uses a likert scale. the likert scale is used to measure attitudes, opinions and perceptions of individuals or groups of people towards social phenomena (sugiyono, 2018). the likert scale table is presented below. tabel 1. liert scale assessment criteria assestment scale strongly agree 5 agree 4 netral 3 disagree 2 strongly disagree 1 meanwhile, the data analysis technique in this study was carried out by calculating the percentage of the scores that have been obtained, while the formula for calculating the percentage is as follows. index formula % = (t x pn / y) x 100 the percentage results that have been obtained are interpreted by the scores based on the following interval table. tabel 2. score interpretation criteria assestment criteria information 0 % 19,99 % not very good 20 % 39,99 % not good 40 % 59,99 % netral 60 % 79,99 % good 26 80 % 100 % very good the results of the calculations above are the basis for analyzing in depth and concluding how the social attitudes of the 2018 iain bengkulu science students in participating in online learning. result and discussions assessment of social attitudes is important in supporting successful learning in the cognitive and psychomotor domains. students who have a positive attitude towards a lesson are expected to achieve optimal learning outcomes (stiggins, 1994). lack of attention to social attitudes causes problems in the emotional intelligence of students (darmansyah, 2014). students' social attitudes can be seen from how the interactions that occur between each other. the attitudes that exist in students can be in the form of discipline, honesty, courtesy, care for each other and responsibility. social development consists of three interrelated processes, namely learning to behave socially acceptable to play an acceptable social role, and liking people and social activities (hurlock, 2000). social attitude is a predisposition or tendency to behave in a certain way towards other people. in addition, it can be interpreted as an attitude that is directed towards social goals, as opposed to an attitude that is directed towards personal goals (j.p. chaplin, 2006). online learning began in march 2020 as an effort to prevent the transmission of covid-19. this means that the 2018 class of science tadris study program has undergone online learning from the semester and continues until the 5th semester. researchers have distributed a questionnaire in the form of a google form to students of the 2018 class of science tadris class. counting 30 students filled out the questionnaires that had been distributed. the following is the table of the results of the calculation of the attitude assessment survey during online learning in the science tadris study program, batch 2018: tabel 3. percentage of social attitudes assessment indikator aspek persentase kriteria kejujuran mengerjakan tugas dengan jujur, baik dan benar 66,6% baik tidak mencontek jawaban teman 69,3% baik disiplin melakukan absensi tepat waktu 77,3% baik memperhatiakn penyamapaian dan penjelasan materi 65,3% baik mengikuti pembelajarn sampai selseai 64% baik mempelajari materi yang dibagikan teman dan dosen 80,6% sangat baik peduli antar sesama membantu teman dalam belajar dan berdiskusi 70,6% baik tanggung jawab mengkuti diskusi dengan baik dan benar 78,6% baik 27 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 indikator aspek persentase kriteria mengkuti pembelajaran tanpa melakukan kegiatan lain 51,3% cukup bekerja sama dengan kelompok dalam mengerjakan tugas kelompok 85,3% sangat baik tanggung jawab dengan tugas yang telah diberikan 86,6% sangat baik sopan santun mengucapkan salam dan menjawab salam 81,3% sangat baik tidak membuat keributan selama pembelajran 70,6% baik menghormati orang lain 80% sangat baik referring to the results of research based on table 3, the value of social attitudes is very important in the learning process. honest attitude is behavior that is based on an effort to make himself a person who can always be trusted in his words, actions and work (curriculum, 2013). students must be honest in carrying out learning. the assignment that has been given by the lecturer must be done honestly, well and correctly. students have carried out their assignments honestly, well and correctly. this must be increased so that the learning outcomes obtained can be maximized. learning during the covid-19 pandemic is carried out online or online. but learning still has to be disciplined. discipline attitude influences students to obey the rules or not. when the existing rules are related to social attitudes, this disciplinary attitude affects students' social attitudes. rules related to disciplinary attitude include not arriving late, attending lessons on time, not leaving lessons during learning, asking for permission when there is a need, and doing assignments on time. the main function of discipline is to teach the child to receive the restraint necessary to help mobilize the child's energy into a path that is useful and socially acceptable (hurlock, 2000). discipline is an action that shows orderly behavior and obeys various rules and regulations (muhammad fadhillah, 2013). so the rules or regulations that have been made must be obeyed. students have carried out the rules that have been conveyed by the lecturer for each subject at the first meeting at the beginning of the semester. for example students are not late when filling absences before starting learning, paying attention to material explanations and discussions during the learning process, and also do not leave online classes until learning ends. a caring attitude between each other is needed to collaborate with friends or group members and other people. an important character that must be built so that students can achieve success, both at school and after graduating, is the ability to collaborate with their friends and others (jamal ma'mur asmani, 2012). this siakp is needed to build a person's cooperation with friends and group members. according to the big indonesian dictionary, empathy is a mental state that makes a person feel or identify himself in a state of feeling or mind that is the same as another person or group. students are able to socialize well even though learning is carried out online. it can be seen from how students help each other in solving problems that occur during the learning process. besides that, the attitude of helping to help is also related to caring for each other. an attitude of help can provide guidance to do good with the 28 heart (lickona, 2012). this is what encourages us to be able to help each other in solving ethical problems and responsibilities that apply widely. as social beings, of course we also have rights and obligations. with this obligation we are required to be responsible for all the demands that have been given. responsibility, namely the attitude and behavior of a person to carry out their duties and obligations, which should be done to oneself, society, the environment, the country and god almighty (curriculum, 2013). the value of respect and responsibility is the basis of the main morality that applies universally (lickona, 2012). responsibility cannot be separated from something that must be carried out and implemented with the values that are bound in it (arismantoro, 2008). the form of the responsibility attitude that has been carried out by students includes following discussions well, carrying out tasks seriously, participating in learning without doing other activities that can interfere with the learning process, participating in working on group tasks and being personally responsible for the tasks that are carried out. has been given by lecturers both individually and in groups. even though lectures are conducted online, students still have to fulfill their responsibilities. learning carried out online still must pay attention to ethics in learning. one of them is courtesy. polite and courteous are rules or procedures that have been developed from generation to generation in a culture in society that can be useful in the interaction between humans so that a close relationship, mutual understanding and respect for each other is established (taryani in suharti, 2004). polite attitude is an obligation that must be done by every human group, from children to parents as well as students. the students had good manners. students continue to give and answer greetings every time they start and end learning to both lecturers and classmates, as long as learning does not make a fuss that can interfere with the learning process, and also respect each other's attitude and way of speaking. from the questionnaire data, 80% of students had said and answered greetings from lecturers and classmates, 70% of students also did not make a fuss, and 86% showed mutual respect. based on the results of research that has been carried out on the social attitudes of the 2018 science tadris study program students which include honesty, discipline, caring for each other, responsibility and courtesy can be categorized as quite good. the positive attitudes that continue to be developed have a good impact on ourselves, society, the environment, the country and god almighty so that we can be accepted as members of social groups. a positive social attitude is very important in the learning process. this positive attitude makes a person able to improve the quality of learning and good learning achievement. so from that we must avoid negative attitudes because it will have an impact on the learning process and results that are getting lower. conclussion thus, based on the research that has been done, it can be concluded that during the covid-19 pandemic, learning was carried out online or in a network via whatsapp media, whatsapp has also become one of the media that is quite easy to use, making it easier for students and lecturers to carry out learning. during the learning process using whatsapp, students showed a fairly good social attitude, these social attitudes included honesty, discipline, caring for others, courtesy and responsibility. in learning this social attitude is very necessary to improve the quality of learning and get good learning achievement. 29 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 references abdul majid.2007.perencanaan pembelajaran.bandung:pt remaja rosdakarya ahmad, dkk.1998.pembangunan kurikulum.bandung:cv pustaka setia aqib, zainal.2013.model-model, media, dan strategi pembelajaran konstektual (inovatif).bandung: yrama widya. arismantoro.2008. tinjauan berbagai aspek charachter building:bagaimana mendidik anak berkarakter.yogyakarta:tiara wacana asmani, jamal ma’mur.2012. buku panduan internalisasi pendidikan karakter disekolah. yogyakarta:diva press creswell, j.w.2010.research design:pendekatan kualitatif, kuantitatif dan mixed. yogyakarta: pt pustaka pelajar darmansyah.. 2014. teknik penilaian sikap spiritual dan sosial dalam pendidikan karakter di sekolah dasar 08 surau gadang nanggalo. jurnal al-ta’lim universitas negeri padang. fadilah, muhammad dan lilif mualifatu khorida. 2013. pendidikan karakter anak usia dini. jogjakarta: ar-ruzz media h. johnson nenty.2009.research orientation and research-related behaviour of graduate education student:journal of social sciences hurlock, elizabeth b. 1978. child development (ter. med meitasari tjandrasa). new york: mc graw hill pinsonneault, a & kraemer, k.1993.research methodology in management information system. journal of management information system-special section:starategic and competitive information system archive,10,75-105. stiggins, r.j.1994. student centered classroom assesment. mac milan college publishing company. new york suharti. 2004. pendidikan sopan santun dan kaitannya dengan perilaku berbahasa jawa mahasiswa: universitas negeri yogyakarta thomas, lickona.2012.character matter. jakarta:pt. bumi aksara tim penyusun.2013.kerangka dasar dan struktur kurikulum sekolah menengah atas/madrasah aliyah. jakarta:kemendikbud 47 the influence of assessment, self-efication through student learning outcomes in indonesian language ijudin universitas negeri jakarta ijudinspd@gmail.com abstract this study aimed to learn the results of indonesian subject which used peer assessment and teacher assessment by the techniques of oral presentations at high school students on the level of different self-efficacy students. the sample was taken were 40 respondents. the data was collected by using an experimental method. samples were obtained by using stratified random method or multistage random method. the design of treatment which was used was the analysis design treatment by level 2 x 2. the results were found that 1). the test results proved that the average of learning outcomes of indonesian subject in a group of students who were given ratings by peers had significantly different results compared to the average of learning outcomes of indonesian subject assessment who were given by the teacher. keywords:peers assessment, teacher assessment, self-efficacy introduction based on developing learning theories, the center of learning no longer exists with the teacher but on the student. various teaching methods place students as the main actors in the learning process. in this case the teacher is the facilitator. thus the assessment process can also be done not only by the teacher but students can also be involved to participate in the assessment. in the alternative assessment mentioned that self-assessment and peer assessment can be done to obtain information about the results of teaching and learning. the assessment activities involving these students can be started since the assessment plan. the teacher and students form plans and carry out assessments. in this case students are given the opportunity to participate in determining assessment planning. keith j. topping in his article provides a definition of peer evaluation. according to him peer assessment as an arrangement in which individuals consider the amount, level, value, quality, or success of the product or the results of learning from peers of similar status. the productswhichcan be assessed may include writing, oral presentations, portfolios, test performance, or other skilled behavior. peer assessments can be summative or formative. the goal of formative view presented here is to help students help each other in their other learning plan, identify strengths and weaknesses, target areas for corrective action, and develop metacognitive and other personal and professional skills. peer feedback is available in larger volumes and with greater closeness than teacher feedback. (topping, 2009) a good thing for increasing student potential in learning is student participation in assessment. peer assessments are recognized as making their work better. this shows that peer assessment can produce higher quality student’swork. students feel peer assessment has improved their work, students feel their work and their understanding of subjects improved. (mulder, pearce, & good, 2014) self-efficacy is a person's belief in his ability to complete a particular task. bandura said that self-efficacy is an assessment of someone's ability to act in order mailto:ijudinspd@gmail.com to improve the performance. (bandura, 2012) this opinion is also in line with the opinion of luthans who said that self-efficacy is an individual's belief in his ability to mobilize his/her motivation, source of knowledge and the way in act so successfully in carrying out specific tasks in accordance with a context which has determinated. (luthans, 2012 ) in line with the opinion above self-efficacy is one's belief in his ability to complete tasks to achieve his goals. likewise, the same opinion was expressed by a psychologist jennifer that the problem of self-efficacy is one's belief in his ability to perform special behaviors successfully. (jennifer m. george, 2011) each student has his own efficacy. this efficacy is not the same for every student. high self-efficacy is a high belief that a person has about his ability to do something. in someone with a high level of self-defication, self-confidence is also high and this will ultimately affect one's performance. self-confidence in one's high abilities will help people to feel more calm and help people be able to concentrate better. in contrast, low self-efficacy is a low level of belief about someone's ability to do something. when a person has low self-confidence in his/her abilities, some of his/her energy is lost because he/she does not have the confidence and confidence that he/she is able to carry out the task. what can a person do when he/she does not have confidence in his/her abilities? self-efficacy affects motivation both when individuals get rewards and when individuals do it of their own free will. the higher the self-efficacy, the greater the motivation and performance. cherrington argues that self-efficacy is one's belief in his ability to carry out a specific task and in some ways has similarities with self-esteem and locus of control (cherrington, 1994) the differences in the level of confidence in one's abilities possessed by these students will have differences in the results of the indonesian language assessment. two types of assessment that are experimented with will give two different results about the assessment of indonesian in accordance with the level of self-confidence held by students. variables that want to know the correlation is as formulated in the description of research objectives, namely to find out: 1. the differences in indonesian learning outcomes between students which is given peer assessments and students which is given teacher ratings, 2. interaction between types of assessment with self-efficacy on indonesian language learning outcomes, 3. the difference between indonesian learning outcomes and peer assessment and indonesian learning outcomes in teacher assessment of students who have high self-efficacy, 4. the difference between indonesian learning outcomes and peer assessment and indonesian learning outcomes in teacher assessment of students who have low selfefficacy. method this research was conducted in class x semester two in bogor regency. the research stages are divided into three stages which include the preparation phase, the experimental stage and the final stage. the preparation phase is in the form of research proposal preparation, the experimental stage in the form of 48| jisae. volume 6 number 1 february 2020. 49 conducting experiments in schools and the final stage in the form of data processing and analysis followed by the preparation of research report. the approach in this study used a quantitative research approach. the quantitative approach is based on the philosophy of positivism, whose studies emphasize objective phenomena that are studied quantitatively. the method used is a quasi-experimental method. the target population in this research is all high school students in bogor regency. in this study the sample was taken from a group of students in grade x. sampling was done by multistage random sampling. based on the sampling, four groups of students will be obtained as follows: (1) the first group is a group of students who have high self-efficacy by giving peer assessment a1b1, (2) the second group, is a group of students who have high selfefficacy by being given an assessment a2b1 teachers, (3) the third group is a group of students who have low self-efficacy with peer assessments given a1b2, and (4) groups of students who have low self-efficacy with a2b2 teacher ratings. table 3.2 distribution of samples to each group according to treatment self efficacy (b) type of assessment amo unt (a1)peer assess ment teache rratin g (a2) highself efficacy (b1) 15 15 30 low selfefficacy( b2) 15 15 30 amount 30 30 60 next is the treatment plan: peer assessment teacher assessment 1. 1. conditioning each class to ensure that the class of samples to be treated is balanced. this is intended if there is a change after the experiment is only caused by the treatment not because of other factors. 2. treatment in the form of 2. the class is given treatment in the form peer assessment teacher assessment assessments by peers. of teacher's assessment. 3. researchers take data using written test instruments 3. researchers take data using written test instruments data analysis was performed covering two things, namely descriptive analysis and hypothesis testing. the first hypothesis testing used statistical analysis of variance (anava), while to test the second hypothesis used the analysis of the average difference test. the third and fourth hypotheses are used a one-party difference test analysis. to analyze the data collected, the two way varian (anava) analysis technique is designed by level 2 x 2, to see two things, namely, the main effect and the simple effect. testing the main effect (main effect) to determine differences in the results of problem solving between students who are treated peer assessment and students who are treated teacher assessment. if it is tested that there is a significant difference, then the test is continued with the tukey test to determine the different mean reliability. in other words, the treatment variables that cause a high response to the dependent variable. results and discussion based on hypothesis testing, it proves that indonesian learning outcomes in both treatments have significant differences. in the assessment by peers the average group of students has a higher value than the assessment by the teacher on students who have high self-efficacy. while the average group of students who were given an assessment by the teacher of indonesian learning outcomes was higher than the average group of students who were rated by peers in a group of students who had low self-efficacy. the testing of the hypothesis in this study was caused by various factors and was explained as follows: 1. average learning outcomes of indonesian students in groups graded by peers and average learning outcomes of students graded by teachers. the results of data analysis using two-way anava at the significance level α = 0.05, mentioned above, give the value of fcount (ft) = 4.12 greater than ftable (ft) = 4.04. this means that h0 is rejected. the test results prove that the average learning outcomes of indonesian in groups of students who are rated by peers have significantly different results compared to the average learning outcomes of groups of students who are rated by teachers. the first hypothesis testing shows that the average score of indonesian learning outcomes given a peer rating of 40.00 with a standard deviation of 2.42 is higher than the average score of student learning outcomes assessed by teachers that is equal to 35, 20 with deviations the standard is 2.27. based on the test results, it is known that the application of assessments conducted by peers can more effectively improve student learning outcomes. peer assessment techniques make students have to study again during the assessment 50| jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 51 process. when the students doing an assessment indirectly, they have to do learning again in the form of doing an assessment for their peers. peer assessment can improve self-assessment, and can produce metacognitive benefits including: increased student responsibility and autonomy; development of evaluative skills; insight into assessment procedures and expectations for high quality work; students work harder with the knowledge that they will be assessed by their peers; the potential to provide increased levels of feedback without increasing demands on tutors; and pushes deeper than surface learning. in addition, peer assessments are recommended as a means of improving work skills. another thing is that peer assessments can increase students' potential for learning in student participation in assessment. peer assessments must be recognized that students have made their work better. this shows that peer assessment can produce higher quality student work. students feel peer assessment has improved their work, students feel their work and their understanding of subjects improved. peer assessments show the purpose of making the learning process more effective. that goal is as follows. first peer assessment as a means of social control. this can sometimes be used as a substitute for the teacher and as a preventative measure, to ensure that students do not become lazy because their presence will be noticed by their peers. the second objective is peer assessment as a means of goal evaluation. using peer appraisal as an appraisal tool is the clearest practice in this regard, however, there is still substantial variation in the exact configuration of the appraisal setting, which leads to a more complex link to the concept of quality objectives. the relationship of peer assessment with staff assessment can take two forms. on the one hand, peer assessment is sometimes considered a partial substitute for staff assessment, but on the other hand, it is often part of a triangulation approach to assessment where student learning is reviewed from several data sources or with multiple assessors. the third goal of peer assessment as a means of learning goals. although being used as a control tool might be considered as support for learning too, the paradigm shift from testing culture to assessment culture shows us that assessment can do more for learning support. many scholars support the idea that peer assessment must also be considered a tool for learning. the fourth goal of peer assessment as learning to assess goals. students learn to become assessors through peer assessment. this is learning on a metalevel, beyond the benefits of learning to directly receive feedback and assess the work of others. learning-how-assessing is an important part of being a lifelong learner. lifelong learners are faced with an assessment of the learning tasks they face throughout their lives. the fifth goal of peer assessment as an instrument of active participation in a goal. students are allowed to know the purpose of the assessment carried out. active student participation influences the direction of the purpose of the assessment conducted. finally, we distinguish the fifth goal that is very different from other goals. in the previous section, student involvement in assessment always served a higher goal: ensuring that certain actions occurred or others were avoided, providing high quality assessment information. 2. interaction between assessments made by peers and assessments made by teachers on student learning outcomes in indonesian language subjects the results of data analysis using two-way anava at the significance level α = 0.05, mentioned above, give the value of fcount (ft) = 27.78 greater than ftable (ft) = 4.01. this means that there is a significant interaction between the types of assessment (a) and student self-efficacy (b) on the results of learning indonesian. in other words the type of assessment has a relationship to students' self-efficacy on learning outcomes in indonesian subjects. the form of interaction between peer assessment and teacher assessment can be seen in the following figure: figure 4.7. graphic interaction assessment of peer assessment and assessment by teachers on student learning outcomes in indonesian subjects each assessment has different characteristics. these different characteristics will allow students to be influenced in their response. in the implementation in class, students will respond in a way that is not the same. characteristics of assessment by peers make students more confident and have higher enthusiasm. this is because students are directly involved in evaluating their peers. this process will awake students' confidence in their own abilities. her confidence arose. this is what makes students have self-efficacy that appears very open. when the assessment is done by the teacher makes students inactive in the assessment process, students are only the subject of the assessment and are not the assessors. this process allows students not to have the opportunity to participate in grades. the effectiveness of the assessment conducted by the teacher for student success in learning is less than when the students were involved in the process of assessing learning outcomes. students do not have the opportunity to further develop their abilities. exploration of belief in the abilities of students has become non-existent. the characteristics of the two types of assessment above show the important role of confidence in the ability of the self towards indonesian language learning outcomes. self-efficacy that arises in assessments conducted by peers affects the learning outcomes of indonesian. in contrast to that in assessments conducted by teachers to make self-efficacy does not appear optimally. 52| jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 40.00 35.33 35.20 37.27 32.00 33.00 34.00 35.00 36.00 37.00 38.00 39.00 40.00 41.00 a1 a2 b1 b2 53 3. indonesian language learning outcomes in groups of students who have high self-efficiencies graded peer ratings higher than groups of students graded by teachers the results of data analysis using the f test, students who were given peer ratings were higher at the significance level α = 0.05, mentioned above, giving a value of fls = 4.67 greater than tlsd (ft) = 1.80, then h0 rejected. which means there are differences in learning outcomes between the two groups of students who are given peer assessment and teacher assessment. the average group of students shows that the results of learning indonesian that use peer assessments and have high self-efficacy have a value of an average value of 40.00 with a standard deviation of 2.42 higher than the learning outcomes of the group of students who used the assessment by the teacher. the findings in this study indicate that the group of students who have high self-efficacy will be more effective learning by peer assessment than using the assessment by the teacher. with peer assessment, students have the opportunity to participate in the assessment process. 4. indonesian language learning outcomes specifically for groups of students who have low self-efficacy graded with peer ratings lower value compared to groups of students graded by teachers the results of the analysis of indonesian learning outcomes data using the f test. students with low self-efficacy who were rated by peers had a significant average difference compared with the average group of indonesian learning outcomes for students who were rated by teachers. the average learning outcomes of groups of students who get an assessment by peers is better compared to the learning outcomes of groups of students who get an assessment by the teacher. with a significance level α = 0.05, giving the value of flsd = 0.213 smaller than tlsd (ft) = 2,434, then ho is rejected. which means there are significant differences between the two groups. this condition is based on empirical conditions encountered in the field. the fourth hypothesis which states that there are differences in indonesian language learning outcomes between those using peer assessment and teacher ratings on students who have low self-efficacy. conclusion the conclusions of the results of this study are: 1) based on the test results, it is known that the application of assessments conducted by peers is more effective than assessments conducted by teachers in improving student learning outcomes in indonesian subjects. the assessment techniques used by peers make students have to go through repetitive learning periods during the assessment process. students when doing an indirect assessment must learn again in various forms such as preparing items and analyzing answers to the results of peers' tests. 2) when the assessment conducted by the teacher makes students inactive in the assessment process. students are only the subject of the assessment and are not the assessors. this process allows students not to have the opportunity to participate in grades. the effectiveness of the assessment conducted by the 54| jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta teacher for student success in learning is less than if students were involved in the process of assessing learning outcomes. students do not have the opportunity to further develop their abilities. exploration of belief in the abilities of students has become non-existent. 3) the findings in this study indicate that the group of students who have high selfefficacy will be more effective in learning by peer assessment than using teacher assessment. with peer assessment, students have the opportunity to follow the assessment process. 4) the fourth hypothesis states that there are differences in indonesian language learning outcomes between those using peer assessment and teacher assessment in students who have low self-efficacy. references bandura, a. (2012). social foundations of thought and action. in the health psychology reader. https://doi.org/10.4135/9781446221129.n6 cherrington, d. j. (1994). organizational behavior: the management of individual and organizational performance. allyn and bacon. jennifer m. george, g. r. j. (2011). understanding and managing organizational behavior, 6th edition. in academy of management journal. https://doi.org/10.2307/30040635 luthans, f. (2012). organizational behaviour an evidence-based approach. in mcgraw-hill/irwin. mulder, r. a., pearce, j. m., & baik, c. (2014). peer review in higher education: student perceptions before and after participation. active learning in higher education. https://doi.org/10.1177/1469787414527391 topping, k. j. (2009). peer assessment. theory into practice. https://doi.org/10.1080/00405840802577569 1 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 8 no 1 (2022) website : http://journal.unj.ac.id/unj/index.php/jisae teacher strategies in class management to improve student discipline in elementary school rizqi nur afifah1, universitas negeri jakarta m. reza ifnuari2 universitas pgri palembang abstract this paper aims to convey related actions that teachers can use to manage classes to increase student discipline in elementary school and improve quality in an educational institution. the method used for this work is a literature review, drawing data sources from books, magazines, news portals, and other sources of information that may support this article. the teacher's class management strategy is to always see student attitudes during the learning process. the teacher must always create a fun class situation regardless of face-to-face or online learning. teacher class management begins with the planning, configuration, and optimization of various source and equipment sources and equipment for learning in class to create effectively and quality learning activities for students. in carrying out the learning process, the teacher must be able to control various information technology to keep learning exciting and not dull, especially in the future, where learning is carried out by blended learning. if the teacher can adequately carry out class management, it will increase student discipline. keywords: teacher strategy; class management; discipline address for correspondence: 1 nurafifahrizqi@gmail.com 2 rezaifnuari@gmail.com introduction education is one of the places to create a superior generation of the nation (nuryani & handayani, 2020). to make an excellent age, quality education is needed. informing quality education, the government has intensified character education through the 2013 curriculum. character education in the 2013 curriculum applied in elementary schools is carried out with a holistic education approach which is divided into several indicators; including religion, high curiosity, critical and creative thinking, honesty, logic, responsible, independence, confidence, innovation, and respect any differences of opinion (sudarsana, 2016). http://journal.unj.ac.id/unj/index.php/jisae 2 character education will shape students' disciplined attitudes in carrying out learning activities. student discipline is an attitude of voluntarily complying with the rules and norms (hafidulloh et al., 2021). if student discipline is created correctly, the teachinglearning process will be more comfortable and conducive. sieberer-nagler (2015), in his journal, said that discipline is an action taken by teachers to enforce classroom rules and change the behavior of inappropriate students. to support the creation of a comfortable and conducive classroom situation, the role of the teacher is needed in making the classroom atmosphere comfortable and conducive so that learning objectives can still be achieved as expected (purnomo & aulia, 2018). according to levin & nolan (2007), a study mentions that teachers can spend between 30 and 80 percent of class time just dealing with student disciplinary problems. therefore, good classroom management is needed. according to purnomo (2007), classroom management is a teacher's effort to create and maintain an environment that enables successful teaching. sieberer-nagler (2015) said that classroom management aims to make students more aware of many things in the classroom but still follow applicable regulations. according to mola & kelkay (2020), if classroom management is carried out well to improve student achievement and discipline, it can also increase the quality of education. quality of education combines input, process, and output elements of an education system that provides services to satisfy customers (students, parents, etc.). quality education in schools is closely related to effective learning. effective learning can be realized through good classroom management. before carrying out good classroom management, the teacher must understand the character of all students, and the goal is to find out and improve skills, knowledge, understanding and make it easier to manage the class (schiefele, 2017). skills in operating an effective type can positively affect the academic quality and student discipline behavior (hudson et al., 2019). teachers must have good classroom management strategies; in addition to creating a comfortable and conducive classroom atmosphere, it can also increase students' learning motivation and improve student achievement. according to widiasworo (2018, p. 13), the teacher's class management includes planning, setting, and optimizing various sources of materials and learning facilities in the classroom to create effectively and quality learning activities for students. effective classroom management greatly influences student behavior in class, making the learning situation comfortable (skiba et al., 2016). according to schiefele (2017), the teacher must motivate the student to encourage students to carry out learning in every learning implementation. however, before the teacher motivates students, a teacher must also have motivation within himself to provide the best teaching for students. providing student motivation is one form of classroom mastery carried out by the teacher. 3 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 to manage the classroom well, a teacher must be trained and have sufficient experience in implementing classroom management skills. there are several indicators for teachers who are trained in carrying out classroom management, including the way the teacher arranges the class, precise intonation and instructions in managing the class, the application of the material provided following the curriculum, and some rules that are made personally in managing the class so that learning runs effectively (skiba et al., 2016). according to skiba et al. (2016), effective classroom management strategies are not only to discipline students but can also make students active in class and feel comfortable in a classroom environment that does not have students who misbehave. contrary to this, although the teacher already has a strategy in classroom management, it does not fully guarantee that learning activities take place well, are comfortable, and are conducive because of the different characteristics of students so that the learning atmosphere in the classroom is not comfortable (purnomo & aulia, 2018). in addition to the different characteristics of students, in a situation like today that requires learning using a blended learning system, many teachers are not fully able to master technology well (abdullah, 2018). in connection with this, of course, the learning process becomes hampered and uncomfortable. the learning process that is hampered and uncomfortable can reduce the quality of education because it can reduce students' motivation and interest in learning which will be associated with decreased student achievement (utami, 2019). according to a survey conducted by berry, petrin, gravelle, & farmer (2011) of 203 teache, teachers still do not fully have the skills to manage classes and deal with special inclusion students. the lack of skills in managing the classroom is caused by several things, including (a) lack of classroom management practices due to lack of teaching experience, (b) the gap between learning and reality about classroom management, (c) class size that makes it difficult for teachers to pay attention to all students, (d) active students because of this, and it is often difficult for teachers who lack class management ability to take responsibility for the situation (berry et al., 2011). method the method used in this study is a qualitative study using the library research method. meleong (2007) said that the primary source of qualitative research is words, and the rest is data. however, in this study, all of them used data. literature research is all stages of collecting, reading, and writing library materials while processing various research materials used as reference materials in the compilation of this study (supriyadi, 2017). according to zed (2008, p. 4), in research using library studies, four main characteristics need to be considered by the authors, including first, researchers deal directly with numerical data or manuscripts and do not go directly to the field to research. second, library data is "ready for use" because the researcher directly deals with the data 4 source. third, the data in the library is, in principle, secondary data, in which case the researcher receives the data from a second party rather than the original data from the field. fourth, the data state of this library is not constrained by space and time. because of the above, the data collection carried out in this study came from books, journals, and all electronic documents and other data sources or information related to the subject of this study. results and discussion classroom management is the teacher's primary task that must be done(pamela et al., 2019). the teacher's strategy is practical, comfortable, and fun classroom management to foster student discipline attitudes related to classroom management indicators. the indicator focused on in this research is that teachers are less than optimal in using technology-based facilities in classroom learning (mirzajani et al., 2016). indicators of students' contribution to dynamic behavior in participating in learning according to sari & hadijah (2017) that is: 1. good attention while studying (tu'u, 2004). 2. student attendance. 3. full participation. 4. keeping to schedule/time (arikunto, 1990). indicators to see student discipline behavior in the context of participating in learning according to sari & hadijah (2017), that is: 1. student self-discipline when studying in class (tu'u, 2004). 2. comply with applicable regulations (arikunto, 1990). 3. courtesy. wiseman & hunt (2008) in his book says that there are four ways that teachers can do to discipline students, namely: 1. show students what they should do. 2. give students ownership of as many problems as they can handle. 3. give students choices to solve problems. 4. leaving students with their dignity intact. before the covid-19 pandemic, learning in urban areas had used technology a lot. furthermore, the emergence of the covid-19 pandemic forced all schools to carry out online learning (richard l. daft, 2016). of course, this makes teachers have to master technology to continue to carry out learning well. during online learning, it turns out that many teachers are not optimal in using technology to carry out learning. this is following the statement of the ministry of education and culture (kemendikbud) in the daily news liputan6.com (2021) that 60% of teachers in indonesia still have limitations in using ict. the percentage of teachers who use little or no ict can be seen on a map that has adopted the system used by the united nations educational, scientific, and cultural organization (unesco). namely, there are four levels, and level one is ict literacy, or 5 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 technology, information, communication literacy. according to plt. data center and information technology ministry of education and culture, gogot suharwoto in the daily news fajar indonesia network (2020) said that based on the ministry of education and culture mapping results of 28 thousand teachers, only 46% of those who mastered level 1 passed. for level 2, only 14% of teachers passed. this is because most teachers only know power points as a medium for learning. one of the media used during the implementation of online learning is video conference zoom or google meet. in using zoom/gmeet, many teachers do not control their students one by one because of the large number of students who join. this makes the learning atmosphere not conducive and chaotic, especially in dealing with students in elementary school. they cannot focus for 12-30 minutes (kasih, 2020). the unpleasant atmosphere when teaching with zoom/gmeet caused several problems, such as turning off all cameras when students asked, not answering when there was an absence, and no students with names. this proves that teachers can still not manage the classroom in various situations fully. to reduce this, the government has provided much training for teachers to manage classes well through teacher movers and various seminars or webinars. if the teacher can manage the class well, it will create student discipline related to increasing motivation, interest in learning, and student achievement in school. the teacher's way to create an active and disciplined class is to apply learning according to the applicable curriculum (pamela et al., 2019). if the learning situation in the classroom is fun, it will later be able to improve the quality of education to produce quality products for students. in addition to the use of ict, effective classroom management also depends on comfortable classrooms and motivating students. indicators of a comfortable classroom include relative humidity of the room, air ventilation, appropriate table, and chair arrangements, and good lighting conditions (vilcekova et al., 2017). the teacher's motivation also influences student behavior when learning takes place. the motivation given is praise for what the students have done as a form of appreciation (saat et al., 2020). several studies say that good classroom management will improve academic achievement, increase motivation, and create student discipline: korpershoek, harms, de boer, van kuijk, & doolaard (2016). mitchell, hirn, & lewis (2017); mola & kelkay (2020) saat et al.,(2020), schiefele (2017), saputro & pardiman (2012) and much more. strategies in effective, evidence-based classroom management to improve student academic achievement and discipline according to mitchell, hirn, & lewis (2017), namely: 6 table 1 strategies classroom management no. strategy action 1. physical layout class arrangements are appropriate, orderly, arranged in such a way as to provide comfort for students and teachers. 2. hope the teacher widely exemplifies how students should behave because the teacher is a role model. 3. routine teachers must provide learning following the applicable curriculum. 4. praise behavior the teacher gives praise and motivation to students to increase their learning motivation. 5. active surveillance the teacher monitors and pays attention to all activities carried out by students in the class. 6. opportunity to respond the teacher asks and involves students to be asked for their opinions to make students active in class. 7. reminder about behavior the teacher makes rules in the classroom for all students to obey. 8. consistent response the teacher carries out class routines well and provides corrections and advice if there are students who misbehave. class management objectives, according to sardiman (2004:25), namely: 1. recognize the context and conditions of the classroom as a learning environment and learning group so that students can develop their abilities to the fullest. 2. remove various obstacles that may prevent the implementation of teachinglearning interactions. 3. to provide and place educational spaces and furnishings supporting and enabling students to learn according to their social, emotional, and intellectual classroom environment. 4. education and leadership according to the socio-economic conditions of culture and its characteristics. 5. the purpose of classroom management, according to sudirman (djamarah 2006:170), is essentially contained in the goals of education. classroom management aims to provide an environment in which students can learn and work. 7 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 conclusion when managing a classroom, teachers must have a good strategy for creating a comfortable and supportive classroom environment where learning is fun and students are disciplined in the learning process. teachers also need to pay attention to student attitudes so that students can focus on the learning process. if students already see what is out of focus, teachers can provide an icebreaker to restore students' focus on learning. reference abdullah, w. (2018). model blended learning dalam meningkatkan. ejournal.kopertais4, 7(1), 855–866. ejournal.kopertais4.or.id/madura/index.php/fikrotuna/article/download/3169/2359 / arikunto, s. (1990). manejemen pengajaran secara manusiawi. pustaka setia. berry, a. b., petrin, r. a., gravelle, m. l., & farmer, t. w. (2011). issues in special education teacher recruitment, retention, and professional development: considerations in supporting rural teachers. rural special education quarterly, 30(4), 3–11. https://doi.org/10.1177/875687051103000402 fathurrohman. (2020). kompetensi guru pada teknologi masih rendah. in fajar indonesia network. hafidulloh, iradawaty, s. n., & muchklas, m. (2021). manajemen guru (meningkatkan disiplin dan kinerja guru). bintang pustaka madani. hudson, m. e., voytecki, k. s., owens, t. l., & zhang, g. (2019). preservice teacher experiences implementing classroom management practices through mixedreality simulations. rural special education quarterly, 38(2), 79–94. https://doi.org/10.1177/8756870519841421 kasih, a. p. (2020). orangtua, ketahui lamanya konsentrasi belajar. in kompas.com. korpershoek, h., harms, t., de boer, h., van kuijk, m., & doolaard, s. (2016). a metaanalysis of the effects of classroom management strategies and classroom management programs on students' academic, behavioral, emotional, and motivational outcomes. review of educational research, 86(3), 643–680. https://doi.org/10.3102/0034654315626799 levin, & nolan. (2007). principles of classroom management: a professional decision-making model. pearson education. makdori, y. (2021). kemendikbud sebut 60 persen guru masih terbatas menguasai teknologi informasi. in liputan 6.com. meleong, l. (2007). metodologi penelitian kualitatif. remaja rosdakarya. mirzajani, h., mahmud, r., mohd, a., & wong, s. l. (2016). aceptación de las tic por parte de los profesores y su integración en el aula. quality assurance in education, 14(1), 26–40. 8 mitchell, b. s., hirn, r. g., & lewis, t. j. (2017). enhancing effective classroom management in schools: structures for changing teacher behavior. teacher education and special education, 40(2), 140–153. https://doi.org/10.1177/0888406417700961 mola, s., & kelkay, a. d. (2020). the status of teachers' motivation and process of quality education: the case of primary school teachers, ethiopia. global journal of guidance and counseling in schools: current perspectives, 10(1), 01–11. https://doi.org/10.18844/gjgc.v10i1.4448 nuryani, d., & handayani, i. (2020). kompetensi guru di era 4.0 dalam meningkatkan mutu pendidikan. prosiding seminar nasional pendidikan program pascasarjana universitas pgri palembang 10 januari 2020, 224–237. pamela, i. s., chan, f., yantoro, fauzia, v., susanti, e. p., frimals, a., & rahmat, o. (2019). keterampilan guru dalam mengelola kelas. jurnal pendidikan dasar, 3(2), 23–30. purnomo, b., & aulia, f. (2018). pelaksanaan pengelolaan kelas di sekolah dasar. jurnal gentala pendidikan dasar, 3(1), 73–91. https://doi.org/10.22437/gentala.v3i1.6765 richard l. daft. (2016). management. in engage leaning (9th ed.). south-western cengage learning. saat, p., mola, s., wachemo, u., tinggi, s., sosial, i., & psikologi, d. (2020). jurnal global bimbingan dan konseling status motivasi guru dan proses pendidikan yang berkualitas : kasus guru sekolah dasar , ethiopia. global journal of guidance and counseling in schools: current perspectives, 10, 1–11. saputro, s. t., & pardiman, p. (2012). pengaruh disiplin belajar dan lingkungan teman sebaya terhadap prestasi belajar mahasiswa program studi pendidikan akuntansi angkatan 2009 fakultas ekonomi universitas negeri yogyakarta. jurnal pendidikan akuntansi indonesia, 10(1), 78–97. https://doi.org/10.21831/jpai.v10i1.923 sari, b. p., & hadijah, h. s. (2017). meningkatkan disiplin belajar siswa melalui manajemen kelas. jurnal pendidikan manajemen perkantoran, 2(2), 122. https://doi.org/10.17509/jpm.v2i2.8113 schiefele, u. (2017). classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation. teaching and teacher education, 64, 115–126. https://doi.org/10.1016/j.tate.2017.02.004 sieberer-nagler, k. (2015). effective classroom-management & positive teaching. english language teaching, 9(1), 163. https://doi.org/10.5539/elt.v9n1p163 skiba, r., ormiston, h., martinez, s., & cummings, j. (2016). teaching the social curriculum: classroom management as behavioral instruction. theory into practice, 55(2), 120–128. https://doi.org/10.1080/00405841.2016.1148990 sudarsana, i. k. (2016). membentuk karakter siswa sekolah dasar melalui sekolah alam terbuka. seminar nasional, 159–166. 9 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 supriyadi, s. (2017). community of practitioners: solusi alternatif berbagi pengetahuan antar pustakawan. lentera pustaka: jurnal kajian ilmu perpustakaan, informasi dan kearsipan, 2(2), 83. https://doi.org/10.14710/lenpust.v2i2.13476 tu’u, t. (2004). peran disiplin pada perilaku dan prestasi siswa. grasindo. utami, s. (2019). meningkatkan mutu pendidikan indonesia melalui peningkatan. prosiding seminar nasional pendidikan fkip, 2(1), 518–527. vilcekova, s., meciarova, l., burdova, e. k., katunska, j., kosicanova, d., & doroudiani, s. (2017). indoor environmental quality of classrooms and occupants' comfort in a special education school in slovak republic. building and environment, 120, 29–40. https://doi.org/10.1016/j.buildenv.2017.05.001 widiasworo, e. (2018). cerdas pengelolaan kelas. diva press. wiseman, & hunt. (2008). best practice in motivation and management in the classroom (2nd ed.). charles thomas. zed, m. (2008). metode penelitian kepustakaan (2nd ed.). yayasan obor indonesia. 181 | jisae. volume 6 number 2 september 2020. https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 6 no 2 (2020) website : http://journal.unj.ac.id/unj/index.php/jisae utilizing youtube as media to increase students’ speaking english skill at the first semester students’ of english language education universitas islam syekh yusuf isnaniah universitas islam syekh yusuf tangerang abstract this study aims to find out how youtube contributes the development of students’ speaking english skill. the design used in this research was one group pretest and posttest. the population of this research is all of the students at the first semester of english language education in the academic year 2019/2020 which the accessible population is 84 students while the sample of this research was 30 students. it took by using purposive sampling technique because the writer chose the sample based on proficiency and the sample is suitable for the purpose of the research. the data collected in this reseasrch is quantitative data. the writer used a test to collect the data. then, to know the noramility and homogeneous distribution or not, the writer used the normality and homogeneity test. from the result of test normality showed that significant value of pretest was 0.047, while the significant of value of posttest was 0.000. it means that the data is not normal distribution, it was because the significant value of post-test 0.000 were less than 0.05. the result of homogeneity showed that the significant score was .026. based on the testing criteria significant score < 0.05. it means the data is not same variant group. therefore, the test of data hypothesis, the writer used non-parametic test, mann whitney test. its result of test showed that significance score .000 was smaller than probability score 0.05. it was concluded that accepted. in other words there was a significant positive effect of using youtube as media to improve students; speaking english skill. keywords : speaking english skill, youtube, address for correspondence: isnaniah@unis.ac.id introduction as we know that language is one of the tools for the communication. it is important for the human’s life. meilinda (2018) supported the theory above that “language is needed for daily communication. without language, effective communication cannot be achieved and misunderstanding will take place. one of the languages is english, and it is used by millions of people around the world. it means that english is a means of global communication for many activities” therefore, english has been recognize as one of the languages that many people use to be able to communicate with other people from various countries because english is the most common primary language in words as an international language, so the ability to communicate in english is a necessary http://journal.unj.ac.id/unj/index.php/jisae mailto:isnaniah@unis.ac.id 182 | jisae. volume 6 number 2 september 2020. for international relations to participate in the wider world of work, it is to perform in the business word or organization. if we do not have an effective language, we would be left behind by the other people or the other country. as we know that the goal of communication is to inform, to request, to persuade and to build relationship with others. it was suuported by ahmad (2016) “communication is the central human activity. we are now witnessing the emergence of an advanced economy based on information and knowledge. probably the most important skill for knowledge workers in the new environment is ability to communicate.” thus, the students have to be able to good communication, but unfortunately, when the writer observed in the first semester students of english language education, the writer found that the students still have the problems in communication, especially communication by using english. it was because the students don not have many vocabularies and they are also not accustomed to use english in their daily activities. this problems make the students worried do the mistake when they are speaking with other people, and also make the students did not have self-confidence to speak in front of their friend. while, isnaniah (2018) stated that “the confidence is important of successful process learning english for the students.” therefore, to solve the problems above, the teacher should use the good media or strategies and also should be selective to choose them. according (kamaruddin & amilia avianti, 2020) “the teacher has the task to shape students to have innovative, creative, and critical thinking abilities. in carrying out his profession, a teacher must have special abilities, among others, the ability to design and implement a variety of learning strategies in accordance with the level of student development, including utilizing a variety of sources and learning media to ensure the effectiveness of learning.” we know that many kinds of media or strategies but there are still media or strategies that are not in accordance with the class condition. agustina (2016) supported that “along with the advance of technology, media will bring the impact to people, both in positive and negative sides and we need to be wise in choosing what we can take from it. taking the positive side will gain many good impacts for us”. it measn that the teacher should be identified the students’ characteristic, types and their learning style to get the significance advantage when they learn by using media. it is the important to help teacher and students in learning english process. as recommended by the writer to achieve the good english learning process, the teacher must be up to date about choosing the media in the modern era. currently, yotube becomes a populer in teenager sociality. some people especially for teenager spend their time to watch some videos in youtube, and also make vlog to upload their video into youtube. it was proved by the following chart 1. chart 1 source: statscounter globalstats https://gs.statcounter.com/social-media-stats/all/indonesia the chart 1. above showed that beside facebook, youtube also become one of media which is often used by people in indonesia. they have been familiar about youtube. hence, the teacher could use youtube as media to teach english, especially for english speaking skill. it can make the students interest https://gs.statcounter.com/social-media-stats/all/indonesia 183 | jisae. volume 6 number 2 september 2020. to learn english speaking everywhere, in classroom or outside classroom, they also could learn speaking with the native speaker dirrectly, by watching the video in youtube. so that, they could would find many vocabularies, and they also could learn how to pronounce word in english well. wang & chen (2019) also gave opinion that english teaching by watching videos on youtube, students not only can learn english in a more organize way, but also enjoy various learning resources on youtube according to their needs and interest. it means that source on youtube can be authentic material, because the teacher can show the real things on video youtube. besides, youtube also was easy to be used. therefore, to solve students’ problem in speaking skill, the writer believed that youtube is one of media can help students to improve their speaking english. watkins & wilkins (2011) gave opinion that “since youtube and other online videos are most immediately observed through sight and sound, creative teachers can easily find new ways to use them in listening and speaking or english conversation classes.”. it was supported by sari (2017) that using technology especially social media such as youtube in learning english speaking process can enhance students’ motivation and self-confidence. it was because by using youtube as media besides for watching the video, the students also doing vlog as much as the common speaking activities in the class with their peers. vlog enabled them to speak freely and comfortably without feeling anxious but doing activities in class with the peers also gave them enjoyable learning moment and interactions. therefore, if they can increase their interesting to learning english speaking, they will also improve their english speaking automatically. almurashi (2016), said that “using youtube videos to teach english classes as extra material will provide learners with good understanding and knowledge of their lectures. in addition, it is likely to make the learning process more fun and meaningful.” based on the description above, the writer interested in conducting research under the title “using youtube as media to improve students’ speaking english skill at the first semester students of english language education universitas islam syekh yusuf in academic year 2018/2019. method this study was conducted on the first semester students of universitas islam syekh yusuf tangerang. the population of this research was all of the students at the first semester students of the english language education universitas islam syekh yusuf in academic year 2019-2020, it was 83 students from 1a, 1b and 1c. lavrakas (2008) defined that target population is the whole set of units on which inferences are to be drawn using the research data and findings of the research are mean to generize. while, the sample of the research was 30 students. to take the sample the writer used purposive sampling, it was because the writer chose the sample based on the proficiency and the sample was suitable for the purpose of the research. thus, the writer got one class that is 1 a based on purposive sampling because the percentage of studtns who could achieve the minimum criteria is lower than the other class 1b and 1c. in this research study lasted for four months, starting from september 2019 to desember 2019. the writer used experimental research in this research. as stated by fraenkel, walen, & helen (2012), experimental research is one of the strogest methodologies researchers can employ. it is also the best way to create cause-and-effect realationship between variables. the design of this research followed a quasi experimental research one group pretest-posttest design. according to morgan, gliner, & harmon (2000) one group pretest-posttest design is a type of experimental design conducted without a comparison group. the comparison is conducted within the same group between the pretest and the posttest. the writer chose this design because the writer intented to know the effect of using youtube as media to improve students’ speaking english skill and want to focused conducting research and applying the treatment in one class. furthermore, there are some advantages from this design. bartsch, bittner, & moreno (2008), the advantages of one group pretest-posttest design is that it can be conducted in one class without having to separate students since they are given the treatment simultaneously, and there are no ethical concerns with classes which are exposed to different training as all students are taught the same way. in this research, 184 | jisae. volume 6 number 2 september 2020. the writer applies youtube as media on teaching of english speaking to students. the model of the researsch design was illustrated as follows: table. 1 quasi experimental design test treatment test pre-test post-test oi x 02 source: william r. shadish, cook, & campbell (2001) the data collected in this research was quantitative data. the writer used a test to collect the data, which are pretest and posttest. pretest was used to know their speaking english skill before they were given the treatment. after giving the treatment, the studetns were given a posttest. post-test was used to assess the different accomplishment between the pretesta and the posttest and to know the students’ speaking english skill after given the treatment or learning activity. in this stage, the writer used the oral test as an instrument and the studentss were asked to create dialogue in pairs. the dialogue was created based on the clues given by the teacher. finally, the test result in the pretest and posttest is compared. from the results of the research, the writer found the differences of the effect of using youtube as media to improve students’ speaking english skill. technique of data analysis in this research was used is to find out whether the data set has normal distribution or not, kolmogorov-smirnov test was used. meanwhile, the leven statistical test was used to explore the homogeneity of the scores from the pre-test and post-test. to find out the different achievement between the pre-test and post-tes, test of the data hypothesis used non parametric test. it was mann whitney test. it was used because the data was not normally distribution. result in analyzing the data, the writer used the real score of the students. it was obtained to look for the difference between the pre-test and post-test score. the result of the test would be processed by using statistical calculation ibm spss version 24. the result of the descriptive statistics analysis of the pre-test’s score were seen in the following table: table 1 result of pre-test and post-test n min max sum mean std. deviation varianc e pretest 30 45 79 1992 66,40 8,775 77,007 posttest 30 75 89 2419 80,63 4,944 24,447 valid n (listwise) 30 the table above showed that pre-test and post-test had difference minimum and maximum score. from the table 1, the total pre-test scores of the students were 77,007 and the mean was 66.40; with the minimum score was 45 and maximum score was 79. while the total post-test scores of the students were 24,447 and the mean was 80,63; with the minimum score was 75 and maximum score was 89. thus, based on the significant difference from both pre-test and post-test, it can be concluded that after the treatment, the result of students’ speaking skill were quite different. 1. the test of the analysis assumptions before the writer conducted the testing and analyzing the data, needed to know whether the data was normal and homogeneity. a. test of normality 185 | jisae. volume 6 number 2 september 2020. to know whether the data set has normal distribution or not, the writer should count the normality test. the data processed in the calculation of normality test using kolmogorov-smirnov. the complete result of testing can be seen in a table as follows: table 2 result of test normality kolmogorovsmirnov 1 shapiro-wilk statistic df sig. statistic df sig pre-test 0.170 30 0.027 0.929 30 0.047 post-test 0.251 30 0.000 0.799 30 0.000 the table above showed that significant value of pre-test was 0.047, while the significant of value of post-test was 0.000. based on testing criteria, if the significant score is more than 0.05. it means that the data is normal distribution, and if the significant score was less than 0.05. it means that the data is not normal distribution. it was because the significant value of post-test (0.000) were less than 0.05. b. test of homogeneity to test of data homogeneity, the writer also used spss version 24. the complete result can be seen as follow: table 3 result test of homogeneity levene statistic df1 df2 sig. 5.218 1 58 0.026 the data above showed that the significant score was .026. based on the testing criteria if significant score < 0.05 it means the data is not same variant group, and if significant score > 0.05. it means the data is the same variant group. the result of the test showed that the population variant is not homogenous. c. testing of hypothesis because the data was not normally distribution, so test of the data hypothesis used non parametric test. it was mann whitney test. the result testing of hypothesis showed the following table: table 4 result test of statistic mann-whitney null hypothesis test sig. decision 1 the distribution of youtube is the same across categories of group. independent samples mann-whitney u test .000 reject the null hypothesis. based on the result of output test statistic in mann-whitney that showed the result score asymp. sig (2-tailed) 0.000 was smaller than probability score 0.05.it was concluded that ha was accepted. in other words there was a significant positive effect of using youtube as media to improve students’ speaking english skill. discussion from the finding above, it could be concluded that youtube has given effect in english speaking skill because there was difference result before and after treatment. the score before treatment was showed by the result of pre-test was 66,40 while after treatment the score was showed in the result of post-test was 80,63. besides, the result from pre-test and post-test, it was also proved by the result of output test statistic in mann-whitney that showed the result score asymp. sig (2-tailed) 0.000 was 186 | jisae. volume 6 number 2 september 2020. smaller than probability score 0.05. it means that there was a significant positive effect of using youtube as media to improve students’ speaking english skill. there are some resesarchers who have ever reesearched about using youtube video to improve students’ speaking skill. he was gunada (2018), in th research titile “using youtube video; an it-based media to improve students’ speaking skill”. his research showed that using youtube videos can improve students’ speaking skill in several aspects, namely fluency, vocabulary, pronunication, and grammar. and the last from shoufan, (2019), the research tittle “estimating the cognitive value of youtube’s educational video: a learning analytics approach:. in this research also showed that there are more cognitive features in the research. based on the resaechers above, the writer found something that can be stated that the media that has been used by researschers was to improve students’ sepaking skills and also help develop teaching speaking especially in pronunication, and it also showed that youtube as media has given the usefulness in learning speaking english process. it was proved by the writer after doing the research, the writer found many advantages using youtube as media in learning english speaking. first, the learning process would be much more fun, it was because in youtube presented many interesting topic and material and also presented games and examples of language that are often found everyday so that it is more relaxed and enjoyable for students. second, learn the pronunciation by acquiring with the direct of native speaker would make easy for students. third, youtube showed many interesting video. therefore, it make be the authentic material, so the students would be understanding material faster. and the last, the students can get the learning video easily from youtube, so that they find many material or what they need to learn english easily. based on the advantages above, learning by using youtube can be believe to have a potential impact on foreign language learning. by using youtube, the teacher would find a lot of resourceful media to learn speaking foreign languages. conclusion the conclusion of the research that youtube carries a lot advantages in teaching and learning speaking. using youtube in learning speaking provides an authentic english language model. in addition, youtube in speaking allows students to learn correctly pronunciation, improve their vocabulary and understanding differently culture. a video on youtube is generally easy to understand because of the visuals available instructions. using it in learning attracts and motivates students to do it learn. however, the teacher must also pay attention to the equipment used when teaching. the teacher must also manage the use of youtube and its effects for students, so that they can see it clearly and become aware of its purpose youtube for their learning. due to the fact that youtube in the research can really improve the students’ english speaking english skill, but youtube should be considered as an effective instructional tool and as important teaching resource in classroom. reference agustina, h. n (2016). the impact of media role in khaled hosseini’s novel: from no one to be someone, petra international conference. april 2016. ahmad s. r (2016). importance of english communication skills, international journal of applied research. almurashi, w. a. (2016). the effect use of youtube videos for teaching english language in classrooms as supplementary material at taibah university in alula. international journal of english language and linguistics research, 4(3), 32-47. fraenkel, j. r., walen, n. e., & helen, h. h. (2012). how to design and evaluate research in education (eight). new york: mcgraw-hill. gunada, i. w. s. (2018). using youtube video; an it-based media to improve students’ 187 | jisae. volume 6 number 2 september 2020. speaking skill. (june), 0–9. isnaniah, (2018). “using letterland as child friendly technique in teaching english vocabulary for young learners” proceeding of internationl conferen on child friendly education, universitas muhammadiyah surakarta, april 21 st –22 nd , 2018. kamaruddin & amilia avianti, 2020. the application of e-learning mathematics using moodel in improving students’ problem solving ability. jurnal of indonesian students assessment and evaluation. vol. 6 number 1 feburaty 2020. lavrakas, p. j. (2008). encyclopedia of survey research methods. sage publications. meilinda, n. d (2018) . youtube videos and snowball throwing technique to improve students’ speaking skill. jurnal pendidikan dan pengajaran. vol. 5 no.2. december 2018. morgan, g. a., gliner, j. a., & harmon, r. j. (2000). quasi-experimental designs. journal of the american academy of child and adolescent psychiatry, 39(6), 794. https://doi.org/10.1097/00004583-200006000-00020 sari, p (2017). using vlog in the youtube cahnnel as a means to improve students’ motivation and confidence to speak english in intermediate 1 level of lb-lia jambi. internation journal of english language and teaching. vol 1. issue 1. september 2017. shoufan, a. (2019). estimating the cognitive value of youtube’s educational videos: a learning analytics approach. computers in human behavior, 92, 450–458. https://doi.org/10.1016/j.chb.2018.03.036 wang, h. c,. cheryl, w. y c. 2019. “learning english from youtubers: english l2 learners’ selfregulated language learning on youtube.” innovation in language learning and teaching 0(0):1–14. watkins, j., wilkins. m (2011). using youtube in the efl classroom. language education in asia, vol 2, issue 1. 203 | jisae. volume 6 number 2 september 2020. https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 6 no 2 (2020) website : http://journal.unj.ac.id/unj/index.php/jisae applying rasch model to measure students` reading comprehension dinar pratama 1 , ihda husnayaini 2 12fakultas tarbiyah, iain syaikh abdurrahman siddik bangka belitung, abstract there have been studies suggesting that students' reading comprehension in english subject is influenced by the accuracy of teaching strategy use. the use of appropriate teaching strategies is required to accommodate the diversity of students' abilities. therefore, measurements are needed to provide actual information about students' abilities. this study aims to examine the levels of students' reading comprehension by using rasch model. the subjects of this study were8th grade students, totaling 200 responses on the teacher's reading comprehension test with five alternative responses. the data analysis used was the rasch 1 parameter model consisting of person reliability, item-person distribution maps, and itemperson suitability. the findings of this study indicated that the average reading comprehension ability of students was included in the high category with a value (meanperson) of 1.29 logits above the average level of difficulty of the test items (meanitem) of 0. further research is expected to be conducted to prove whether the addition of test items affect the value of person reliability. keywords: person reliability, fit item, rasch model. address for correspondence: dinarpratama24@gmail.com introduction understanding texts written in foreign languages, especially english, has its difficulties. this is experienced by those who want to learn english, especially high schoolstudents. generally, teaching reading comprehension is focused on mastering vocabulary only (burns, hodgson, parker, & fremont, 2011) whereas the results of some studies showed that teaching reading comprehension can be effective if it is supported by implementing a variety of teaching strategies. a study conducted by hagaman& reid (2008) proved that the application of paraphrase strategies can minimize the failure in understanding reading texts. while the implementation of metacognitive strategies can improve students' ability to comprehend reading texts (çubukcu, 2008; li, 2010; ahmadi, ismail, & abdullah, 2013; meniado, 2016). the application of the question-generation strategy for reading influences reading comprehension as well (khansir & dashti, 2014). this strategyemphasizes the students' activities to analyzereading texts by using their prior knowledge then they are required to ask and answer questions. if students cannot answer the questions correctly, it means that the students do not comprehend the reading text well. reading comprehension can be understood as "the search for, or an establishment of, meaning from printed text is inadequate" (tennent, 2015). guthrie, wigfield, &perencevich (1997), provide an understanding of reading comprehensions as, "the process of simultaneously extracting and constructing meaning through interaction and involvement with written language". knowing students' readingcomprehension is important because it is related to choosing the right strategy. each strategy has different characteristics that are influenced by various situations and conditions. by knowing the students’ reading skill, it can at least guide the teacher in choosing http://journal.unj.ac.id/unj/index.php/jisae 204 | jisae. volume 6 number 2 september 2020. the right strategy. to find out an individual's ability to master a particular concept can be done in several ways, one of them is by giving a test. in preparing the test material to measure the ability, there aremany aspects to be considered. good test criteria at least should pass the stages ofquantitative and qualitative analysis. center for research and development of balitbang of the ministry of national education, (2007) in wardhani& putra (2016), stated thatqualitative analysis can be done by examining aspects of writing techniques, language use, and compatibility of the material. while the quantitative analysis can be seen from the internal characteristics of the test obtained from the results of empirical measurements of test participants (surapranata (2009) in primary (2019). besides, a qualitative test analysis can be done by knowing how accurately the test can measure the skill that needs to be measured. for quantitative analysis, the test should be validated first before being used (azwar, 2009) in primary (2019). in this regard, two approaches are often used to analyze test quality, namely classical test theory and classical item response theory. in recent studies, the analysis of test quality through the classical theory approach has been gradually abandoned because it has several weaknesses. classical test theory has at least two weaknesses namely, 1) measurement results depend on the characteristics of the tests used, 2)item parameters have relied on the ability of test-takers, and 3) error measurement can only identify groups, not individuals (mardapi, 2012). furthermore, classical theory is weak in displaying the true abilities of test-takers. this is based on the fact that the ability of the test takers is only known from the total score by not considering the relationship between the test taker's abilities with the item characteristics (wardhani& putra, 2016) item response theory (irt) has the assumption that the probability of the test taker to answer correctly on each item is based on the test taker's ability. therefore, test takers with high ability have a greater chance of answering correctly when compared to test takers who have low ability (retnawati, 2014) there are at least three assumptions on which irt is based, namely, unidimentional, local independence, and invariant parameters (hambleton &swaminathan (1985; hambleton, swaminathan, & rogers 1991) in retnawati (2014). unidimensional means each test item only measures one ability. for example, tests of reading comprehension ability only. this confirms that the test can only be used to determine the ability of test participants in the aspect of reading comprehension alone, not other abilities. in some conditions, this assumption is difficult to do due to several factors such as cognitive, personality, environment, and even anxiety. the assumption of local independence states that there is no relationship between the responses of testtakers with different items (hambleton et.al, 1991) in sarea&ruslan (2019). whereas parameter invariance is stated as item characteristics not dependent on the distribution of the test taker's parameters and the parameters that become test taker's characteristics are not based on item characteristics (retnawati, 2014) the advantages of irt are; 1) the score truly reflects the test taker's ability and is not influenced by the test's difficulty, 2) the relationship between the item and the test taker's ability can be found out, 3) parallel tests are not needed to determine the reliability coefficient (hambleton, rk, & jones, rw, (1993) in andayani&ramalis (2019). according to mardapi (2012), the oneparameter rasch model (1-pl) is most commonly used to develop a test set. another advantage of the rasch model is this model can meet the main principles in measurement namely; 1) this model can produce linear measurements with the same interval, 2) it does not affect the analysis if there are missing data, 3) it gives a more precise estimate, 4) it can determine the inaccuracy of a model, and 5) it provides measurements that are independent of the parameters studied (sumintono, b. &widhiarso, w, 2014) in purnomo, (2016) studies on analyzing student abilities through the rasch model have been carried out in various fields. this can be foundin the results of study conductedbycamminatiello, gallo, &menini(2010), osman, naam,jaafar, badaruzzaman&rahmat (2012), runnels (2012), and chan, ismail&sumintono (2014). specifically, the results of study using the rasch model analysis related 205 | jisae. volume 6 number 2 september 2020. to reading comprehension were used by baghaei&carstensen (2013) to identify students' reading types through comprehensive reading tests. aryadoust& zhang (2016) conducted a study using the rasch model to determine students' reading skill which are divided into two class groups. while santos et al., (2016) only presented an analysis of test quality based on psychometric characteristics on reading comprehension tests. this research was administered to find out how students' abilities in reading comprehension were viewed from the difficulty level oftest item. in addition to finding out students' reading abilities, this study was also conducted to determine the quality of reading comprehension tests made by the teacher.the results of this study are expected to contribute to the improvement of english language learning, especially in reading comprehension learning material. method this is a descriptive quantitative study to get a picture of students' readingabilities through the rasch one-parameter (1-p) model. the subjects in this study were 8th grade students, totaling 200 responses on the teacher's reading comprehension test with five alternative answers. the teacher-made test kits were taken from the results of the implementation of formative tests through documentation techniques. quantitative data analysis was carried out through the rasch irt approach with the help of the quest program. result and discussions the reading comprehension test instrument has 40 items with five answer choices. respondents' answer patterns were analyzed using the rasch model through quest software. person reliability the value of person reliability at quest output can be known through the value of the reliability of an estimate. according toprime (2018), the reliability criteria value of the rasch model can be categorized as follows; <0.67 is weak, 0.67-0.80 is enough, 0.81 0.90 is good, 0.91 0.94 is very good,> 0.94 is perfect. person reliability in this study amounted to 0.40 is classified as weak. the low value of person reliability also indicates that tests cannot distinguish test takers' abilities (chan et al., 2014) as shown in figure 1 the map response item. the low value of person reliability can be influenced by the level of difficulty of items that do not vary (dwinata, 2019). figure 1 shows that the ability of test-takers was above the average level of difficulty of the questions. however, regarding the test items classified as very difficult with a logit value <3.0, none of the test-takers has the ability equivalent to the level of difficulty of the test. this pattern also occurs in easy items. thus the distribution of students' abilities and test items are not in line with the distribution of the normal curve, which moves from the lowest to the highest value. this is what causes the low value of person reliability which means that there are inconsistencies in the test taker's responses (ardiyanti, 2017). person-item distribution map distribution of the ability of test takers with the level of difficulty of items (person item distribution map) in the quest program can be seen in the output of item estimates (thresholds) which have the same logit scale. through the person item distribution map, we can determine the test items by the ability of each test taker. the results of the analysis showed that the average value of the ability of test-takers (meanperson) was 1.29 above the average level of difficulty of test items (meanitem) of 0. in figure 1, it can be seen that students' abilities are above the average of test items, but there are still 14 test items in the ‘easy’ category respondedincorrectly by students. besides, there are also 4 difficult test items that none of them can be responded correctly by the students. such difficulty level patterns are not sufficient to provide any information related to students' reading comprehension. 206 | jisae. volume 6 number 2 september 2020. figure 1. person item distribution map item-person compliance based on the results of the quest program output, it is known that students with the highest ability have a logit value of +2.67. there are two students with the highest ability namely, students with codes 017 and 037. besides, students with the lowest ability have a logit value of 0.16. students with the lowest ability are students with codes 058 and 081. there are test items that cannot be responded correctly by all test takers (item no. 27) and there are test items that can be responded correctly by all test takers (item no. 18) these items are suggested not to be used because they do not provide information about students' abilities. even though the reading comprehension of test-takers is above the average level of difficulty of the test items, this does not automatically indicate the true abilities of students. to ensure the students 'true reading comprehension’, a suitability test can be done between the level of difficulty of the items and the students' abilities(sumintono, 2016) the criteria used to determine the suitability of the item is referred to the outfit mean square (mnsq) value of 0.5 <mnsq <1.5 (boone, staver, & yale, 2013). table 1. suitability of the person to the model person number outfit mean square value (mnsq) person number outfit mean square value (mnsq) person number outfit mean square value (mnsq) 001 0.35 033 0.34 069 1.94 002 0.26 034 0.43 071 1.84 003 0.35 037 0.23 072 0.20 005 0.44 040 0.42 073 0.36 008 0.38 042 0.47 074 0.43 011 0.43 045 1.52 079 1.54 012 0.32 046 2.66 082 0.35 013 3.80 047 0.44 015 0.33 049 3.41 016 0.23 051 0.27 017 0.23 052 0.27 018 2.66 053 0.27 020 2.42 059 0.35 023 3.15 061 1.53 026 4.26 062 3.12 028 2.16 064 1.52 207 | jisae. volume 6 number 2 september 2020. person number outfit mean square value (mnsq) person number outfit mean square value (mnsq) person number outfit mean square value (mnsq) 029 0.48 065 1.67 030 0.22 066 1.75 031 0.32 067 0.40 032 0.20 068 1.84 based on the outfit mean square (mnsq) values in table 1, there are 47 out of 82 students do not fit the model. the remaining 35 students fit the model (outfit mean square value 0.5 <mnsq <1.5). based on these results, it can be concluded that 42.6 percent of students have the ability to be in accordance with the level of difficulty of the test items so that it truly describes the actual ability of students. however, there is 57.3 percent of students whose ability or score donot conform with the level of difficulty of the test items. the number of person fit values that do not correspond the model confirms that the consistency of students’respondsto the reading comprehension test is still low, as the results of the previous person reliability of 0.40 (dwinata, 2019) inconsistencies can also occur because some students respond the test items that do not correspond to their abilities (kurniawan&andriyani, 2018). based on figure 1, some students have abilities above the average level of difficulty of the test items but are unable to respond easy test items. a low value of person reliability can be improved by increasing the number of tes items butit requires distribution of student abilities in line with the normal curve (chan et al., 2014) conclusions based on the analysis of the person item distribution map picture, it is known that most of the students’responds to the reading comprehension test items are above the average level of difficulty of the test items. the average ability of students included in the high category with a value (meanperson) of 1.29 above the average level of difficulty of the test items (meanitem) of 0. only two students who have a logit value below 0, which is -0.16. logit scores below 0 indicate low ability of students. these results prove that, students' reading comprehension tested through teacher-made tests is very low. besides, the person reliability also shows a low value, which is equal to 0.40. therefore, the ability of each student cannot be distinguished properly. besides, based on the analysis of the suitability of the person with the model, there were 42.6 percent of students who had abilities that corresponded to the level of difficulty of the questions and 57.3 percent of students who had abilities or scores that did not match the level of difficulty of the test items. regarding item fit, based on the mnsq outfit values, 6 items do not fit the rasch model consisting of items 3, 8, 15, 21, 24, and 28. further research is expected to be carried out to prove whether the addition of the number of test items affect the value of person reliability. references ahmadi, mr, ismail, hn, & abdullah, mkk (2013). the importance of metacognitive reading strategy awareness in reading comprehension. english language teaching, 6 (10), 235– 244. andayani, a., &ramalis, tr (2019). study on implementation of item response theory in analyzing test materials for physics materials. national seminar on physics, 1 (1), 37–42. ardiyanti, d. (2017). application of the rasch model on the development of self-efficiency scale in student career decision making. journal of psychology, 43 (3), 248-263. aryadoust, v., & zhang, l. (2016). fitting the mixed rasch model to a comprehension test: exploring individual differences profiles in l2 reading. language testing, 33 (4), 529– 208 | jisae. volume 6 number 2 september 2020. 553. baghaei, p., &carstensen, ch (2013). fitting the mixed rasch model to a comprehension test reading: identifying reader types. practical assessment, research, and evaluation, 18 (1), 5. boone, wj, staver, jr, & yale, ms (2013). rasch analysis in the human sciences. springer. burns, mk, hodgson, j., parker, dc, & fremont, k. (2011). comparison of the effectiveness and efficiency of text previewing and teaching keywords as small-group reading comprehension strategies with middle-school students. literacy research and instruction, 50 (3), 241–252. camminatiello, i., gallo, m., &menini, t. (2010). the rasch model for evaluating italian student performance. journal of applied quantitative methods, 5 (2), 331–349. chan, sw, ismail, z., &sumintono, b. (2014). a rasch model of analysis on secondary students' statistical reasoning abilities in descriptive statistics. procedia-social and behavioral sciences, 129, 133–139. çubukcu, f. (2008). how to enhance reading comprehension through metacognitive strategies. journal of international social research, 1 (2). dwinata, a. (2019). analysis of problem solving capabilities using rasch modeling on permutation and combination materials. prisma, proceedings of the national mathematics seminar, 2, 124–131. guthrie, tj, wigfield, a., &perencevich, ck (1997). motivating reading comprehension: concept-oriented reading instruction. new york: lawranceeribaum associates, inc., publisher. hagam, jl, & reid, r. (2008). the effects of the paraphrasing strategy on reading comprehension of middle school students at risk for failure in reading. remedial and special education, 29 (4), 222-234. khansir, aa, &dashti, jg (2014). the effect of question-generation strategy on iranian efl learners' reading comprehension development. english language teaching, 7 (4), 38– 45. kurniawan, u., &andriyani, kdk (2018). analysis of multiple choice problems with rasch models. journal of statistics, university of muhammadiyah semarang, 6 (1). li, f. (2010). a study of english reading strategies used by senior middle school students. asian social science, 6 (10), 184. mardapi, d. (2012). measurement of educational assessment and evaluation. yogyakarta: yuhamedika. meniado, jc (2016). metacognitive reading strategies, motivation, and reading comprehension performance of saudi efl students. english language teaching, 9 (3), 117–129. osman, sa, naam, si, jaafar, o., badaruzzaman, whw, &rahmat, raaok (2012). application of rasch models in measuring students' performance in civil engineering design ii course. procedia-social and behavioral sciences, 56, 59–66. perdana, sa (2018). quality analysis of measurement instruments understanding the concept of quadratic equations through classical test theory and rasch models. gait journal, 6 (1), 41–48. pratama, d. (2019). analysis of classical test theory (ctt) approach on academic ability test instrument. jisae (journal of indonesian student assessment and evaluation), 5 (2), 4354. purnomo, s. (2016). development of pisa mathematical models of space and shape content to determine the level of high-level thinking ability based on the analysis of the rasch model. retnawati, h. (2014). item response theory and its application: for researchers, measurement and testing practitioners, graduate students. yogyakarta: nuhamedika. 209 | jisae. volume 6 number 2 september 2020. runnels, j. (2012). using the rasch model to validate a multiple choice english achievement test. international journal of language studies, 6 (4), 141–155. santos, s., cadime, i., viana, fl, prieto, g., chaves-sousa, s., spinillo, ag, & ribeiro, i. (2016). an application of the rasch model to read comprehension measurement. psicologia: reflexão e crítica, 29 (1), 38. sarea, ms, &ruslan, r. (2019). characteristics of item problem: classical test theory vs item response theory? didactic: journal of education, 13 (1), 1–16. sumintono, b. (2016). applications of rasch modeling in educational assessments: implementation of formative assessment (assessment for learning). tennent, w. (2015). understanding reading comprehension: proseces and practices. singapore: sage publications inc. wardhani, df, & putra, ap (2016). development of cognitive standard test instruments in natural sciences class 7 middle school in banjar district. proceeding biology education conference: biology, science, environmental, and learning, 13 (1), 75–82. 124 | jisae. volume 6 number 2 september 2020. https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 6 no 2 (2020) website : http://journal.unj.ac.id/unj/index.php/jisae the analysis of 4th grade student textbook based on the 2013 curriculum on the theme of pahlawanku with the subtheme of perjuangan para pahlawan (lesson six) bernadine ajeng indriasari universitas katolik musi charitas jl. bangau no. 60 palembang bambang afriadi universitas islam syekh yusuf abstract the purpose of this research is to determine the compatibility of the 4th grade student textbook based on the 2013 curriculum on the theme of pahlawanku with the subtheme of perjuangan para pahlawan on lesson six based on the core competencies, learning objectives, indicator, learning activity, materials, tools and learning resources. this section is the 6th fragment of eighteen analysis of learning activities plan in 4th grade students’ 2013 curriculumbased textbook. the research method of this study is descriptive qualitative method by analyzing documents. the analysis revolves on the rule of ministry of education and culture, an article discussing about the implementation of 2013 curriculum, and article from website of national education standards board (bsnp). the results found that core competencies of mathematics that do not appear in the competency mapping in learning materials, indicators of science (ipa) subject do not match the needed of basic competencies, learning objectives that are not in accordance with the formulation of indicators. besides, too little materials of science (ipa) and physical, sport and health education (pjok) subjects, learning subject and tools are also not listed in student textbook. based on the results of the analysis, it was concluded that student textbook of of 4th grade student textbook based on the 2013 curriculum on the theme of pahlawanku with the subtheme of perjuangan para pahlawan on lesson six needs a lot of improvement. keywords: analysis, student textbook, curricullum of 2013 address for correspondence: indriasari@ukmc.ac.id1, bambang.afriadi@unis.ac.id introduction learning resources can be interpreted as everything that can be utilized to achieve the goal of learning. according to wasita quoted by prastowo (2014: 126) learning resources are divided into two kinds, they are: (1) learning resources by utilization and (2) learning resources by design. learning resources are everything around us that can be utilized for learning purposes. for example: newspapers, television broadcasts, markets, museums, zoos, mosques, and religious leaders. while the source of designed learning is a learning resource that is intentionally planned and made to achieve certain learning goals. examples: package books, worksheets, modules, manuals, transparencies, films, encyclopedias, brochures, strip films, slides, and video. textbooks or commonly known as a book are the most commonly used learning resources. textbooks are learning resources designed deliberately to achieve specific learning goals. achievement of learning objectives carried out through learning activities every day. the http://journal.unj.ac.id/unj/index.php/jisae mailto:indriasari@ukmc.ac.id1 mailto:bambang.afriadi@unis.ac.id 125 | jisae. volume 6 number 2 september 2020. learning activities delivered learning materials or often referred to as teaching materials. this collection of materials is usually the content of the textbook. the teaching materials itself have certain criteria in the selection. quality criteria of teaching materials include feasibility (validity), practicality, and effectiveness (furidaniyah and mersigit, 2012). eligibility criteria refer to the validity of a material to be displayed. the material must be completely valid and validated. practical criteria are easily understood material. effective criteria mean that material must be able to give a deep impression when it was taught. since july 15, 2015, a new curriculum of 2013 has been introduced. the implementation of 2013 curriculum in elementary school is conducted in 1st grade, 2nd grade, 4th grade and 5th grade (bnsp: 2014). in line with this, the ministry of national education and culture in cooperation with the center of curriculum and books (puskurbuk) has published the 2013 curriculum-based; teacher and student textbooks. the 2013 curriculum-based textbook is expected to help students to achieve the learning purposes. however, after it was used for two years, the textbooks that have been published by puskurbuk did not meet the demands of 2013 curriculum. the statement by harta in an article on 5th october 2013 on the official website of kompasiana, said that "this textbook (the student textbook) does not yet fulfill the demands of the 2013 curriculum, that books must be workbased, while the student textbooks (viewed from teacher textbook) contain theory. "there are a lot of misconceptions and obscure concepts". in another article it was also found some complaints related to core competence (kd) and indicators. "there is kd in syllabus and the textbook of 2013 curriculum is not in accordance with the ministerial regulation”. there is kd that is not contained in the syllabus or textbook of 2013 curriculum. the kd is not proportional. it is weak in understanding kd and formulating the indicators”. this statement was delivered by prastica on october 22, 2014 on the official website of kompasiana. minister of education and culture, anies baswedan, in an article on the official site of sindonews revealed that "the mistakes are so severe, such as there is no match between kd, material with what is in the hands of students." curriculum observers, retno listysarti also revealed the similar in the same article "there is no match between the syllabus document, kd and the textbook". the purpose of this research is to know the appropriateness of the 4th grade student 2013 curriculum-based on the theme of pahlawanku based on the kd, indicators, activities, materials, tools and learning resources. the 4th grade student 2013 curriculum-based on the theme of pahlawanku is divided into 3 themes with 6 lessons on each theme. thus, this research is limited to 4th grade student 2013 curriculum-based on the theme of pahlawanku with the 1st subtheme perjuangan para pahlawan on lesson six. it is carried out to improve research accuracy and maximize the research result. method this research using descriptive qualitative method by analyzing the contents of documents related to the research problem, namely: the 4th grade student textbook on the theme of pahlawanku with the subtheme of perjuangan para pahlawan on lesson six, based on the 2013 curriculum. the analysis refers to the regulation of the ministry of education and culture, no. 65, 2013 on the standard process of primary and secondary education, regulation of ministry of education and culture no. 67 of 2013 on the basic framework and curriculum structure of elementary school/madrasah ibtidaiyah, regulation of the ministry of education and culture no. 11 of 2005 on textbook lessons, law no. 20 of 2003 on national education 126 | jisae. volume 6 number 2 september 2020. system, and articles related to the implementation of the 2013 curriculum and official articles from the bsnp website. the variables in this study are kd incompatibility, indicators, objectives, activities, materials, tools and learning resources in the 4th grade student textbook based on the 2013 curriculum on the theme of pahlawanku with the subtheme of perjuangan para pahlawan on lesson six. the data is collected through the following steps; 1. the first thing researcher do is to create a suitability analysis format along with the description of conformity. furthermore, the researcher collects research documents in the form of: 4th grade student textbook on the theme of pahlawanku with the subtheme of perjuangan para pahlawan on lesson six, teacher textbook of 4th grade iv on the theme of pahlawanku with the subtheme of perjuangan para pahlawan on lesson six, regulation of ministry of education and culture no. 65 2013 on standard process of primary and secondary education, regulation of ministry of education and culture no. 67 of 2013 on basic framework and structure of elementary school curriculum/madrasah ibtidaiyah, regulation of the ministry of education and culture no. 11 of 2005 on the textbook, law no. 20 of 2003 on national education system, articles related to the implementation of 2013 curriculum, and articles from the official website of bsnp. 2. after the required documents are collected, the researcher begins to analyze the compatibility and incompatibility of each kd, indicators, objectives, activities, materials, tools and learning resources on each lesson in the 4th grade student textbook based on the 2013 curriculum. "heroes" theme, referring to the official documents collected earlier. after the analysis is done, compliance and incompatibility are sorted. the incompatibility is collected and tabulated in three tables according to each subtheme of the lesson. table 1 assessment grid domain primary attention description core competency 1. kd used in learning. 1. kd is the true kd of the subject. 2. numbering kd as stated in curriculum of 2013. 2. compatibility of kd mapping. 1. the hierarchy-based on the concept of science or the degree of difficulty of matter. 2. kd related based on teaching materials, themes, both in one subject and between lessons. indicators 1. indicators of each lesson. 1. meet the demands of kd. 2. the hierarchy based on the level of competence to be achieved. depart from bloom's c1-c6 taxonomy. 3. includes measurable competencies. 4. using operational verbs. 2. the order of indicator usage of each kd the hierarchy based on the level of competence to be achieved. depart from bloom's c1-c6 taxonomy. 3. compliance indicators include competencies in kd 127 | jisae. volume 6 number 2 september 2020. domain primary attention description indicators with kd learning objectives compatibility of learning objectives with pre-defined indicators. 1. objectives include components in the indicator 2. use a phrase that describes the indicators specifically. learning activities the compatibility of learning activities with goals that will achieved 1. learning activities accommodate all learning objectives. 2. the flow of activity is clear. 3. in accordance with the scientific learning step. material 1. material compatibility with learning objectives. 1. materials meet the demands of learning objectives, not widened and not narrowed. 2. the order of presentation of the material in accordance with the learning activities. 2. material depth of each meeting 1. the portion of the presentation of the material according to the degree of difficulty of the material. 2. presentation of materials in accordance with the needs of learning activities, it does not depend on the availability of materials from other sources. tools and learning resources 1. the types of learning tools and resources that are used to support learning the presence or absence of supporting tools and resources. 2. the compatibility of learning tools and resources with learning materials. tools and resources support the delivery of material. 3. the compatibility of learning tools and learning resources with learning activities. tools and resources facilitate learning activities. the following table is the format of the compatibility analysis of 4th grade student textbook based on the 2013 curriculum on the theme of pahlawanku with the subtheme of perjuangan para pahlawan on lesson six. 128 | jisae. volume 6 number 2 september 2020. table 2 format analysis subtheme : lesson learned : no section to be analyzed the results of the analysis compatibility incompatibility 1 core competencies 2 indicators 3 learning objectives 4 learning activities 5 materials 6 learning tools and resources result tabel 3 result of analysis 4th grade student textbook on the theme of pahlawanku with the subthemeof perjuangan para pahwalan on lesson six. l e ss o n 6 in c o m p a ti b il it y 1. the kd of mathematics subject is not included in the mapping but appears in the learning materials 2. it should be added indicators of science subject 3. learning objective number 2 is not covered by the indicator 4. the materials between subject is less related 5. it should be added to the subject matter of science (ipa) and physical, sport and health education (pjok) 6. the recommendation that provide supporting learning resources clearly in the column of tool/learning resources discussion in figure i, it can be seen that in lesson six there are physical, sport and health education (pjok), civics education (pkn), science (ipa), and social studies (ips) subjects. the kd mapping is based on material interrelationships. this is based on the explanation in the ktsp general guidelines by bsnp (2006: 15). the decree in the 2013 curriculum is called the core competencies (ki) needs to be assessed by taking into account the following matters: (1) the order based on the hierarchy of scientific discipline concepts and/or the level of material difficulty, does not have to always be in accordance with the order in the content standards (si); (2) the relationship between sk and kd subjects; and (3) the relationship between sk and kd between subjects. even though the discussion of the bsnp article refers to the use of ktsp 2006, in principle, the kd mapping must be presented in accordance with the relevance and level of material difficulties between subjects. according to the research, kd mapping on lesson six is appropriate. 129 | jisae. volume 6 number 2 september 2020. figure1.competency mapping and indicators of lesson six sub-theme perjuangan para pahlawan according to table 3 point 1 which states kd of mathematics subjects are not listed in the kd mapping, but appear in the learning material. this material appears on page 48 of the exercise section. it is true that in the kd mapping there are information of evaluation, it means that an assessment process will be carried out on the learning of one theme. however, it is not justified to provide mathematic material in previous learning which is then assessed at the next meeting after providing other material. according to researchers, it is better to do reflections in advance relating to mathematic material or re-enter mathematic material in the learning process. table 3 points 2 states that it is necessary to add indicators of ipa subjects. it relates to the compatibility of the indicators used in learning with the learning objectives to be achieved. in the learning objectives section, there are three objectives to be achieved in the form of identifying the application of the light properties, designing objects that utilize the nature of light and making simple loops. however, the indicators only cover identifying the application of the light properties and designing a work. according to the research, the work in question is making a simple loop earlier. then you should add specific types of work to the learning objectives, so there are only two learning objectives, one of which contains designing a simple loop. 130 | jisae. volume 6 number 2 september 2020. figure 2.learning objectives on lesson six sub-theme perjuangan para pahlawan in table 3 point 3, it is said that learning objective number 2 is not covered by the indicator. meanwhile, in table 3 point 4, it is said that learning material is less related. it can be seen in the presentation of material in the student textbook. the first material presented was the figure of sultan iskandar muda. next, there is the picture of a child suffering from a knee injury due to a fall and blisters caused by hot water. even though it is in accordance with basic competencies, the relationship between the two materials is completely invisible. furthermore, students conduct experiments creating simple loops using plastic wrap. it does not appear to be a relationship between this material and the previous material. then, it proceed with an exercise containing the attitude of the hero and the struggle of the hero. after working on the exercise, it is continued with a matter of evaluating one theme thoroughly without reflection. then, the relationship between matter is invisible and the process becomes disjointed. in table 3 point 5, it is said that it should be added to the subject matter of science and pjok. this is related to point 4. apart from unrelated material, the material for each subject presented in the student textbook is very small. in the subject matter of science, there is no material given about identifying the use of the properties of light. students directly practice making simple loops. it is the same as the case of pjok subject. there is no material about minor injuries and how to handle them according to indicators distinguishing the type of injury. while there are many types of injuries. it is true that the two examples in the material are those that are frequent and might occur in students. however, for the material as a whole, it is necessary to provide more material about the types of injuries that may be experienced by learners when exercising at school such as health problems or broken bones. table 3 points 6 states that it is advisable to provide supporting learning resources in the learning tools/resources column. in the learning tools and resources column, there are no clear book recommendations. it is only given reading information about sultan iskandar muda. it could be that a book prepared provides information that is not in accordance with the learning needs. it is better to attach it clearly to the teacher textbook so that it can be reproduced or read by both, the teachers or students. because the expected material is specific to the attitude of heroism and the struggle carried out. 131 | jisae. volume 6 number 2 september 2020. figure 3.media/tools and learning resources column on lesson six sub-theme perjuangan para pahlawan based on the results of the study, it can be concluded that the 4th grade student textbook on the theme of pahlawanku with the sub-theme of perjuangan para pahlawan in lesson six has some mismatches. this mismatch includes inappropriate of kd that is mapped and implemented in the form of material in learning activities, indicators that are incomplete, the goals that do not appear and material that does not cover the entire contents of kd, it did not match and the learning tools and resources are not written clear. regarding the conclusion above, the researcher suggests the improvement of 2013 curriculum of 4th grade student textbook on the theme of pahlawanku with the sub-theme of perjuangan para pahlawan in lesson six as described in the discussion. in addition, researcher suggest teachers to analyze the contents and appropriateness of the material before using it. teachers should provide supporting tools and resources to increase the meaningfulness of learning activities. reference afriadi, bambang, ‘effective management class concept (case study: student behavior problematics)’, jisae: journal of indonesian student assesment and evaluation, 4.2 (2018), 83–94 <https://doi.org/10.21009/jisae.042.07> alamsari. 2013. “menanti implementasi kurikulum 2013”. mgmp bahasa indonesia. rabu, 18 desember 2013. www.oganilir.com, diakses pada tanggal 29 november 2014. alawiyah, faridah. 2014. kesiapan guru dalam implementasi kurikulum 2013. pusat pengkajian, pengelohan data dan informasi (p3di), hal. 9. bsnp. 2006. panduan penyusunan kurikulum tingkat satuan pendidikan jenjang pendidikan dasar dan menengah. jakarta: bsnp. bsnp. 2014. pemaparan wakil menteri pendidikan nasional di jakarta, 14 januari 2014. desta, mahesa pranata. 2013. pengaruh sumber belajar terhadap prestasi belajar siswa pada mata pelajaran akuntansi universitas pendidikan indonesia. www.perpustakaan.upi.edu, diakses pada tanggal 5 januari 2015. e-journal bina darma. analisi buku teks. www.eprints.binadarma.ac.id. harta, idris. 2013. kesalahan buku matematika smp kurikulum 2013. 5 oktober 2013. www.kompasianaedu.com. ibrahim & syaodih. 2010. perencanaan pengajaran. jakarta: rineka cipta. imam, taufik. 2011. perencanaan pembelajaran. bandung: pt remaja rosdakarya. inlow, gail m. 1966. the emergent in curriculum. new york: john willey. kementrian pendidikan dan kebudayaan. 2014. pahlawanku. buku guru-edisi revisi. jakarta: kementrian pendidikan dan kebudayaan. 132 | jisae. volume 6 number 2 september 2020. kementrian pendidikan dan kebudayaan. 2014. pahlawanku. buku siswa-edisi revisi. jakarta: kementrian pendidikan dan kebudayaan. kurniasih & sani. 2014. panduan membuat bahan ajar. buku teks pelajaran sesuai dengan kurikulum 2013. surabaya: kata pena. linggasari, yohannie. tim evaluasi kurikulum 2013 temukan dua masalah utama. 22 januari 2015. www.cnnindonesia.com. mat bodok, ed: sudarwan. 2013.” masih banyak guru di oki belum paham kurikulum 2013. senin, 29 september 2014. www.sripoku.com, diakses pada tanggal 29 november 2014. peraturan menteri pendidikan dan kebudayaan nasional no. 56 tahun 2013 tentang standar proses pendidikan dasar dan menengah. peraturan menteri pendidikan dan kebudayaan nasional no. 67 tahun 2013 tentang kerangka dasar dan struktur kurikulum sekolah dasar/ madrasah ibtidaiyah. peraturan menteri pendidikan dan kebudayaan nasional no. 11 tahun 2005 tentang buku teks pelajaran. prastica, herna selvia. implementasi kurikulum 2013 menyelamatkan kebijakan vs menyelamatkan anak didik. 22 oktober 2014. www.kompasianaedu.com, diakses tanggal 29 oktober 2014. prastowo, andi. 2014. pengembangan bahan ajar tematik. tinjauan teoretis dan praktik. jakarta: kencana. ramly, ishak. 2004. inilah kurikulum sekolah. malaysia: pts media group. sudjana & rivai. 2003. teknologi pengajaran. bandung: cv sinar baru. sugiyono. 2012. metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. sukmadinata, nana syaodih. 2005. pengembangan kurikulum, teori, dan praktek. bandung: pt remaja rosdakarya. syaodih, nana. 2010. metode penelitian pendidikan. bandung: pt remaja rosdakarya. tim pengembang ilmu pendidikan fip-upi. 2009. ilmu dan aplikasi pendidikan. bagian i: ilmu pendidikan teoretis. bandung: pt imtima. undang-undang no. 20 tahun 2003 tentang sistem pendidikan nasional. warsita, bambang. 2008. teknologi pembelajaran, landasan dan aplikasinya. jakarta: rineka cipta. zubaidah, nenen. 2014. kurikulum 2013 terlalu dipaksakan. 20 november 2014. www.sindonews.com, diakses tanggal 29 november 2014. 73 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 7 no 2 (2021) website : http://journal.unj.ac.id/unj/index.php/jisae emerging issues in educational measurement: authentic assessment abubakar ukashatu1 kano state polytechnic kano-nigeria muhammad muhammad suleiman2 kano state polytechnic kano-nigeria musbahuabdulkahar mahmoud3 bayero university, kano kano-nigeria abstract authentic assessment is a tool of evaluating students learning applicable to real world situation. it is unavoidable tools for modern assessment of learning outcomes. it can be apply as formative or summative assessments or for both assessment types. this paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic assessment among others. the paper concludes that it is a high time for authentic assessment to replace traditional methods of assessment in all level of learning. the paper also recommended that the curriculum planners should design a curriculum based on types of authentic assessment for all levels of learning, the application of authentic assessment at all levels of learning, time has comes to move from traditional method of assessment to authentic assessment form and required competencies must be possessed by the teacher in order to carry out authentic assessments through proper training. keywords: authentic, assessment, real world, rubrics, portfolios. address for correspondence: 1abukashat@gmail.com 2muhdkd@gmail.com 3musbahuabdulkaharmahmud@yahoo.com introduction assessment is an integral part of the learning process as it frames what students learn and achieve (boud, 2010). one of the principal roles of a teacher in the education enterprises is to effectively instruct learners in order to bring about desirable changes in the behaviours; a way of ascertaining these behaviors is through assessment process (brown and race, 2013). not all of what teachers’ teach can be assessed by paper and pencil tests or by multiple choice items question. students need to demonstrate what they learned applicable to real world situation. authentic assessment serves as an alternative to conventional assessment which is limited to paper-and–pencil test that emphasize objective measurement. http://journal.unj.ac.id/unj/index.php/jisae mailto:abukashat@gmail.com mailto:muhdkd@gmail.com mailto:musbahuabdulkaharmahmud@yahoo.com 74 the purpose of authentic assessment is to provide students with ample opportunities to engage in authentic tasks so as to develop, use, and extend their knowledge and other 21st century competencies (nitko, 2004). internationally recognized assessment expert wiggins g. (1993) extols the value in utilizing authentic assessments instead of standardized tests. many teachers believe that there is a more effective assessment strategy, these teachers use testing strategies that do not focus entirely on recalling facts, instead, they ask students to demonstrate skills, knowledge and concepts they have learned. students need to demonstrate what they learned that is performance based (based on constructivist learning theory). albeit eistein stated that not everything that counts can be counted and not everything that can be counted, counts. that sentiment captures the philosophy behind the many types of authentic assessment also known as performance, alternative or direct assessments. therefore, the objective of this paper is to discuss the concept of authentic assessment with all its ramifications. concept of assessment traditional assessment defined by anunobi (1998), as a process in which one make a judgement about a person or situation. assessment data effects student advancement, placement, and grades, as well as decisions about instructional strategies and curriculum. dietel, herman, and knuth (1991) defined assessment as "any method used to better understand the current knowledge that a student possesses." this implies that assessment can be as simple as a teacher's subjective judgement based on a single observation of student performance, or as complex as a five-hour standardized test. through assessment, decisions about grades, advancement, placement, instructional needs, and curriculum are affected. for any teaching and learning to be meaningful, assessment of students learning must be effective. in this study, assessment has to do with the collecting data in order to pass judgement on the application of ict in teaching and learning. assessment is a series of activities to obtain, analyze, and interpret data about the process and learning outcomes of students conducted systematically and continuously, so that it becomes meaningful information in decision making. assessment is very important, because assessment can be used in providing important information, including determining the learning outcomes of students, measuring the extent to which the success of the teacher in carrying out learning during the teaching and learning process, and measuring the extent of students' ability to follow and understand the subject matter that has been taught. arifin (2013) assessment is a systematic and continuous process or activity to gather information about the process and results of student learning in order to make decisions based on certain criteria and considerations. concepts of assessment authentic according to wiggins (1989), authentic assessment is a “true test” of intellectual achievement or ability because it requires students to demonstrate their deep understanding, high-order thinking, and complex problem solving through the performance of exemplary tasks. authentic assessments replicate real-world challenges and “standard of performance” that experts or professionals typically face in the field. wiggins (1990) gives a basic definition of authentic assessment by saying, “assessment is authentic when we directly examine student performance on worthy intellectual tasks”. 75 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 stinggins (1987) define authentic assessment as a performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered. authentic assessment is “a form of assessment in which students are asked to perform real world tasks that demonstrate meaningful application of essential knowledge and skills” (mueller, 2011). o’malley, (2011), defines authentic assessment as a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills. sa'ud (2013) explains that authentic assessment is a process carried out by the teacher to gather information about the development of student learning. the gathering of this information was made by using students’ portfolio. authentic assessment aims to evaluate students’ abilities in ‘real-world’ contexts. in other words, students learn how to apply their skills to authentic task and projects. an authentic assessment usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated. for example, authentic assessments ask students to read real texts, to write for authentic purposes about meaningful topics, and to participate in authentic literacy tasks such as discussing books, keeping journals, writing letters, and revising a piece of writing. both the material and the assessment tasks look as natural as possible. therefore, authentic assessment is a process of collecting, reporting and using information about student learning outcomes in participating and being responsible for learning. competencies must be possessed by the teacher in order to carry out authentic assessments include: carefully reviewing competency and basic competency standards, planning authentic assessments with appropriate assessment techniques, applying various types of assessment techniques appropriately, evaluating learning outcomes aspects of knowledge, attitudes and proportional skills, and processing the assessment data appropriately in accordance with the assessment guide, and writing the competency achievement of students on report cards in a qualitative descriptive form that is easily understood by relevant parties including parents or guardians of students. it is also a process of collecting, reporting and using information about student learning outcomes in participating and being responsible for learning in real world situation. mueller (2011) stated that authentic assessment is also known by other names; performance-based assessment, direct assessment and alternative assessment. a) performance assessment (or performance-based). so called because students are asked to perform meaningful tasks. for these educators, authentic assessments are performance assessments using real-world or authentic tasks or contexts. b) alternative assessment. so called because authentic assessment is an alternative to traditional assessments. c) direct assessment. so called because authentic assessment provides more direct evidence of meaningful application of concepts, knowledge and skills. thus, in authentic assessment, assessment drives the curriculum. that is, teachers first determine the tasks that students will perform to demonstrate their mastery, and then a curriculum is developed that will enable students to perform those tasks well, which would include the acquisition of essential knowledge and skills. this has been referred to as ‘planning backwards’ (mcdonald, 1992). http://jfmueller.faculty.noctrl.edu/toolbox/references.htm#mcdonald 76 brief history of authentic assessment the term “authentic assessment” wasfirst coined in 1989, by grant wiggins. according to wiggins (1989), authentic assessment is a “true test “of intellectual achievement or ability because it requires students to demonstrate their deep understanding…… however, some authors argued that authentic assessment was first introduced by arch bald and newman, (1988), they associate “authentic” with achievement i.e. authentic achievement. theories that backed authentic assessment the john dewey’s theory of pragmatisms emphases the need to learn by doing. dewey approach was true child-centeredapproach, he criticize the traditional approach to teaching where teacher stand in front of a group of student who are all sitting in rows and deliver information and the job of the student is usually to receive and reproduce it in some form of a written test. to dewey, the role of the teacher is to be more of facilitator than an instructor. dewey inspired the use of project method in his laboratory school at the university of chicago from 1896 to 1904. children were expected to learn context that was relevant to their real world life. another theory was constructivism theory advocated by jean piaget, (1971). constructivism suggests that learners construct knowledge out of their experience. it promotes active learning or learning by doing .constructivism emphasizes experimentation, research projects, field trip, and class discussions. steps involved in authentic assessment a) identification of desired learning out comes. b) student communication and consultation. c) the development of rubrics and marking criteria. d) assessment implementation, scoring and interpretation of result. e) evaluation and reflection. (fook and sidhu, 2010) types of authentic assessment sani (2016) states that authentic assessment is an assessment that directs students to demonstrate the skills and competencies needed to overcome problems and situations encountered in the real world. meanwhile, nurgiyantoro (2008) states that authentic assessment is an assessment of tasks that resemble reading and writing activities as well as in the real world and in school. the aim is to measure various skills in various contexts that reflect the situation in the real world where these skills are used. arifin, (2013) states that the types of authentic assessments include 1) performance assessment 2) project assessment 3) portfolio assessment 4) written assessment methods according to o’malley and pierce, (2011), identified seven (7) methods/types of authentic assessment below: a) oral interview: here the teacher asks students question about personal background, activities, reading and interest. it is conducted over successive days with each student and record observations on interview guide. b) story or test retelling: student retells main ideas or selected details of text experienced through listening or reading. it is scored with rubric or rating scale. ithelps to determine reading comprehension, reading strategies and language development. 77 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 c) writing sample: here student generate narrative, expository, persuasive or reference paper. student produce written document, it is used to determine writing process. it is also scored with rubric or rating scale. d) projects/exhibitions: student complete experiment in content areas, working individually or in group. student makes formal presentation, written report or both. it is scored with rubric or rating scale. e) constructed response item: here students respond in writing to open-ended questions. student produce written report, it is usually scored with rubrics or rating scale. f) teacher observation: teacher observes student attention, response to instructional materials or interaction with other students. it is used in class room setting, take little time and scored with rating scale. g) portfolio: focused collection of collection of student work to show progress overtime. it integrates information from a number of sources, gives overall picture of the student performance and learning, and calls for student selfassessment. result authentic assessment tools karge, (1998) and morris (2001), describe a variety of authentic assessment tools that are used to increase students’ engagement and make learning more relevant. these include: role play and drama, students’ portfolio, rubrics, utilizing multiple information sources, group work e.t.c. terminologies used in authentic assessment students portfolio: a student portfolio is a collection of student work and related material that depicts a student’s activities, accomplishment, and achievement (scherba, 2002). portfolio is a container of evidence of student skills and learning, but also a picture of their development through the school year. there are two types of portfolio i.e. process portfolio, product portfolio. a) process portfolio. it documents the stages of learning and provide a progressive record of student growth. b) product portfolio. it demonstrates mastery of a set of learning objectives. the rubrics: the rubrics explain what is necessary to be included in the portfolio and how ‘completeness’ is determine for each required item. an item will be marked incomplete if it does not include all necessary components according to the rubrics.rubrics provide guideline for assessing the degree to which portfolio items demonstrate that, desired learning outcome were achieve. the development and provision of rubrics have been found to lower student anxiety, increase student confidence and aid a sense of objectivity. uses /application of authentic assessment research whole heartedly supports the use of authentic assessment in classroom environment. food and sidhu. (2010), examine the implementation of authentic assessment in high education through qualitative methodology including interviews, document analysis, and class room observations. in fact, authentic assessment is applicable in all spares of life e.g. class room, biological laboratory, music jury, acting in a play, etc. authentic assessment presently can be uses/apply mainly in the assessment of students of building related courses, earth and environment courses, law courses, vocational and technical education courses, technical and vocational education and training courses, computing and information technology, engineering. 78 the fact is that the application of authentic assessments is very difficult to understand. whereas the skills assessment guide issued by the ministry of education and culture in 2013 states that the assessment of student skills can be done through portfolio assessment, performance assessment or project appraisal, the determination of assessment techniques is based on the competency characteristics of the skills to be measured. the fact is that the application of authentic assessments, especially in elementary schools, according to the teacher, the assessment of skills is very difficult to understand. whereas the skills assessment guide issued by the ministry of education and culture in 2013 states that the assessment of student skills can be done through portfolio assessment, performance assessment or project appraisal, the determination of assessment techniques is based on the competency characteristics of the skills to be measured. advantages of authentic assessment authentic assessment has played a pivotal role in driving curricular and instructional changes in the context of global educational reforms. scholars have identified numerous advantages of authentic assessment, some of them are: a) authentic assessment encourages the social aspects of learning by enabling active participation and deeper learning. b) it lead student to move from being consumers of knowledge to creators of knowledge. c) authentic assessment facilitates greater level of self-reflection among students. give teachers more flexibility in instructions. d) research has shown that following authentic assessment, students are more selfregulating and autonomous learners. e) authentic assessment allowed assessment that meets the need of the learners by giving authenticity and usefulness to result. f) team work. g) it also allowed student with real-world experience, while protecting them from harmful or irrelevant elements. h) it promotes creativity. challenges of authentic assessment despite its many benefits, a number of challenges have been identified. ewing, (1998) sounds a note of caution about application of authentic assessment. some of the challenges are: a) student may initially be resistant to authentic assessment due to uncertainty about what is required and how it will be marked. b) some student may find authentic assessments challenging due to the increase emphasis on language and group work which is frequently entails. c) students may also perceive that their varying abilities and levels of real world experience might impact upon their marks. d) another challenge that may be experience by both students and teachers is that of cost and time, authentic assessment requires a greater investment of time. e) authentic assessment may not be appropriate in all levels. f) expectation may be too high. g) usually, authentic assessments take longer to plan, complete, and evaluate then other methods of assessment. h) it is difficult to ensure assessment accurately aligns with curriculum and standard. because under authentic assessment, assessment drive curriculum, not curriculum driving assessment. 79 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 i) subjective nature of grading may lead to bias. j) authentic assessment may not be practicable for large enrollment courses. conclusions to secure a fair and complete picture of students’ performance, teachers should use a variety of strategies over a period of time and in difference situation. all aspects of educationists, curriculum planners, test experts, psychometrics, researchers, technologists, scientists, cousellors, psychologists, educational administrators and so on should come to an aid to assessment methods in this modern era of information technology. but ewing (1998) argue that authentic assessment will not replace traditional assessment methods, but that there is future for such methods. recommendations however, below are some of the recommendations with regard to authentic assessment: a) curriculum planners should take into cognizance how world is changing, they should design a curriculum that help the students and society and design a curriculum based on types of authentic assessment. b) we recommend the application of authentic assessment at all level of learning. c) time has come for us to move from traditional method of assessment to authentic assessment. d) competencies must be possessed by the teacher in order to carry out authentic assessments include: carefully reviewing competency and basic competency standards, planning authentic assessments with appropriate assessment techniques, applying various types of assessment techniques appropriately, evaluating learning outcomes aspects of knowledge, attitudes and proportional skills, and processing the assessment data appropriately in accordance with the assessment guide in elementary school, and writing the competency achievement of students on report cards in a qualitative descriptive form that is easily understood by relevant parties including parents or guardians of students. e) it is essential that any teacher who want to introduce method of authentic assessment has a clear plan of what they want achieved. f) it is needed to develop authentic assessment instruments that could help teachers to conduct assessments, especially on skills aspects, the researchers used research and development (r & d) methods. g) the product is developed in the form of an instrument guide for authentic assessment of aspects participation skills in grade iv elementary school. references alfabeta -------------. (2016). qualitative quantitative research methods and r & d. bandung: alfabetasumaryadi, i nyoman. (2005). effectiveness of implementation of regional autonomy policy. jakarta: main image suryosubroto. (2002). the process of teaching and learning in schools. jakarta: rinekacipta arifin, z. (2013). learning evaluation. bandung: pt. teenager rosdakarya. ministry of education and culture directorate general of basic education (2013). technical guidance for assessment in primary schools. jakarta: ministry of education and culture. boud, d. (2010). assessment2020: sevenpropositions for assessment reform in high education. sydney: australian learning and teaching council. brown, s. & race, p. (2013). using effective assessment to promote learning. il. 80 bumi aksara ____________________. (2014). scientific learning for the implementation of the 2013 curriculum. jakarta: earth literacy a copy of the annex to the republic of indonesia minister of education and culture regulation number 66 of 2013 concerning educational assessment standards sugiyono. (2009). educational research methods approachquantitative, qualitative, and r & d. bandung: de casto-ambrosetti, d. and cho, g. (2005). synergism in learning: a critical reflection of authentic assessment. the high school journal, 89 (1), pp. 5762. dewey, j. (1938). experience and education. new york; collier. experience based learning. (2005). corporate team building. retrieved april 18,2011, from http;//www.ebl.org. ewing, s.c. (1998). alternative assessment: popularity, pitfalls and potential. [electronic version] assessment update 10, 1-2, 11-12. fook, c. y. and sidhu, g. k. (2010). authentic assessment and pedagogical strategies in high education. journal of social science 6(2), 153-161. karge, b. d. (1998). knowing what to teach: using authentic assessment to improve classroom instruction. reading and writing quarterly. 14(3), 319-331. mueller, t. (2011). authentic assessment toolbox. north central college, naperville, il. available at: http;//jfmueller.faculty.noctrl.edu/toolbox/ nitko, a. j. (2014). educational assessment of students (4th ed). upper saddle river, n. j: pearson / merrill pretice hall. nurgiyantoro, buchan. (2008). authentic assessment in language learning. cakrawala journal no.3. yogyakarta: gajah mada university press. government regulation no.32 of 2013 concerning national assessment standards. minister of education and culture. no.104 of 2014. guidelines for assessment of learning outcomes by educators in basic education & education. o’malley, m.j. and pierce, l.v. (2011). form authentic assessment for english language learners. retrieved from www.doe.in.gov/english language learning. sani, r. a. (2016). authentic assessment. jakarta: wiggins, g. (1989). a true test: toward more authentic and equitable assessment. phi delta, kppan. 38 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 7 no 1 (2021) website : http://journal.unj.ac.id/unj/index.php/jisae the clinical comprehensive ractice evaluation system of physiotherapy students diploma-iv binawan university noraeni arsyad1, binawan university dinny devi triana2 postgraduate lecturers of unj abstract this study aims to describe the problems of the clinical practice assessment system that are not in accordance with standards which has an impact on the results of binawan university diploma iv physiotherapy graduate. some items in measuring devices to assess the clinical performance of physiotherapy students have low responsive level. to solve this problem, this study uses descriptive qualitative methods with case study approach that uses various sources of information in gathering data to provide conclusions or detailed descriptions. data is collected through in-depth interviews with student, clinical instructors and document observations. data analysis through reduction techniques, presenting data and giving conclusions through triangulation of sources, data and methods by connecting the suitability of relevant theories with the data obtained. the results of the study are generally illustrated the assessment system has been running more focused on case reports, general competency and group comprehensive test assessments. it was found that lack of an independent clinical performance assessment to see individual competencies related to learning outcome from implementation of comprehensive practice physiotherapy clinic. thus the findings are expected to improve and evaluate the implementation of clinical comprehensive practice evaluation system of physiotherapy students diploma iv binawan university. keywords: assessment system, comprehensive clinical practice, physiotherapy education, performance appraisal address for correspondence: 1noraeni.arsyad88@gmail.com introduction the concept of thinking about the development of human resources involves education and training systems, it becomes interesting to discuss when the education system is more geared towards preparing whole people while training is more towards preparing workforce that is ready to work. there rise education trends in the future which begin to shift the education system towards a system that refers to the needs of the community, then vocational higher education is one of the appropriate programs in preparing graduates who are ready to work and are able to work. http://journal.unj.ac.id/unj/index.php/jisae 39 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 vocational education according to uu no. 12 of 2012 concerning higher education causa number 16 namely vocational education is a higher education diploma program that prepares students for jobs with certain applied skills until the applied undergraduate program. vocational health education examined in this study is physiotherapy education, physiotherapy itself is one of the health professionals who have independence in applying their knowledge. world confederation for physical therapy (wcpt) suggests that the physiotherapy profession is responsible for outlining the scope of the profession of practice and defining the role of physiotherapy (policy statement: description of physical therapy. united kingdom, 2011). physiotherapy has a definition in accordance with minister of health decree no. 1363 at 2001, namely the form of health services aimed at individuals and or groups to develop, maintain and restore bodily movements and functions throughout the life cycle using manual handling, movement enhancements, equipment (physical, electrotherapeutic and mechanical), functional and communication training as an independent health professional has a function to provide services to individuals and the community to develop, maintain, and restore maximum movement and functional ability during life. this includes improving physical, psychological, emotional, and social conditions (policy statement: description of physical therapy united kingdom, 2011); (kigin, 2009). physiotherapy services with integrity in order to improve the performance of physiotherapy requires professional standards as the basis for every physiotherapy profession in carrying out its self. physiotherapy profession standards is prepared by referring to international standards issued by wcpt and adapted to conditions in indonesia as stipulated in minister of health decree republic indonesia number 376/menkes/sk/iii/2007 concerning physiotherapy professional standards. the efforts to create competent and professional physiotherapist candidates who have insight in applying their expertise on the field of health, a physiotherapy education institution must provide students to carry out comprehensive clinical practice/ physiotherapy clinical practice which is one of the lecture programs that must be carried out by physiotherapy students. this activity is expected to be able to make students practice the theories that have been obtained in theoretical courses in the previous semester so that students can develop their expertise and skills in the world of work. the defense advocates in the practical field are practically and functionally in supporting theory mastery on campus, and the best way to learn professional and interpersonal skills that are more based on clinical mastery clinical based learning and assessment become an important component in health professional education programs, one of which is physiotherapy. professional competence includes a variety of scientific understanding, therefore it is difficult to assess the standardization of student clinical practice (rethans et al., 2002). it is known that there are a number of individual assessment methods for learning, so before a general assessment is needed an assessment that can stimulate student self-development, for example evaluating peers in terms of assessments among students in the implementation of practical learning. applying the assessment conducted by peers / colleagues can more effectively improve student learning outcomes, peer assessment techniques make students have to study again during the assessment process is complete (ijudin, 2020), but further development is needed if it is made into an assessment system for a clinical comprehensive practice physiotherapy program. guidelines from the wcpt regarding physiotherapy patient management competencies must be possessed namely; examination, evaluation, diagnosis and prognosis, and interventions (world confederation for physical therapy, 2011). student competency assessment of standardized structured and objective clinical assessment can be done with physiotherapy management procedures to see practical performance. in general, to determine the development of learning can be through conceptual class discussion or application. things that encourage individual assignments have not been able to describe students' skills in practice, but the instructor uses normative examination standards in student skills training that require complete information instruments with formative and informative psychometrics (oli, 2018). 40 there are some measuring devices related physiotherapy student competency assessment in clinical practice but it reported rate low response for several measuring devices that need reliability of the instrument. here are some measuring tools for evaluating clinical performance from several countries; table 1. measuring clinical performance of physiotherapy students instrumen citation origin country number of item examination of clinical competence (ecc) (loomis, 1985) kanada 40 blue macs (hrachovy et al., 2000) usa 50 clinical internship evaluation tool (ciet) (fitzgerald et al., 2007) usa 42 pt cpi (versi 1997) (roach et al., 2012) (adams et al., 2008) (proctor et al., 2010) usa 24 royal collage of surgeon ireland tool (rcsi tool) (meldrum et al., 2008) irlandia 36 common clinical assessment form (caf) (jette et al., 2007) irlandia 40 pt macs (lois stickley, 2005) (kathleen luedtke hoffmann et al., 2012) usa 53 clinical competence scale (ccs) (yoshino & usuda, 2013) japan 53 items in 7 domains clinical performance assessment form (app) (dalton et al., 2011) (dalton et al., 2012) (murphy et al., 2014) australia 20 canadian physical therapy assessment of clinical performance (acp) (mori et al., 2015) canada 16 clinical competence evaluation instrument (ccevi) (muhamad et al., 2015) malaysia 35 the implementation of a comprehensive clinical practice of physiotherapy program diploma-iv binawan university which is included curriculum implementation section is considered not yet effective in terms of the limited amount of practice land, lack of resources clinical instructors who are tasked with assisting students in practical fields and evaluation system of comprehensive clinical practice has not been standardized, although there are several measuring devices still found certain items that have a low level responsive to assess the clinical performance but still needed evaluation system for physiotherapy student in psychometric and informative. the impact of the graduates is not guaranteed to have competencies that accordance with objectives of program. this research is expected to be able answering the research problem regarding comprehensive clinical practice evaluation system for physiotherapy students of diploma iv binawan university method this research is a study of qualitative descriptive case study were carried out focused on a particular case to be observed and analyzed closely and intensively on various factors associated with the case in order to obtain an accurate conclusion. data in case studies are collected from various sources and research results only apply to the cases investigated. in this research, the phenomenon which is the case is the incompatibility of the clinical performance evaluation system in the implementation of clinical comprehensive practice program for physiotherapy students of diploma iv binawan university the case study approach has several characteristics; (1) identifying cases study, (2) the cases are bound by time and place, (3) case studies use various sources of information in gathering data to provide a detailed picture and general conclusions through in-depth interviews with students, clinical practice instructors and observations of documents regarding the comprehensive clinical practice assessment system for physiotherapy students of binawan university, (4) researchers will have a focus in describing the context for a case. analysis of the data through reduction techniques, presentation of data through 41 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 triangulation, data and methods to strengthen the relevant agreement between theory and data obtained resulting the conclusion generally. results and discussion clinical comprehensive practical learning of physiotherapy student binawan university has 6 credits and it is the introduction of working atmosphere that will be faced by students, so it can ready-made and ready to plunge in the world of work after completing the studies. to achieve this, students are prepared getting to know the work environment of a physiotherapist. in the field practice program, individual students are given the opportunity to participate in work government institution or private institutions (hospitals, clinics, nursing homes, children's foundation) which have activities related to efforts for implement in the workplace. the comprehensive practice of physiotherapy will provide students with understanding and application in practice according to the characteristics and competencies of physiotherapy profession practice. it will focus on issues relating to legal guidelines and clinical behavior in the physiotherapy profession. students expected to implement learning experience in the classroom and laboratory for assignments and study in general practice and clinical fields, especially with regard to the development of modern physiotherapy clinical practice role. students build their understanding of practical competencies to develop a vision of the future and a role in practice including components of health services and public health development. students will also be directed to a clinicalbased learning experience where they will be allowed to practice mastery of basic skills in practice. finally, students are expected to conduct clinical comprehensive practice and group discussions and apply clinical practice group presentations regarding the assessment system applied by the clinical instructor towards clinical comprehensive practice activities, it is known that students were only told what aspects would be assessed during the practice. skills, knowledge and behavior become the main aspects with some assessment elements such as; discipline, attitude, individual activity, communication and case analysis capabilities. basically, this aspect is an assessment format determined by the organizing institution so that clinica instructors only follow the directions or assessment sheets provided for practical activities. as one of the clinical practice instructors said, dv; "evaluation system follows the form that has been given by binawan university... absent, discipline and so on ... just follow it anyway... doing consul every day... and at the end of the case presentation for one group as a final assessment" based on the results of tracing interviews regarding the application responses and also the expectations of the implementation clinical comprehensive practice of physiotherapy with students and clinical practice instructors, the responses from the student were differences in assessment exams when compared to other institutions where student participants from other institutions received exam schedules individuals who will be carried out by lecturers or clinical educators (ce) who come to the practice area and conduct an assessment of individual students when handling patients. this was said by dwo student participants; "it is the first time we practice so at the beginning we do not have a describing about clinical practice, but when we got tandem with another institution like poltekes iii jakarta its looks different in evaluation system for individual examination, so we hope in the future binawan university could apply some evaluation for individual assessment “ the same thing was conveyed by one of clinical instructors, through his response regarding the implementation of clinical comprehensive practice, dh said; "well, the format of assessment was given by institution, in my opinion it was given in groups instead of individuals, the assessment was not only groups but also individuals, so clinical performance could be seen from each individual" based on interviews it is known that the individual practice assessment has not been done to assess the competency of physiotherapy student binawan university. its also known from practicum guidelines provided by institutions where competency assessment is only 42 based on a comprehensive examination at the end of the program in each area practice by making case papers, presentation of case report papers and discussion. the exam can be done specifically or can be done in conjunction with tutorial activities, practice supervising physiotherapy activities, independent practice, group discussions and group case conferences. assessment is also given related to the implementation of knowledge, skills and overall behavior. comprehensive test assessment aimed at groups starting from the ability to carry out examination / measurement of physiotherapy, enforcement of physiotherapy diagnoses, treatment plan, establishing physiotherapy methodologies, implementing physiotherapy and evaluating. the importance of assessing clinical performance individually to see student learning outcomes in comprehensive practice requires measuring tools that are able to describe the overall assessment of competencies obtained during the practical program. although currently there is still no literature review that synthesizes evidence related to the validation and reliability of clinical performance assessments, standardized assessment procedures that are in accordance with the application of the world of work are very important in evaluating clinical performance of students in clinical practice activities. a measuring tool is needed to assess the standard of clinical performance of students through a certain period of time in the vulnerable implementation of clinical practice. this study aims to determine the implementation of a comprehensive practice clinical evaluation system for physiotherapy students at binawan university. based on the results found the rating system applied refers to three components; individual case report assessments, general competency assessments and group comprehensive test assessments. the assessment leads to an assessment of the process of learning the practice of reflection which is applied by activating student participants to use critical thinking. the importance of learning practice in physiotherapy by describing themselves as physiotherapy professional behavior (kf & gm, 2002). there is also a reflection thinking process is generally to develop a person's complex understanding such as knowledge of practice (ixer, 1999), clinical review based on practical experience (clouder, 2000), selfevaluation and skills (jette et al., 2007), reasoning and decision making (donaghy & morss, 2007). unfortunately it is not reflected in the assessment system applied by the physiotherapy study program in clinical comprehensive practice where the development of thought processes includes the skills acquired during clinical practice. in practical learning students are expected to develop higher order thinking skills (hots) where students are able to communicate actively and massively related to the subject being discussed, it will provide student awareness of learning and encourage them to learn and try to understand each material indicator (umar, 2019). the world confederation of physiotherapy (wcpt) stipulates that clinical practice must cover one third of the overall physiotherapy education program, emphasizing the importance of physiotherapy students obtaining competencies determined by education providers in the professional stage and must provide formative and summative assessments for each practice module. this can only be achieved through an assessment process where clinical performance is assessed based on observations by clinical instructors (o’connor et al., 2018). however, based on the findings of the comprehensive physiotherapy clinical practice program at binawan university there was no individual clinical performance assessment conducted for each student participant so the practice assessment only focused on the three assessment components mentioned above. conclusion based on the results of tracing both interviews and observations of documents can be concluded in general that the assessment system has been running is more focused on the assessment of individual case reports, general competency assessment and comprehensive test group evaluation, so there is no measurement tool or clinical performance assessment to see individual student competencies 43 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 obtained in learning achievement from the implementation of comprehensive practice program of binawan university physiotherapy clinic. reference adams, c. l., glavin, k., hutchins, k., lee, t., & zimmermann, c. (2008). an evaluation of the internal reliability, construct validity, and predictive validity of the physical therapist clinical performance instrument (pt cpi). journal of physical therapy education, 22(2), 42–50. https://doi.org/10.1097/00001416-200807000-00007 clouder, l. (2000). reflective practice in physiotherapy education: a critical conversation. studies in higher education, 25(2), 211–223. https://doi.org/10.1080/713696142 dalton, m., davidson, m., & keating, j. (2011). the assessment of physiotherapy practice (app) is a valid measure of professional competence of physiotherapy students: a crosssectional study with rasch analysis. journal of physiotherapy, 57(4), 239–246. https://doi.org/10.1016/s1836-9553(11)70054-6 dalton, m., davidson, m., & keating, j. l. (2012). the assessment of physiotherapy practice (app) is a reliable measure of professional competence of physiotherapy students: a reliability study. journal of physiotherapy, 58(1), 49–56. https://doi.org/10.1016/s18369553(12)70072-3 donaghy, m., & morss, k. (2007). an evaluation of a framework for facilitating and assessing physiotherapy students’ reflection on practice. physiotherapy theory and practice, 23(2), 83–94. https://doi.org/10.1080/09593980701211952 fitzgerald, l. m., delitto, a., & irrgang, j. j. (2007). validation of the clinical internship evaluation tool. physical therapy, 87(7), 844–860. https://doi.org/10.2522/ptj.20060054 hrachovy, j., baggett, k., cantwell, j., clopton, n., garber, t., & schreiber, j. (2000). use of the blue macs: acceptance by clinical instructors and self-reports of adherence. physical therapy. https://www.researchgate.net/publication/12449971_use_of_the_blue_macs_accept ance_by_clinical_instructors_and_self-reports_of_adherence ijudin. (2020). the influence of assessment, self-efication through student learning outcomes in indonesian language. jisae: journal of indonesian student assesment and evaluation, 6(1), 47–54. https://doi.org/10.21009/jisae.061.04 ixer, g. (1999). there’s no such thing as reflection. british journal of social work, 29(4), 513–527. https://doi.org/10.1093/bjsw/29.4.513 jette, d. u., bertoni, a., coots, r., johnson, h., mclaughlin, c., & weisbach, c. (2007). clinical instructors’ perceptions of behaviors that comprise entry-level clinical performance in physical therapist students: a qualitative study. physical therapy, 87(7), 833–843. https://doi.org/10.2522/ptj.20070003 kathleen luedtke hoffmann, loretta schoen dillon, carolyn utsey, & joe tomaka. (2012). is there a relationship between performance during physical therapist clinical education and scores on the national physical therapy examination (npte) | semantic scholar. journal of physical therapy education. https://www.semanticscholar.org/paper/is-therea-relationship-between-performance-during-luedtke-hoffmanndillon/edbf96f9a47ab8ac89ea138a99fe325ccab93960 kf, s., & gm, j. (2002). handbook of teaching for physical therapists (2nd ed.). butterworth heineman. kigin, c. (2009). a systems view of physical therapy care: shifting to a new paradigm for the profession. physical therapy, 89(11), 1117–1119. https://doi.org/10.2522/ptj.2009.89.11.1117 lois stickley. (2005). content validity of a clinical education performance tool: the physical therapist manual for the assessment of clinical skills | request pdf. journal of allied health. https://www.researchgate.net/publication/7897041_content_validity_of_a_clinical_educ ation_performance_tool_the_physical_therapist_manual_for_the_assessment_of_clini cal_skills loomis, j. (1985). evaluating clinical competence of physical therapy students. part 2: 44 assessing the reliability, validity and usability of a new instrument pubmed. physiotherapy canada, 37((2)), 91–98. https://pubmed.ncbi.nlm.nih.gov/10270853/ meldrum, d., lydon, a. m., loughnane, m., geary, f., shanley, l., sayers, k., shinnick, e., & filan, d. (2008). assessment of undergraduate physiotherapist clinical performance: investigation of educator inter-rater reliability. physiotherapy, 94(3), 212–219. https://doi.org/10.1016/j.physio.2008.03.003 mori, b., brooks, d., norman, k. e., herold, j., & beaton, d. e. (2015). development of the canadian physiotherapy assessment of clinical performance: a new tool to assess physiotherapy students’ performance in clinical education. physiotherapy canada, 67(3), 281–289. https://doi.org/10.3138/ptc.2014-29e muhamad, z., ramli, a., & amat, s. (2015). validity and reliability of the clinical competency evaluation instrument for use among physiotherapy students: pilot study. sultan qaboos university medical journal, 15(2), e266-74. http://www.ncbi.nlm.nih.gov/pubmed/26052461 murphy, s., dalton, m., & dawes, d. (2014). assessing physical therapy students’ performance during clinical practice. physiotherapy canada, 66(2), 169–176. https://doi.org/10.3138/ptc.2013-26 o’connor, a., mcgarr, o., cantillon, p., mccurtin, a., & clifford, a. (2018). clinical performance assessment tools in physiotherapy practice education: a systematic review. physiotherapy (united kingdom), 104(1), 46–53. https://doi.org/10.1016/j.physio.2017.01.005 oli, m. c. (2018). the assessment practices by content-faculty, student-teaching supervisor and cooperating mentors of pre-professional mathematics teachers in state universities in cagayan valley region in the philippines ―. jisae: journal of indonesian student assesment and evaluation, 4(2), 60–82. https://doi.org/10.21009/jisae.042.05 proctor, p. l., dal bello-haas, v. p., mcquarrie, a. m., sheppard, m. s., & scudds, r. j. (2010). scoring of the physical therapist clinical performance instrument (pt-cpi): analysis of 7 years of use. physiotherapy canada, 62(2), 147–154. https://doi.org/10.3138/physio.62.2.147 rethans, j. j., norcini, j. j., barón-maldonado, m., blackmore, d., jolly, b. c., laduca, t., lew, s., page, g. g., & southgate, l. h. (2002). the relationship between competence and performance: implications for assessing practice performance. medical education, 36(10), 901–909. https://doi.org/10.1046/j.1365-2923.2002.01316.x roach, k. e., frost, j. s., francis, n. j., giles, s., nordrum, j. t., & delitto, a. (2012). validation of the revised physical therapist clinical performance instrument (pt cpi): version 2006. physical therapy, 92(3), 416–428. https://doi.org/10.2522/ptj.20110129 umar, a. taufiq. (2019). the effect of problem solving model and scoring type of multiplechoice formative tests on student high order thinking skills (hots) ability. jisae: journal of indonesian student assesment and evaluation, 4(1), 22–29. https://doi.org/10.21009/jisae.041.03 policy statement: description of physical therapy. united kingdom, (2011). world confederation for physical therapy. (2011). wcpt guideline for physical therapist professional entry level education. 1–42. https://www.wcpt.org/sites/wcpt.org/files/files/guideline_pteducation_complete.pdf yoshino, j., & usuda, s. (2013). the reliability and validity of the clinical competence evaluation scale in physical therapy. journal of physical therapy science, 25(12), 1621– 1624. https://doi.org/10.1589/jpts.25.1621 evaluation of teaching materials of evaluation of learning courses for primary school teachers education study program of universitas katolik musi charitas bernadine ajeng indriasari universitas katolik musi charitas indriasari@ukmc.ac.id abstract this study aims to determine the needs of teaching materials for evaluasipembelajaran courses that support the ability of students to carry out assessment of learning outcomes in accordance with the development of current assesments in education for primary school teachers study program universitaskatolikmusicharitas (ukmc). this research is descriptive study using several documents in the form of rps, academic manuals and hots guide modules as well as articles from official bnsp website relates to the research topic. the analysis showed that recommended teaching materials for evaluasipembelajaran courses were (1) the concept of measurement, test, evaluation dan assessment; (2) type and function of assessment; (3) basic concept of test and non-test; (4) item analysis; (5) development of test and non-test measuring instrument; (6) the quality of measuring instrument which include validity and reliability; and (7) scoring and following up. keyword: analyze, evaluation, teaching materials, pgsd introduction evaluasipembelajaran courses (gpb2302) is one of the subjects determined as the course of work behavior (mpb: mata kuliah perilaku berkarya) educatiaon for primary school teacher education (pgsd) study programs universitas katolik musi charitas (ukmc). this course has the goal of being able to carry out an assessment of the learning process and outcomes in accordance with the learning objectives. based on the college curriculum compilation guide, the formation of a college course (pt) is done by selecting study material and compiling a matrix between study materials with the formulation of graduates learning achievement (cpl) that has been determined. so at least the subjects that are determined as courses of study programs have elements of study material that are scientifically integrated and effective to meet the cpl of the study program. one effort that can be done to see the achievement of a course against cpl is to conduct an evaluation. this is in line with permenristek dikti no. 62 tahun 2016 tentang sistem penjaminan mutu pendidikan tinggi (spm dikti). according to pasal 53 and pasal 52 ayat (4) uu dikti, one of the spm dikti consists of an sistempenjaminanmutu internal (spmi) implemented by universities. sistem penjaminan mutu pendidikan tinggi is a systemic activity to improve the quality of higher education in a planned and sustainable manner. spmi is planned, implemented, evaluated, controlled, and developed by each tertiary institution. the quality of higher education is the level of conformity between the implementation of tertiary education and dikti standards consisting of sn dikti and dikti 94 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 95 standards set by each tertiary institution. evaluation can be interpreted as a process of measuring the effectiveness of strategies used in an effort to achieve goals (companies). educatiaon for primary school teachers study program, if likened to a company, is a printer of excellent elementary teacher candidates. the process of evaluating the subject matter of learning evaluation is one of the efforts to measure the effectiveness of the material that has been determined to achieve the expected goals of graduates. educatiaon for primary school teachersstudy program has become one of the study programs at the faculty of business and accounting (fba) which has been running for three years. during the three years of the study program, evalusipembelajaran courses have been given three times to students. however, there has never been an evaluation of subject teaching material. the researcher, who is also a lecturer in the subject of evaluasipembelajaran, compiles a rps based on previous rps and results of discussions with the head of the study program as well as fellow educatiaon for primary school teachers study program lecturers. the material is arranged based on the needs that arise along with the course of study, such as the addition of material about making hots (high order thingking skills), psychomotor problems, affective questions and visual analysis and readability questions. these materials were not delivered in previous learning evaluation courses. the need for the material mentioned above arises after the holding of a public lecture related to the hots question in the mid-semester even of the 2018/2019 school year. in accordance with the academic manuals the material should not be given to students. based on the academic guidelines the learning objectives only want students to be able to carry out assessments in accordance with learning in the classroom. in addition to issues regarding the novelty of the material, it is also found the need for continuity of teaching evaluation subject matter learning with research methodology courses. this problem was discovered when students began taking thesis courses. many students still do not master the validity of instrument testing and data processing techniques. research methodology courses require students' ability to understand the various types of validity tests of research instruments and data processing, both the results of instrument validation and research data. this material has the appropriate characteristics to be given through evaluasipembelajaran courses but based on the formulation in the academic manual this material is not in accordance with the objectives of the course. based on these findings, learning evaluation subject matter needs to be reviewed. it is necessary to evaluate teaching material to measure the suitability and achievement of cpl of study programs that have been determined. and formulate the exact purpose of the course. method this research is a descriptive qualitative research. syaodih (2010: 72) states that descriptive research is research that describes the phenomena that exist, both scientific and human engineering. this research can be done by collecting or analyzing official documents, documents whose validity and validity are guaranteed, both the legal and policy documents and the results of the research. 96 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta the documents required in the study include, 2.1. rps of evaluasi pembelajaran courses for the fisrtlearning year 2017/2018 2.2. rps of evaluasi pembelajaran coursesfor the second learning year 2017/2018 2.3. rps of evaluasi pembelajaran courses for the fisrtlearning year 2017/2018 2.4. undang-undang ri no. 12 tahun 2012 tentang pendidikan tinggi 2.5. peraturan presiden no. 8 tahun 2012 tentang kerangka kualifikasi nasional indonesia 2.6. peraturan menteri risetteknologi no. 44 tahun 2015 tentang standar nasional pendidikan tinggi (sn dikti) 2.7. peraturan menteri pendidikandan kebudayaan no. 49 tahun 2014 tentang standar pendidikan nasional pendidikan tinggi 2.8. peraturan menteri pendidikan dan kebudayaan no. 73 tahun 2013 tentang penerapan kerangka kualifikasi nasional bidang pendidikan tinggi 2.9. learning achievement of education of primary school teachers study program of universitas katolik musi charitas. data collection techniques in this study were carried out by steps (1) gathering the documents that have been described in the previous paragraph. (2) read the entire data. (3) investigate findings. data analysis techniques in this study were carried out by steps (1) analyzing the inventory of findings in data collection; (2) re-examine the documents that have been collected; and (3) make conclusions. data validity uses document triangulation. document triangulation is a data validity technique that explores the truth of information through various methods and data sources. like, the use of written documents, archives, historical documents, official records, notes or personal writing. in this study, the documents are in the form of nine documents that have been mentioned in the previous sub-section. each document is analyzed to provide information. different information collected from each document is analyzed to produce conclusions. result and discussions education of primary school teachers study program of universitas katolik musi charitasis a new study program that has been running for 3 years. then there are 3 lesson evaluation rps courses that will be analyzed in this study. the 1st is the first 2016/2017 academic year. the second is second of academic year 2017/2018. the 3rd is first of academic year 2018/2019. the recapitulation of the results of the analysis is in table 1 below. table 1.recapitulation of rps analysis result of evaluasi pembelajaran courses of education of primary school teachers study programs no guide book rps 1 rps 2 rps 3 1. learning evaluation aspect 2. basic concepts of test and non1. definition of test, measurement and assesment 2. classification of measuring 1. concepts of evaluation, tests, measurement and 1. concepts of measurement, evaluation, test and assessment 2. types and 97 no guide book rps 1 rps 2 rps 3 test, measurement, assessment and evaluation 3. types and function of assessment and learning 4. development of test and nontest measuring instruments 5. management and interpretation of measurement results 6. quality of measuring instruments 7. grading ang following up on the result of measurement instruments 3. test the description 4. write the description test 5. test scoring guidelines 6. make a test lattice 7. objective tests 8. development of non-test assessment tools 9. validity and reliability of measurements 10. analysis of items 11. compile objective tests 12. non-test instruments 13. checking and processing measurement data 14. statistic of measurement 15. empiric validation process with trials assesements 2. assesment, function, procedures objectives, assessment technique 3. test technique 4. non-test technique 5. analysis of test and nontest items 6. make a lattice 7. making test results for learning outcomes 8. validity and reliability of the items 9. analyzing and correting test results of learning outcomes 10. processing learning outcomes 11. designing remidial 12. designing an assessment of learning process function of assessment in learning 3. basic test and non-test concepts 4. developing of test and non-test measuring instruments 5. data processing and interpretation 6. quality of measuring instruments 7. grading and following up. the recapitulation results of the above material are then analyzed for their compatibility with the academic manual. based on the 2017 academic guide for the education of primary school teachers study program of universitaskatolikmusicharitas, the aim of the evaluasipembelajaran course is that students master the ability to carry out an assessment of the learning process and outcomes in accordance with the objectives. teaching material covers aspects of learning evaluation, basic concepts of tests and non-tests, measurement, assessment, and assessment; types and functions of assessment and learning; development of test and non-test measuring instruments; processing and interpretation of measurement results data, quality of measuring instruments, grading of values and further assessment results. in table 4.1 you can see the instructional materials specified in the academic manuals and changes in teaching materials for each academic year. the determination of this material refers to the objectives of the education of primary school teachers study program of universitaskatolikmusicharitascourse in accordance with the 2017 academic manual. the first material in accordance with the academic manual is the evaluation aspect of learning. since the first academic year the material has not been used because it was considered unnecessary. the material should refer to the concept of assessment, test and measurement and evaluation. this material is more relevant to the need for understanding of assessment and its differences with the terms test, measurement and evaluation rather than merely aspects of learning evaluation. the evaluation aspects of learning can be explained briefly after students know the concept of assessment. the learning evaluation aspect contains material that shows how broad and in the evaluation it is carried out in elementary school. this material is implicit in the concepts of assessment, tests, measurements and evaluations. so the first meeting material in rps 2 and rps 3 is exactly in accordance with the objectives of the education of primary school teachers study program of universitaskatolikmusicharitascourse even though it is not in accordance with the academic manuals. the second material is in accordance with the academic manual of the basic concepts of test and non-test, measurement, assessment and assessment. this material was covered at the first meeting of rps 1, 2 and 3. this material is relevant to the objectives of the education of primary school teachers study program of universitaskatolikmusicharitaslearning evaluation course and continues to be used in each academic year. but in a different order according to the lecturer design. the third material is in accordance with the material in the academic manuals about the types and functions of learning assessment. this material is in line with the objectives of the education of primary school teachers study program of universitaskatolikmusicharitaslearning evaluation course and is used in each academic year. the fourth material is in accordance with the material in the academic manual, namely the development of test and non-test measuring instruments. students are required to be able to develop their own measurement tools for both test and non-test assessments. this material is used in each academic year in a different order of meetings. this material is in line with the objectives of the education of primary school teachers study program of universitaskatolikmusicharitaslearning evaluation course and is in accordance with academic guidelines. it should be emphasized that in the material development of test and non-test measuring devices, each student does not need to develop all types of test and nontest measuring instruments but can be chosen randomly from a number of students to 98 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 99 develop different measuring instruments. until all types of measuring devices can be made but not charged to one student. but complementary between students. the fifth material in accordance with the material in the academic manual is the management and interpretation of measurement results. this material relates to scoring guidelines and assessment rubrics. including interpretation of measurement results. for example, graduating or not graduating. this material is consistent with the learning objectives of the education of primary school teachers study program of universitaskatolikmusicharitaslearning evaluation course regarding the ability to carry out assessments even though the objectives are not explained in detail about the management and interpretation of the assessment. but doing an assessment means giving the final results in the form of values and their interpretations. the sixth material according to the academic manual is the quality of the measuring instrument. this material relates to the validity and reliability of measuring instruments. over time, this material was changed to validity and reliability in accordance with the development of science. the order of material varies in each rps in each academic year. this material is in accordance with not explained in detail in the learning objectives but it is clearly needed to ensure the measuring instruments used are in accordance with the standards and can measure students' abilities well. it should be emphasized on the quality of the measuring instrument which includes validity and reliability, that the validity that is studied more leads to the validity of the content including the question construct, sentence length, sentence effectiveness, clarity of words and punctuation, suitability of competence measured, and clear visuals. does not emphasize testing the validity of the subject because it is a type of question used in the assessment of small-scale learning outcomes in the classroom so it does not require detailed testing such as questions used for national or larger scale exams. the seventh material in accordance with the education of primary school teachers study program of universitaskatolikmusicharitasacademic guidelines is the grading and follow-up of the results of the assessment. this material can actually be explained in the fifth material about data processing and interpretation. processing and interpretation of data will ultimately provide the final value which is the meaning of value in this seventh material. it only needs to be added regarding the follow up assessment. this material is relevant to the learning objectives. this material is also in accordance with the relevance of the needs in the field regarding the follow-up that the teacher needs to do after obtaining the student's final grade. this follow up can be in the form of repetition (remedial) or enrichment. in addition to the seven materials that are in accordance with the book of warfare above, there are some additional material that can be seen in each rps as in the table. the material is a translation of the seven materials that have been determined in the guidebook. each supporting lecturer develops and narrows according to the needs and designs that have been prepared for one semester of learning. it should be noted that the item analysis material is limited to the analysis of qualitative items that focuses on the rules of writing questions rather than quantitative analysis based on empirical evidence. by reason of limited use of the questions in the small scope and complexity of the validation of the questions if only used for daily tests in class. this is consistent with the material validity and reliability that is limited in its suitability to the topic of learning. one note for the purpose of the subject of the evaluation of the word learning "goal" that hangs at the end of the sentence. in accordance with the academic manual of learning evaluation subject goals, students master the ability to carry out an assessment of the learning process and outcomes in accordance with the objectives. the researcher recommends adding the word "learning" to become a student mastering the ability to carry out assessments of the learning process and outcomes in accordance with learning objectives. so that the sentence becomes clear and does not hang. in addition to the analysis discussed in the previous paragraph, an analysis was carried out on the material regarding its suitability with hots questioning skills. material about hots questions can be given when the material is about developing test and non-test measuring instruments. besides that, it can also be given to the subject matter of the quality of measuring instruments. this material synergizes because of the quality of the measuring instrument, as explained in the discussion of the previous paragraph that the validity of the study is more directed towards content validity including the construct of the questions, sentence length, effectiveness of sentences, clarity of words and punctuation, suitability of competence measured, and visual clear. this material is closely related to the preparation of hots questions which must pay close attention to the level of knowledge measured by the questions. choosing the right words to give clear meaning to students and in accordance with the intent that the educator wishes to convey. so the composition of the material designed by lecturers supporting the evaluation of learning remains in accordance with the academic manual by adding material about hots questions. analysis of the rps on the subject of education of primary school teachers study program of universitaskatolikmusicharitasevaluation of the assessment standard articles issued by bsnp is as follows. according to the bnsp article it is stated that the guidelines for assessment by educators cover 3 things. (1) general assessment standards which include selection of assessment techniques, conformity with content standards and graduate competency standards, including attitude assessment, checking and providing feedback as well as having a cumulative record; (2) assessment planning standards which include educational obligations to make an integrated assessment plan, develop achievement criteria, assessment techniques according to bc, make a grid and make instruments; (3) standard implementation of the assessment which includes analysis of the quality of the instrument, examining the work of students and feedback; (4) standard processing and reporting of results which includes the granting of scores, determination of one value, determination of the results of assessments and submission to related parties; and (5) results utilization standards which include the classification of completeness in achieving standards, providing 100 | jisae. volume 6 number 1 february 2020. yright ©lppm universitas negeri jakarta 101 follow-up in the form of remedial and enrichment and evaluating the effectiveness of learning activities based on assessment. the results of the analysis of the rps of the evaluation evaluations of the subjects and the five (5) standards described in the previous paragraph can be concluded that the subject of education of primary school teachers study program of universitaskatolikmusicharitasstudy evaluasipembelajaran materials is in line with the expectations of the bsnp assessment standards. expected material based on bsnp general assessment standards covering assessment techniques, developing questions based on si and skl and providing feedback have appeared in the rps even though in a different order. the material on the standard assessment planning briefly focused on the making of the questionnaire and the development of instruments has also appeared on the material in the rps which is material on the development of test and non-test questions. standards for conducting the assessment relate to material quality instruments and feedback. in the rps explained in the topic of validity and reliability. the material included in the standard processing and reporting of results is given in the rps on the topic of processing and interpretation. then the standard for utilizing results includes follow-up assessments. then it can be concluded that the material in the rps is in accordance with bnsp provisions. thus it is also in accordance with the juridical basis of learning assessment, including undangundang no. 20 tahun 2003 pasal 57 dan 58 dan pp no. 19 tahun 2005 pasal 63. conclusion based on the discussion it was found that teaching materials needed by education of primary school teachers study program of universitaskatolikmusicharitas students to be able to have the ability to carry out learning outcome assessments are as follows: a. the concept of measurement, test, evaluation and assessment b. assessment type c. assessment function d. basic concepts of tests and non-tests e. item analysis f. development of test and non-test measuring instruments g. quality of measuring instruments (validity and reliability) h. scoring and following up based on the findings of the researcher submit the following suggestions to lecturers supporting the learning evaluation course. a. emphasis should be given to the development of test and non-test measuring instruments, that each student does not need to develop all types of test and non-test measuring instruments but can be chosen randomly from a number of students to develop different measuring instruments. 102 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta b. it is recommended that the quality of the measuring material cover validity and reliability, that the validity learned is more directed towards content validity (qualitative) which includes the question construct, sentence length, sentence effectiveness, clarity of words and punctuation, suitability of competence measured, and clear visuals. does not emphasize testing the validity of the subject (quantitative) because it is a type of questions used in the assessment of small-scale learning outcomes in the classroom so it does not require detailed testing such as the questions used for national or larger scale exams. c. the item analysis material should be limited to the analysis of qualitative items that focus on the rules of writing questions rather than quantitative analysis based on empirical evidence. by reason of limited use of the questions in the small scope and complexity of the validation of the questions if only used for daily tests in class. this is consistent with the material validity and reliability that is limited in its suitability to the topic of learning. refernces direktorat pembinaan sekolah menengah atas direktorat jendral pendidikan dasar dan menengah kementrian pendidikan dan kebudayaan. 2017. modul penyusunan soal higher order thingking skills (hots ). jakarta: kemedikbud. nasution. 2003. metode penelitian naturalistik kualitatif. bandung: tarsito. pedoman akademik universitas katolik musi charitas 2015. pedoman akademik universitas katolik musi charitas 2017. pedoman akademik universitas katolik musi charitas 2018. peraturan menteri pendidikan dan kebudayaan republik indonesia no. 23 tahun 2016 tentang standar penilaian pendidikan. bnsp-indonesia.org. poerwanti, endang. asesmen pembelajaran di sd. http://storage.kopertis6.or.id/kelembagaan/applied%20approach/materi/d rs.%20suwarno,%20m.si/1-konsep-dasar-asesmen-pembelajaran.pdf . pada 1 agustus 2019. standar penilaian bsnp. http://staff.unila.ac.id/ngadimunhd/files/2012/03/2-standarpenilaian-sesuai-bsnp.pdf. diunduh pada 1 agustus 2019. syaodih, nana. 2010. metode penelitian pendidikan. bandung: remaja rosdakarya. 188 | jisae. volume 6 number 2 september 2020. https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 6 no 2 (2020) website : http://journal.unj.ac.id/unj/index.php/jisae the validity of instruments as a measuring instrument for the evaluation on students job training program at smk negeri 1 cariu bogor regency sefrianto 1 aip badrujaman 2 komarudin 3 123universitas negeri jakarta abstract this research is part of the preparation before evaluating on the job training program. the goal is to validate the instrument before used as a raw instrument to obtain field data. this research is carried out with quantitative approach. the data is collected by using questionnaire instruments to evaluate the impact of evaluation on the job training program at the behavior, outcome levels, and results. the instrument is tested on 30 respondents, namely honda putra merdeka cibubur, honda lestari motor cariu and honda citra indah jonggol. the test validity of the instrument using the product moment correlation formula. the results of the study show not all tested instruments are valid. out of 35 instruments tested, 4 items of instruments are invalid. the instrument is in the dimensions of precision and work accuracy, increase in company revenue, and the level of curiosity at work. the result of the instrument validity concludes that the instrument that can be used to evaluate the on the job training program is as many as 31 items with the reliability value that can be received in a very good category of 0.928. keywords: evaluation of on the job training program, impact evaluation, instrument validation address for correspondence: sefrianto_pep17s2@mahasiswa.unj.ac.id1, aip.bj@unj.ac.id2 , komarudin@unj.ac.id3 introduction vocational high school or smk is part of the national education system which plays an important role in preparing and developing human resources. uuspn no. 20 year 2003 article 15, said, smk aims to prepare students mainly to work with expertise in a particular field. one of the government's efforts in preparing and developing qualified vocational high school students and ready to be a workforce that is ready to jump into the workplace or the world of industry is by doing cooperation between the school and the business world and the industrial world in the form of implementing learning programs. the learning program is in the form of industrial visits, field work practices, internships or on the job training. the goal is to provide work experience and to develop its competence directly. thus, with expertise, experience and competence, it is expected that vocational high school graduates will have good self quality. based on the results of the initial observation conducted by researchers at smk negeri 1 cariu, the learning based on the job training department of light vehicle engineering is basically well-maintained. although there are some records that should be of concern for organizers or implementing programs. this is in line with the research analysis results of several other schools that have carried out the same program, it shows the success of the program viewed from the aspect of process, preparation and results. one of them is in smk n 3 buduran sidoarjo (febrikha: 2015) http://journal.unj.ac.id/unj/index.php/jisae mailto:sefrianto_pep17s2@mahasiswa.unj.ac.id mailto:aip.bj@unj.ac.id mailto:komarudin@unj.ac.id 189 | jisae. volume 6 number 2 september 2020. on the job training program in other schools have been conducted evaluation by the previous research. the evaluation research generally uses cipp (context, input, process, product) models. the results of some studies concluded that almost 90% of the on the job training program was carried out well (irfan, 2017; febrikha, 2015; emila, 2016; senab, 2014; mulyadi, 2018; dadan, 2016; alipuor, 2009). in addition, the program is implemented as a procedure and the results are able to prepare students to enter the workforce in accordance with the required competencies. as the followup of evaluation result, on the job training program can be continued even with some notes that must be considered to improve the implementation of the program in the future. the results of the study generally show a level of success in the context, input, process and product dimensions. the context dimension shows approximately 80% of its success rate (irfan, 2017; febrikha, 2015; emila 2016; senab, 2014; mulyadi, 2018; darmawan, 2016). some of the problems that occur in this dimension are; student selection tools on the job training has not been effective and the journals used by participants on the job training are not yet relevant. however, this can be solved well by the program organizer. the level of success on input dimensions is approximately 80% (irfan, 2017; febrikha, 2015; emila, 2016; senab, 2014; mulyadi, 2018; darmawan, 2016). the problems that occur in this dimension include; the execution of the curriculum that needs to be updated and mental of students who are still lacking in facing the implementation of the program. the organizer can overcome the problem with more well preparations in the learning and supply process for prospective participants on the job training before the program is implemented. in the dimension of the process, the success rate is approximately 75% (irfan, 2017; febrikha, 2015; emila, 2016; senab, 2014; mulyadi, 2018; darmawan, 2016). as a record in the on the job training process, process dimension among others; the needs of students’ skills and discipline improvement, the time allocated for the supply is not appropriate, and the lack of optimal supervision from the school as program organizer. on the product dimensions, it is concluded that the success rate reaches more than 90% (dimas 2018; irfan, 2017; febrikha, 2015; emila, 2016; senab, 2014; mulyadi 2018; darmawan, 2016; septian, 2018). the indication is the achievement of the program's main objectives on the job training, which prepares students to become graduates with skills, knowledge competencies and ready to enter the workforce. the achievement is seen from the results of the final assessment or test of the students after implementing the program. results of the research interview with the head of light vehicle engineering department in smkn 1 cariu and the vice principal of industry relations, supported by documentation on the job training activities show the program was well-prepared, organized and well-planned. results of the research interview with the head of light vehicle engineering department in smkn 1 cariu and vice principal of industry relations and supported by documentation on the job training activities show the program was well-prepared, organized and well-planned. ranging from socialization to students and parents, submission of proposals to the relevant industries, formation of organizers, schedules of activities, the creation of the teacher monitoring schedule, the system and selection process of participants on the job training. in addition, the process dimension illustrates a positive success rate. students carried out activities actively, with discipline and responsibility so as not to interfere with the work atmosphere that is usually set by the industry even very helpful to the industry. although some obstacles are still remain, among other there are some students who have not received basic knowledge while learning at school, so it needs to give a reunderstanding of basic knowledge by an instructor or industry supervisor. the value earned by the student when carrying out the exam at the end of the program belongs to the category above the graduation criteria, there are even some students who get excellent grades. other obstacles were the lack 190 | jisae. volume 6 number 2 september 2020. of time allocation of techers in providing guidance to students in the process of making final reports. in addition, the lack of time allocation of activities on the job training program is proclaimed by the school. since the industry often asks to give an additional dispensation of time for students who have completed the activities on the job training. one of the things that must be done in order to improve the quality of learning is to conduct an evaluation. because evaluation can assess whether a program is good and useful, and so that after the conclusion an evaluation can be followed up on an education program that has been implemented. this is in line with the evaluation theory, according to gall and borg (2007: 559) "educational evaluation is the process of making judgments about the merit, value, or worth of educational programs". stufflebeam and shinkfield (2007: 9) also quoted the joint committee on standards for educational evaluation (jcsee, 1994) defined evaluation as the "systematic investigation of the worth or merit of an object". based on the statements, it can be concluded that an educational program will be qualified with the implementation of evaluation. if a program is not evaluated, it will not be known how and how well the program has been carried out and whether it has an impact on the people involved in the program. for this reason, the job training program at smk n 1 cariu needs to be evaluated so that improvements can be made to implement it in a sustainable manner. several evaluations about the job training have been conducted in several smks in indonesia. in general, research on evaluating the job training uses the approach of context, input, process and product methods. there is still very little number of further evaluation of the outcome or impact of the program. based on initial observation and analysis of previous research, researchers feel the need to do further research on on the job training program. mainly researchers focus on the main on the job training at smk negeri 1 cariu, department of light vehicle engineering, bogor regency. the goal is to see the impact on the job training program on the work behavior of employee and the impact of the result for the company where employees work. before conducting the research, of course researchers should prepare well. this form of preparation is to prepare a research instrument as a tool to collect information or field data needed. the preparation of instruments is conducted with systematic processes and procedures. until the instrument is finally carried out test validation as a form of confirmation whether the instrument items can be used as a raw instrument. the raw instrument means it can be used to measure dimensions or indicators. instrument validity test is one of the processes done in the effort to prepare the test instrument. a validity test is a test used to indicate the extent to which the measuring instrument is used in measuring of what is to be measured (ghozali, 2009). in addition, validity is a measure that indicates that the variables measured are actually variables that are to be examined by researchers (cooper and schindler, in zulganef, 2006). ghozali (2009) also stated that the validity test is used to measure the valid absence of a questionnaire. validity explains how well the data collected includes the actual area of the investigation (ghauri and gronhaug, 2005). validity essentially means "measuring what is meant to be measured" (field, 2005). a questionnaire is said to be valid if a question or statement on the questionnaire is capable of revealing something to be measured by the questionnaire. based on the expert explanation, it is concluded that instrument validity is important to be conducted before used to collect research data. the goal is to produce a valid instrument and can measure the variables measured. method this research is carried out with quantitative approach. the data collection method used in this study is questionnaire instrument. while data analysis is using the correlation formula of product moment. the analysis is conducted to determine the validity of each item on the 191 | jisae. volume 6 number 2 september 2020. tested instrument. the instrument item is declared valid or invalid when it has a value of r count >r table at a significant level of 0.05 with n = 30 (sugiyono, 2013). the samples used in the study were 30 employees (technicians). the instrument is tested on 30 respondents namely honda putra merdeka cibubur, honda lestari motor cariu and honda citra indah jonggol. the samples were taken in a random sampling. it is recognized by the consideration of the character's condemnation. the validity test with a correlation formula of the product moment from kurl pearson, as follows description: r xy : the correlation of the tangkar moment (product moment) n : subject count ∑ x : total x (items score) ∑ x ² : sigma x (squared) ∑ y : number y (factor score) ∑ y ² : sigma y (squared) ∑ xy : sigma tangkar (multiplication) x with y the result of analysis of the correlation product moment goal is to lay the value of r count >r table of each item tested. before conducting the instrument validity test, a few steps must be placed in the research process. the procedures or instruments for the creation of the following studies: picture 1 research instrument creation plot analysis of the evaluation criteria is conducted in order to determine the dimensions, indicators and the grids of the instrument. the evaluation criteria of this study are determined based on the objectives of the on the job training program. this criterion is derived from several theories about the on the job training program and is seen its relevance to the program to be researched. in addition, the criteria are taken from previous researches that is relevance to the research to be implemented. after obtaining the dimension and indicators, the researchers then made the grids of instrument. this evaluation aims to see the impact of the on the job training program on the behavior of employees who previously participated in the program and the impact for the company itself. thus, the standard evaluation criteria is focused on the level of behavior and result. the standard criteria, dimensions, indicators and grid of the instrument can be seen in the following table: 192 | jisae. volume 6 number 2 september 2020. table 1 dimensions, indicators and grids of insrument items the next step is to carry out expert testing. expert judgment is conducted after the instrument is arranged based on the dimensions and indicators to be measured. the statement items that have been compiled are then consulted with lecturers or experts (expert judgment). the aim is to test the appropriateness of instruments that are made to be used in later stages. according to djaali and pudji (2008) construct validity is a validity that concerns the extent to which test items are able to measure what is really being measured according to a specific concept or conceptual definition that has been set. besides that, groth-marnat (2010) also suggested that a test has construct validity if it shows the relationship between test scores and predictions of theoretical properties. based on the opinions of several experts, the construct validation process of an instrument must be done through expert review or justification or through the assessment of a group of panels consisting of people who master the substance or content of the variable to be measured. this eligibility is based on construct criteria and language criteria. the construct criteria are aimed at assessing whether the statement items are in accordance with the dimensions measured, the limits of the expected answers are clear, and the suitability of the contents of the statement with the measurement objectives. whereas, the purpose of language criteria are to assess whether statements use sentences, technical terms, and unfamiliar words that are easy to understand. besides, it is to assess whether the words used are not confusing/ambiguous and the choice of answers in accordance with the statements submitted. researchers tested the instruments by the help of three experts who were considered competent in the language and constructs. after the instrument items are collected based on the results of expert/expert tests, the next step is to test the validity and reliability. validity test uses the calculation of the product moment correlation formula. the aim is to determine the feasibility of each item by looking at a comparative analysis of the values of r arithmetic and r tables. elimination technique used with the provisions of the instrument is said to be valid if r ≥ r table, with the significant no r count value r table value valid/invali d no r count value r table value valid/inva lid 1 2,861 0,374 valid 19 5,871 0,374 valid 2 4,977 0,374 valid 20 2,714 0,374 valid 3 6,177 0,374 valid 21 4,238 0,374 valid 4 0,106 0,374 invalid 22 0,012 0,374 invalid 5 4,789 0,374 valid 23 3,576 0,374 valid 6 4,977 0,374 valid 24 2,576 0,374 valid 7 0,881 0,374 invalid 25 5,871 0,374 valid 8 0,075 0,374 invalid 26 2,656 0,374 valid 9 5,977 0,374 valid 27 4,288 0,374 valid 10 5,871 0,374 valid 28 3,789 0,374 valid 11 5,871 0,374 valid 29 3,802 0,374 valid 12 2,875 0,374 valid 30 3,802 0,374 valid 13 4,288 0,374 valid 31 2,875 0,374 valid 14 4,977 0,374 valid 32 6,177 0,374 valid 15 4,238 0,374 valid 33 2,834 0,374 valid 16 4,067 0,374 valid 34 2,415 0,374 valid 17 3,802 0,374 valid 35 4,045 0,374 valid 18 2,576 0,374 valid 193 | jisae. volume 6 number 2 september 2020. level of 0.05. if the correlation value is below the r table, it can be concluded that the instrument is invalid, so it must be eliminated. the final step is grouping the instruments. the aim is to select and determine instruments that are declared valid and invalid. the instruments that are valid will be used in collecting field data. while the instruments that are invalid will be discarded. results and discussion in this study the questionnaire was tested to 30 respondents. a total of 35 instruments have been tested. before testing the instrument, the respondent was previously tested by an expert. based on the expert test results, out of 40 items that are consulted with, 5 items of the instrument have been eliminated. the 5 instruments are divided into several dimensions, including; the accuracy of work completion consists of 2 items, namely item number 7 and 12, the dimensions of sincerity in working consist of 1 item, namely item number 20, and the dimension of great curiosity in working consist of 2, namely items numbers 33 and 36. the instrument is declared invalid because it does not meet the construction and language criteria. therefore, the instrument used for the validaty test is 35 items. the results of instrument testing on 30 respondents, there were several instruments that were declared invalid. some of these instruments should be eliminated because the results of the validity analysis are not eligible for the instrument. the following table shows the results of validity test analysis of each the items tested. table 2 the result of r count value for each instrument item no r count value r table value valid/invalid no r count value r table value valid/invalid 1 2,861 0,374 valid 19 5,871 0,374 valid 2 4,977 0,374 valid 20 2,714 0,374 valid 3 6,177 0,374 valid 21 4,238 0,374 valid 4 0,106 0,374 invalid 22 0,012 0,374 invalid 5 4,789 0,374 valid 23 3,576 0,374 valid 6 4,977 0,374 valid 24 2,576 0,374 valid 7 0,881 0,374 invalid 25 5,871 0,374 valid 8 0,075 0,374 invalid 26 2,656 0,374 valid 9 5,977 0,374 valid 27 4,288 0,374 valid 10 5,871 0,374 valid 28 3,789 0,374 valid 11 5,871 0,374 valid 29 3,802 0,374 valid 12 2,875 0,374 valid 30 3,802 0,374 valid 13 4,288 0,374 valid 31 2,875 0,374 valid 14 4,977 0,374 valid 32 6,177 0,374 valid 15 4,238 0,374 valid 33 2,834 0,374 valid 16 4,067 0,374 valid 34 2,415 0,374 valid 17 3,802 0,374 valid 35 4,045 0,374 valid 18 2,576 0,374 valid based on the results of data analysis, it can be concluded that from 35 instruments tested there are 31 items that are declared valid. an invalid intrument is because of it does not meet the valid criteria, r count > r table. the provisions of the r table value 30 respondents 30 are 0.374. the instrument which is declared as invalid is 4 items, namely item number 4.7, 8, 194 | jisae. volume 6 number 2 september 2020. and 22. instruments are located on the dimensions of accuracy of work completion, the level of curiosity in working and responsibility in working. in detail, the stated value of the instrument is calculated as follows: item 4 = 0.106, item 7 = 0.881, item 8 = 0.075, and item 22 = 0.012. the instrument validity test is analyzed using the microsoft excel computer program. conclusion this research is a type of quantitative study. the research results are limited to the validity stage of the instrument. this research aims to test the validity of instruments used in evaluating on the job training program. the results of the study show that not all instruments tested are valid. out of 35 instruments tested, there were 4 items eclared invalid. the four instruments are in the dimensions of accuracy of work completion, the level of curiosity in working, and responsibility in working. the results of the test and the validity of the instrument concluded that the instrument that can be used to evaluate the on the job training program is 31 instruments. references alipour, m. (2009). a study of on the training effectiveness: empirical evidence of iran. internasional journal of bussines management, (4) 2. diperoleh 12 maret 2019, dari http://ccsenet.org.journal.html/ ammitzbøll j, skovgaard am, holstein be, andersen a, kreiner s, nielsen t (2019) construct validity of a service-setting based measure to identify mental health problems in infancy. plos one 14(3): e0214112. https://doi.org/10.1371/journal.pone.021411 cooper, donald r., dan pamela s. schindler. (2006). metode riset bisnis, (2) 9. penerbit pt media global edukasi. jakarta djaali & pudji muljono. (2008). pengukuran dalam bidang pendidikan. jakarta: pt. grasindo. dimas anugrah ardian. (2018). pengaruh on the job training dan off the job training terhadap kemampuan kerja dan kinerja. jurnal administrasi bisnis (jab), 62 (1). emilia. (2016). investigating the extent to which on the job training influences job satisfaction and examining other contributory factors in the irish retail sector. research declaration form for submission of dissertation national college of ireland. diperoleh 10 maret 2019, dari https://core.ac.uk/reader/80766822 field, a. p. 2005. discovering statistics using spss, sage publications inc. ghauri, p. & gronhaug, k. 2005. research methods in business studies, harlow, ft/prentice hall. gall, meredith d., gall, joyce dan borg, walter r. 2007. educational research: an introduction. new york: pearson education. ghozali, imam. (2012), aplikasi analisis multivariate dengan program ibm spss 20”. semarang : undip. growth – marnat, g. (2010). handbook of psychological assessment. terj. soetjipto, h.p & soetjipto, s.m. yogyakarta : pustaka pelajar irfan (2012). implementasi program on the job training (ojt) dalam mempersiapkan siswa smk memasuki dunia kerja. skripsi, fakultas keguruan dan ilmu pendidikan (fkip), universitas sebelas maret surakarta. mulyadi (2018). evaluasi program magang pada penyelenggaraan pendidikan smk dengan model (3+1) program keahlian kehutanan di smk negeri 1 pagelaran – cianjur (implementasi model cippo). jurnal evaluasi pendidikan.(9)1. permendistik. 2017. undang-undang ri no. 3 tahun 2017. tentang pedoman dan pengembangan sekolah menengah kejuruan berbasis kompetensi. http://ccsenet.org.journal.html/ https://doi.org/10.1371/journal.pone.021411 https://core.ac.uk/reader/80766822 195 | jisae. volume 6 number 2 september 2020. stufflebeam, daniel l. dan shinkfield, anthony j. 2007. evaluation theory, models, and application. san francisco: jossey-bass. sugiyono. 2010. metode penelitian pendidikan pendekatan kuantitati, kualitatif r & d. bandung: alfabeta. 113 | jisae. volume 6 number 2 september 2020. https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 6 no 2 (2020) website : http://journal.unj.ac.id/unj/index.php/jisae the academic integrity of buddhist college students in indonesia ahsanul khair asdar 2 , tri amiro 2 12stabn sriwijaya, indonesia abstract this study was a descriptive research with the quantitative approach which aimed to describe the academic integrity of the buddhist college students in indonesia. this study used 224 students who selected using proportionate cluster sampling. the data were collected using the academic integrity questionnaire with five dimensions, namely honesty, trust, fairness, respect, and responsibility. the questionnaire consisted of 39 items with a likert modification scale (four options). the result of this study showed that the academic integrity of buddhist college students in indonesia was supported by the fairness dimension. the academic integrity both of male and female college students were supported by the fairness dimension, and neither was based on the department, the academic integrity both of dharmacarya and dharmaduta students were supported by the fairness dimension. generally, the academic integrity of buddhist college students in indonesia was supported by the fairness dimension which included fairness form lecturers, fairness in expressing opinions, and transparency of the values in the lecture process. nevertheless, both the honesty and the trust dimension need to be considered because they got a lower score than the other dimensions. keywords: academic integrity, buddhist, college, students, honesty, trust, fairness, respect, responsibility introduction address for correspondence: ahsanul.khair@stabn-sriwijaya.ac.id1, triamiro@stabn-sriwijaya.ac.id2 the responsibility of the young generation to bring this nation to a progress is indeed very heavy. the young generation must really be prepared so when the time is coming, they can carry out their responsibilities as well as possible. they need to be directed and get enough attention from various parties so they can grow and develop into a generation with good culture and noble character through education (amiro, 2017). education is one of the most important aspects to state the progress of a country including indonesia. in order to control the quality of education in indonesia, the planning, learning process, assessment of learning outcomes, and supervision of the learning process must be carried out properly and correctly at all levels of education without exception, including at the level of higher education. assessment through the use of tests becomes one of the important aspects in controlling the quality of education. the test has an important role in measuring learning outcomes. tests can be used to determine the students achievement, determine the exam requirements, plan and evaluate learning outcomes, select, place the students in certain classes according to competencies, and for http://journal.unj.ac.id/unj/index.php/jisae 114 | jisae. volume 6 number 2 september 2020. various other purposes (asdar, 2018). however, the reality of the current education system in indonesia is using the value of tests or study evaluations of the previous material to show the progress and mastery of students' knowledge, causing the public to see the learning achievements only as seen from achieving the high scores, not in the process (manoppo & mardapi, 2014). it shows that anything can be done by a student to get the best grades. parents who understand the academic condition of their children are not good, still demanding the high scores for the sake of prestige and pride, of course, will cause the psychological disturbances to students to obtain high grades. the psychological disorders in the form of pressure will make the students more oriented towards values rather than the understanding science. at the higher education level too. the students who are impressed only to pursue the achievement for the sake of prestige and fulfill the wishes of their parents will do a variety of ways to achieve everything they expect. the students are no longer focused on the understanding of lecture material, but more focused on their efforts to get good grades in the form of gpa. many data or facts which showed how is the cheating happened in education without exception start from elementary school, junior high school, senior high school and even in higher education (universities) not only in national level but also in international level. today, academic integrity has become an expensive, rare, and difficult item to have. so it needs to be a common concern, not only in national scope but also in international scope. the decreasing academic integrity in students according to the results of previous studies was caused by two main factors namely internal factors and external factors. the most influential internal factors can be attitudes/personal factors, while the external factors are more cultural in the academic environment (firmantyo & alsa, 2016). although the moral development of children is also influenced by the emotional intelligence of children (afriadi, 2019). integrity comes from latin which is “integer” which means overall, complete or perfect (jahja, 2007). meanwhile, the oxford english dictionary includes two categories of definitions of integrity, namely physical and moral. physical integrity is defined as undivided wholeness, be it united land or inseparable limbs. furthermore, integrity also connotes an undisturbed moral condition, characterized by innocence, innocence, honesty, and sincerity (jacobs, 2004). the same thing also said that integroty means coherence, wholeness, and discerment (gallant & drinan, 2008). academic integrity is an important element in the administration of national education, starting from elementary school level to higher education (university). academic integrity is one of the main parts in academic culture to avoid academic cheating (kwong, ng, mark, & wong, 2010). academic integrity can be interpreted as a form of integration of expectations to the value of honesty, professionalism, and responsibility (jiang, emmerton, & mckauge, 2013). the international center for academic integrity defines academic integrity as a commitment to five values which include honesty, trust, fairness, respect, and responsiveness. the international center for academic integrity believes that the five values are coupled with the determination to act on those values even in the face of difficulties. without these values, everything that is done in the capacity as a teacher, lecturer, student, or researcher will lose the value and become a suspect (asdar, 2019b). rohmanu explained that the important mission of higher education as an academic community was to be aware and guide the students that 115 | jisae. volume 6 number 2 september 2020. they had the responsibility to uphold the five values as stated by the international center for academic integrity as a foundation for higher education and society in general (asdar, 2019a). the results of previous studies indicate that in general, the students agree that academic dishonesty is a violating act because it is contrary to applicable norms and 100% of students have committed acts of dishonesty (yuliyanto, 2015). nevertheless, some previous studies have never revealed the academic integrity of buddhist college students in indonesia and didn't describe it according to the dimensions put forward by the international center for academic integrity. this study was aimed to describe the academic integrity of the buddhist college students in indonesia using the dimensions which are stated by the international center for academic integrity. method this research was a descriptive study with a quantitative approach involving 224 students from seven buddhist colleges in indonesia from the dharmacarya department and the dharmaduta department. the respondents were selected using proportionate cluster random sampling. the method used in this study was a survey method through the use of an academic integrity questionnaire distributed in the form of google forms. the integrity instrument used contained 39 statements with five dimensions, namely honesty, trust, fairness, respect, and responsiveness. the scores were obtained based on responses to the items using a modified likert scale with four choices, namely strongly disagree, disagree, agree, and strongly agree. the selection of a modified likert scale with four choices was intended to avoid the response of any doubtful respondents. modifications to the likert scale were intended to eliminate the weaknesses which contained by the five-level scale, because there was an alternative middle choice giving rise to answers that tend to be central (central tendency effect), especially for the respondents who are skeptical about the direction of their opinion trends. all data obtained were analyzed using descriptive statistics which are intended to provide an overview of the state of the data in the form of a central tendency score (mean) (sutrisno, 1991). furthermore, the results of the analysis were catorized by category (nurkancana & sumartana, 1983): table 1 the categorization of academic integrity mean scores no. interval category 1. �̅� > 75,00 very high 2. 58,33 < �̅� ≤ 75,00 tinggi 3. 41,67 < �̅� ≤ 58,33 medium 4. 25,00 < �̅� ≤ 41,67 low 5. �̅� ≤ 25,00 very low 116 | jisae. volume 6 number 2 september 2020. results and discussions this study used 224 students as respondents from seven buddhist colleges in indonesia. the profile distribution of respondents involved in this study by gender and department is shown in table 2. table 2 cross table distribution of respondents according to gender and department gender total male female d e p a rt m e n t dharmacarya 71 (31,70%) 116 (51,79%) 187 (83,42%) dharmaduta 23 (10,27%) 14 (6,25%) 37 (16,52%) total 94 (41,94%) 130 (58,04%) 224 number of the students who are actively registered in buddhist colleges throughout indonesia is indeed still dominated by female students. in addition, the majority of students are still interested in continuing their education at the dharmacarya department in the hope that they can become a buddhist education teacher both in formal schools and sekolah minggu buddha (smb). table 2 illustrates that out of 224 students involved as research samples, there were 94 (41.94%) male students of which 71 were students from the dharmacarya department and 23 others from the dharmaduta department and 130 (58.04%) female students who 116 of them were dharmacarya department students and 14 other dharmaduta department students. thus there were 187 (83.42%) dharmacarya department students and 37 (16.52%) dharmaduta department students. this information can be visualized as follows. figure 1 distribution of respondents according to gender and department 117 | jisae. volume 6 number 2 september 2020. based on the results of data analysis, a general description of the academic integrity of buddhist college students in indonesia can be shown in table 3. table 3 the results of descriptive statistics to find students’ academic integrity generally no. statistics value 1. number of respondents 224 2. mean 72,30 3. median 71,79 4. mode 70,51 5. standard deviation 5,57 6. variance 31,09 7. range 31,41 8. minimum score 57,59 9. maximum score 89,10 table 3 can illustrate that the average academic integrity score of 224 respondents reached 72.30 with a high category. table 4 description of academic integrity according to dimension no. dimension mean score category 1. honesty 69,80 high 2. trust 66,91 high 3. fairness 77,27 very high 4. respect 74,81 high 5. responsiveness 71,27 high according to the dimensions of academic integrity, the academic integrity scores of buddhist college students according to table 4 were generally in the high category. the mean score on the honesty dimension was 69.80 with a high category, the mean score on the trust dimension was 66.91 with a high category, the mean score on the fairness dimension was 77.27 with a very high category, the mean score the dimension of respect was 74.81 with a high category, and the mean score on the responsiveness dimension is 71.27 with a high category. this information can be visualized as follows. 118 | jisae. volume 6 number 2 september 2020. figure 2 mean score of academic integrity according to dimension in general description of the academic integrity of buddhist college students in indonesia according to gender can be shown in table 5. table 5 the results of descriptive statistics to find students’ academic integrity according to gender no. statistics male female 1. number of respondents 94 130 2. mean 72,09 72,45 3. median 71,79 71,47 4. mode 71,15 69,23 5. standard deviation 5,89 5,35 6. variance 34,69 28,68 7. range 27,57 26,92 8. minimum score 57,69 62,18 9. maximum score 85,26 89,10 the results of the analysis in table 5 can illustrate that the mean score on the academic integrity of male students reached 72.09 with a high category, while the mean score on the academic integrity of female students reached 72.45 with a high category. from these results, it can be seen that the mean score on the academic integrity of male and female students is not much different. it was in line to research finding which stated that there are no differences in honesty by class standing, gpa, gender or race/ethnicity, individually or net of other variables (mcclain, gulbis, & hays, 2018). while mathematically the mean score of female students was higher than male students. this finding contradicts to research finding which stated that the cheating proportion of woman was bigger than the man in 2013-2015 at vocational program (yuliyanto, 2015). 119 | jisae. volume 6 number 2 september 2020. table 6 description of academic integrity according to gender no. dimension male female mean score category mean score category 1. honesty 70,06 high 69,61 high 2. trust 67,46 high 66,52 high 3. fairness 76,30 very high 77,97 very high 4. respect 74,63 high 74,93 high 5. responsiveness 71,12 high 72,14 high according to gender, the mean score of the dimensions of the academic integrity of buddhist college students according to table 6 generally was in the high category. for male students, the mean score on the honesty dimension was 70.06 with a high category, the mean score on the trust dimension was 67.46 with a high category, the mean score on the fairness dimension was 76.30 with the very category high, the mean score on the dimension of respect was 74.63 with a high category, and the mean score on the dimension of responsiveness was 71.12 with the high category. while for female students, the mean score on the honesty dimension was 69.61 with a high category, the mean score on the trust dimension was 66.52 with a high category, the mean score on the fairness dimension was 77.97 with a very high category, the mean score on the dimension of respect was 74.93 with a high category, and the mean score on the dimension of responsiveness was 72.14 with a high category. it shows that the mean score on the dimensions of fairness, respect, and responsiveness of female students is higher than male students. it was in line with the results of research which states that female students perceived the learning environment to be moderately fair, fairer than male students, female students perceived the learning environment to be fairer than male students, and female students were more responsible than male students (çağlar, 2013). the condition can be visualized as below. figure 3 mean score on the dimensions of academic integrity according to gender description of the academic integrity of buddhist college students in indonesia according to the department can be shown in table 7. 120 | jisae. volume 6 number 2 september 2020. table 7 the results of descriptive statistics to find students’ academic integrity according to department no. statistics dharmacarya dharmaduta 1. number of respondents 187 37 2. mean 72,19 72,87 3. median 71,79 71,79 4. mode 70,51 68,59 5. standard deviation 5,32 6,76 6. variance 28,36 45,65 7. range 30,13 28,85 8. minimum score 58,97 57,69 9. maximum score 89,10 86,54 the results of the analysis in table 6 can illustrate that the mean score on the academic integrity of dharmacarya students reached 72.19 with a high category, while the mean score on the academic integrity of dharmaduta students reached 72.87 with a high category. from these results, it can be seen that the mean score on the academic integrity of dharmacarya and dharmaduta students are not much different. mathematically the mean score of dharmaduta students is higher than the mean score of dharmacarya students. tabel 8 description of academic integrity according to department no. dimension dharmacarya dharmaduta mean score category mean score category 1. honesty 69,39 high 71,91 high 2. trust 66,39 high 69,51 high 3. fairness 77,64 very high 75,38 very high 4. respect 74,97 high 73,99 high 5. responsiveness 71,43 high 73,17 high according to the department, the mean score of the dimensions of the academic integrity of buddhist college students generally was in the high category. for dharmacarya students, the mean score on the honesty dimension was 69.39 with a high category, the mean score on the trust dimension was 69.39 with a high category, the mean score on the fairness dimension was 77.64 with a very high category, the mean score on the respect dimension was 74.97 with a high category, and the mean score on the responsiveness dimension was 71.43 with a high category. while for dharmaduta students, the mean score on the honesty dimension was 71.91 with a high category, the mean score on the trust dimension was 69.51 with a high category, the mean score on the fairness dimension was 75.38 with a very high category, the mean score on the respect dimension was 73.99 with a high category, and the mean score on the responsiveness dimension was 73.17 with a high category. this information can be visualized as follows. 121 | jisae. volume 6 number 2 september 2020. figure 4 mean score on the dimensions of academic integrity according to department thus the most prominent dimension generally was the fairness dimension. it shows that every student has received the fairness during their learning process in buddhist college in the form of fairness from the lecturers, fairness in expressing opinions in the learning process, and transparency of the values in the lecture process. fairness is an important aspect of learning. this is in line with the results of research which states that there was a need to change the way we talk about and conceptualize education, for example, fairness in expressing opinions, narrowing the gap or fairness of the structure of society, and equality of opportunity (bøyum, 2014; smith, todd, & laing, 2018). it explains that every student has the right to have the opportunity to express opinions in the classroom and equality of services provided to every student in the class. nevertheless, the honesty dimension and the trust dimension need to be considered because both of them get lower scores than the other dimensions. the honesty dimension included made honest as the basis in the learning process, made honest as the basis in the research process, and instill honesty in self. it was in line to the result of the previous study which stated that honesty determines the success of students, they have to do the right things and make the right decisions (cavico & mujtaba, 2009). the process of building the values of honesty on students cannot be taught theoretically. the building of honesty values is a demanding social life arrangement that realizes those values. a good example from parents and teachers will give students the right modeling to reflect the personality in their lives. without a good example of honesty on parents' and teachers' personalities, the students will lose the public figures that can bring them to be a man of character. a wise man once said that honesty starts from homes and schools. it indicates that the role of parents and teachers are significantly important in building the values of honesty (rachmayanie & sugianto, 2018). between lecturers and students is very important to establish a harmonious interaction so that the positive values can be conveyed to the students well (afriadi, 2018). that is why universities need to pay attention to the honesty of students. 122 | jisae. volume 6 number 2 september 2020. conclusion based on the findings of this research, it can be said that the academic integrity of buddhist college students in indonesia was in the high category. according to gender, the academic integrity of female students was higher than male students, especially in fairness, respect, and the responsiveness dimension. while according to the department, the academic integrity of dharmaduta students was higher than dharmacarya students, especially in honesty, trust, and the responsiveness dimension. generally, the academic integrity of buddhist college students in indonesia was supported by fairness dimension which included fairness form lecturers, fairness in expressing opinions, and transparency of the values in the lecture process. nevertheless, both honesty and trust dimension needs to be considered because they got a lower score than the other dimensions. the honesty dimension included made honest as the basis in the learning process, made honest as the basis in the research process, and instill honesty in self. while the trust dimension included optimism in completing the college assignments independently, communicate the positive ideas freely without any limitation, and optimism in completing college assignments as a group. references afriadi, b. (2018). effective management class concept (case study: student behavior problematics). jisae (journal of indonesian student assessment and evaluation), 4(2), 83–94. afriadi, b. (2019). problematika pendisiplinan perilaku normatif dalam kegiatan piket kelas. seminar nasional pendidikan dasar, 1(1), 527–536. amiro, t. (2017). pengaruh pengalaman mengajar terhadap kompetensi kepribadian guru. jurnal vijjacariya, iv(1), 77–86. asdar, a. k. (2018). ketidakwajaran skor seleksi penerimaan mahasiswa baru. jurnal vijjacariya, 5(2), 1–16. asdar, a. k. (2019a). integritas akademik calon dharmaduta (studi pada stabn di indonesia). jurnal pelita dharma, 5(1), 1–16. asdar, a. k. (2019b). pengaruh fraud diamond terhadap integritas akademik mahasiswa. jurnal sati sampajanna, 8, 1–12. bøyum, s. (2014). fairness in education – a normative analysis of oecd policy documents. journal of education policy, 29(6), 856–870. https://doi.org/10.1080/02680939.2014.899396 çağlar, ç. (2013). the relationship between the perceptions of the fairness of the learning environment and the level of alienation. eurasian journal of educational research, (50), 185–206. cavico, f. j., & mujtaba, b. g. (2009). making the case for the creation of an academic honesty and integrity culture in higher education: reflections and suggestions for reducing the rise in student cheating. american journal of business education, 2(5), 75–88. firmantyo, t., & alsa, a. (2016). integritas akademik dan kecemasan akademik dalam menghadapi ujian nasional pada siswa. psikohumaniora: jurnal penelitian psikologi, 1(1), 1–11. gallant, t. b., & drinan, p. (2008). toward a model of academic integrity 123 | jisae. volume 6 number 2 september 2020. institutionalization: informing practice in postsecondary education. canadian journal of high education, 38(2), 25–43. jacobs, d. c. (2004). a pragmatist approach to integrity in business ethics. journal of management inquiry, 13(3), 215–223. https://doi.org/10.1177/1056492604268203 jahja, a. s. (2007). integritas akademik dalam membangun sdm profesional di perguruan tinggi: kasus academic integrity stie perbanas. jurnal ilmu pendidikan, 14(1), 46–61. jiang, h., emmerton, l., & mckauge, l. (2013). academic integrity and plagiarism: a review of the influences and risk situations for health students. higher eduaction research & development, 32(2), 369–380. https://doi.org/10.1080/07294360.2012.687362 kwong, t., ng, h.-m., mark, k.-p., & wong, e. (2010). students’ and faculty’s perception of academic integrity in hong kong. campus-wide information systems2, 27(5), 341–355. https://doi.org/10.1108/10650741011087766 manoppo, y., & mardapi, d. (2014). analisis metode cheating pada tes berskala besar. jurnal penelitian dan evaluasi pendidikan, 18(1), 115–128. mcclain, l., gulbis, a., & hays, d. (2018). honesty on student evaluations of teaching: effectiveness, purpose, and timing matter ! assessment & evaluation in higher education, 43(3), 369–385. https://doi.org/10.1080/02602938.2017.1350828 nurkancana, w., & sumartana, p. p. n. (1983). evaluasi pendidikan. surabaya: usaha nasional. rachmayanie, r., & sugianto, a. (2018). developing elementary school students ’ honesty through traditional game of balalasaman. advance in social science, education and humanities research, 133, 138–140. smith, l. m., todd, l., & laing, k. (2018). students ’ views on fairness in education: the importance of relational justice and stakes fairness. research papers in education, 33(3), 336–353. https://doi.org/10.1080/02671522.2017.1302500 sutrisno, h. (1991). analisis butir untuk instrumen angket, tes, dan skala nilai. yogyakarta: fp. ugm. yuliyanto, h. (2015). persepsi mahasiswa tentang ketidak-jujuran akademik: studi kasus mahasiswa program vokasi universitas indonesia (pp. 978–979). malang. 101 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 8 no 2 (2022) website : http://journal.unj.ac.id/unj/index.php/jisae analysis of the importance of guidance and counseling services for students sutirna1, universitas singaperbangsa karawang jawa barat intisari2 sma negeri 5 karawang jawa barat abstract this study aims to describe the importance of guidance and counseling services for students; subjects in this study were students of mathematics education who are taking courses in guidance and counseling, this research method uses a questionnaire in the form of a question, and students responded via email, the results are analyzed, then tabulated in the frequency table of respondents, which is then presented with the number of perceptions. this study found that the development of the era, family factors, it development, excellent guidance and counseling services, individual development, individual experience, and future and potential development are essential guidance and counseling services for students to be well organized at every level of education. the conclusion from the results of this study is that guidance and counseling services must be carried out optimally at all levels of education; guidance and counseling services are essential for students to be able to prepare and anticipate life and life, both for today and in the future, and guidance and counseling services. counseling should be a place for students to consult various problems, not the other way around, being a place that students fear. keywords: perception; the importance of guidance and counseling services; students address for correspondence: 1. sutirna@staff.unsika.ac.id 2. iintisari87@gmail.com introduction the goals of national education as outlined in the national education system are ideal goals, where every student who attends education is expected to gain the value of faith in god almighty, have a noble character for life, have qualified knowledge for the world and the hereafter, and become creative and responsible human in the future.(kemdikbud, 2003). guidance and counseling services are part of an educational program that cannot be separated from achieving national education goals. therefore the purpose of guidance and counseling services must be able to reinforce the development and growth of students, both in terms of academic, personality, social, and future careers. come by always providing assistance or assistance services to all students without favoritism. (sutirna, 2021b), (ramlah, 2019), (syamsu yusuf & ikhsan, 2006). donald g. mortensen dan alan m. schmuller suggests that: "guidance may be defined as that part of the total educational program that helps provide opportunities and specialized staff service by which each individual can develop to the fullest of his abilities and capacities in terms of the democratic idea." (sutirna, 2021b), (sutirna, 2013a). once the importance of implementing guidance and counseling programs as a bridge for students to achieve national education goals, the ministry of education and culture requires every level of education (formal, non-formal, informal) to carry out an optimal assistance service program for students in a planned and sustainable manner. http://journal.unj.ac.id/unj/index.php/jisae mailto:sutirna@staff.unsika.ac.id mailto:iintisari87@gmail.com 102 based on the legal and theoretical basis above, the reality on the ground for various reasons, so far, in non-formal education, especially in equivalence education (program packages a, b, and c), not all have and implement guidance and counseling service programs, this is shown by the survey results sutirna & nugraha, s. (2021) found that half of the total number of guidance and counseling service program administrators in equivalent education have a guidance and counseling service program. furthermore, at the elementary school level, the reality on the ground, guidance, and counseling services have not run optimally for various reasons; the burden and duties of elementary school teachers are very dense every day because they serve as classroom teachers. (nurohman & prasasti, 2019). then the implementation of the guidance and counseling service program at the junior high school level found the research results that the supervisory function in administering the results of the counseling guidance service still needed a better arrangement as an evaluation material in every counseling guidance service that had been implemented. (ginting, 2018), at the then high school level, it seems that counselors' competence must be very high; this is because high school students have started to enter the stage of development towards early maturity, where future preparations need to be informed by service teachers' guidance and counseling. (malik & kusnarto kurniawan, 2015) the home environment, as the first place of education for students, should be able to provide a good role for development. it is realized that there are still many problems in the family or home environment, causing problems for students, especially in the learning process at school. this is in line with the results of research which shows that students' problems can be seen from where the problems come from, both from relationships in the family and family situations. family problems and situations can affect students at school in terms of concentration in learning and school activities, resulting in a decrease in student achievement. (handayani & hidayat, 2017) based on the description of the phenomenon of assistance services in formal, nonformal, and informal education, which are still not optimally implemented, a movement to provide a clear understanding of the importance of guidance and counseling services for existing education providers and prospective education providers (students of the faculty of teaching and education) are explained when students take guidance and counseling courses in the lecture process. (sutirna, 2019) in order to strengthen the importance of students being assisted, both those who have problems and those who are not, it is necessary for the perception of students who are taking guidance and counseling courses to review the importance of guidance and counseling for students. the purpose of this research is that students, as prospective education providers understand the importance of implementing guidance and counseling service programs at all levels of education. method the research method is a descriptive qualitative analysis taken from honest answers about the importance of guidance and counseling services for students. this research instrument is in the form of questions directly given to students to be answered openly about the importance of education services for students via email. answers are analyzed based on students' perceptions, and then the results are categorized based on percentage categories. the population of this research is students who take guidance and counseling courses, as many as six mathematics education students, then for the research sample taken as many as two classes, namely class 4a and 4b. 103 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 results and discussion the results of this study are students' perceptions of the importance of guidance and counseling for students, and it can be seen in the table below: table 1. tabulation of student perception analysis for the importance of guidance and counseling persepsi mahasiswa frekuensi presents current development 3 5.26 family 2 3.51 socializing 2 3.51 it development 7 12.28 excellent service guidance and counseling 26 45.61 personal development 11 19.30 individual experience 2 3.51 the future 1 1.75 development of potential 3 5.26 total 57 100 note: the number of frequencies is analyzed based on the student's answers in general from the results of the student answers in table 1 above, the discussion can be sorted from the largest percentage of students expressing their perception of the importance of guidance and counseling services. 1. excellent service guidance from the results of students' perceptions of answers, 45.61% said that guidance and counseling services had not provided optimal services in facilitating students' needs, so many students' perceptions were wrong about guidance and counseling services teachers. this negative perception of students must be a severe concern for implementers in schools so that all forms of assistance or assistance will be optimal, and ultimately the students' perceptions will become positive. from the analysis of student answers, if we relate it to the reality on the ground, the guidance and counseling services are not yet fully running optimally; let us pay attention to the need for school counselors; in 2013, jakarta, kompas.com wrote that the number of guidance and counseling teachers in indonesia is currently only about 33,000 people. to serve around 18.8 million smp/mts and sma/smk/ma students, at least 125,572 guidance and counseling teachers are needed. "this means there is a shortage of guidance and counseling teachers, around 92,572 people," said the general chairperson of the indonesian guidance and counseling association (abkin) and guidance and counseling professor at semarang state university mungin eddy wibowo, in jakarta, tuesday (22/1). he said this was following the public hearing of the commission x dpr working committee with curriculum experts. at the meeting, the general chair of the indonesian curriculum developers association, s hamid hasan. according to mungin, of the many guidance and counseling (bk) teachers, only 418 have a bk degree and professional counselor education. "others are only bk graduates, and some are not bk graduates," said mungin. the shortage of bk teachers will be felt, according to mungin, with the implementation of the 2013 curriculum. (wibowo, 2013b); (wibowo, 2013a) especially with the situation and conditions of the covid-19 pandemic, excellent service for direct guidance and counseling is very unlikely to be carried out optimally. kristiawan, one of the initiators of the cyber counseling application at the center for the development and empowerment of educators and education personnel (ppptk) for physical education and counseling (bk), directorate general of teachers and education personnel, ministry of education and culture stated that currently, guidance and counseling services in schools are experiencing many obstacles because the ratio of the 104 number of bk teachers and the effectiveness of services in schools is very disproportionate. (ubaidillah, 2020). thus, we can draw a common thread from students' perceptions that the importance of guidance and counseling for students requires adding to the shortage of counselors and improving guidance services so that students' expectations of excellent service can provide a feel of comfort in carrying out academic and non-academic activities in indonesia. schools, not the other way around, are an obstacle in carrying out activities at school. 2. personal development a person's development factors will have an enormous influence on a person's success process even though external factors are very supportive, because it is internal factors within a person that determine the course of his development. (sutirna, 2013b). the results of respondents' answers that individual development shows a percentage of 19.30%, meaning that needed to help students in their development. individual development is a unit, meaning no one is the same, even though they are born to the same father and mother. (sutirna, 2013a); (sutirna, 2021b); (sutirna, 2013b). the second largest student perception of the importance of assistance services for students is caused by individual development factors, meaning that its uniqueness will result in differences in the services of each individual, especially with the situation and conditions of world development which is increasingly affecting individual development, both physically and psychologically. assistance schools are a medium that is expected to be able to support students in obtaining self-adjustment according to their level of development. each developmental task that individuals must achieve is different for each stage, and the level of achievement of developmental tasks achieved by each individual, in this case, students, are also very varied. in the concept of developmental tasks, it is said that every certain period there are several developmental tasks that each individual must complete. (usa hutagalung, 2019) 3. it development the third biggest student perception is the it development factor; this is very important for guidance and counseling services because most of the daily activities of this technological development dominate, especially with the situation and conditions of the covid-19 pandemic. the presence of technology, especially smartphones, has become the leading alternative and a necessity for most human activities. the world of education in administration, learning, and evaluation has used online as a medium. in the development of this technology, what must be done by school counselors or guidance and counseling teachers and parents at home is to conduct intensive supervision so that students do not fall into a hostile atmosphere towards the use of smartphones. teachers, in this case, must master information technology if they do not want to be left behind in carrying out their main tasks and functions as educators, teachers, and supervisors. (surya, 2014), (barnett berry, 2011). in addition to providing many positive impacts, there are still negative impacts that can occur in the development of communication technology. advances in communication technology that exist today reduce morale for some people. because everything seems easy, many students, for example, purely copy and paste in doing the assignments given. (bakti kominfo ri, 2019) based on students' perceptions of technological developments, guidance and counseling are needed so that its negative impact can be narrowed by the services of educators because if this is neglected by the world of education, it is feared that it will not be suitable for students, it will even become a bridge to destruction for students his future. 105 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 4. current development the development of the times is bound to happen, and we have to face it, and all of us cannot avoid it because if we ignore the developments of the times, we will leave behind the situation and conditions of the era. from time to time, learners will continue to develop following the flow of developments that occur, and we cannot stem it; only we can provide direction so as not to fall into the misleading developments of the times. students' perceptions in responding to the importance of help for students against the times must be the attention of all parties involved because the development of the times will have an enormous influence on the behavior patterns of everyday students. as a matter of reflection, in ancient times whose name was respect for parents, teachers, and elders was highly respected by most students, but with the development of the times, it seems that the character of respect is decreasing in quantity. based on the respondents' answers and the analysis above, it is appropriate that assistance is needed to provide a profound understanding and understanding to students so that the development of the times is followed by upholding the nation's cultural customs that have a respectful character toward others. this is reinforced by the opinion of the secretary of the directorate general of islamic community guidance (directorate general of community guidance) of the ministry of religion (kemenag) muhammad fuad nasar, in his interview with media republika on february 24, 2021, who said that the changing times that are so dynamic today should not change the order of people's lives as a nation. religious ones. this is following the mandate in the indonesian constitution. (nasar, 2021). 5. development of potential students' potential is different; in other words, none of them have the same potential. as an illustration of experience, maybe when we were in elementary, middle, or high school, our friends seemed to have great potential and became the best student mascots, but what happens when five or ten years later, the best child seems to be mediocre even worse, and vice versa some children have low potential, but they are now in control at work. thus the potential that exists in students, both strong (high), medium, and low, mandatory guidance and counseling services are present in it to be able to provide direction with the potential that exists in students so that with the nuances of the experience the story above is not expected to become an obstacle. in living life and living. therefore, students emphasize optimally running guidance and counseling services to develop this potential. this is reinforced by abdul halim wicaksono, who said that the development of students' potential is an integral part of the curriculum at the primary and secondary education levels which seeks to enable students to develop according to their respective potentials through counseling services and extracurricular activities. (wicaksono, 2017) 6. family character education must be implemented starting in the home environment from the age of children. the 2013 curriculum has answered various character development problems by placing character as one of the main goals of education. the development of spiritual and social attitudes, core competencies in the 2013 curriculum, is expected to become a pillar for developing children's character in education units. however, character education cannot be instilled and formed only by school teachers. the character cannot be formed only through 2-3 hours of encounters every day. the key to character education is in the family. parents, as first and foremost educators, hold important control in the development and growth of children. 106 the child's behavior reflects the behavior of those around the child. interactions in the family will be a model of behavior that children imitate. when children see their parents wake up early every day and start with worship activities and get their children used to do the same thing, the discipline and religious character will also be embedded in the child (ritayanti, 2019) based on experience during their time as educators in elementary and junior high schools, almost some students in schools have problems due to family circumstances. a non-conducive family environment will affect the child in living school life. therefore, students' perceptions of the assistance services for students and family factors must be the background that school counselors need to know to provide appropriate services so that the presence of counselors can bridge students to be able to understand the situation. 7. socializing adolescents' social life development is marked by symptoms of increasing peer influence or social patterns in their lives. most of the time teenagers spend connecting or hanging out with their teenage peers is more based on friendly relations; these relationships can provide patterns in adolescent relationships. if the relationship is positive, then a positive pattern is built in learning achievement at school, but if the association is negative, it will significantly affect the pattern of behavior; this is something that is not expected by all parties, both parents, community, teachers, and the indonesian nation. therefore, the students gave the perception of the importance of optimal direction to students. sunaryo kartadinata said that when the administration, learning and guidance factors run synergistically, the ideal and quality education will create humans with good knowledge and attitudes. (sutirna, 2021a); (sutirna, 2021b); (sutirna; marlina, r; prihandani, 2020) 8. individual experience the most valuable teacher is experienced; these are the words of wisdom always conveyed by experts in various fields. most of the experiences of students from elementary school to university in guidance and counseling services still say that it has not been implemented optimally. in response, he said that guidance and counseling services are essential for students in school, but the views of students based on experience have reversed their perceptions of guidance and counseling services. this is because the guidance room is scary for students. thus the perception of this individual experience must illustrate the need for the presence of counselor services for students. therefore, the implementation and services of counseling guidance must further improve services through humanistic approaches so that students have a positive perception of guidance and counseling. moreover, paying attention to writing in achieving success in the world of business and life, it is said that learning from experience will make you more mature and mature in facing life. thus, mentoring services in schools must be carried out optimally because this becomes a precious individual experience for future life (cermati.com, 2016) 9. the future the future seems increasingly competitive in dealing with it, so early preparation for students to anticipate and deal with it requires intensive guidance from elementary school to college. in order to achieve a future that is not confused, mentoring services according to students are essential to be carried out correctly and sustainably. the future in western view, which uses the concept of linear time, the future is that part of the projected and anticipated timeline. therefore, the future requires guidance and 107 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 counseling from the school age so that it can be understood to face the future for himself, the community, and the nation and state. conclusion the results of the analysis of answers from mathematics education students on the importance of guidance and counseling for students, seen from the factors that significantly affect the growth and development of students, both for today and in the future, namely, excellent service guidance, personal development, it development, curren development, family, socializing, individual experience, and the future. oleh karena itu guidance and counseling services must be carried out optimally at all levels of education; guidance and counseling services are essential for students to be able to prepare and anticipate life and life, both for today and in the future, and guidance and counseling services should be more of a place for students to consult various problems, not the other way around is a place that students fear. acknowledgment 1. prof. dr. h. sri mulyani, as chancellor of the singaperbangsa karawang university, always motivates in research and service activities. 2. students of the mathematics education study program at singaperbangsa karawang university who have contributed to this research reference bakti kominfo ri. (2019). dampak positif dan negatif perkembangan teknologi komunikasi di era digital. www.baktikominfo.id. https://www.baktikominfo.id/en/informasi/pengetahuan/dampak_positif_dannegatif_pe rkembangan_teknologi_komunikasi_di_era_digital-806 barnett berry, a. a. (2011). teaching 2030 (what we do for our students and our public schools) (1st ed.). teachers college columbia university. cermati.com. (2016). 10 cara untuk meraih kesuksesan dalam bisnis dan kehidupan. cermati.com/artikel/. https://www.cermati.com/artikel/10-cara-untuk-meraihkesuksesan-dalam-bisnis-dan-kehidupan ginting, r. v. (2018). implementasi manajemen bimbingan konseling di smp negeri 1 tigapanah kabupaten karo. universitas negeri medan. handayani, p. g., & hidayat, h. (2017). pentingnya pelaksanaan home visit oleh guru bimbingan dan konseling. in gci.or.id. kemdikbud. (2003). uu no. 20 tahun 2003 tentang sisdiknas. pemerintah r.i. malik, a. a., & kusnarto kurniawan. (2015). tingkat pemahaman konselor tentang kompetensi professional dalam pelayanan bimbingan dan konseling. indonesian journal of guidance and counseling, 4(2), 10. https://doi.org/10.15294/ijgc.v4i2.7530 nasar, m. f. (2021). perkembangan zaman jangan rusak sendi kehidupan beragama. republika .co.id. https://www.republika.co.id/berita/qp0roo366/perkembangan-zaman-janganrusak-sendi-kehidupan-beragama nurohman, a., & prasasti, s. (2019). pentingnya bimbingan dan konseling di sekolah dasar (sd) bk fkip utp ska. in ejournal.utp.ac.id. ramlah. (2019). pentingnyalayananbimbingankonselingbagipesertadidik. jurnal al mau’izhah, 1(1), 70–76. ritayanti, u. (2019). keluarga, kunci pendidikan karakter anak. direktorat pembinaan dan pendidikan keluarga. https://cerdasberkarakter.kemdikbud.go.id/keluarga-kuncipendidikan-karakter-anak/ 108 surya, m. (2014). psikologi guru (konsep dan aplikasi) dari guru, untuk guru (a. h. d. nurjamal (ed.); 1st ed.). alfabeta. sutirna; marlina, r; prihandani, k. (2020). math teacher perceptions of principles of guidance and counseling services. in prof. abdul rahmat (ed.), variety of learning resolutions in the covid 19 (pp. 101–108). novateurpublication.com. https://doi.org/9788194959700 sutirna. (2013a). bimbingan dan konseing (pendidikan formal, nonformal dan informal). andy offset. sutirna. (2013b). perkembangan dan pertembuhan peserta didik (p. christian (ed.); 1st ed.). andy offset. sutirna. (2019). layanan bimbingan dan konseling: bagi guru mata pelajaran. jurnal bimbingan dan konseling ar-rahman, 5(1), 6–16. sutirna. (2021a). bimbingan dan konseling: buku referensi (mira mirnawati; sitti aida habibie (ed.); pertama). pascasarjana ung. sutirna. (2021b). bimbingan dan konseling (bagi guru dan calon guru mata pelajaran) (pertama). deepublish (cv. budi utama). syamsu yusuf, l., & ikhsan, j. n. (2006). landasan bimbingan dan konseling (1st ed.). pt. remaja rosda karya. ubaidillah, s. (2020). siber konseling atasi minimnya guru bk. media indonesia.com. https://mediaindonesia.com/humaniora/359373/siber-konseling-atasi-minimnya-gurubk usa hutagalung. (2019). hubungan antara layanan bimbingan konseling individu dengan tugas perkembangan sosial peserta didik. wibowo, m. e. (2013a). indonesia butuh 129 ribu guru bimbingan dan konseling. republika .co.id. https://www.republika.co.id/berita/pendidikan/eduaction/13/05/30/mnkhvnindonesia-butuh-129-ribu-guru-bimbingan-konseling wibowo, m. e. (2013b). sekolah kekurangan 92.572 guru bimbingan dan konseling. kompas.com. https://edukasi.kompas.com/read/2013/01/23/11190821/sekolah.kekurangan.92.572. guru.konseling# wicaksono, a. h. (2017). pengertian pengembangan potensi peserta didik. www.halim.web.id, 1. 73 development of biology test of creative thinking-torrance test (btct-tt) assessment to improve students’ creative thinking skills radiah radiah.sma8@gmail.com senior high school 8 malinau cipta utama st., kuala lapang. malinau district abstract this research aims to developing the biology test of creative thunking-torrance test (btct-tt) assessment in studying biology for high school student in grade 11. this type of research is research& development (r & d) with 4d (define, design, develop, and disseminate). this study have develodped 37 items that are valid and reliabel. btct-tt was tested on 150 high school students, the results showed the average score of students’ creative thinking skills was significantly releted to students who received btct-tt assessment and conventional assessment. keywords: biology test of creative thinking-torrance test (btct-tt), creative thinking introduction education in the 21st century should be supported by an education system that is oriented to student creativity. as a developing country, indonesia needs creative human resources who are able to make a meaningful contribution to science, technology, arts, and national health.therefore education should be focused on developing the creativity of students. therefore education should focus on students' creativity so that one day they can meet their personal needs, community needs and the needs of the indonesian nation. data from the results of the program for international student assessment (pisa) research examining the ability of junior and senior high school students in mathematics, science and reading shows that indonesian students' ability to answer pisa questions is low. the 2011 trends in international mathematics and science studies (timss) results, the average grade of viii science is only 406 and is in 40th position out of 42 countries. the percentage of indonesian students who can answer the low level questions is 54%, the middle level is 19%, the high level is 3% and none of the students can answer the advanced level. this results is very alarming because the mastery of mathematics and science must be owned by every individual who lives in the 21st century, where science and technology continue to develop that requires young people to think innovative and creative in solving science problems. the assessment model that are often used by teachers in indonesia is conventional assessment model. the conventional assessment model only measure students low-level abilities. the students are not directed to develop high-level abilities so that students are only able to memorize concepts but are difficult to apply it in every day life. assessment of the biology test of creative thinking-torrance test (btcttt) is an assessment that adapts the ttct assessment, the indicators on the ttct assessment are integrated with biology learning indicators. ttct is the most widely used creativity assessment in the world. ttct has two forms of test namely verbal and figural forms. this form of test was developed in indonesia by utami munandar in 1977. in addition to assessing students 'creative abilities, ttct can also improve students' creative abilities in learning and everyday life. ttct assessment is a comprehensive assessment model and can measure all aspects of creativity so that this type of assessment is very appropriate to measure and enhance student creativity creative thinking creativity is the interaction between intelligence, process, and the environment in which an individual or group produces products that are clear and new and useful as defined in society. (james k. kaufman, et al, 2013: 2). torrance (1966), developed a measure of creativity with indicators of fluency, flexibility, originality and elaboration. whereas guilford (1967) measures divergent thinking by using a test format that is generally subject to respond to many stimuli, each using a special component of the structure of the intellect. (utami munandar, 2012: 64) one of the critical problems in researching, identifying, and developing creativity is that there are so many definitions of creativity, but no definition is universally accepted. keeping in mind the complexity of the concept of creativity, this is neither possible nor necessary, because creativity can be viewed from various aspects. although interrelated, but the emphasis is different. (isaken, 1987: 299) in analyzing more than 40 definitions of creativity, concluded that creativity is generally formulated in terms of personal (person), process and product. creativity can also be viewed from the personal and environmental conditions that encourage (press) individuals to creative behavior. rhodes called these four types of definitions of creativity as "four p's of creativity: person, process, press, product". most definitions of creativity focus on one of these four p's or their combinations. these four p are interrelated: the creative person engages in the creative process, and with the support and encouragement of the environment, produces creative products. torrance testof creative thinking (ttct) torrance test creative thinking (ttct) was developed by dr. e. paul torrance in 1966. kyung heem kim explained that ttct is the most widely used creativity test in measuring creativity in education in the world. (kyung hee kim, 2006: 1). this is similar to what was stated by solange wechsler: "... torrance neither concludes that his tests assess all dimensions of creativity ..". (solange wechsler, 2006: 16). ttct is a test tool that can be used to measure all forms of creativity. as stated by torrance that ttct is a creativity test tool that can measure all forms of creativity. torrance (1966, 1974) suggested the use of ttct (1) to understand the human mind and its functions and development (2) to find an effective basis for individualization instruction (3) to provide instructions for remedial programs and psychotherapy (4) to evaluate the effects of programs education, materials, curriculum, and teaching procedures (5) to find out latent potential. (kyung hee kim, 2006: 7) thus it can be said that the torrance test of creative thinking (ttct) is a creativity test tool that can be used in general for example in classroom learning 74 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 75 activities, assessment of learning outcomes, measuring student creativity while increasing student creativity. although ttct is generally used for assessment in identifying gifted children. however ttct can be used in research and experiments, for general use, for instructional planning, and for determining students' abilities. in this study ttct will be used to evaluate the learning process. ttct can trigger stimulant expressions (simultaneous) of several creative mental speeches in measuring fluency, flexibility, originality, and detail (elaboration). ttct consists of verbal and figural forms, both of which relate to the creative process and include different types of thinking. this test is specifically designed to make student activities interesting and challenging, from pre-school education to high school graduation. ttct can be used individually or in groups. verbal form consists of seven sub-tests: (1) asking unusual, (2) guessing causes, (3) guessing consequence, (4) product improvement, (5) unusual uses, (6) unusual questions, (7) just suppose. the figural form consists of three sub-tests: (1) picture construction , (2) picture completion and (3) paralel lines. (utami munandar, 2012: 58-66). the activities as well as their descriptions for inclution in the ttct are summerized in tables 1 and 2. table 1 test activities in torrance test creative thinking verbal form a activity description 1. asking ask questions to know for sure what is happening in the drawing 2. guessing causes give possible causes that lead to the action shown in the drawing 3. guessing consequense list possible consequences resulting from the action in the drawing 4. product improvement list the cleverest, most interesting and unusual ways of changing a stuff toy elephant to make it more fun to play with 5. unusual uses think about possible uses for cardboard boxes. 6. unusual questions propose for questions about cardboard boxes. 7. just suppose list things that would happen in an improbable verbal tests are scored for smoothness, flexibility and originality, while figural tests are added to the scores for elaboration. ttct implementation is given a time limit in doing the test because to a certain degree ttct requires a press (booster, pressure) so that students' creative mental functions are triggered, this can direct and stimulate students to think creatively. (utami munandar, 2012: 58-66). tabel 2 the activities in torrance test of creative thinking figural form a activity description 1. picture construction draw a picture with a given tear drop shape an an integral part, and give a title for the drawing 2. picture completion add lines to incomplete figures and give tiles for the drawings 3. parallel lines make picture from pairs of straight lines and entitle the drawings abdul kamil marisi (2007) in his research concluded that by developing a test from ttct in measuring students’ creative thinking abilities, ttct can improve students’ fluency in making questions, quessing the cause and effect of events, developing in the benefits of on object, and using things in extraordinary ways. this is supported by the research of grace et al(1996), their research successfully developed an assessment of creativity by developing an ttct creativity assessment. the measuring instrument that was successfully developed was design thinking creative thinking (dtct). dtct is an innovation of standardized creativity that measures directly problem-based skills. the results of this study explain that ttct can be develoved in measuring students’ creative thinking abilities in learning science. kyung hee kim from eastern michigan university concluded that ttct is a good measure of creativity and is not only used to identify the creativity of gifted children, but also to find and encourage the creativity of everyday life. this is supported by solange wechsler (2016), his research concluded that there is a significant relationship between creative achivement with creativity indikators in ttct. thus it can be concluded that ttct can measure creativity in general and can be developed into a measure of creativity in learning biology in the classroom. method this research is a type of research development or research and development (r&d). research and development are research methods used to produce certain products, and test the effectiveness of these products. (sugiyono, 2014: 407). this development research model uses the 4d model, this research model is a research model of sivasailam thiagarajan, et al. sivasailam thiagarajan, et al (in sugiono 2016: 37) suggested that this research model consisted of 4 stages namely: define, design, develop, and disseminate abbreviated with 4d. this research was conducted at sman 8 malinau, malinau regency, north kalimantan province in february to september 2018. the population in this study were all high school students in malinau were students of class xi sman 1, sman 3, sman 4, sman 5, sman 8 malinau. the development of the btct-tt instrument was carried out by testing the validity and reliability, validity and reliability testing of 5 experts, 20 panelists, and 30 students. trial questions for 280 high school students, and btct-tt effectiveness testing was carried out on 50 students from sman 8 malinau, 25 students as the experimental group and as many as 25 students as the control group. 76 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 77 data analysis techniques used qualitative analysis techniques and quantitative analysis techniques. qualitative analysis techniques with interactive analysis consisting of three components, namely, data reduction, data exposure and conclusion drawing. quantitative analysis techniques are carried out so that the conclusions obtained from testing research hypotheses can be scientifically justified, statistical analysis techniques that must meet the requirements are: 1) normality of data, and 2) homogeneity of variance. after the data from the population are normally distributed and come from the same or homogeneous variants, they are then statistically tested with correlated t-tests. results and discussions 1. development biology test of creative thinking torrance test (btct-tt) btct-tt is made by matching the indicators on the ttct with the indicators on biology subject matter. the first stage in developing the btct tt is to synthesize the ttct theory to a psychology lecturer from jakarta state university. btct-tt instruments used in. this research has a breakdown of 100 questions. the attributes of 100 items developed are presented in table 3. table 3 material distribution on btct-tt no indikator on btct-tt number of items on the topic cell plant tissue animal tissue 1 asking unusual 7 2 3 2 guessing causes 13 3 4 3 guessing consequence 15 5 2 4 product improvement 1 2 4 5 unusual uses 0 7 5 6 unusual questions 5 2 4 7 just suppose 9 4 3 total 50 25 25 validity and realibity test the validity and reliability test is conducted to find out the extent to which the btct instrument precisely measures what it wants to measure according to the concepts and indicators based on the theory set, then the instrument is firstly tested by one psychology lecturer, one education evaluation lecturer and two biology lecturers. the experts' recommendations aim to find out the accuracy or relevance of the instrument's points with the measurement objectives. as explained in the concept definition, operational definition, and grid. the second stage, involved 20 panelists consisting of biology teachers who assessed the appropriateness of the statement items with the existing indicators on the btct-tt instrument grid. the results of the assessment were analyzed to determine the index of content validity with the aiken validity index and construct validity with convergent references. the results of the validity test of experts and panelists, the validity of the instrument point 1 to item 100 is greater than the validity of criteria 2.5 so that the item is declared valid but there is still a need to be revised. trial and revision test the validity and reliability of the instrument is done by testing the instrument that has been declared valid by the expert 3 times. trial 1 was conducted on 50 students of sman 8 malinau. the validity of the btct-tt instrument was calculated using the product moment correlation formula, kr20 while the instrument reliability used cronbach's alpha reliability. the results of the analysis in experiment 1 showed that out of 100 questions developed there were 63 valid and reliable items. table. 4. the valid items on first trial no indikator on btct-tt number of items on the topic cell plant tissu animal tissu 1 asking unusual 6 2 2 2 guessing causes 9 2 3 3 guessing consequence 8 1 2 4 product improvement 0 0 2 5 unusual uses 0 3 3 6 unusual questions 5 2 3 7 just suppose 5 2 2 total 33 12 17 valid and reliable instruments in trial 1 were then tested on 80 high school students, 40 students from sman 8 malinau, and 40 students from sman 3 malinau. the results of trial 2 are shown in table 5. table. 5. the valid items on second trial no indikator on btct-tt number of items on the topic cell plant tissue animal tissue 1 asking unusual 5 2 2 2 guessing causes 6 0 0 3 guessing consequence 5 0 0 4 product improvement 0 0 1 5 unusual uses 0 1 3 6 unusual questions 4 2 3 7 just suppose 3 0 1 total 23 5 10 the second trial produced 38 items that were valid and reliable. the results of the second trial were then trialled again to 150 high school students, as 78 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 79 many as 40 students from sman 1 malinau, 40 students from sma 3 malinau, 40 students from sman 8 malinau, 15 students from sman 4 malinau, and 15 students from sman 5 malinau. the analysis shows that there are 37 valid and reliable items. the results of the third trial validity test are listed in table 6. table. 5 the valid items on third trial no indikator on btct-tt number of items on the topic cell plant tissue animal tissue 1 asking unusual 4 2 2 2 guessing causes 6 0 0 3 guessing consequence 5 0 0 4 product improvement 0 0 1 5 unusual uses 0 1 3 6 unusual questions 4 2 3 7 just suppose 3 0 1 jumlah 22 5 10 the results of the distribution of btct-tt indicators on first trial, second trial, and third trial can be seen in graph 1. graph 1 shows that there is a decrease in the number of questions for each btct-tt indicator especially on product development indicators 0 5 10 15 20 25 asking unusual guessing causes guessing cons. product improv unusual uses unusual questions just suppose bofore trial first trial second trial third trial grafik 1. distribution of btct-tt indicators on first trial, second trial, and third trial 2. effect of btct-tt on student creativity items that were successfully developed (valid and reliable) as many as 36 items are tested for their influence in increasing student creativity. this study uses a factorial experimental design with one independent variable being manipulated creative thinking instruments used to measure the effect of btct-tt in enhancing student creativity are creative measuring instruments made by researchers that have been tested for validity, reliability, normality, and homogeneity tests. testing the creativity instrument developed by 10 items. the development of creativity instruments involved 3 biology lecturers from biology universities, 20 biology teachers, 30 high school students, out of the 10 items developed there were 6 valid and reliable items the method and design or experimental design used were pretest-posttest control group design, 25 students as the experimental group and 25 students as the control group. provision of treatment to the experimental group for 3 months by giving btct-tt assessment while the control group with conventional model assessment. the difference in mean scores is known from the mann whitney test. to see the significance level of the difference between the two treatment groups, the mann whitney test was performed. the results of the mann whitney test on the two treatment groups are shown in table 6. table 6 difference in average scores of students' creative thinking abilities. student treatment pretest post test signifikansi asessment model konvensional 53.46 45,880 0,000 btct-tt 54.21 68,560 from the results of the descriptive analysis above, it shows that the creative thinking ability of students who get btct-tt assessment is higher than students who get conventional assessment. from the results of the descriptive analysis above shows that there is a significant difference in the average (p-value = 0,000 <0.05) of the creative thinking abilities of students who are given an assessment of the biology test of creative thinking-torrance test (btct-tt) and those given conventional assessment, from this result also shows that there is an average difference between the initial abilities of students and after giving btct-tt assessments. the difference in students' creative thinking abilities between the control group and the experimental group was seen after students were given a btct-tt assessment. the initial ability of students between the control group and the experimental group was 0.2117 whereas after giving btct-tt assessments the difference in students' creative thinking abilities became 22,680. this shows that btct-tt can improve students' creative thinking abilities. the analysis shows that there are differences in the level of creative thinking ability of the experimental class with the control class. this means that the biology test of creative thinking –torrance test (btct-tt) assessment influences students' creative thinking abilities. the effect of assessment because the ttct 80 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 81 assessment model is very appropriate to be used in improving creative thinking skills. this is in line with research conducted by abdul kamil marisi's research results in his research concluding that by developing tests from the torrance test of creative thinking (ttct) in measuring students 'creative thinking abilities can increase students' fluency in making questions, guessing the causal effects of events, develop the benefits of an object, and use things in extraordinary ways. other supporting research, namely research kyung hee kim from eastern michigan university concluded that the torrance test of creative thinking (ttct) is a good measure of creativity and is not only used to identify the creativity of gifted children but also to discover and encourage the creativity of everyday life. the reliability of ttct is also evidenced by solange wechsler who concluded that there is a significant relationship between creative achievement with creative indicators in ttct. this is shown in testing the validity and standardization of ttct in brazil, creative indicators in the form of verbal and figural tests show that ttct is universal, not only can be used in developed countries like america but ttct can measure the ability of creativity in developing countries like brazil. torrance test of creative thinking (ttct) is a measuring tool that can measure all forms of creativity. (solange wechsler, 2006: 16). this shows that ttct can be widely used, both in the fields of psychology, research, and education. at present, the use of ttct in the field of education is more widely used by bk teachers to determine student talent. teachers are expected to develop ttct in the form of items to measure student learning outcomes. ttct is a test tool related to the creative process, this test is structured in such a way as to make its activities interesting and challenging for students. (utami munandar, 2012: 65), torrance is the longest test that will be continuously published from different thoughts, the most widely studied, and the most widely used in the influence of education (jmaes c. kaufman, 2012-25). thus ttct is a test tool that can enhance student creativity and this test tool can be developed into a different test tool but still related to creativity. in this study the authors developed ttct into btct-tt by integrating ttct indicators into existing indicators in biology lessons to improve students' creative thinking abilities. this is in line with the research of grace hawthorne et al who succeeded in developing a creativity measurement tool by developing a creativity measurement tool from ttct. the measuring instrument that was successfully developed was the design thinking creativity test (dtct.) the measuring tool developed in hawthome's research is based on the principles of design thinking and can function as an assessment that reflects the problem-solving needs of the twenty-first century. specifically, dtct is an innovation of standardized measurement tools that directly measures problem-based skills. the results of this study explain that the measurement of ttct creativity can be broadly developed. currently teachers in indonesia have developed many innovative and creative learning models and media to welcome the 21st century, but few teachers have developed assessment models. this causes the learning model and media do not used function optimally because the measuring instruments used are not appropriate. according to w.s. winkel s.j (2012), evaluation methods and tools must be used in accordance with the kinds of achievements to be achieved. the biology test of creative thinking-torrance test (btct-tt) is an evaluation tool 82 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta that can be a measuring tool that functions to measure students' creative thinking abilities in learning biology. besides being able to measure students' creative thinking abilities, this btct-tt can also increase student motivation in working on problems, as much as 85% of students prefer btct-tt as an evaluation tool compared to the questions that are generally used by the teacher. they argued that the questions teachers often used during tests made them tense and quickly forgot the material they had memorized before conclusion the initial conditions of students before getting an assessment of biology test of creative thinking is to have the same ability and low crafting thinking. development of biology test of creative thinking-torrance test (ttct-tt) using the 4d model from sirvasailam thiagarajan et al. produced 38 items and groups of students who get btct-tt assessments have higher creative thinking abilities than groups of students who get conventional assessments. references as munandar, dalam c semiawan, as munandar & s. c. u. memupuk bakat dan siswa sekolah menengah. jakarta: rieneka cipta, 1987. arikunto.,suharsimi . dasar-dasar evaluasi pendidikan. jakarta: bumi aksara, 2013. ambarjaya, s beni. teknik-teknik penilaian kelas. bogor: cv regina, 2009. alberta teachers associaton, example torrance test of creative thinking. 2014 djaali, pudji mulyono, dan ramly. pengukuran dalam bidang pendidikan. jakarta: pascasarjana unj, 2000. naga, dali santun. teori sekor pada pengukuran mental. jakarta: pt nagarani citrayasa, 2013. isaken, s. g., & dorval, k. b. toward an improved understanding of creativity within people: the levelstyle distinction. in s. g. isaksen, m. c. murdock, r. l. firestien, & d. j. treffi nger (eds.), understanding and recognizing creativity: the emergence of a discipline (pp.299–330). norwood, nj: ablex. (1993) kaufman c james, dkk. essentials of creativity. amerika serikat : wiley. 2013. kerlinger, fred n. asas-asas penelitian behavioral. yogyakarta : gadjah mada university press, 2006. kim, kyung hee. can we trust creativity tests? a review of the torrance tests of creative thinking (ttct). new york : creativity research journal vol 18, 2006. munandar, utami. pengembangan kreativitas anak berbakat. jakarta: rineka cipta, 2002. 83 marisi, abdul kamil . efektivitas model pengukuran kreativitas dalam pembelajaran hemisphere kanan (hk) untuk meningkatkan kreativitas siswa kelas v dalam mata pelajaran ipa di sekolah dasar .yogyakarta: jurnal pep uny no 2, 2007. semiawan, conny. dkk. memupuk bakat dan kreativitas siswa sekolah menengah, petunjuk bagi guru dan orang tua. jakarta: gramedia, 1987. supranata, sumarna . panduan penulisan tes tertulis. bandung: pt remaja rosdakarya, 2004. sugiyono, metode penelitian pendidikan, bandung:alfabeta, 2014. wechsler, solange. validity of the torrance tests of creative thinking to the brazilian culture. new york, creativity research journal. 2006. w.s. winkel s.j, psikologi pengajaran. yogyakarta : sketsa, 2002.. 103 the effect of scale category number on accuracy of predictive validity of mathematics self-efficacy scale iwan setiadi madrasah aliyah al wathoniyah 43 jakarta iwansetiadi_pep17s2@mahasiswa.unj.ac.id erdawaty kamaruddin pascasarjana universitas negeri jakarta erda_kamaruddin@yahoo.com soeprijanto pascasarjana universitas negeri jakarta prianto.unj@gmail.com abstract the purpose of this study was to obtain empirical data about the effect of the number of scale categories on the accuracy of the predictive validity of the mathematics self-efficacy scale between those using a scale of three categories of answers and a scale of five categories of answers. this research uses a quantitative method of comparative study. the population in this study were all students of madrasah aliyah (islamic high school) class xi ipa in north jakarta in the academic year 2019/2020. sampling was done by simple random sampling and there were 230 students from six public and private madrasah aliyah. the instruments used were tests and non-tests. the test instrument was in the form of a mathematics learning achievement test and a non-test instrument in the form of a mathematics self-efficacy scale. the research hypothesis was tested using a t-test. the results showed that the average standard error of estimating the predictive validity of the mathematics self-efficacy scale using the five answer categories scale was lower than the scale of the three answer categories.the conclusion of the study is the predictive validity of the mathematics self-efficacy scale which uses a five-answer category scale that is more accurate in predicting mathematics learning outcomes. keywords: mathematics self-efficacy, predictive validity, number of category scales, standard error of estimate introduction mathematics learning in schools is pursued through three aspects, namely: affective, cognitive, and psychomotor. however, in reality, mathematics learning has been dominant in cognitive aspects. though mathematics learning achievement is not only influenced by cognitive aspects but also influenced by other aspects, one of which is the affective aspect. the importance of the affective aspect is because the mathematics learning outcomes of students who have a positive attitude in mathematics are higher than students who have a negative one (hartati, 2015). that is the attitude towards the lesson, an important concern for improving learning outcomes. concerning the ability to solve mathematical problems, affective factors that influence attitudes include mathematics selfefficacy (guven & ozum, 2013; pimta, tayruakham, & nuangchalerm, 2009). self-efficacy is an individual's subjective perception of the belief in his ability to carry out tasks to achieve the desired results (bandura, 1986) and the belief will be able to master the situation to give results as desired (santrock, 2007). self-efficacy has influences cognitive learning outcomes (firdaningsih, 2016; ghufron& suminta, 2013; hemin khezri azara, masoud g. lavasani, ehsan malahmadi, 2014; liu & koirala, 2009)and positively self-efficacy is associated with efforts to achieve student learning in answering test questions that are considered difficult (salomon, 1984). the higher the student's selfefficacy, the higher the student's learning achievement (susanti&aulia, 2016). in reality, there are still many students who have low mathematicsself-efficacy. this is known from the actions, opinions, and negative attitudes of students towards mathematics, for example, if the teacher gives an assignment then students are lazy to do it. if students are given a test, students assume that the test questions faced are different from the sample questions. it is also not uncommon for students to guess answers when taking a math test. self-efficacy can be used as a predictor of student learning success,(andrew & hons, 1998; hemin khezri azara, masoud g. lavasani, ehsan malahmadi, 2014; nuo, chao, mcinerney, & bai, 2018). predictors mean that self-efficacy scores obtained by students can predict student success in certain subjects, including mathematics. for the predictor score to be used as a measure of self-efficacy, it is necessary to make an instrument that has validity tested, namely predictive validity. according to (faleye, 2015), predictive validity refers to the extent to which a test can estimate a student's ability to carry out related activities in the future. predictive validity is the ability of a test to predict what will happen in the future, for example, mathematics self-efficacy can predict mathematics learning outcomes for students of madrasah aliyah class xi ipa. the instrument that can be used to measure mathematics self-efficacy is a questionnaire that uses a likert scale. likert scale is a scale used to measure the attributes of attitudes and opinions through a questionnaire (naga, 2013). in the questionnaire, positive and negative statements are mixed randomly. this is intended to prevent the respondent from agreeing to the questionnaire without reading it again. with the incorporation of positive and negative statements in the questionnaire, respondents are urged to read each statement carefully before the respondent answers. so getting the measurement score as the real thing. instruments on the likert scale are designed with a question or statement that responds with answers to agree or disagree, like or dislike (adelson & mccoach, 2010) or accordingly or not (azwar, 2016) in the range of one to five answer categories (likert, 1932). the current self-efficacy instruments, in terms of the number of answer category scales, vary in number. there are self-efficacy studies that use a likert scale with a total of four categories (kalaycioğlu, 2017), five-category scale (nuo et al., 2018; ozel, caglak, & erdogan, 2013) and some use a scale of six categories (koyuncu, guzeller, & akyuz, 2017; usher & pajares, 2009), some even use a scale of ten categories (zarch & kadivar, 2006). of course, this can make doubts that there are some appropriate category scales for measuring students' mathematics self-efficacy.for that self-efficacy scale instrument used in order to predict student learning outcomes it is necessary to test its validity through predictive validity and also reliability testing. several studies have been conducted on the differences in the number of scale categories in attitude measurement. among other studies conducted by(adelson & mccoach, 2010; chang, 2014; lozano, garcía-cueto, & muñiz, 2008; preston & colman, 2000(kim, 2010). these studies discuss the effect of the number of category scales on 104| jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 105 validity and reliability.in general, the findings of the study are that the increasing number of categories of scale increases the coefficient of validity and reliability.but the increase in the coefficient of validity and reliability is only on the number of certain scale categories. the number of scale categories is not guaranteed to be high also the coefficient of validity and reliability. the variety of scale categories in some of these studies, so far there have been no studies that examine the effect of the number of scale categories on the accuracy of predictive validity. existing research is comparing the level of validity and reliability based on the number of scale categories.in contrast to previous studies, this study examines the effect of the number of scale categories on the accuracy of predictive validity by looking at the average standard error of estimate. the number of scale categories in this study is three and five. determination of the scale of three categories because it is more similar to the likert scale, which has a middle category in measuring attitudes (saragih, 2017).in addition, the middle category is a neutral, more reliable and preferred response from respondents (adelson & mccoach, 2010; cronbach, 1950). whereas the scale of the five categories of answers is original from the number of categories on the likert scale itself in measuring attitudes (likert, 1932). the choice of the number of scale categories on the attitude scale affects the level of instrument reliability, namely the score on the attitude instrument with the number of answer category scales, tend to have greater variance, then the reliability becomes higher (mueller, 1986) in (hadi & pinang, 2013). if the number of alternative answer categories increases, reliability and validity increases (lozano et al., 2008). with regard to validity,that scales with relatively few response categories tend to produce scores with relatively small variances so, limiting the magnitude of the correlation(preston & colman, 2000).variance also affects the level of validity, because the correlation itself is influenced by the value of variance and covariance (naga, 2013). as the following formula : 𝜎𝑥𝑦 = 𝜌𝑥𝑦 . 𝜎𝑥 . 𝜎𝑦 note : 𝜎𝑥𝑦 = covariance between x and y 𝜌𝑥𝑦 = correlation 𝜎𝑥 = standard deviation x 𝜎𝑦 = standard deviation y the validity coefficient is based on the correlation coefficient between the predictor score and the criterion score. correlation is related to linear regression. one of the objectives of regression analysis is to predict. in the regression equation needs to be tested for accuracy in predicting. its accuracy is analyzed through the standard error of estimate (see). as said by azwar (2018) that to determine predictive validity in addition to using correlations it is necessary to be accompanied by data on the magnitude of the standard error of the estimate. the relationship between the standard error in estimate and the validity coefficient is the same as the relationship between the standard error in measurement with the reliability coefficient. the higher the correlation, the closer the relationship between the predictor and the criteria(klapproth & schaltz, 2014) so that the smallest see value is the most accurate predictive validity. the magnitude of the see shows a measure of the standard distance between the estimated value of y on the regression line and the actual y value obtained from the sample (morrisan, 2016). the smaller the see value, the higher the accuracy of the estimated equation produced to explain the value of the variable 𝑦 (pratomo, 2015). see is directly related to the magnitude of the correlation between x and y. if the resulting correlation level approaches +1.00 or -1.00 then the values converge close to the regression line, and the standard error estimate shows a small value, likewise, if the correlation is close to zero, then the values will spread away from the regression line (morrisan, 2016). that causes the ability of the regression equation to predict to be reduced so that the see becomes large. the coefficient of determination 𝑟2, can be obtained if the correlation coefficient between x and y is raised to two. the coefficient of determination can determine how much difference (variability) in y that can be predicted (predicted variability) withx.𝑟2 measures the level of predictable variability on the y score, called 𝑠𝑠𝑟𝑒𝑔𝑟𝑒𝑠𝑠𝑖𝑜𝑛 , so the unpredictable part, 1 − 𝑟 2is called 𝑠𝑠𝑟𝑒𝑠𝑖𝑑𝑢𝑎𝑙𝑠 . thus the standard error of estimate (see) is calculated using the following formula (morissan, 2016). 𝑠𝑦𝑥 = 𝑠𝑠𝑟𝑒𝑠𝑖𝑑𝑢𝑎𝑙 𝑑𝑓 = (𝑦−𝑦 )2 𝑛−2 note: 𝑠𝑦𝑥 = standard error of estimate y= score of observational data 𝑦 = predictive value n = size of data pair df=degree of freedom based on this, by knowing the size of the value of the see can be known the accuracy of predictive validity. to compare the average see predictive validity of the mathematical self-efficacy scale between those using a scale of three categories of answers and a scale of five categories of answers it is necessary to do research. so that the mathematical self-efficacy scale instrument can be used to predict mathematics learning outcomes by considering the number of scale categories. method this research method is quantitative of comparative study. the population is all students of class xi ipa madrasah aliyah in north jakarta. for the selection of school samples and student samples carried out by random sampling. the sample came from six madrasah aliyah, they are ; man 5, man 21, ma al wathoniyah 43, ma yapis, ma al khairiyah, and ma al jihad. the total sample was 230 students who were divided into two groups, namely: 115 students using a scale of three categories and 115 students using a scale of five categories. validity the contents of the research instrument have been tested materially by experts and the construct validity was tested using the confirmatory factor analysis (cfa) approach with the help of the lisrel 8.72 program. testing the instrument on 400 students of madrasah aliyah class xi ipa obtained three and five scale instrument 106| jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 107 reliability are 0.82 and 0.74. the test instrument was in the form of matrix subject matter in class xi, while the test scores were in the form of a mathematics self-efficacy scale with some categories three and five. for the scale of three categories of choices, consisting of favorable statements, namely: 1 (very inappropriate) to 3 (very appropriate). in contrast to unfavorable statements starting from 1 (very appropriate), to 3 (very inappropriate). as for the scale of the five-categories, consisting of favourable statements are 1 (highly inappropriate), to 5 (very appropriate) conversely for unfavorable statements are starting from 1 (very appropriate), to 5 (very inappropriate). research data were analyzed using independent sample t-tests. research design as table. 1 of the following tabel 1. research design resampling order 3-scale category 5-scale category 𝑠𝑦𝑥 𝑠 𝑦𝑥 1 𝑠1 𝑦𝑥 𝑠1 𝑦𝑥 2 𝑠2 𝑦𝑥 𝑠2 𝑦𝑥 3 𝑠3 𝑦𝑥 𝑠3 𝑦𝑥 . . . . . . . . . 25 𝑠25 𝑦𝑥 𝑠25 𝑦𝑥 average 𝜇𝑠3𝑘 𝜇𝑠5𝑘 note: 𝑠𝑦𝑥 = standard error of estimate (see) μ s3k = averageseeof 3-scale category answers μ s5k = average see of 5-scale category answers the independent variable in this study is the number of answer category scales on the mathematics self-efficacy scale, which is a scale of three and a scale of five categories. while the dependent variable is the average see predictive validity. the research procedure was as follows: (1) a total of 230 students were made into two groups of respondents to fill in the same the mathematics self efficacy scale. 115 students fill the five-category scale and 115 other students fill the three-category scale, (2) furthermore, in the period of one to two weeks after students fill the mathematics selfefficacy scale then students work on the learning achievement test, which is the daily assessment of the subject matrix , (3) analyzing correlation and simple regression between mathematics self-efficacy scale and mathematics learning outcomes of matrix subjects to find out the equation of the regression model, (4) performing resampling using excel program in each group with 25 times of resampling and each resampling taken 30 samples by way of return. (5) determine the see value at each time using the excel resampling program, (6) determine the average of the see value for each group, (7) statistical test using the t-test, which compares the average see value of the two groups. result data description from 25 times the resampling group predictive validity mathematics self-efficacy scale using a five-category scale obtained an average see of 2.852 with a variance of 0.094. read more like table.2 to test inferential statistical hypotheses it is necessary to conduct prerequisite tests of data analysis, namely tests of normality and homogeneity of data. the results obtained are as follows: test for normality using liliefors, the results are l_0= 0,136 meanwhile l_(t )= 0,173 at the level α=0,05 with a total of 25 data. this means that l_(0 )< l_(t ), then accept h_0 or in other words the data comes from populations that are normally distributed. table 2. data resampling results mathematics self-efficacy scale of five categories resampling order see resampling order see resampling order see 1 2.294 11 3.190 21 2.818 2 2.714 12 2.417 22 2.927 3 3.111 13 2.838 23 3.231 4 2.990 14 2.897 24 2.918 5 3.034 15 2.966 25 2.961 6 1.972 16 3.294 7 2.913 17 2.869 8 2.847 18 2.505 9 2.732 19 3.280 10 2.664 20 2.914 for the predictive validity group mathematics self-efficacy scale which uses a scale of three categories, which is obtained an average see of 3.386 with a variance of 0.062. read more like table.3. table 3. data results of resampling mathematics self-efficacy scale of three categories resampling order see resampling order see resampling order see 1 3.652 11 3.003 21 3.232 2 3.544 12 3.464 22 3.686 3 3.312 13 3.433 23 3.387 4 3.585 14 3.148 24 3.574 5 3.477 15 3.139 25 3.027 6 3.164 16 2.688 7 3.574 17 3.208 8 3.522 18 3.539 9 3.580 19 3.637 10 3.577 20 3.484 as for the calculation of normality test data the average value of the see mathematics self-efficacy scale of three answer categories was obtained𝐿0 = 0,144 108| jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 109 meanwhile𝐿𝑡 = 0,173 at the level𝛼 = 0,05with a total of 25 data. this means that𝐿0 < 𝐿𝑡 , then accept𝐻0or in other words the data comes from populations that are normally distributed. next is the data homogeneity test using the f-test. criteria: accept𝐻0if𝐹𝑐 < 𝐹𝑡 , means that both groups have the same or homogeneous variance. calculation results are obtained𝐹𝑐 = 1,520 and𝐹𝑡 = 1,980 at the level𝛼 = 0,05and𝑑𝑓= 24, 𝑑𝑓= 24, then𝐹𝑐 <𝐹𝑡 or 1,520 < 1,980, means both groups are homogeneous. the comparison of the average see data comparison for a scale of five categories and three categories as shown in figure 1 below. figure1. boxplot of averagestandard error of estimate (see) in figure 1. it can be seen that for a scale of five categories, the shape of the average see data distribution is more normal than a scale of three categories. on a scale of three, the average see data tends to collect at large values. on a scale of five categories data is more homogeneous compared to a scale of three categories. next is testing the statistical hypothesis with the t-test. the criteria is to accept𝐻0 if𝑡𝑐 < 𝑡𝑡 . based on the results of the t-test or the two difference test the average for the free sample is obtained𝑡𝑐 = 6,743 meanwhile𝑡𝑡 withdf = 48 at𝛼 = 0,05 or𝑡𝑡 (0,05; 48)of 1.677. then𝑡𝑐 > 𝑡𝑡 which means reject𝐻0, the average standard error of estimating the predictive validity of the mathematics self-efficacy scale which uses a five-answer scale is lower than the scale of three answer categories. discussion the results showed that there were differences in the average standard error of estimate of the predictive validity of the mathematical self-efficacy scale between those using a scale of three and a scale of five categories of answers. the scale of the five categories of answers has average see lower than the scale of the three categories of answers. this is because the scale of the five-categories has a higher variance than the scale of the three-categories.high variance influences validity or correlation. this study is in line with the results of the study of (lozano et al., 2008), which compares the number of answer category scales between two to nine category scales. the results show that the more scale the number of answer categories, the more reliability and validity, besides it is explained that the optimal number of scales is between four and seven-categories while the scale category is less than four, the reliability and validity decreases. (preston & colman, 110| jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 2000)research also supports this research by finding that reliability and validity for a scale of two, three, and four categories have relatively poor performance compared to a scale with more answer categories, up to about seven. the research findings of (gupta, 2014) regarding students' attitudes toward their studies are different from the findings of this study. they stated that there was no significant effect between the number of scales of two, three or five categories on the likert scale on reliability and validity. when viewed from the sample used in the study, the sample is not homogeneous.the number of 510 students came from different study programs, namely: physical education, art education, special education, islamic studies, and psychology.in making affective instruments, in addition to considering the number of category scales, it should also pay attention to the characteristics of the sample in order to have high reliability (hadi & pinang, 2013). the reliability and validity coefficient depends on the size of the variance. variance influences correlation and regression, and the correlation itself is none other than validity. in accordance with the results of (retnawati, 2015), that the higher the measurement accuracy, the smaller the standard measurement error, the higher the accuracy of predictive validity the smaller the see. conclusion the results of this study are the average see mathematics self-efficacy scale which uses a scale of five categories lower than the scale of three categories. thus the predictive validity of the most accurate mathematics self-efficacy scale is that of using a fivecategory answer scale. references adelson, j. l., & mccoach, d. b. (2010). educational and psychological measurement. https://doi.org/10.1177/0013164410366694 andrew, s., & hons, b. (1998). self-efficacy as a predictor of academic performance in science, 596–603. azwar, saifuddin. “sikap manusia teori dan pengukurannya.” yogyakarta: pustaka pelajar. 2016 azwar, saifuddin. “reliabilitas dan validitas.” yogyakarta: pustaka pelajar. 2018. bandura, a. (n.d.). the explanatory and predictive scope of self-efficacy theory, 4(i), 359–373. chang, l. (2014). applied psychological measurement a psychometric evaluation of 4point and and validity. https://doi.org/10.1177/014662169401800302 cronbach, l. j. (1950). educational and psychological measurement. https://doi.org/10.1177/001316445001000101 faleye, b. a. (2015). predictive validity of students ’ entry qualifications into mathematics programme in nigeria ’ s osun and oyo states ’ colleges of education, 4(4), 209–217. https://doi.org/10.15640/jehd.v4n4a25 firdaningsih. (2016). efikasi diri dan motivasi berprestasi dalam meningkatkan hasil 111 belajar sejarah, 1, 47–60. https://doi.org/10.22236/jppp ghufron, m. n., suminta, r. r., & psikologi, p. s. (2013). efikasi diri dan hasil belajar matematika :, 21(1), 20–30. gupta, s. (2014). the effect of number of alternatives on validity and reliability in likert scale issn 2319-9725, (february). https://doi.org/10.13140/2.1.2237.2803 guven, b., & ozum, b. (2013). factors in fl uencing mathematical problem-solving achievement of seventh grade turkish students. learning and individual differences, 23, 131–137. https://doi.org/10.1016/j.lindif.2012.10.003 hadi, s. m., & pinang, p. (2013). the comparison of number response categories towards reliability of mathematics disposition, 4(2), 105–117. hartati, l. (2015). pengaruh gaya belajar dan sikap siswa pada pelajaran matematika terhadap hasilbelajar matematika. formatif, 3(3), 224–235. hemin khezri azara, masoud g. lavasani, ehsan malahmadi, j. a. (2014). the role of selfefficacy , task value , and achievement goals in predicting learning approaches and mathematics achievement. procedia social and behavioral sciences, 5(december 2010), 942–947. https://doi.org/10.1016/j.sbspro.2010.07.214 kalaycioğlu, d. b. (2017). the big fish-little pond effect on affective factors based on pisa 2012 mathematics achievement pisa 2012 matematik başarısına dayalı duyuşsal faktörlerde büyük balık küçük göl etkisi, 8(1), 1–14. https://doi.org/10.21031/epod.297686 klapproth, f., & schaltz, p. (2014). the validity of predictors of academic and vocational-training achievement : a review of the literature, 153–166. koyuncu, i., guzeller, c. o., & akyuz, d. (2017). the development of a self-efficacy scale for mathematical modeling competencies, 4(1), 19–36. https://doi.org/10.21449/ijate.256552 likert, r. (1932). likert, rensis. “a technique for the measurement of attitudes.” archives ofpsychologi, new york. 1932. liu, x., & koirala, h. (2009). the effect of mathematics self-efficacy on mathematics achievement of high school students. lozano, l. m., garcía-cueto, e., & muñiz, j. (2008). effect of the number of response categories on the reliability and validity of rating scales, 4(1996), 73–79. https://doi.org/10.1027/1614-2241.4.2.73 morissan. “statistik sosial.” jakarta: kencana. 2016. naga, dali s. “teori skor pada pengukuran mental”. jakarta: nagarani citrayasa. 2013. nuo, c., chao, g., mcinerney, d. m., & bai, b. (2018). self-efficacy and self-concept as predictors of language learning achievements in an asian bilingual context. the asia-pacific education researcher. https://doi.org/10.1007/s40299-018-0420-3 ozel, m., caglak, s., & erdogan, m. (2013). are affective factors a good predictor of 112| jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta science achievement ? examining the role of affective factors based on pisa 2006. learning and individual differences, 24, 73–82. https://doi.org/10.1016/j.lindif.2012.09.006 pimta, s., tayruakham, s., & nuangchalerm, p. (2009). factors influencing mathematic problem-solving ability of sixth grade students chumchonbanchomsa-ard school , moeiwadi district , roi-et province 45250 thailand department of research and development education , faculty of education , department of curriculum and instruction , faculty of education , mahasarakham university , mahasarakham 44000 thailand, 5(4), 381–385. pratomo, dedi s., dan astuti, erna z. “analisis regresi dan korelasi antara pengunjung dan pembeli terhadap nominal pembelian di indomaret kedungmundu semarang dengan metode kuadrat terkecil.” 2015. jurnal statistika. http://eprints.dinus.ac.id/16877/1/jurnal_15951.pdf (diakses 25 april 2019) preston, c. c., & colman, a. m. (2000). optimal number of response categories in rating scales : reliability , validity , discriminating power , and respondent preferences, 104, 1–15. salomon, g. (1984). television is " easy " and print is " tough ": the differential investment of mental effort in learning as a function of perceptions and attributions, 76(4), 647–658. susanti, t., aula, u., biologi, p. p., & ilmu, f. (2016). mata pelajaran ilmu pengetahuan alam terpadu, 1(1), 34–41. usher, e. l., & pajares, f. (2009). sources of self-efficacy in mathematics : a validation study, 34, 89–101. https://doi.org/10.1016/j.cedpsych.2008.09.002 zarch, m. k., & kadivar, p. (2006). the role of mathematics self-efficacy and mathematics ability in the structural model of mathematics performance, 2006, 242– 249. 210 | jisae. volume 6 number 2 september 2020. https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 6 no 2 (2020) website : http://journal.unj.ac.id/unj/index.php/jisae development of assessment instruments based on hots at surabaya vocational high school rudi hartono 1 , triesninda pahlevi 2 12state university of surabaya abstract this study aims to produce assessment instruments according to higher order thinking skills (hots) in general administration subjects at basic competencies 3.9 the implementation of office layout, and 3.10 the implementation of communication in the workplace as many as 40 items of multiple-choice, and to decide the feasibility level of the questions in measuring students' hots based on the validation results from the material expert, evaluation expert, and linguist. this study is research and development (r&d) adapted sugiyono's development model that has been adopted into 5 stages: potential and problems, data collection, product design, design validation, and design revision. then, the research instruments used by the researcher were the validation sheet from the expert of material, evaluation, and the linguist. furthermore, the validation result from the material expert was 98.3% (very strong). besides, the validation result of the evaluation expert was 100% (very strong). moreover, the validation results from the linguist were 98.7% (very strong). therefore, the average validation result was 99% with the interpretations of criteria were "very strong" and feasible to use. in conclusion, the development of assessment instruments based on hots at surabaya vocational high school was feasible to use in measuring students' hots. keywords: an assessment instrument development, general administration, hots. address for correspondence: rudihartono16080314032@mhs.unesa.ac. id1, triesnindapahlevi@unesa.ac.id2 introduction education is a human effort in developing or enhancing the talents and skills that have been born at birth to be more useful. education must always be developed in line with the development of the existing era, therefore education at this time is demanded to create quality human beings and be able to adapt to the era of the industrial revolution 4.0. according to lestari (2018), the quality of human resources can be determined by improving the quality of education. the government of indonesia seeks to improve the quality of education by implementing the revised 2013 curriculum which is applied at elementary level up to senior high school. the revised 2013 curriculum or also can be called the k13 revision has a theme that is a curriculum that can produce a nation that has good and effective creativity, productivity, and innovation by strengthening attitudes, developing skills, and integrated knowledge (mulyasa, 2014). based on this theme, the characteristics of the 2013 revised curriculum are making students more active and able to develop critical thinking, systematic, creative, objective, and chronological in the learning process. the statement agrees with apandi (2017) which states that the 2013 curriculum has the characteristics of requiring students to be active and can improve their ability to think at a high level during learning activities. in the implementation of the revised 2013 curriculum, hots-based questions are demanded to be developed in schools so that students can achieve the objectives of the 2013 http://journal.unj.ac.id/unj/index.php/jisae mailto:rudihartono16080314032@mhs.unesa.ac.id mailto:rudihartono16080314032@mhs.unesa.ac.id mailto:triesnindapahlevi@unesa.ac.id 211 | jisae. volume 6 number 2 september 2020. curriculum. there is one vocational high school in surabaya thay one of the schools that applies hots-based assessments. based on the results of the preliminary study, this school, which has an a accreditation and iso 9001-2000 certified, has implemented a revised 2013 curriculum and applied the hots based assessment instrument to all students. ms. mustipah as a general administration teacher in the otomatisasi tata kelola perkantoran (otkp) department explained that the hots characteristic assessment instruments had been applied in the of general administration subjects but the numbers were still limited so students were not accustomed to working on hots-based questions. as a teacher, the teacher must prepare students to be able to compete in the industrial revolution 4.0 by getting students used to the ability to think at a high level and also be able to make good assessments following opinions oli (2018) the teacher is the best person and has the right position to assess the student so the teacher must be considered as the student's primary assessor. one way to prepare students' high-level thinking skills is by applying an assessment instrument characterized by hots. this is in agreement with budiman & jailani (2014), the application of problems characterized by hots is an effort to enable students to think critically and skillfully. general administration is a tenth graders subject majoring in otomatisasi tata kelola perkantoran (otkp) as well as a basic lesson before students learn subjects about further administration. general administration is also said to be a contextual subject or can be associated with daily activities or events as one of the characteristics of hots, so students are expected to know when they are in the workforce. this is in agreement with sari (2014), administrative lessons are important because they can provide knowledge and lessons before students enter the workforce. general administration subjects have 12 basic competencies, including basic competencies 3.9 applying work layout or office and 3.10 applying communication at work. these basic competencies are often carried out in the world of work activities, so this basic competency is said to be important in preparing students' ability to enter the workforce. based on the background above and from the results of the study (istiyono, mardapi, & suparno, 2014; malik, rosidin, & ertikanto, 2018) which states if needed questions characteristic of hots to improve students' higher-order thinking skills. plus the importance of general administration lessons in preparing students before entering the workforce (sari, 2014). therefore, there is a need to develop an assessment instrument characterized by hots for the general administration subject of the otkp department at surabaya vocational high school. the instrument is arranged in the form of multiple-choice and has a composition of answers as many as 4 choices with 1 correct answer on each item. the preparation of this assessment instrument is guided by the book (widana, 2017). this study aims to develop questions or assessment instruments that are characterized by hots in general administration subjects in basic competencies 3.9 and 3.10 and to determine the appropriateness of assessment instruments developed. assessment or can also be called assessment is an action/process that is systematic and ongoing to collect information/data about student learning outcomes as a basis for decision making by taking into account predetermined criteria and considerations (arifin, 2009). explained in government regulation no. 30 tahun 2013 tentang standar nasional pendidikan pasal 1 ayat 24 assessment is a process of gathering and processing information to measure the achievement of the learning process of students. meanwhile according to uno & koni (2012) in general assessment or assessment is a process carried out to obtain any form of information or data that can be used as a basis for determining good decisions on the curriculum, students, programs, and policies of educational institutions. meanwhile according to pahlevi, rosy & ranu (2018) "assessment is one of the key indicators to determine the success or failure of educators as learning agents and learners before selecting appropriate 212 | jisae. volume 6 number 2 september 2020. targeting methods that are considered appropriate to existing learning conditions so that for the next step of effectiveness, efficiency and power the pull of learning can be well organized and can produce competent learning outcomes that can make the assessment of learning is positive, according to national education goals " which means assessment is an indicator to determine the success of teachers and students before choosing the right targeting method so that the next step can be more effective and efficient and can produce good learning outcomes and create positive learning assessments according to national education goals. it is concluded from the expert opinions above, the purpose of the assessment process in general is to provide an overview of the ability to master the competencies that have been made by students in the learning process and serve as benchmarks to improve the learning process (uno & koni, 2012) the statement agrees with helmawati (2019) which states that the purpose of assessment is to obtain information as material for evaluating the learning process, the level of student learning ability and for the process of improving learning outcomes. based on the expert opinion above, it can be concluded that the assessment process aims to find out the learning outcomes of a student as well as an evaluation material to improve student abilities and become a benchmark in improving the learning process and activities. according to arum & lestari (2019), good assessment occurs because there are quality instruments. after all, the preparation of assessment instruments must pay attention to existing guidelines or principles. according to helmawati (2019), there are 9 assessment principles, namely valid, fair, open, integrated, objective, continuous and comprehensive, structured, accountable, and based on achievement measures. hots is a thought process that requires one to think critically and creatively to solve problems. as the opinion ofhelmawati (2019) hots indicators include being able to think critically and creatively. according to (malik, rosidin, & ertikanto, 2018; oktanisa, 2018; purbaningrum, 2017) higher level thinking is a thinking technique that enables people to manipulate information or data received by changing meaning, combining facts and planning them to be synthesized, generalizing and interpreting to conclude. based on some expert opinions above, hots or higher order thinking skill is a mindset that requires a person to think critically and creatively by processing various information and then combining it with known facts so that conclusions can be drawn in solving a problem. according to krathwohl (in purbaningrum, 2017) states that there are 3 indicators in the measurement of high-level thinking power, namely: 1) analyzing. 2) evaluating, 3) creating. from these indicators, it can be interpreted that high-level thinking skills are grouped in cognitive aspects of the c4 level (analyze), c5 (assess), and c6 (create) in bloom's taxonomy developed by benjamin samuel bloom ( gunawan & palupi, 2012). an assessment instrument is a tool or technique in the form of tests or notes that can be used to collect and measure data. according to taufiqurrahman, heryandi, & junaidi (2018), an instrument is something that can be used to measure the data collection process. meanwhile, according to jannah & pahlevi (2020), assessment instruments can also be called assessment techniques divided into two forms, namely the form of tests and non-test forms. based on the expert opinion above, it was concluded that the assessment instrument characterized by hots is a technique or tool that can measure a person's high-level thinking skills using either a test or non-test form. the higher order thinking assessment instrument has 3 characteristics (widana, 2017), namely: 1) the questions can assess students' high-level thinking skills. 2) questions are contextual or under daily life. 3) questions are made in various forms. based on the opinions expressed by widana (2017), the preparation of hotsbased assessment instruments is carried out in stages starting from 1) conducting an analysis of basic competencies which will be used to create hots questions. 2) make a hots-based 213 | jisae. volume 6 number 2 september 2020. question grid. 3) presenting stimulus questions that are contextual and interesting. 4) arrange questions by referring to the lattice that has been made. 5) prepare a list of answer keys and scoring instructions (rubrics). previous research states that a good assessment process occurs because of the existence of quality assessment instruments (arum & lestari, 2019). the application of the hots approach can improve learning outcomes in all materials because its application can adjust to the conditions and character of students (sofyan, 2019), and research results taufiqurrahman, heryandi, & junaidi (2018) mentioned that hots assessment instrument is very good to give to students, but the manufacturing process for religion subjects was very difficult and requires a lot of time. according to budiman & jailani (2014), jannah & pahlevi (2020) and istiyono, mardapi, & suparno (2014) hots-based assessment instrument development in the form of multiple-choice which has been validated by experts or material validators, construction/evaluation and language can be used to measure one's high-level thinking skills. research methods this research is classified into the type of development research or commonly called r&d by applying the development model according to sugiyono (sugiyono, 2017) with 10 stages of research, but in this study is limited to only 5 stages namely starting from 1) potential and problems, 2) data collection, 3) product design 4) design validation, 5) and design revision. this limitation is carried out due to limited time, and place conditions. this research uses quantitative and qualitative data types. qualitative data are generated from interviews and validation results of assessment instruments in the form of input and suggestions regarding research products made, and quantitative data that is data obtained from processing numbers from validation instruments to determine the feasibility of this product. this study uses interviews and expert validation results sheets as instruments for data collection. the type of interview used is the type of unstructured interview conducted with general administration subject teacher at one of surabaya vocational high school. the expert validation sheet is produced from the expert assessment of the material, evaluation, and language by giving a checkmark (√) or a cross (x) then giving criticism and suggestions. assessment of the three experts or validators based on indicators widana (2017) following: material expert assessment indicators, namely 1) each item uses an interesting stimulus. 2) questions using contextual stimuli include pictures, graphics, text, or visualizations. 3) questions are measuring the c4-c6 level (analyzing, evaluating, and creating) according to the level of hots-based questions. 4) there is an answer implicit in the stimulus problem. while the evaluation indicators of expert evaluation are 1) there are clear work instructions. 2) the existence of clear scoring guidelines. 3) each item made does not depend on the answers to other items. while the assessment indicators used by linguists are 1) using the rules for the preparation of indonesian language that is good and right. 2) using language that is easy to understand and does not cause multiple interpretations. 3) use communicative sentences. the validation results are processed using descriptive quantitative data analysis techniques using guttman scale calculation with details that get the category "yes" will get a value of 1, while those who get the category "no" get a value of 0 (riduwan, 2015). the results of data analysis from the three experts were then calculated using the method (riduwan, 2015) : percentage = 𝑎𝑐𝑞𝑢𝑖𝑠𝑖𝑡𝑖𝑜𝑛 𝑠𝑐𝑜𝑟𝑒 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 𝑥 100% 214 | jisae. volume 6 number 2 september 2020. the results of the validation that have been processed in the form of a percentage are analyzed their level of eligibility by referring to the table of expert validation interpretation criteria according to riduwan (2015) with the following details: assessment results that get a value of 0% 20% get the criteria "very weak", the value of 21% 40% get the criteria "weak", a value of 41% 60% get the criteria "enough", a value of 61% 80% get the criteria "strong", and the value 81% 100% get the criteria "very strong". results and discussion hots characteristic assessment instruments in general administration subjects especially on basic competencies 3.9 applying office layout, and 3.10 implementing communication at work uses a development model according to sugiyono which is limited to only 5 stages, namely the potential and problem stages, data collection, product design, design validation, and revision the design. at potentials and problems stages, the researcher chooses the place of research while simultaneously analyzing the potential and problems at this school. this school is a public vocational school in surabaya and has been accredited with a and iso 9001-2000 certified with 7 competency skills, also applies the revised k13 and has applied hots-based assessment instruments. however, in general administration subjects, especially basic competencies 3.9 applying work or office layout, and 3.10 applying communication at work is still limited. data collection stage, namely the stage of researchers conducting observations or preliminary studies by conducting unstructured interviews with the general administration teacher at one of the vocational high school in surabaya. the interview aims to find out about the curriculum and types of assessment instruments applied in this school. the results of the interview stated that this school had implemented the revised k13 curriculum and used the assessment instrument characterized by hots but in general administration lessons basic competencies 3.9 applying office layout, and 3.10 applying communication at work was still limited, so students are less accustomed to thinking high level to do the questions on the basic competence. the product design stage, which is the preparation stage of the hots characteristic assessment instrument, consists of 40 items in the form of multiple-choice that has a composition of answers as many as 4 choices of answers with 1 correct answer. advantages of multiple-choice test questions according to istiyono, mardapi, & suparno (2014), namely: (1) the material covers most of the learning material; (2) the reasoning is objective because the answer must be right or wrong; (3) the correction process is easier and faster. agree with that, (arifin, 2009) stated that measuring student learning outcomes can be more complex and objective when using multiple-choice questions. the assessment instruments developed include the cognitive domains c4, c5, and c6. the preparation of this assessment instrument is based on the stages of preparing the hots-based assessment instrument according to widana (2017), the stages are making a problem lattice, using an interesting stimulus, compiling questions that are adjusted to the lattice that has been made, and compiling the answer key. the lattice made consists of basic competencies, indicators of competency achievement, materials, question indicators, cognitive levels, and question numbers. the composition of hots questions in basic competencies 3.9 applying office or work layout and 3.10 implementing communication in the workplace which was developed consisting of 23 questions with c4 level, 4 questions about c5 level, and 13 questions about level c6. design validation phase, at this stage the questions that have been made will be assessed by three validators, namely material validator, evaluation, and language. agree with jannah & pahlevi (2020), to determine the feasibility level of the assessment instrument that can be done employing a qualitative test that is obtained from the validator of evaluation, 215 | jisae. volume 6 number 2 september 2020. material, and language. the results of the assessment of the three validators are known as follows: from the material validator a score of 98.7% has a "very strong" criterion, the results of the evaluation validator have a score of 100% that has a "very strong" criterion, and from a language validator a score of 98.3 which has the criteria "very strong". at this stage, the validator also provides criticisms and suggestions for problems that are still not feasible enough to be fixed so that they are suitable for use. the design revision stage is the stage of correcting hots-based assessment instruments that still have errors during the design validation stage. the assessment instrument was improved based on criticism and input obtained from the validator before the assessment instrument was said to be feasible and could be used in the field. the feasibility of the instrument characterized by hots was determined based on the results of the assessment of the material validator, evaluation, and language. in harmony with opinion hartini & sukardjo (2015) which argues that in determining the results of validation must be based on material aspects, aspects of evaluation or construction, and linguistic aspects. based on the validation results that have been calculated using the guttman scale and presented in the table below: table 5 material validation results no. indicator percentage (%) 1 stimulus feasibility 100 2 the stimulus is contextual 97.5 3 measuring levels c4, c5, and c6 97.5 4 there is a thesis answer 100 average 98.7 source: researcher processed data (2020) table 6 evaluation validation results no. indicator percentage (%) 1 there are work instructions 100 2 there are scoring guidelines 100 3 each item does not depend on the answer of other problem items 100 average 100 source: researcher processed data (2020) 216 | jisae. volume 6 number 2 september 2020. table 7 language validation results no. indicator percentage (%) 1 using good indonesian language compilation rules 100 2 language is easy to split 97.5 3 using communicative sentences 97.5 average 98.3 source: researcher processed data 2020) validation results that have been presented in the form of a percentage, then analyzed by referring to the validation expert interpretation criteria and the following results are obtained: source: researcher processed data (2020) figure 1 results of validation interpretation criteria based on the data in the figure above, it is known that the material expert gives an assessment of 98.7% with the criteria "very strong", evaluation of the expert evaluation by 100% with the criteria "very strong" and the linguist gives a value of 98.3% with the criteria "very strong". based on the assessment that can be obtained from the three validators, an average value of 99% is obtained with the criteria of "very strong". the validator also gave criticism and suggestions, and also stated that the hots-based assessment instruments in general administration subjects at basic competencies 3.9 implementing office layout and 3.10 applying communication at work is appropriate for use as a daily test item for students majoring in otomatisasi tata kelola perantoran (otkp). conclusion based on the results of the discussion, it can be obtained into 2 conclusions from the research development of assessment instruments based on higher order thinking skills (hots) general administration subjects majoring in office management automation at one of the vocational high school in surabaya, namely: 1) assessment instruments for basic competencies 3.9 implementing office layout and 3.10 implementing communication at work has been developed with the characteristics of hots a total of 40 items in the form of multiple-choice test questions that have a composition of answers as many as 4 choices of answers with 1 correct answer. 2) the assessment instruments developed have been declared feasible by the expert validator of the material, evaluation, 98,7% 100% 98,3% result of validation interpretat ion 217 | jisae. volume 6 number 2 september 2020. this study has a limitation that is the assessment instrument was only developed in the form of multiple-choice of 40 items. assessment instruments are made only in the realm of cognitive analysis (c4), evaluating (c5), and creating (c6). the development model used is the development of sugiyono which consists of 10 stages but this assessment instrument uses only 5 stages namely potential and problems, data collection, product design, design validation, and design revision. based on the discussion above, the researcher provides suggestions for further research to develop questions in several forms and greater numbers. development is carried out up to a broad trial phase, and the assessment process can be carried out using applications so that students are happier in the assessment process. references apandi, i. (2017). tiga agenda penting implementasi kurikulum 2013. arifin, z. (2009). evaluasi pembelajaran. bandung: remaja rosdakarya. arum, s., & lestari, p. (2019). pengembangan instrumen asesmen higher order thinking skill ( hots ) pada materi himpunan kelas vii smp. 2682, 111–120. budiman, a., & jailani. (2014). pengembangan instrumen asesmen higher order thinking skill (hots) pada mata pelajaran matematika smp kelas viii semester 1. junal riset pendidikan matematika, 1(november 2014), 139–151. gunawan, i., & palupi, a. r. (2012). taksonomi bloom revisi taksonomi bloom ranah kognitif: kerangka landasan untuk pembelajaran, pengajaran, dan penilaian. 2(1), 98–117. hartini, & sukardjo. (2015). pengembangan higher order thinking multiple choice test untuk mengukur keterampilan berpikir kritis ipa kelas vii smp/mts. 1(april), 86– 101. helmawati. (2019). pembelajaran dan penilaian berbasis hots. bandung: remaja rosdakarya. istiyono, e., mardapi, d., & suparno. (2014). pengembangan tes kemampuan berpikir tingkat tinggi fisika (pysthots) peserta didik sma. jurnal penelitian dan evaluasi pendidikan, 1–12. jannah, k., & pahlevi, t. (2020). pengembangan instrumen penilaian berbasis higher order thinking skills berbantuan aplikasi “ kahoot !” pada kompetensi dasar menerapkan penanganan surat masuk dan surat keluar jurusan otkp di smk negeri 2 buduran. 8(2018), 108–121. lestari, n. d. (2018). penerapan kurikulum 2013, meningkatkan kualitas pembelajaran ekonomi di sma negeri se_kota palembang. jurnal manajemen pendidikan, 2(1), 68– 79. malik, a., rosidin, u., & ertikanto, c. (2018). pengembangan instrumen asesmen hots fisika sma menggunakan model inkuiri terbimbing. 3(1), 11–25. mulyasa. (2014). pengembangan dan implementasi kurikulum 2013. bandung: pt remaja rosdakarya. oktanisa, l. (2018). pengembangan asesmen soal berbasis higher order thinking skills pada mata pelajaran ekonomi. 6(3), 355–361. oli, m. c. (2018). the assessment practices by content faculty , student-teaching supervisor and cooperating mentors of preprofessional mathematics teachers in state universities in northeastern philippines. jisae, 4(2), 60–82. pahlevi, t., rosy, b., & ranu, m. e. (2018). a scientific approach based on portfolio assessment for autonom problem solving. international journal of educational research review, 29–36. retrieved from www.ijere.com 218 | jisae. volume 6 number 2 september 2020. purbaningrum, k. a. (2017). kemampuan berpikir tingkat tinggi siswa smp dalam pemecahan masalah matematika ditinjau dari gaya belajar. jurnal penelitian dan pembelajaran matematika, 10(2), 40–49. https://doi.org/10.30870/jppm.v10i2.2029 riduwan. (2015). skala pengukuran variabel-variabel penelitian. bandung: alfabeta. sari, rika p. (2014). pengembangan buku ajar berbasis model pembelajaran discovery learning pada mata pelajaran administrasi umum kelas x otkp 1 di smk negeri mojoagung. 45. sofyan, f. a. (2019). implementasi hots pada kurikulum 2013. inventa, 3(1), 1–9. https://doi.org/10.36456/inventa.3.1.a1803 sugiyono. (2017). metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. taufiqurrahman, heryandi, m. t., & junaidi. (2018). pengembangan instrumen penilaian higher order thinking skill pada mata pelajaran pendidikan agama islam. 2(april), 199–206. uno, h. b., & koni, s. (2012). assessment pembelajaran. jakarta: bumi aksara. widana, i. w. (2017a). higher order thinking skills assessment ( hots ). jisae, 3(1), 32–44. widana, i. w. (2017). penyusunan soal higher order thinking skill (hots). 1–40. 140 | jisae. volume 6 number 2 september 2020. https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 6 no 2 (2020) website : http://journal.unj.ac.id/unj/index.php/jisae the application-based analysis of questions item quality in junior high school rabatul adawiah civics education department faculty of teacher training and education lambung mangkurat university abstract the activity of analyzing the items is one of the obligations for each teacher in an effort to improve the quality of the questions. however, for civics education teachers, this has never been done especially for questions created by the subject teachers' consultation which are used for the end-semester assessment. the purpose of this study was to determine the quality of the questions based on distinguishing feature, level of difficulty, and effectiveness of the distractor. this study is an evaluation study of 50 items of civics education subject test in banjarmasin, totaling 50 questions in the form of multiple choice questions at the end-semester test, academic year 2019/2020. the data collected are in the form of: (1) final exams question sheet, (2) question answer key sheet, and (3) students’ answer sheet. all data is obtained by documentation techniques. data analysis uses the anbuso version 8.0 application. the criteria for determining the quality of items are: (a) questions are considered good if the distinguishing feature is good/good enough, the level of difficulty is medium and all alternative answers are effective, (b) revision of alternative answers, if the distinguishing feature is good/good enough and the level of difficulty is medium, but the alternative there are ineffective answers, (c) good enough, if the distinguishing feature is good/good enough but the level of difficulty is easy/difficult, and (d) not good, if the distinguishing feature is not good. the results of this study indicate that the questions used for the end-semester test at junior high school in banjarmasin are 50 % of poor quality. keywords: distinguishing feature, effectiveness of distractor, level of difficulty. address for correspondence: rabiatuladawiah@ulm.ac.id introduction in the era of globalization, almost all countries strive to improve the quality of education. various efforts have been made by the government to improve the quality of education, and among them is through improving the quality of learning and the quality of the assessment system. the quality of learning and the quality of the assessment system are two interrelated things. a good learning system will produce good quality of learning, and the quality of learning can be seen from the results of the assessment. assessment is defined as the activity of interpreting the measurement data according to certain criteria or rules (widoyoko, 2014: 30; arifin, 2013: 4). assessment includes all the ways used in assessing individual performance (mardapi, 2008: 5). another opinion says that assessment is taking a decision on something by referring to certain measures such as good or bad, smart or not smart, high or low (supardi, 2015: 11). http://journal.unj.ac.id/unj/index.php/jisae mailto:rabiatuladawiah@ulm.ac.id 141 | jisae. volume 6 number 2 september 2020. from some of the definitions above, it can be said that the assessment emphasizes the effort made by the teacher or student in order to obtain information in connection with the learning that has been done. the information obtained can be used as feedback for a better learning process. assessment aims to plan and implement learning, maintain classroom atmosphere, provide feedback and appreciation, students placement, diagnose students’ learning problems and assess the level of academic progress (russell & airasian, 2012: 5-8). another opinion says that the assessment aims to determine the level of progress and students’ development in a certain period (popham & eva l. baker, 2008: 151). whereas the assessment function is (1) diagnostic, to identify student performance, (2) formative, to help student learning, (3) summative, to review, transfer and certification, and (4) evaluative, to see about teacher and institutional performance (weeden, winter and broadfoot, 2002: 19). therefore, assessment is a very important part of learning (russel & airasian, 2012: 2; mansyur, harun rasyid and suratno, 2015: 22), and has a strong influence in improving the learning process (raymond, et al., 2012: 1-6; bers, 2008: 31-39). based on this, teachers are required to have sufficient ability to conduct assessments, because good judgment can motivate educators to teach better and encourage students to be better in learning (mardapi, 2012: 4). to conduct an assessment, one of the tools commonly used in the teaching and learning process is a test. test is a tool or procedure used to find out or measure something in a situation by means or rules that have been determined (arikunto, 2013: 67). another definition says that the test is a series of questions that have right or wrong answers, questions that require answers or responses to measure a person's ability level in certain aspects (wening, 2012: 4). as a form of learning achievement test, it is very important to maintain the quality of the questions. assessment will produce a right information if the tool or instrument used to carry out the measurement meets several criteria such as validity, railiability and objectivity (anderson, 2003: 10; kubiszyn & borich, 2013: 326). item analysis becomes an important part in guaranteeing item validity (nunnally & bernstein, 1994: 304). item analysis is an attempt to test the quality of questions to determine which items need to be maintained, discarded or revised. this analysis provides information about the quality of the questions seen from the level of difficulty, distinguishing feature and effectiveness of distractor (muhson et al., 2015: 200). the purpose of item analysis is to identify good, bad and bad questions (daryanto, 2012: 179; sudjana, 2011: 135). the activity of analyzing the items can be said as one of the ‘obligations for every teacher’. it is because every teacher must be able to convey information both for the institution or for students about the extent of mastery or students’ ability to the material or certain skills in connection with the material that has been given. the reality in the field often shows that the scores obtained by students from the results of the final exams or final school grades are still low. the low results are not only caused by the low ability of students to answer the questions, but can also be caused by the low quality of the questions. methods this research is an evaluation research. the evaluation was carried out on the items of civic education subjects at the end of the odd semester assessment at smpn banjarmasin city academic year 2019/2020. the problem analyzed is the 8th grade question test, totaling 50 multiple choice forms with research subjects totaling 200 students from nine schools. the data collected are in the form of: (1) final exam question sheets, (2) question answer key sheets, and (3) student answer sheets obtained by documentation techniques. 142 | jisae. volume 6 number 2 september 2020. in analyzing the data, researcher used the anbuso version 8.0 program. the problem is said to be valid if it has a minimum correlation of 0.2. while referring to the distinguishing feature criterion items, the item is good, if the coefficient of distinguishing feature exceed of 0.3. while the coefficient between 0.2-0.3 is considered good enough, and the coefficient below 0.2 is considered poor. the level of difficulty criteria range from <0.3 which included on the difficult category, 0.3-0.7 which included on the moderate category and >0.7 which included on the easy category. the criteria for a good level of difficulty are between 0.3 0.7. the criteria for distractor alternative answers of good items are if the alternative is answered by at least 5% of test takers, so that the alternative is considered effective. the criteria used to interpret the effectiveness of the distractor items are as follows: (a) if all the distractor on the item functions, it means the question is said to be very good which can then be stored in the question bank, (b) if there is one non-functional distractor on the item, then the problem is said to be good and can be stored in the question bank with the condition that the non-functional option is revised, (c) if there are two distractors in the non-functional item, then the problem is said to be bad and cannot be stored in the question bank. the question must be revised until it meets the criteria of good questions, and (d) if there are three or more non-functional distractors in the items, then the problem is said to be very bad and cannot be stored in the question bank. the question must be revised until it meets the criteria of a good question or the problem is discarded and replaced with a new one. while the criteria for determining the quality of items are: (a) questions are considered good if the distinguishing feature is good/good enough, the level of difficulty is moderate and all alternative answers are effective, (b) revision of alternative answers, if the distinguishing feature is good/good enough and the level of difficulty is intermediate, but there are ineffective alternative answers, (c) good enough, if the distinguishing feature is good/good enough, but the level of difficulty is easy/difficult, and (d) is not good, if the distinguishing feature is not good (muhson, 2015). evaluation of the quality of the questions, designed as follows. results and discussion the results of the analysis of the distinguishing feature index of civics education issues at junior high school in banjarmasin can be seen in the following table: table 1. percentage of distinguishing feature of problems category item number number of items % good >0.3 1, 2, 5, 7, 8, 9, 10, 13, 18, 19, 21, 28, 29, 34, 42, 47 16 32 good enough 6, 12, 14, 24, 32, 35, 40, 48, 49 9 18 enter the question bank good question distinguish ing feature a n a l i s i s revised the question is good enough analysis results a matter of choice level of difficulty discarded/ replaced effectiven ess of distractor problem is not good 143 | jisae. volume 6 number 2 september 2020. 0.2 0.3 not good <0.2 3, 4, 11, 15, 16, 17, 20, 22, 23, 25, 26, 27, 30, 31, 33, 36, 37, 38, 39, 41, 43, 44, 45, 46, 50 25 50 from the table above, it is known that the questions that have a distinguishing feature are categorized as good only 32%, and 50% of the distinguishing feature of questions categorized as not good. the follow-up of the items after analyzing the distinguishing feature is as follows: (1) items that have good differentiation are stored in the question bank. these items can be re-issued when the next learning achievement test, (2) items with low differentiation items have two possibilities of not continuing, namely: (a) traced for later revised and then re-issued in future learning achievement tests to determine the distinguishing features increased or not. (b) discarded/replaced, and (3) the items with distinguishing index number is negative, should be discarded because of their low quality (sudijono, 2012). next analysis is about the difficulty level of the questions. the difficulty level of an item is one of the item parameters that is very useful in the analysis because it can provide information about the difficulty of the item. questions are said to be difficult if the difficulty level is close to 0 and questions are considered easy if it is approaching 1 (muhson et al., 2015). the results of the analysis of the difficulty level index at the end-emester test can be seen in the following table: table 2. percentage of problem difficulty levels category item number number of items % easy >0.7 8, 18, 24, 47, 49, 50 6 12 medium 0.3-0.7 1, 2, 5, 6, 7, 9, 10, 12, 14, 16, 19, 21, 22, 26, 27, 28, 29, 30, 32, 34, 35, 36, 37, 39, 42, 44, 48 27 54 difficult <0.3 3, 4, 11, 13, 15, 17, 20, 23, 25, 31, 33, 38, 40, 41, 43, 45, 46 17 34 the table illustrates that only 12% of questions is easy, 54% is medium, and 34% is difficult category. for the effectiveness of distractor, the results of this study indicate that all questions have good distractor, meaning that the distractor in each item has been chosen by more than 5% of students. from the analysis of the distinguishing feature, difficulty level and effectiveness of distractor, the quality distribution of questions can be seen in the following table: table 3. percentage of the quality of the questions category item number number of items % good 1, 2, 5, 6, 7, 9, 10, 12, 14, 19, 21, 28, 29, 32, 34, 35, 42, 48 18 36 revised alternative answers 0 0 good enough 8, 13, 18, 24, 40, 47, 49 7 14 not good 3, 4, 11, 15, 16, 17, 20, 22, 23, 25, 26, 27, 30, 31, 33, 36, 37, 38, 39, 41, 43, 44, 45, 45, 50 25 50 from the table above, it can be concluded that the quality of the end-semester civics education test items at 8th grade of junior high school in banjarmasin, academic year 2019/2020 is 50% poor quality. 144 | jisae. volume 6 number 2 september 2020. discussion the results of this study indicate that 50% of end-semester civics education test items used at state junior high school in banjarmasin, academic year 2019/2020 is poor. the results of the analysis of the distinguishing feature are only 32% were categorized as good, 18% were categorized as moderate, and 50% were categorized as poor. the item of distinguishing feature is the ability of items to distinguish between high and low ability test takers (muhson et al., 2015: 200; azwar, 2010: 137; mansyur, harun rasyid and suratno, 2015: 189; sukiman, 2012: 215). thus, it can be said that of the 50 items used, 50% of the questions cannot distinguish students who have high abilities and students who have low abilities. knowing the distinguishing feature items is important because one of the basics in preparing test items for learning outcomes is the assumption that the ability of the test items is the assumption that the ability of one question is different from another and the test items must be able to provide the test results that illustrate the differences in ability among the test takers. (sudijono, 2012: 386). the analysis shows that item number 3, 4, 11, 15, 16, 17, 20, 22, 23, 25, 26, 27, 30, 31, 33, 36, 37, 38, 39, 41, 43, 44 , 45, 46, and 50 have poor distinguishing feature with distinguishing feature coefficients <0.2. it means that the item cannot distinguish between students who can answer (high ability) and students who cannot answer (low ability). therefore, the item should not be used anymore or must be discarded. the examples of problems that have distinguishing feature can be seen in the following figure fig. 1. examples of problems with poor distinguishing feature. while for item number 6,12,22,23,25,30,35,38, 48 and 49 is good enough/moderate differences with coefficients between 0.2 0.3, meaning that these items can slightly differentiate ability of each student and the item can still be maintained although it is not yet satisfying and needs to be improved. the examples of problem can be seen in the following picture. fig. 2. examples of problems with moderate distinguishing feature. 145 | jisae. volume 6 number 2 september 2020. whereas for item number 1, 2, 5, 7, 8, 9, 10, 13, 18, 19, 21, 28, 29, 34, 42, and 47 have good/high difference with coefficients >0.3. the examples of problem can be seen in the following picture. fig. 3. examples of problems with good distinguishing feature. based on these data, it can be concluded that 50 questions that civics education used in the end-semester test are only 50% were able to distinguish students who were classified as high and low. in other words, there are only 50% of the questions if it given to students who are able, the results will show high achievement, and if given to students who are weak the results are low. to find out whether an item is good or bad, it can be seen from how much the ability of these questions in distinguishing the intelligent and less intelligent students (shermis & vesta, 2010: 282). some questions, namely questions number 9,10,11, 17,19,34,40,46,47 and 49 show negative differences. negative index of distinguishing feature is bad, because it indicates that the item cannot distinguish according to the stated purpose (chatterji, 2003: 385-386). while, the difficulty level of this study showed that 12% of the categories are easy, 54% are medium and 34% are difficult. the examples of problems that are categorized as easy, medium and difficult can be seen in the picture below. fig. 4. exampleof easy category question fig. 5. example of medium category question 146 | jisae. volume 6 number 2 september 2020. fig. 6. example of difficult category question the items is categorized as good if the item is not too difficult and not too easy (anas, 2011: 370). the questions that are too easy do not stimulate students to try to solve them, and the questions that are too difficult cause students to become discouraged and have no enthusiasm in trying because it is beyond of their range (arikunto, 2013: 222). the assumption used to obtain good quality questions, especially for the difficulty level of the questions has existence of balance, in addition to meet the validity and reliability. the balance of questions is the existence of questions that include proportionally easy, medium and difficult (mansyur, harun rasyid and suratno, 2015: 180). therefore it is expected that in a test there is a proportional level of difficulty between questions with easy, medium, and difficult categories (rasyid & mansyur, 2008: 239). the results of the question analysis, for items number 8, 18, 24, 47, 49, and 50, are in easy category with a coefficient value >0.7. item number 1, 2, 5, 6, 7, 9, 10, 12, 14, 16, 19, 21, 22, 26, 27, 28, 29, 30, 32, 34, 35, 36, 37, 39 , 42, 44, and 48 are in intermediate category with coefficient values between 0.3 0.7, and item number 3, 4, 11, 13, 15, 17, 20, 23, 25, 31, 33, 38, 40 , 41, 43, 45, and 46, are in difficult category with coefficient values <0.3. the data shows that the number of easy, intermediate, and difficult questions do not meet the proportional requirements because the number of easy questions is only 12% (6 questions), questions that have medium category is 54% (27 questions) and questions that have difficult category is 34% (17 questions). therefore to meet the provisions of the proportional difficulty level, some considerations in determining the proportion of the number of easy, medium and difficult questions are: (1) there is a balance of the number of questions for the three categories, (2) the proportion of the number of questions for the three categories is based on the normal curve, in which most of the questions are at medium category, then the proportion of easy and difficult items is proportional (mansyur, harun rasyid and suratno, 2015: 181). from the 50 items analyzed, item number 25 was the most difficult one with a difficulty index of 0.020. difficulty of items can be low (low coefficient value) if the contents of the learning target presented are not good, for example, the writing format is unclear, the language of writing items is confusing/ambiguous, and students do not yet understand the competencies/contents conveyed in the items (chatterji, 2003: 385). items that are too difficult show failure in constructing items (shermis & vesta 2011: 299). for the effectiveness of distractor, the results of the analysis show that all items have good distractor. in other words, all distractor have been chosen by more than 5% of the test takers. the effectiveness of distractor question items is how the ability of distractor questions to distract students who are less able to choose the alternative answers. making questions in multiple choice forms must have the effectiveness of distractor means that the answer should not be too easy for students, but the answer can show the real ability related to who has knowledge, lacks knowledge or is confused with the material presented (chatterji, 2003: 386). a distractor can be said to function well, if the distractor has a great traction for test 147 | jisae. volume 6 number 2 september 2020. takers who do not understand the concept or do not master the material (arikunto, 2015: 234). a distractor can be said to function well if at least selected by 5% of test takers or more are chosen by the lower classes (daryanto, 2010: 193; sudijono, 2005: 411). another opinion said that good question items are the distractor which is chosen equally by the test takers. otherwise, bad question items are the distractor which is chosen unequally (arifin, 2013: 279). based on the results of the items analysis by anbuso program version 8.0 on the distinguishing feature of questions, the difficulty level and the effectiveness of distractor, it can be seen that the quality of the questions are shown in picture below: 36% 14% 50% 0% ba ik cukup ba ik t idk baik fig.7. the percentage of questions quality from the picture, question items categorized as good are 36%. item number 1, 2, 5, 6, 7, 9, 10, 12, 14, 19, 21, 28, 29, 32, 34, 35, 42, and 48, are good. item number 8, 13, 18, 24, 40, 47, and 49 are good enough. the rest are item number 3, 4, 11, 15, 16, 17, 20, 22, 23, 25, 26, 27, 30, 31, 33 , 36, 37, 38, 39, 41, 43, 44, 45, 45, 50 are poor. the questions that are poor quality, of course, they must be discarded or replaced with new questions. conclusion the results of this study indicate that the distinguishing feature item index is 32% in the good category, 18% in the moderate category, and 50% in the poor category. for the level of difficulty, 12% is categorized as easy, 54% is categorized as medium and 34% is categorized as difficult. for the effectiveness of distractor, the results of the analysis show that all items have good distractor. in other words, all distractors have been chosen by more than 5% of the test takers. from the results of the analysis of the distinguishing feature, the level of difficulty, and the effectiveness of the distractor, it can be seen that the quality of the items: 36% is good, 14% is good enough, and 50% is poor. refferences anderson, l.w. 2003. classroom assessment: enhancing the quality of teacher decision making. new jersey: lawrence erlbaum associates, inc. arifin, zainal, 2013. evaluasi pembelajaran. bandung: remaja rosdakarya. arikunto, suharsimi. 2013. dasar-dasar evaluasi pendidikan (edisi 2). jakarta: bumi aksara. azwar, syaifuddin. 2003. tes prestasi. yogyakarta: pustaka pelajar. bers, t.h. 2008. “the role of institutional assessment in assessing student learning outcomes”. new directions for higher education, 141, 31-39. chatterji, madhabi. 2003. designing and using tools for educational assessment. usa: pearson education, inc. daryanto. 2012. evaluasi pendidikan. jakarta: rineka cipta. 148 | jisae. volume 6 number 2 september 2020. kubiszyn, t. & borich, g.d. 2013. educational testing and measurement: classroom application and practice (10th ed.). hoboken, nj: john wiley & sons, inc. mardapi, djemari. 2012. pengukuran, penilaian dan evaluasi pendidikan. yogyakarta: nuha medika. ________. 2008. teknik penyusunan instrumen tes dan nontes. yogyakarta: mitra cendikia press. muhson, ali, berkah lestari, supriyanto & kiromin baroroh. 2015. “kelayakan anbuso sebagai software analisis butir soal bagi guru”. jurnal kependidikan. fakultas ekonomi universitas negeri yogyakarta. vol. 45. no. 2, hlm.198-210. muhson, ali. 2015. panduan penggunaan anbuso. yogyakarta: universitas negeri yogyakarta. nunnally, j. c & bernstein, i. h, 1994. psychometric theory (third edition). new york: mcgraw-hill, inc. pophan, w. james. 2008 dan eva l, baker. 2008. teknik mengajar secara sistematis. (terjemahan amirul hadi, dkk.) jakarta: rineka cipta. purnomo, a., 2007. kemampuan guru dalam merancang tes berbentuk pilihan ganda pada mata pelajaran ips untuk ujian akhir semester (uas). lembaran ilmu kependidikan, jilid 36, no. 1, juni 2007. rasyid, harun dan mansyur. 2008. penilaian hasil belajar. bandung: cv. wacana prima. raymond, j.e., homer,c.s.e., smith, r., & gray, j.e. 2012. “lerning through authentic assessment: an evaluation of a new development in the undergraduate midwifery curriculum”. nurse education in practice, 30, 1-6. russell, m.k., & airasian, p.w. 2012. classroom assessment: concepts and applications. (7thed.). new york: mcgraw-hill. shermis, mark d. &di vesta francis j. 2011. classroom assessment in action. usa: rowman & littlefield publisher, inc. sudijono, anas. 2012. pengantar evaluasi pendidikan. jakarta: raja grafindo: persada. __________. 2011. pengantar evaluasi pendidikan. jakarta: raja grafindo: persada. sudjana, nana. 2011. penilaian hasil proses belajar mengajar. bandung: pt. remaja rosdakarya. supardi. 2015. penilaian autentik: pembelajarn afektif, kognitif, dan psikomotor (konsep dan aplikasi). jakarta: pt. rajagrafindo persada. sukiman. 2012. pengembangan sistem evaluasi. yogyakarta: insan madani. weeden, p., winter, j., & broadfoot, p. 2002. assessment: what’s in it for school?. london and new york: routledge falmar. wening, sri. 2012. materi evaluasi pembeajaran. yogyakarta: fakultas teknik universitas negeri yogyakarta. widoyoko, e.p. 2014. evaluasi program pembelajaran panduan praktis bagi pendidik dan calon pendidik. yogyakarta: pustaka pelajar. 1 the application of e-learning mathematics using moodlein improving students' problem solving ability erdawatykamaruddin universitas negeri jakarta erda_kamaruddin@unj.ac.id ratu amiliaavianti universitas negeri jakarta ratuamilia@unj.ac,id abstract e-learning is an online-based learning process that cannot replace conventional learning models in the classroom, but can support that model through the enrichment of content and development of educational technology. the use of e-learning is very useful, because it can train students to be more independent in gaining knowledge, high learning flexibility in accessing learning materials at all times and repeatedly, saving educational costs, and facilitating the renewal of learning materials and models in accordance with the demands of scientific development that happened. problem solving is a high level cognitive ability that is complex, because when solving a problem, students need to think critically to be able to see a problem and think creatively to be able to solve the problem. therefore, teachers are required to be able to shape students to have innovative, creative, and critical thinking abilities. for this reason, efforts are needed to improve teacher performance so that they can carry out their duties as one of the determining factors in achieving the quality of learning and improving student learning outcomes, especially in developing learning media based on e-learning. based on these assumptions a problem arises in this study, namely: "what is the strategy of developing a prototype e-learning mathematics learning tool using moodle in order to improve students' problem solving abilities?". specific targets in this study are: prototype e-learning mathematics learning tools using moodle. this research is a research and development that was carried out for seven months in the computer laboratory of ptik ft unj. keywords: electronic learning, mathematics, moodle, problem solving introduction education is part of an effort to develop self-potential in order to grow into a strong human character and a healthy social life. in the 1945 constitution article 31 on education, it was also stated that to achieve a moral and prosperous nation a good and appropriate quality of education is needed. education is very much needed to meet the need for high human resources in indonesia, with the aim of being able to compete in the future.one part of education is a lifelong and continuous learning process. the main components in the learning process are teachers, students, and teaching materials. teachers are the spearhead of all educational policies and are crucial in shaping the face of education in indonesia.it is the teacher who will shape the character and soul of the nation, so that the good mailto:erda_kamaruddin@unj.ac.id mailto:ratuamilia@unj.ac,id and bad of this nation is very dependent on the teacher. because the teacher's role is so large, it requires teachers who are professional, creative, innovative, have a high willingness to continue learning, and are literate in information technology, so that they are able to keep abreast of the times (raddana, 2013).the teacher has the task to shape students to have innovative, creative, and critical thinking abilities. in carrying out his profession, a teacher must have special abilities, among others, the ability to design and implement a variety of learning strategies in accordance with the level of student development, including utilizing a variety of sources and learning media to ensure the effectiveness of learning.the effectiveness of learning lies on the shoulders of the teacher. therefore, the success of the learning process is largely determined by the quality and performance of the teacher, likewise, the success of the implementation of a learning strategy will depend on the teacher's skills in using models, approaches, strategies, methods, media, techniques, and tactics of learning. many strategies can be carried out by the teacher to train students to have innovative, creative, and critical thinking abilities, including through the development of learning models that lead to students' thinking processes, and one model that is considered appropriate is the problem solving model.with problem solving students are expected to be able to solve mathematical problems, apply and adapt various strategies, and build their own knowledge. problem solving is a type of learning that is the highest level and complex compared to other types of learning.problem solving is also inseparable from one's knowledge of the substance of the problem, starting from how the understanding of the core problem, what procedures or steps will be used, and which formula rules are appropriate for use in solving the problem. problem solving learning model is part of problem based learning. in problem-based learning students are required to solve the problems presented by the teacher by digging up as much information as possible, then analyzing the information and finding the best solution of the existing problems.problem solving should be central in learning mathematics because it can involve the process of thinking optimally.with this method the teacher does not provide information in advance to students, but information is obtained by students after solving the problem. anderson (1985) revealed that”problem solving by analogy involves using the structure of the solution to one problem to guide the solution to another problem“.meanwhile according to polya (1981)“solving a problem means finding way out a difficulty”. in problem solving students are required to conduct authentic investigations to find solutions to problems that are given. students are asked to identify problems, develop hypotheses, collect and analyze information, and make conclusions. the development of information and communication technology has an impact on the increasing need for concepts and mechanisms in learning systems based on information and communication technology, known as e-learning.in the world of education this concept carries an influence on the process of transformation of conventional education into digital form through internet technology. e-learning cannot replace conventional learning models in the classroom, but strengthen these learning models through enriching content and developing educational technology. the use of e-learning in the learning process provides many benefits for students, teachers, and in the whole learning process.the benefits gained in using e-learning 2 | jisae. volume 6 number 1 february 2020. 3 include: being able to train students to be more independent in gaining knowledge, high learning flexibility in accessing learning materials at any time and repeatedly, saving time in the learning process, being able to interact with learning resources when anywhere and anywhere, saving overall education costs,facilitate the renewal of material and learning models in accordance with the demands of scientific development that occurs, can also efficiently control student activities, and various other benefits.as a professional educator, teachers should be able to increase their competence to be more skilled in providing assistance and guidance to students through the learning process in the classroom. furthermore, by exploring and paying attention to the description, it is necessary to have research on efforts to improve the quality of the learning process through the development of learning tools based on e-learning so that it can contribute to the problem solving abilities of students in mathematics subjects.in this study the assessment was carried out on efforts to develop prototype of elearning based learning devices using moodle software. methods and equipment this research is a research and development, namely: a systematic assessment of the design, development, and evaluation of programs, processes, and learning products that must meet the criteria of validity, practicality, and effectiveness (seals and richey, 1994), and can show added value ( plomp, 1994).gay (1991) said development research is an effort or activity to develop an effective product for school use, and not to test theory.akker (1999) describes development research based on two objectives, namely: as the development of a product prototype and as the formulation of methodological suggestions for the design and evaluation of a product prototype.meanwhile, according to borg and gall (1983) development research is a process used to develop and validate educational products.specifically, in this study the study focused on developing prototypes of e-learning based mathematics learning device products using moodle and the formulation of methodological suggestions for designing prototype products. this study aims to improve the productivity, effectiveness, and efficiency of the learning process through planning and developing strategies and utilizing information and communication technology through developing a prototype elearning mathematics learning tool using moodle.this development research was carried out in the computer laboratory of the informatics and computer engineering education study program at the faculty of engineering, jakarta state university, involving three competent students in the field of computer programming.the process of developing a prototype e-learning mathematics learning tool in this research study lasted for seven months, starting from may 2019 to november 2019. at the data collection stage two things are done, namely: literature study and field study.literature study is used to find concepts or theoretical foundations that strengthen a product, examine the scope of the product, the extent of use, supporting conditions, and to find out the most appropriate steps to develop a product.next, a field study is conducted as a gauge of needs and research on a small scale. product development is based on measuring needs. development research in the field of education begins with the identification of learning problems encountered in the classroom and related to learning tools, such as: syllabus, teaching materials, student worksheets, instructional media, as well as learning achievement test.learning tools are considered to be a problem because they do not yet exist, or exist but do not meet learning needs, or they exist but need to be improved.next, a theoretical study is conducted on the development of learning tools that are relevant to what will be developed. the next step is to develop a draft of learning tools based on relevant theory. after completion of the draft, the draft was repeatedly reviewed by the researcher himself and assisted by peers (peer review).after what was expected, the draft was given to the relevant experts (expert validation) to get input. input from experts is the basis for improvement of the draft.after the draft was revised based on expert input, the next step was to test the draft. from the results of the trial, some parts may require revision. the last activity is the revision of the draft into the final draft of the learning kit. development research methods are focused on two stages, namely: the preliminary stage and the formative evaluation stage (tessmer, 1998). at the preliminary stage, researchers determine the place and subject of research by contacting the principal and subject teachers at the school that will be the location of the study.furthermore, the researcher will make other preparations, such as arranging the research schedule and the procedure of collaboration with the class teacher used as the research site. formative evaluation phase, includes: (1) self evaluation, namely: the analysis phase and the design stage.the design results that have been obtained are validated using data triangulation techniques, namely: the design is validated by experts (experts) and colleagues. the results of this design are referred to as the first prototype. (2) prototyping, the results of the first prototype are given to experts (expert review) and students (one-to-one) in parallel. from the results of both of them used as revised material.the results of the revision of the first prototype are called the second prototype. at the expert review stage, the products that have been designed were examined, assessed, and evaluated by experts in terms of content, construct, and language. in the one-to-one stage, researchers try out designs that have been developed to students/teachers who become testers.the results of this implementation are used to revise the designs that have been made. the results of the revision of the expert and the difficulties experienced during trials on the first prototype were used as the basis for revising the prototype and named the second prototype then the results were tested on a small group.the results of this implementation are used for revision before being trialled at the field test stage. the results of the question revision are based on students' suggestions / comments on the small group and the results of the analysis of this item are called the third prototype. (3) field test, the revised results are tested on research subjects in this case as a field test. products that have been tested in the field test must be products that have met the quality criteria, namely: validity, practicality, and effectiveness. 4 | jisae. volume 6 number 1 february 2020. 5 results based on the description in the previous study and given that in the learning process there are three important variables that are interrelated, namely: teachers, students, and learning media, it can be concluded that efforts to improve teacher performance in contributing to students' problem solving abilities in mathematics can grouped into three variables,namely: improving the quality of teachers, improving cognitive abilities of students, and improving the quality of instructional media developed by teachers. therefore, efforts to improve students' problem solving skills cannot be separated from these three variables. the steps taken to improve the quality of teachers are to shape the character of teachers so that they are sensitive to the environment, highly motivated in finding information, critical of existing problems and creative in finding solutions to problems. the next step is to provide training regarding the steps of problem solving. the teacher can follow the problem solving steps proposed by david johnson and johnson (gulo, 2002) with the following sequence of steps:(1) define the problem in the classroom by expressing the problematic events, both through written and oral material, then asking students to formulate the problem in one simple sentence (brain stroming). collect each student's opinion by writing it on the board without questioning whether or not it is right, as well as the right or wrong opinion.each opinion is reviewed by asking for an explanation from the student concerned. thus it can cross out some formulas that are less relevant, and choose the right formula to be reformulated (rephrase, restate) until finally one formula is chosen that is most appropriate for all students,(2) diagnosing the problem, after successfully formulating the problem, the next step is to form a small group that will discuss the causes of the problem,(3) formulate alternative problem solving strategies. at this stage the group searches for and finds various alternatives on how to solve the problem. for that the group must be creative, divergent thinking, understand the conflict between ideas, and have a high degree of meeting power,(4) determine and implement a strategy. after various alternatives have been found by the group, then which alternative will be used. in this stage the group uses fairly critical and selective considerations with convergent thinking,and (5) evaluate the success of the strategy. in this final step the group learns: whether the strategy was successful (process evaluation) and what was the result of implementing the strategy (evaluation of results). steps taken to improve students 'cognitive abilities are by: (1) increasing students' sensitivity to information that develops around them. this increased sensitivity will also be associated with an increase in the ability to think critically, because to think critically requires attention to details of what ishappening,(2) improve students' ability to recognize information related to problems, (3) improve critical thinking skills. critical thinking is characterized by the ability to think reflective, productive, and evaluative of the available evidence. a critical person will always question the things around him until he gets the answer sought.in addition to being able to think critically, an individual must be open and accept all possibilities for the explanation of a problem, and (4) increase creativity. creative individuals have the characteristics of being able to be flexible, have intrinsic motivation, are willing to face risks and can make objective assessments.some ways that can be used to improve the ability to think creatively include always trying to be interested and enthusiastic about something, happy with surprises and giving surprises, always have targets and goals every day, and engage in activities that stimulate creativity, such as artistic activities or skills. (miwa patnani, 2013). steps taken to improve the quality of instructional media are to develop learning media based on information and communication technology through web based training methods, which are often also identified with the term elearning.in the web-based training method, in addition to using a computer as an educational tool, it also utilizes the internet network, so students who will learn can access their subject matter anywhere and anytime, while connected to the internet network.thus the learning process can run more interactive and help the realization of independent learning. although it cannot replace the conventional learning model in the classroom, e-learning can strengthen the learning model through enriching the content and development of educational technology.as it is known that learning media is a tool that can help the teaching and learning process to clarify the meaning of the message conveyed, so that it can achieve the objectives of learning effectively and efficiently. some research results that show the positive impact of using media as an integral part of learning in the classroom, are as follows: (1) the delivery of nonrigid lessons, (2) learning can be more interesting, (3) learning becomes more interactive by applying learning theories and principles psychological principles accepted in terms of student participation, feedback, and reinforcement,(4) the length of learning time can be shortened, because most media only require a short amount of time to deliver a large number of messages, and the possibility of being absorbed by students is greater, (5) the quality of learning outcomes can be improved if word integration and pictures as learning media can communicate elements of knowledge in a way that is well organized, specific, and clear, (6) the learning process can be given whenever and wherever desired or needed, especially if instructional media are designed for individual use, and ( 7) students' positive attitudes towards what they learn and towards the learning process can be improved, and (8) the role of the teacher can change in a more positive direction. the results of this study are prototypes of e-learning based mathematics learning media using moodle, for one subcompetency. this media consists of the front page (cover), preface, table of contents, limiting modules, and parts of the module. the module parts are: moodle preparation and installation, creating user accounts in the moodle application, creating categories, sub categories, courses, and assigning roles, creating topics, entering teaching materials, and testing materials, checking, rating, commenting on assignments students, see online and export exam results in excel format. discussion problemsolvinga high level of cognitive ability thatcomplex, because when solving problems, students need to think critically toable to see a problem and think creatively toable to solve the problem. however, in reality, therestill many students who experience difficulties in solving problems, especially in mathematics subjects, because they do not understand well the problems theyface. as a computer technician, he did not know what damagehappening to his customer's 6 | jisae. volume 6 number 1 february 2020. 7 computer, so of course, he also did not know how to repair the damage to the computer. therefore, special abilitiesneeded to understand how to solve a problem better. according to the content standards in permendiknas number 22 of 2006, mathematics subjectsgave to equip students with the ability to think logically, analytically, systematically, critically, and creatively, as well as the ability to cooperate. the competencyneeded so that students can have the ability to obtain, manage, and utilize information to survive in a situation thatalways changing, uncertain, and competitive. efforts to develop the creativity of students optimally, especially about the learning process in schoolthe duties and responsibilities of a teacher. teachers as facilitators in educationrequired toable to form students who have innovative and creative abilities. a teacher needs to have special abilities, abilities thatnot owned by people whonot teachers. thatwhy teachersprofessional work. by law number 14 of 2005 concerning teachers and lecturers in article 10, a teacherrequired to have competencies that include pedagogical competence, personal competence, social competence, and professional competence, where the four competenciesinterrelated to form professional teachers. pedagogical competencies that mustpossessed by professional teachers include the ability to master subject matter, teaching methods and learning strategies, and how to assess student learning outcomes. conclusion the main study in this research is how to develop a prototype strategy for elearning mathematics learning tools using moodle in order to improve students' problem solving abilities. problem solving is a skill that includes the ability to find information, analyze situations, and identify problems with the aim of producing alternatives so that they can take a decision to achieve the goal. problem solving in mathematics subjects needs to be cultivated, because it can improve student learning creativity. mathematics which means knowledge, thought, assessment, learning and is a science that studies things such as quantity, structure, space, and change needs to be studied more deeply. mathematics can be seen as a series of ever-increasing abstractions. lots of mathematical ideas are very abstract and previously unknown relevance, and the language of mathematics that seems difficult for beginners. to facilitate students' understanding in learning mathematics, various strategies are needed, one of which is through the development of learning media based on elearning using moodle. the teacher plays a very strategic role in the effort to create quality graduates in order to meet the needs of professional human resources, because the teacher is the party most in direct contact with students in the school. this means that teacher performance is one of the determining factors in achieving the quality of learning and improving student learning outcomes. teacher performance can improve the quality of education and will be able to produce graduates who are superior and have high competitiveness in this globalization era. teacher performance must always be considered and managed properly in order to 8 | jisae. volume 6 number 1 february 2020. experience improvement, especially in developing learning media based on elearning along with the rapid development of information and communication technology. discussion on improving teacher performance through the use of e-learning based learning media is very important, because the learning process will always be related to learning media and teacher performance to provide optimal learning outcomes. in addition, teachers have a very big role in educating the next generation of the nation. while problem solving in learning mathematics is very necessary, because it can involve students 'thinking processes optimally, so students are able to solve mathematical problems, apply and adapt various strategies, and build their own knowledge, and it is undeniable that to improve students' problem solving abilities competent teacher. based on the studies described above, the conclusions from this study can be drawn as follows: to improve students' problem solving abilities in mathematics, it is necessary to develop learning media based on e-learning and improve the quality of learning methods. thus it is hoped that students will become better prepared when faced with problems, especially if they have been directly involved in the community. based on the results of research, studies, and conclusions that have been described in the previous discussion, the suggestions put forward in efforts to utilize the results of this study are as follows: (1) this study limits its study to the strategy of developing a prototype e-learning mathematics learning tool using moodle in order to improve students' problem solving skills. this gives an indication that the generalization of research results is limited, only applies to mathematics subjects, so it is advisable to conduct further research in the implementation of other subjects as well as other variables that might be able to improve students' problem solving abilities, (2) continuous training is needed for all teachers so that the process of developing learning media based on e-learning can provide maximum results, and (3) further development research needs to be conducted on the use of e-learning in learning media using moodle, in order to improve the quality learning. references akker j. van den. (1999). principles and methods of development research. pada j. van den akker, r.branch, k. gustafson, nieven, dan t. plomp (eds), design approaches and tools in education and training (hh. 1-14). dortrech: kluwer academic publishers. anderson, john r. (1985). cognitive psychology and its implications. h. 199. new york: w.h. freeman and company. borg and gall (1983). educational research, an introduction. new york and london. longman inc. gay, l.r. (1991). educational evaluation and measurement: competencies for analysis and application. second edition. new york: macmillan publishing compan. 9 gulo, w. (2002). strategi belajar mengajar. h. 111. jakarta : pt. grasindo. miwa patnani. (2013). upaya meningkatkan kemampuan problem solvingpada mahasiswa. jurnal psikogenesis. volume. 1, no. 2/juni 2013, hh. 130-142. plomp, tj. (1994). educational design: introduction. from tjeerd plomp (eds). educational &training system design: introduction. design of education and training (in dutch). utrecht (the netherlands): lemma. netherland. faculty of educational science andtechnology, university of twente polya, g. (1981). mathematical discovery. h. 1. new york: john wiley & sons. raddana. (2013). faktor–faktor yang mempengaruhi kinerja guru sma negeri di nusa tenggara barat (ntb). dia, jurnal administrasi publik volume 11 nomor 2, hh. 226–236. seals, barbara b. & richey, rita c. (1994). teknologi pembelajaran: definisi dan kawasannya. penerjemah dewi s. prawiradilaga dkk. jakarta: kerjasama iptpi lptk unj. tessmer, martin. (1998). planning and conducting formative evaluations. philadelphia: kogan page. 10 | jisae. volume 6 number 1 february 2020. funding this researchfunded by the fund of the public service agency (blu) faculty of engineering, jakarta state university based on the rector's decree. acknowledgment the authors would like to thank their colleague for their contribution and support to the research. theyalso thankful to all the reviewers who gave their valuable inputs to the manuscript and helped in completing the paper. conflict of interest the authors have no conflict of interest to declare. 30 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 7 no 1 (2021) website : http://journal.unj.ac.id/unj/index.php/jisae realizing the purpose of islamic education through boarding school management nur asih istiqomah1 ahmad dahlan university farid setiawan2 ahmad dahlan university abstract this research aims to determine the implementation of boarding school management to realize islamic education purpose in one of the boarding schools, namely muhammadiyah boarding school yogyakarta. the research method used is field research with a qualitative type based on data collection techniques in interviews, observation, and documentation. the results showed a substantial relationship between boarding school management and national education goals in general and the goals of islamic education in particular. there are efforts to achieve the four dimensions of islamic education goals. first, physical education discusses fiqh and ushul fiqh lessons. second, spiritual education with islamic practices such as fasting monday thursday. third, through religious studies, academic education is based on arguments and history of mujtahid priests such as imam maliki, imam shafi'i, imam hanafi, and imam hambali. fourth, social education through joint activities both in dormitories at schools and in the community. providing soft skills that help develop children's intellectuals with activities that include tahfidz (memorizing the koran), language areas (mandatory english and arabic language environments), speech, and others. likewise, hard skills provisioning in the form of extracurricular activities for tapak suci and hizbul wathan. with the implementation of boarding school management, it's hoped that the school can achieve islamic education purpose. keywords: boarding school, management, islamic educational purpose address for correspondence: 1nur1800031201@webmail.uad.ac.id 2farid.setiawan@pai.uad.ac.id introduction education is a fundamental aspect of human life. in indonesia, education is design for the advancement of the country's development. globalization has an influence on aspects of human life, one of which is education. there is the influence of globalization in changes people's perceptions and orientation towards education causes indonesia to have often serious problems resulting in an unstable and deficient education situation great. indonesia is ranked 1st in the world as the country with the largest muslim http://journal.unj.ac.id/unj/index.php/jisae mailto:nur1800031201@webmail.uad.ac.id mailto:farid.setiawan@pai.uad.ac.id 31 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 population. based on global religious future data, indonesia's muslim population is 13% of the world's total muslim population, which is around 2299.62 million. indonesia has many islamic educational institutions, including madrasas, pesantren, majlis ta'lim, islamic schools, and colleges. however, according to prof. dr. mujamil qomar, many islamic educational institutions in indonesia have not produced output that matches people's expectations (maya & lesmana, 2018). management is one of the supporting factors that significantly influence the successful management of educational institutions' successful learning activities (kurniadin & machali, 2012). therefore, all teachers must carry out efforts to continuously manage and develop islamic education management in schools. many educational institutions in indonesia still adhere to traditional systems organized based on tradition rather than professionalism, which refers to skills that include human skills, conceptual thinking skills, and conceptual skills. educational institutions that apply the traditional system are very static, making it difficult to manage them. this system will result in inadequate planning, leader supremacy in decision-making so that the planning process runs carelessly, does not have a regular strategy, and is difficult to develop (maya & lesmana, 2018). the problem in islamic education institutions' management above is that educational institutions have not successfully formulated islamic education's goals and visions. in the traditional system, islamic education directing at forming a generation who master the science of religion. the concept of education is to give birth to a generation of sholih who focus on the afterlife. as a result, few islamic education graduates have lost in skills, are marginalized, and cannot compete in competitions in this era of globalization (sulistyorini & fathurrohman, 2016). the handling of the problems that occur above is by creating a new paradigm of renewal and development in managing how islamic education is the boarding school system or the superior boarding education system. in its implementation, the boarding school system is controlled by management that applies islamic teachings to achieve islamic education goals. boarding schools have different characteristics and types, but in principle, boarding schools have the same plan: to help schools' education process. education with systems boarding is a way to avoid a dichotomy of science obtained in school and as an effort to keep generations away from multiple personalities (maksudin, 2013: 40). by seeing the urgency of boarding only schools used as a form of development and renewal of management of islamic educational institutions and the absence of a clear orientation in islamic education's objectives regarding its contribution and role in producing religious and competent output in the era of globalization. this problem underlies researchers in research to determine boarding school management's implementation and its relationship with islamic educational goals in one of the leading boarding schools in yogyakarta, namely muhammadiyah boarding school yogyakarta. relevant research several research theories have discussed the research topics taken. the following are supporting ideas that serve as a review for the creation of compelling, detailed, and robust research results: 1. management of islamic education differences in perspective and scholarship sources or figures bring out the diversity of islamic education management definitions. the word management's origin comes from a basic english word the meaning is to organize, manage, handle, lead. (kurniadin & machali, 2012). 30 according to cyril odinnel and harold koontz (1980) said that management is an effort to regulate organizational activities, including planning, organizing, actuating, and evaluating. management directs human resources in educational institutions to coordinate and consolidate in creating effective and efficient workouts. one of the management functions is to serve as a reference in working so that each member in an educational institution is responsible for their primary tasks (batlajery, 2016). meanwhile, m. parker follet (2007) defines management as a system that contains integrated and bound planning, preparation, implementation, and control activities. (batlajery, 2016) said management contains the following elements below: management consists of individuals who carry out activities management as a process/activity/business. management as an art management makes use of resources efficiently and effectively some goals have been set. meanwhile (ramayulis, 2008) states that the essence of management in islam is known as at-tadbir (regulation), which comes from the arabic root word dabbara (regulate). the word has found in many verses of surah in the al-qur'an, such as qs. as-sajdah verse 5, which considers the universe's order can be used as evidence of the creator's power in managing the universe. therefore, as creatures assigned as khalifah and abdullah who are blessing with allah's reason, humans must always work and regulate what is on earth properly as allah governs the universe. from several points of view used by the figures, the concept of management emerges, namely as an activation process, as a science and art, and as a group of people who want to achieve goals by planning, organizing, directing, and monitoring. education is an educator effort carried out in developing individuals or students through activities that support the transfer of knowledge and moral education to become good human beings who encourage common educational goals (kompri, 2015). various definitions used to describe islamic education have been forward by many islamic education experts. example abuddin nata defines islamic education as a conscious and planned effort by directing, guiding, and fostering a personality that excels in islamic teachings' values. while ahmad tafsir interpreted islamic education as the lesson given to other people, these individuals can develop optimally. by following the definition of islamic education is an effort to achieve educational goals based on the islamic religion's instructions to form and enable muslim personalities who fear allah (sulistyorini & fathurrohman, 2016). understanding islamic education globally by new conception 1977 first world conference in makkah on islamic education states. that the term islamic education is teaching that includes theology and material of the qur'an, hadits, fiqih but consists of all scientific fields taught in the perspective of islamic teachings. the breadth and complexity of the islamic treatise have led to the emergence of various understandings of islamic education based on multiple perspectives of each source. in general, the meaning of islamic education is an effort to guide and educate humans to become human beings or fully human beings under islamic norms (achmadi, 2005). based on the definition of management and the definition of islamic education 31 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 described above, islamic education management emerged. according to mujamil qomar (2007: 10), the management of islamic education is a process of educational institutions arranging educational products following the islamic religion's teachings by collecting learning resources from various disciplines. islamic education management can be understood as an implemented system in islamic education institutions that include planning, direction, regulation, leadership, organizing, and supervising. all activities of an organization based on islamic values originating from the qur'an and the sunnah, using general management theories that are compiled selectively and adaptively to produce competitive and religious individuals. 2. boarding school national education system law number 19 of 2003, article 1 states that education is a conscious and planned effort to create an effective learning atmosphere and learning process. based on this philosophical foundation, education in indonesia needs to prepare an institution ready to develop students' potential. in development and renewal, educational institutions in indonesia have started to develop a boarding school system. in practice, students and educators will live together in a dormitory environment. thus, the management of educational institutions must prepare various primary and secondary needs for dormitory residents. according to mujamil qomar, a phenomenon that often occurs now is the emergence of schools that use the pesantren system but manipulate it by embedding boarding school frills. in reality, the educational processes of pesantren and boarding schools are different. pesantren generally prioritizes the hereditary or traditional system. in contrast, boarding schools use a system that combines modern and traditional concepts in an integrated and selective manner (maksudin, 2013). under this describes the boarding school education system and its educational goals boarding school : 2.1 boarding school education system educational institutions that use the boarding school system on a combination of the traditional education system and the modern design result in effective learning for the formation of unique and intact learner personalities in intelligence, character, and skills. the boarding school system is imposing to encourage students' development because all educational activities are structured and scheduled. implementation of education always implements the teachings of the islamic religion in which there is a moral content (kaifa, 2013). 2.2 purpose of boarding school education according to (sulistyorini & fathurrohman, 2016) the objectives of boarding school education are: to form student discipline from waking up to resting at night, all activities have been arranged and scheduled, and if they are violated, they will receive sanctions; print a generation of intellectual scholars and intellectual scholars, namely the age who mastered the religious and academic fields; creating a generation that has morality and good morals. 3. the purpose of national islamic education islam emphasizes that education is a way to build a human character. according to ibnu qayyim al-jauziyyah (2006), he states that the purpose of islamic education is to maintain human nature and avoid things that lead to deviations and create a person who has ubudiyah (servitude) characteristics obedient and obedient to allah. education, according to ibnu qayyim, includes goals related to physical 32 (ahdaf jismiyah, plans related to moral development (ahdaf akhlakiyah), purposes related to intellectual development (ahdaf fikriyah), and goals related to skill (ahdaf maslakiyah) (haqiqi, 2019). every country must define universal educational purposes. the national education system law number 20 of 2003 article 3 emphasizes the goals and functions of national education, namely developing the potential of students, educating and fostering human beings who are faithful, have a noble character, devoted to god almighty, knowledgeable, healthy, creative, competent, independent and democratic and responsible. islamic education's objectives are in the vision, mission, and goals designed by the director-general of indonesian education in 2015. namely improving the quality and access to education at all levels of islamic education at all levels of society and holding education that is oriented towards character building to create output that masters knowledge and skills, as well as improve educators and education personnel's quality with flexible, transparent, collaborative, and participatory management of educational institutions between government, educators, and the community. islamic education goals have not been formulated and defined in indonesia, therefore temporarily referring to the educational goals outlined in law number 20 of 2003. so that the definition of the objectives of national islamic education is the creation of students who believe, fear god, have a noble character, healthy, knowledgeable and broad-minded, competent, creative, disciplined, independent, democratic, think scientifically, democratic, responsible, and have a high nationalism spirit and master many skills so that they can compete at national to international levels and can follow participation and collaboration between schools, government, communities, and other parties. methods this study used a field research method with qualitative research in modern islamic boarding schools, namely the muhammadiyah islamic boarding school (mbs) yogyakarta. this research was conducted using inductive methods, namely by understanding the school environment's social situation, finding a prototype of the relationship from the findings in the field, making hypotheses, and then drawing conclusions. the inductive method is very relevant to be practiced in qualitative research because it describes research on the implementation of hostel management to realize islamic education in ppm mbs yogyakarta. data collection carry by documentation, observation, and interviews (sugiyono, 2010: 297). the validity of qualitative research results is called a credibility test. one of the techniques used in testing credibility is the triangulation technique. researchers used source triangulation techniques, namely processing data from various sources and then compiling them using the same data collection techniques (sugiyono, 2010: 363-368). the analysis process begins with data reduction, data presentation, and ends with conclusions. the data analysis that the researchers used was descriptive. the findings and data in the field are analyzed using theories that follow the research topic then described using a narrative in the form of a complete description of the research results presented to readers (sugiyono, 2010: 337-345). 33 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 results and discussion 1. muhammadiyah boarding school yogyakarta the modern islamic boarding school in yogyakarta is a boarding school using a superior boarding school system by integrating a combined system between the pesantren (boarding) system and the general education system (school). with the implementation of this system, mbs yogyakarta requires its students to follow the school rules, namely staying in the dormitory for one semester and allowing them to return to their respective homes during major holidays, namely when submitting report cards hold at the end of each semester. dormitory activities that must be followed by students include tahfidz and tahsin, monday thursday fasting, giving mufrodat (arabic and english vocabulary), bilingual area (arabic and english speaking environment), dhuha prayer, midnight prayer, khutbah akbar (extensive recitation hold once a month), khutbah asghar (small recitation hold once a week), teaching tpa, room cleaning competition, class cleaning competition, hizbul wathan camp (hw), an affirmation of the rise of muhammadiyah martial arts jasmine or ts, community service, preaching around ramadan, riyadhus shalihin study, a study of force, study of leadership (director), and provision of life skills. also explained by the deputy director ii for kema'hadan faqihuddin, said: "we try to instill the character of students through habituation such as boarding pickets, participating in all daily, weekly, and monthly activities, carrying out organizational duties, and living independently." all activities designed and regulated by the mbs yogyakarta board are very effective and efficient to support character education full of values that realize the insan kamil being, which is one of the islamic education goals. 2. relevance between islamic education goals and boarding school management students will attend regular education (classical learning) in boarding schools, followed by self-development activities and religious studies. the sequence of student activities at mbs yogyakarta has always been under the supervision of the supervisor and the ipm santri organization (muhammadiyah student association). therefore, educators are more effective in supervising character development in the dormitory, school, and pesantren environments, including co-curricular, extracurricular, and extracurricular activities. the following is a classification based on students' affective, cognitive, and psychomotor aspects to understand in detail islamic education, especially regarding the relevance of the objectives of islamic education and management of boarding school education or boarding school. 2.1 purpose of national education "the development of the potential of students, educating and fostering human beings who are faithful, have a noble character, devote themselves to god almighty, knowledgeable, healthy, creative, capable, independent and democratic and responsible." cognitive: developing the potential of students affective: developing the potential of students, educating and fostering human beings who are faithful, have a noble character, devoted to god almighty, knowledgeable, healthy, creative, capable, independent and democratic, and responsible psychomotor: developing the potential of students who are healthy, creative, 34 capable, and independent. 2.2 purpose of islamic education according to muhammad athiyah al-abrasyi, "educating character and soul formation." meanwhile, according to ibn qayyim al-jauziyah, "maintaining the health of the child's body, building morals, educating mind and soul, training the potential and talents of children." cognitive: educating the mind and soul affective: educating character and soul, building, and building morals. psychomotor: maintaining children's health, training children's potential and talents. 2.3 purpose of mbs yogyakarta education "creating a generation of rabbani who is strong in faith, high in knowledge, noble in character, so that students have a righteous faith, true worship, have broad insight, think scientifically, are independent, like to study, passionate, disciplined, creative, empathetic and beneficial to muslims and society in general" cognitive: creating a high-knowledge rabbani generation, broad-minded, capable of thinking, and fond of learning affective: manifest the generation of rabbani who are noble, passionate, independent, disciplined, creative, empathetic. psychomotor: creating a sincere rabbani generation, beneficial to the umat and society. the description of the content of educational objectives above shows that the three domains of competence have relevance to one another. the affective aspect is the knowledge that needs to be developed together with cognitive and innovated into activities in psychomotor skills. one example of the implementation of activities at mbs yogyakarta, which shows the collaboration of three aspects of competence, is in the dakwah santri and charity bhakti santri activities, which held 5 to 7 days before the eid al-fitr holiday and places in the central java area. this activity is a form of devotion for the students to the community. being placed in people's homes indirectly, students will learn to socialize, be independent, responsible, earnest, and benefit society. a book entitled educational theory, a qur'anic outlook, by abdurrahman shaleh abdullah (1991), has described the classification of 4 dimensions of islamic education goals. the following is the explanation and implementation in mbs yogyakarta: physical education fostering humans to have physical skills as provisions in carrying out the khalifah duties on earth. this goal on the vocabulary of "al qawy" in q.s. al-baqarah verse 247 and al-anfal verse 60 as the interpretation of imam nawawi which states that the strength of faith must support by the physical strength of mbs yogyakarta using the ismuba curriculum, which contains islamic education, muhammadiyah, and language arabic where islamic learning consists of the subjects of fiqh, date, akidah, morals, al-qur'an hadith, usul fiqh, musthalahul hadith, and nahwu. physical skills include prayer, fasting, and haji, which are though in several islamic subjects. moral/spiritual education increase the ubudiyah soul in a servant. example: a fasting person appears physically lacking in enthusiasm, but spiritually he is in the phase of getting closer to the creator by testing his faith in allah through fasting withholding his desire from dawn to sunset. this objective base on q.s. al-baqarah verse 10 explains the indicators in spiritual education is not double-faced, always an act of purification, 35 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 namely submitting to god and purifying oneself from negative attitudes and still being optimistic in living life. whatever happens to humans must have wisdom. mbs yogyakarta requires fasting every monday-thursday for students as a medium to increase faith and piety by training the soul to be patient and as a form of dedication to the prophet's sunnah. intelligence education in addition to being gifted physically and spiritually (body-soul) by god, humans are also given intelligence (i.q.) so that in carrying out all activities, they always use reason. in fact, in al-qura'an, many verses study nature, which can increase faith when studied by muslims. mbs yogyakarta has educators with backgrounds who are competent in their fields. teachers in religion are mostly graduates of al-azhar egypt, sudan, as well as lipia. they wholeheartedly guide students to develop i.q. by examining allah's various powers and finding explicit and implied messages that can influence increasing faith. the study of fiqh science base on the arguments and history of mujtahid imams such as imam maliki, imam shafi'i, imam hanafi, and imam hambali. this goal base on the stages of achievement in q.s at-takasur verse 5 concerning ilm al yaqin or the attainment of scientific truth; q.s at-takasur verse 7 concerning ain al yaqin or the victory of empirical truth; and q.s al waqiah verse 95 concerning haqq al yaqin or philosophical truth. humanist / social education th the formation of a social character to be part of a pluralistic social community (pluralism). education directs students' personalities who prioritize common interests over personal interests and the realization of interactive learners both in interacting with individuals or collectively. in mbs yogyakarta, social values are inherent in students' daily lives who carry out various activities together, starting from simple activities such as eating, studying, and talking to other room occupants. social education in the scope. the community is involved in santri da'wah activities, teaching tpa and amal bhakti santri. the education program's design at mbs yogyakarta results from the thinking of all education personnel and educators is then modified and managed by the santri organization (ipm) as the coach's right hand. the existence of cooperation between the coaches and students who are members of the ipm (grade 11) trains the ability of workgroup cooperation, especially in creating a conducive school and dormitory environment that supports the process of transfer of knowledge and moral education so that it runs well and can produce intellectual and moral noble output as the purpose of islamic education as stated by quraish shihab in his interpretation. he said that guiding individually or collectively to fellow human beings to carry out their duties as abdullah and khalifatullah is the primary goal of al-quran education that muslims must practice. conclusion the research exposure results conclude that the implementation management of modern islamic boarding schools at muhammadiyah boarding school yogyakarta runs according to islamic values, namely religious and humanist. it follows the educational theory regarding islamic education goals, which is a component of national education. mbs yogyakarta aims to create a generation of intellectuals and scholars, namely a generation that master religious knowledge and general knowledge. the implementation of education with a boarding school provides opportunities for students to obtain eq emotional intelligence (emotional quotient), intellectual intelligence iq (intellectual quotient), spiritual intelligence (sq), and cq 36 creativity intelligence (creativity quotient). with mbs yogyakarta's success in producing graduates who are competent and have a noble character so that they can be useful for the religion and the nation as the goal of islamic education, boarding school education management is considered successful in achieving the purpose of islamic education. references abdullah, abdur rahman shalih (1982). educational theory, a quranic outlook, (makkah: fakultas pendidikan ummul qura). diterjemahkan : mutammam (1991) landasan dan tujuan pendidikan menurut al-quran serta implementasinya. diponegoro. achmadi. (2005). ideologi pendidikan islam. pustaka pelajar. batlajery, s. (2016). penerapan fungsi-fungsi manajemen pada aparatur pemerintahan kampung tambat kabupaten merauke. jurnal ilmu ekonomi dan sosial, 2, 135–155. hakim, l. (2020). karakteristik pendidikan islam dalam perspektif al-qur`an dan alhadits. 09(02), 255–270. haqiqi, a. a. & r. n. (2019). antara akal, jiwa, jasmani dan akhlak dalam konsep pendidikan ibnu qayyim al-jauziyah. journal of chemical information and modeling, 53(9), 1689–1699. kaifa, k. el. (2013). pola pendidikan islam sistem boarding school di smp-sma sragen bilingual boarding school. univrsitas muhammadiyah surakarta. kompri. (2015). manajemen pendidikan (komponen-komponen elementer kemajuan sekolah). ar-ruzz media. koontz, h., & o`donnel. (1980). management (7th ed.). mcgraw hill kogakusha. kurniadin, d., & machali, i. (2012). manajemen pendidikan konsep dan prinsip pengelolaan pendidikan. ar-ruzz media. maksudin. (2012). sistem boarding school smp islam terpadu abu bakar yogyakarta (transformasi dan humanisme religius). jurnal cakrawala pendidikan, 1, 38–54. https://doi.org/10.21831/cp.v0i1.1465 maksudin. (2013). pendidikan karakter non-dikotomik. pustaka pelajar. maya, r., & lesmana, i. (2018). pemikiran prof. dr. mujamil qomar, m.ag. tentang manajemen pendidikan islam. islamic management: jurnal manajemen pendidikan islam, 1(02), 291. https://doi.org/10.30868/im.v1i2.281 muhaimin. (2009). manajemen pendidikan aplikasinya dalam penyusunan rencana pengembangan sekolah/madrasah. kencana. nata, a. (2009). perspektif islam tentang strategi pembelajaran. kencana. qomar, m. (2007). manajemen pendidikan islam : strategi baru pendidikan islam. erlangga. ramayulis. (2008). ilmu pendidikan islam. kalam mulia. rusydi, a. (2016). tafsir ayat kauniyah. jurnal ilmiah al-qalam, 9(17). sakir, m. (2016). pendidikan islam dalam sistem pendidikan nasional. cendekia: jurnal kependidikan dan kemasyarakatan, 12(1), 103. https://doi.org/10.21154/cendekia.v12i1.370 sugiyono. (2010). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. alfabeta. sulistyorini, & fathurrohman, m. (2016). esensi manajemen pendidikan islam: pengelolaan lembaga untuk meningkatkan kualitas pendidikan islam (1st ed.). kalimedia. 37 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 susiyani, a. s. (2017). manajemen boarding school dan relevansinya dengan tujuan pendidikan islam di muhammadiyah boarding school (mbs) yogyakarta. jurnal pendidikan madrasah, 2(2), 327. https://doi.org/10.14421/jpm.2017.22-08 tafsir, a. (2008). filsafat pendidikan islam, cet. iii. remaja rosda karya. the implementation of training and education program for the headmaster candidates at education quality guaranty institution (lpmp) lampung (evaluative study of kirkpatrick and hammond model) fardarita1 and ahmad2 sman 5 bandar lampung 1 , universitas gajayana malang 2 soekarno-hatta street (by-pass) sukarame, bandar lampung 1 , campus mertojoyo street blok l. merjosari, malang 2 email: fardarita711@gmail.com 1 , ahmad_t@unigamalang.ac.id 2 abstract this research was aimed at investigating the reaction, learning achievement, behavior changing, and the effect of training and education program for headmaster candidates by paying attention on institutional, instructional, and behavioral dimension. the research was conducted at the education quality guaranty institution lampung. the evaluative qualitative research was applied in this research using blended model of evaluative training model of the four levels and the three dimensions cube model. the data was collected by giving questionnaire, observation, interview, documentation, and headmaster candidates’ test results. the result of the research revealed that the purpose of the program was formulated based on the participants’ need, considering the clear qualification of the purpose formulation and the outcome could be observed, the program design described the continuous application strategy dealt with the competence structure, the realization of time, the training and education needed to be improved especially in the use of method, time, management, and the quality of the consumption, the participants’ behavior changing after going back to their working place, the result of the training and education program impacted very much in increasing the school quality, and the appointment of the headmasters considered their competence. as the result of the evaluation, it can be concluded that the headmaster candidates training and education program is categorized good and recommended to be continued with some improvements. keywords: program evaluation, training and education, kirpatrick, hammond introduction the efforts to improve school quality continue to be encouraged, one of which is through the education and training of headmaster candidates, because in terms of the competencies possessed by the headmasters are still considered very weak in managing the institution. based on the mapping results of the development and empowerment of headmaster (lppks) and the education quality guaranty institutions (lpmp) in 2010, the average abilities of headmasters nationally are 85% character aspect, 74% administrative, 74% entrepreneurship, 72% supervision, and 63% social. in general, new competency mastery so far has reached 76%. the percentage shows that there is still a need for a prolonged method and strategy to expand the competency mastery of the headmasters which are 24% low so that all headmasters hold complete competency mastery, siswandari (2013: 1). the mastery of this ability is in line with the headmaster’ duty, as an administrator who cannot be separated from leadership, regulating, supervising, and being responsible for the progress of the school being led. according to stronge, richard, and catano (2013: 4), headmasters must build schools, headmaster, and school teachers. according to wahyosumidjo (208: 82), the headmaster collects central forces that are the driving force of school life. the headmaster must understand the tasks and functions for the sake of the school, be concerned for staff, students, and other school neighbors. the school as a compiling organization, the headmaster asks for expertise and competency to support the school as well as the training of headmaster candidates organized by 84 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta mailto:fardarita711@gmail.com1 85 the education quality guaranty institution. the training and education programs for headmaster candidates need to be carried out to increase the number of participants in the training and education programs for headmaster candidates organized by the education quality guaranty institution. the evaluation of the training and education programs is carried out by referring to the steps of developing implementation instructions and technical systems for learning or upgrading candidates for education leaders by assessing: (1) the level of how the upgrading and learning participants of educational leaders participate in addressing program objectives, (2) to what extent the upgrading and learning participants of educational leaders is in sharing knowledge, changing attitude, increasing knowledge, and skills, (3) to what extent behavior changes occur because the upgrading and learning participants of educational leaders have attended training and education programs, and (4) provision of learning outcomes or upgrading the education leaders can improve the quality of work, which is measured based on the competency structure that must be achieved by the participants during the learning activities and upgrading of candidates of educational leaders. related to the description above, the source of the criteria in determining the success of the evaluation of training and education programs for headmaster candidates is the the guideline for implementing the education and training of headmaster candidates which refers to minister of national education regulation number 13 of 2007 concerning headmasters’ competence. the program evaluatin criteria are described based on kirkpatrick’s blended evaluation model and cube 3 dimensions which are outlined in the form of component tables, evaluated aspects, indicators, and criteria. the purposes of this study are to find out how the government organizes training for headmaster candidates is, how the teaching system process provides learning experience according to the participants’ perceptions is, how changes in knowledge, attitudes, and skills of the participants participating in the training is, to know the instructional system carried out in learning, to know how the institution holds training, to get information about behavior changes after the training and educatin programs at school, and to know the impact of training for headmaster candidates in providing benefits to improve the quality of work and quality of school. kirkpatrick’s evaluation model is a comprehensive evaluation model which can be applied to evaluate various fields of study that can help evaluators to gradually evaluate the implementation of training, which is oriented to management. while the 3 dimensional cube, according to worten et. al. (1987: 66-67), is a model that helps evaluators to evaluate learning programs in detail by looking at learning programs through 3 dimensions: behavior knowledge, attitudes, and skills. according to patton (1990: 14), “qualitative methods typically produce a wealth of detailed information,” can be interpreted that qualitative methods usually produce a wealth of detailed information. the views of denzin and lincoln (2009: 5), that qualitative research means many things at the same time. they have a focus of attention with a variety of paradigms. according to ghony dan almanshur (2012: 76), that qualitative approach provides space for researchers to study a system and the relationship of all activities in the system that can be seen totally, not partially. method research of training and education programs evaluation for headmaster candidates is oriented towards the value and benefits of the availability of a program. the program’s evaluation research approach uses qualitative and quantitative approachers. a qualitative approach is used to obtain data from interview, observation, field record, and documentation study. the quantitative approach is used to process and analyze the participants’ attitudes towards the implementation of the learning 86 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta program for headmaster candidates, and to analyze the test results before and after attending the training program. the method used was program evaluation by appkying kirkpatrick’s blended model (evaluating training programs), consisting of level 1 reaction, level 2 learning, level 3 behavior, and level 4 result, and cube 3 dimensions of hammond which include behavior, instruction, and institution. in this study, both models were combined and complementary. the institution was combined with kirkpatrick’s four level 2 learning to find out the extent to which the role of the learning organization of headmaster candidates contributed to the success of the participants. in level 3 behavior, according to kirkpatrick (2005: 3-21), the aim is to find out how changes in participants’ attitudes after returning to school, applying their experience after attending education and training. level 4 is the result or impact of learning outcomes of headmaster candidates in improving school conditions, school productivity, quality of work, and the formation of teamwork in schools that will have an overall impact on the results of school evaluation monitoring. the method applied in this program evaluation study relates to the training and education programs aspects. each aspect uses a different approach in gathering information as outlined in the program evaluation design compared to the success criteria. to determine the success rate of each component, the evaluation is based on category. to determine the category, according to azwar (2012: 147) because the category is relative, the extent of the interval that includes each desired category can be determined subjectively as long as the determination is within limits of reasonableness and common sense. the criteria for success in evaluating the program refer to azwar’s opinion, which is based on five levels of categorization (ordinal), placing individuals into groups whose position is tiered according to a continuum based on measured attributes. the research success criteria used are as follows: 1. if the value of x ≥ 80 is very good/very appropriate/very adequate that the percentage of achievement of the indicatior is very fulfilled. 2. if the value of 60 ≤ x < 80 is good/appropriate/adequate that the percentage of achievement of the indicator is fulfilled. 3. if the value of 40 ≤ x < 60 is sufficient enough that the percentage of achievement of the indicator is sufficiently fulfilled. 4. if the value 20 ≤ x < 40 is less appropriate/inadequate that the percentage of achievement of the indicator is not fulfilled. 5. if the value of x < 20 is very less/very inappropriate/very inadequate that the percentage of achievement of the indicator is very poorly met. determination of the success of the training program for headmaster candidates is decided if each component of the program gets a score above 70% of achievement of the evaluation results fulfilled. the research design in this study can be seen in the following figure. 87 blended information: *changes in attitude after learning *changes in attitude upon returning to school figure 1. research design results evaluation results are in accordance with standard policies, headmasters master personal, managerial, supervision, entrepreneurial, and social competencies. the headmasters’ competency demands have a set of knowledge, attitudes, and skills that can be experienced, mastered in carrying out their professional duties. the following are the results of the study: reaction is described in two aspects, namely: 1) the purpose of the training program for headmaster candidates as the participants, to fulfill the learning experience in order to qualify to be the headmaster who has very appropriate competency standards, 2) orientation of the needs of personality, managerial, supervision, enrepreneurship, and social is very adequate. institution consists of: teacher / instructor is a master trainer who has obtained very adequate qualifications and certification, and studen / training participants are in accordance with academic selection procedures in adequate regulations, 3) administrators who assist management of training by preparing teacing materials or modules, arranging schedules and time by coordinating with the local education office, preparing an assessment on service learning 1, on the job learning, and in service learning 2, learning activities, education and training facilities including consumption, adequate, 4) educational specialis in this case the institution leader or facilitator in directing the potential of training participants adequately, 5) community which is defined as support for participants participating in training is very adequate. learning includes: training organization which has competency structure with adequate competency achievement, instructions to the achievement of learning objectives including content is interpreted as adequate material and curriculum training program models, the material is prepared in accordance with adequate systematic competencies. method, clarity of objectives relevance to needs, systematic material, timeliness, assessment, and achievement of objectives are adequate. mastery of the material of the teacher’s abilities, relevance of material with objectives, methods of media, language, answering questions, quality, style and neatness, cooperation between facilitators, are all adequate. learning facilities, the accuracy of instructors choosing media, strategies and supporting tools, the selection of learning infrastructure, are very adequate. funding uses state budget (apbn) / regional government budget (apbd), but this research does not discuss it. behavior assessment is carried out in learning, there is an adequate document of participants’ assessment result. the assessment of participants implementing the result of education and training at school is considered adequate, there are documents of school headmaster in teacher performance, the results of school monitoring and evaluation are adequate. behavior of headmaster candidates from sman 7 bandar lampung with adequate result needs to be improved again. sdn 1 way hui, jatimulyo, south lampung has adequate result, but it needs to be improved. sman 1 sekampung udik, east lampung is very adequate, maintained. sdn 1 simba waringin, central lampung is adequate, but it needs to be improved. smkn 1 tegineneng, pesawaran is adequate, perfected. sdn 5 west metro is adequate, but it needs to be improved. sman 2 menggala tulang bawang is adequate, but it needs to be improved. sman 1 pagelaran pringsewu is adequate, maintained. result impact of participants participating in training for quality work, school quality, and increased productivity are stated in the teacher performance appraisal assessment document, teacher competency test, school rating, shool quality, school type, school eds result, teacher achievement notes before and after training, and the number of applicants in the school. the results of the evaluation of the training at smkn 7 bandar lampung are adequate and needing to be improved. sdn 1 way hui, south lampung is adequate, greatly enhanced. sman 1 sekampung udik, east lampung timur is adequate, improved again. sdn 1 simba waringin, central lampung is adequate, but it needs to be improved again. smkn 1 tegineneng, pesawaran is adequate, but it needs to be improved. sdn 5 west metro is adequate, but it needs to be improved. sman 2 menggala, tulang bawang is adequate, but it needs to be improved. sman 1 pagelaran, pringsewu is very adequate, maintained. assessment of instructional and institutional is adequate. training program model is adequate. assessment of pre-test and post-test improved. assessment of participant attitudes obtained from instructors and organizers is average good. changes in the attitude of headmaster candidates in workplaces in eight districts / cities in lampung are, headmaster candidates (cakep) of smkn 7 bandar lampung are in good behavior, good quality of the school. cakep of sdn 1 way hui, south lampung changes in work behavior are good, but the school quality still needs to be developed. cakep of sman 1 sekampung udik, east lampung changes in work behavior are good, the school quality is good. 88 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 89 cakep of sdn 1 simba waringin, central lampung changes in good work behavior, good school quality. cakep of smkn 1 tegineneng, pesawaran offers changes in work behavior very well, but the school quality still needs to be developed. cakep of sdn 5 west metro, metro city changes in good work behavior, but the school quality needs to be developed. cakep of sman 2 menggala, tulang bawang changes work behavior very well, the school quality is good. cakep of sman 1 pagelaran, pringsewu changes in work behavior are very good and the shool quality is also very good. the implementation of the learning system as well as testing the candidates for school leaders organized by the education quality guaranty institution according to the stages implemented show good result. however, ther are still sub-components that need to be reviewed and improved. the learning system of school leader candidate can answer the need of candidates to meet competency standard. increased attitudes needed by school leader candidates look good and have increased. the quality and achievement of the school with the learning system that has been followed by the school leader candidats can achieve the values of benefits that greatly affect the school’s performance and work environment. specifically described as follow: headmaster competency standard policy program evaluation answers the problem of how government policies implement learning systems and testing of shool leader candidates. the limitation of evaluation on this evaluation is the goal of the training program for headmaster candidates oriented to the competency needs of participants, the implementation of training provides a learning experience to achieve the headmaster competency standard. the results of policy program evaluation relating to the teaching program process and the testing of school leader candidates are carried out by accredited institutions according to their authority, and the regional education office is responded by headmaster candidates in improving the competency standard of school leaders. this shows that the training program for headmaster candidates is very important to be carried out continuously in preparing teachers as competent school leaders. analysis of headmaster competency standard shows the proper rationalization of the importance of this program as one of the government’s commitments in improving the competence of headmasters. the reaction aspect of the participants answering the implementation of candidate training program for shool leaders in providing participants’ learning experiences is through the use of various resources. whether the training participants are satisfied with the implementation of the training followed, there are two main dimensions in the implementation aspects of the training program, namely the reaction and institution dimensions in the implementation of learning, the reaction to assess participants’ perceptions of the training being followed in this case the intituition. the evaluation results show that the training of headmaster candidates is organized with systematic planning clearly programmed, achieving goals by answering the competency problems of participant. the evaluation model used is to accommodate the opinios of participants on the expected implementation of the training of headmaster candidates. the learning dimensions of the headmaster candidates’ training program for the achievement of clear instruction include the presentation of material, selection of methods, use of the media, use of infrastructure, time allocation, and sources of funds, while the dimensions of the training program for headmaster candidates include the role of the instructor / facilitator, the role of the the participants, the role of the manager / organizer of training, and the role of the environment. this evaluation assesses the dimensions as a whole. from each dimension, there are several components that are assessed by both participants and training instructor. the use of time allocation to discuss learning material by the instructor is considered good, but it needs to be reviewed to be improved, this together with participants’s assessment of time allocation as a supporting tool found in learning. the training method chosen by the instructor to provide participants with a good learning experience can still be improved so that it is more perfect. supporting infrastructure related to the provision of consumption during the training is considered good by the participants. all components of the learning and instruction aspect of that dimension are considered good or adequate. however, what needs to be improved by the trainers in their participation involves the participants in discussing the training material, which is considered good by the participants. this assessment is continuous with the participant’s assessment of time allocation as a means of supporting the implementation of training in the learning dimension. all components in the learning aspect of two dimensions are considered appropriate. however, there are indications that still need to be improved by the instructor in his role involving training participants, especially in discussing material on learning. the role of the facilitator and training provider needs to increase their role in involving participants, needing to improve monitoring for participants. based on the result of these assessments, it can be concluded that it should be noted that the right time allocation to discuss material that requires demonstration, simulation, or practicum, so that instructors and facilitators can provide learning experiences as planned in the design of the study program for the headmaster. the implementation of training programs for headmaster candidates evaluation of aspects of learning and instruction answers about how training programs are designed, and program models are developed. this model is considered as a learning system approach, and accommodates the competencies expected by participants based on those needs, so the final goal can be formulated after participants participate in the training program for headmaster candidates, participants have the principal’s competency standard. the model of the training program for headmaster is considered appropriate as a training program model, but in this evaluation, it is indicated that the model needs to be refined so that it can guide the implementation of training programs, by clearly describing each component contained by the model. based on the results of the assessment, the objectives of the training and education programs have been formulated by taking into account the requirements for formulating clear, measurable objectives, training results can be observed through the instructional analysis process so that the training program has a competent structure with complete structured and tiered objectives the training program for headmaster candidates answers the problem of how education and training programs are designed to reach the competencies of participants. evaluation of the design of the program requires a clear picture of the procedure, strategies implemented to teach participants, and creating learning activities that utilize resources and are scheduled. the design of the education and training program includes the structure of competencies, the design of the education and training program developed in the form of a matrix, and a curriculum which is the implementation of scheduling. the criteria for evaluating the assignments of the training program participants are designed with reference to the competency structure, but they still need to be improved considering the suitability of the scope, completeness, and depth of tasks with the measured competencies considered to be optimized. the results of the participant's learning assessment before the training and after the training are improved, this indicates that the learning experience is well mastered by the participants, but it still needed to be improved to be very good. attitude changes of participants after training back to school evaluation of behavioral aspects answers problems about how changes in the attitude of training participants during the course of learning in class and changing attitudes after returning to 90 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 91 work. the product of the education and training program is a learning experience gained during the training. the real manifestation of participants' learning experiences is applied in the form of changes in work attitudes in their workplaces, the application of personality, managerial, supervision, entrepreneurial and social competencies in advancing schools. improving the performance of prospective school principals has implications for work performance and good quality of schools. the results of the assessment indicate that the overall education and training participants from each district representing their schools have made changes to their workplaces which are considered good, but they still need to be improved for the better. this is indicated by the duties and authority given by superiors to prospective school principals from teachers to vice principals and other fields that are closely related to the task of increasing school management. overall, the results of the assessment of changes in work attitudes of prospective school principals or former training participants based on evaluations are considered good / adequate. impact of training headmaster candidates evaluation of the results of the prospective headmaster answers the problem of the impact of the training of candidates for school leaders on work performance, quality of work, work productivity of candidates for school leaders and school performance. the impact of participating in the training of prospective school principals for participants from each district representing their schools is a very good improvement. the results of the assessment indicate that headmaster candidates have adequate learning experience in participating in training programs. this is evidenced by the increased work performance and school achievement achieved by the headmaster candidates with the duties and authority recommended by the headmaster to assist the headmaster in organizing the school as the vice principal, and continued with the appointment as headmaster. of the eight districts evaluated there are four principals who havebeen appointed, and four deputy principals, this component is considered adequate. conclusion in general, the research policy of implementing government training for headmaster candidates is considered adequate. the implementation of education and training in providing participants’ learning experiences is organized with systematic planning, clearly programmed, achieving goals answering participants’ competency problems. it should be noted that the right time allocation to discuss material that requires demonstration, simulation, or practicum, so that instructors and facilitators can provide learning experiences as planned in the design of the training program for headmaster candidates. the evaluation of participants’ learning outcomes before participating in the training and after attending the training there is an increase, as evidenced by the score before the training with the score after following the training there is a significant difference, judged good or right, this indicates that the learning experience is good or appropriate, but it still needs to be improved for the better. use of cube evaluation model 3 dimensions in program evaluation studies allows evaluators to assess aspects of learning. the dimensions of instruction and institution in the learning system are interrelated unity in the achievement of competencies in knowledge, attitudes, and skills. changes in behavior after training and returning to school include the application of the five competencies of the principal, the results of which are concluded to be adequate. the impact of 92 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta the education and training of prospective school principals includes the quality of work, the quality of the school, the accuracy of work, good / adequate. recommendation 1. for the head of the education quality guaranty institution (lpmp), it is recommended that education programs for headmaster candidates are needed in improving the competency of school principals as well as the quality of schools. lpmp need to prepare adequate components in relation to the instructional and institutional dimensions of learning. behavioral knowledge, attitudes, and skills need to be improved by taking into account the indicators of effective success. 2. the person in charge of the training program for headmaster candidates should always carry out evaluations in the context of planning, implementing and evaluating the program including instructors involved in providing learning experiences, to see the gaps that occur in the implementation of the program as a whole. 3. the organizer of the headmaster candidates’ training program consisting of a team of instructors and facilitators needs to find the latest literature on training strategies needed to meet the training needs that are held to motivate the participants’ learning spirit. the affirmation of education and training rules needs to be improved to be followed by participants, cleanliness of training rooms, consumption space during implementation needs to be improved. 4. training instructors and facilitators need to review varied methods, media, and strategies in providing learning experiences, so that training participants are more active and creative in participating in training. the use of time allocation during training needs to be refined to suit the material discussed, so that maximum completeness can be achieved. 5. training participants who achieve less grades should repeat the material that has not been mastered to get the minimum standard completeness set and not forced. this is needed in order to gain mastery of competent candidates for qualified principals, and not just complete the training program for prospective school principals. 6. for the office of education and institutions related to the appointment of the position of headmaster, strict selection with the competency test of the principal is needed. given the long lag after training with the opportunity to appoint as headmaster, use procedures that are transparent and accountable which aims to standardize the principal, not the interests of certain parties. 7. for the school itself, organizing the training of prospective school principals is one of the efforts to improve the feasibility standard according to the demands of national education standards, and have an impact on improving the quality of quality schools. 8. blended application kirkpatrick's evaluation model with 3-dimensional cubes in this evaluation study blends and complements each other so that it becomes a harmonious combination of models. kirkpatrick's evaluation model as the main model is complemented by the hammond 3dimensional cube model with cells that detail the aspects of behavior, instruction, and institution. references aiken, lewis r., dan gary groth-marnat. (2009). pengetesan dan pemeriksaan psikologi. terjemahan hartati widiastuti s.s. pt indeks. azwar, saifuddin. (2012). penyusunan skala psikologi.yogyakarta: pustaka pelajar. denzin, norman k. dan yvonna s. lincoln. (2009). handbook of qualitative reserarch. terjemahan dariyatno dkk. yogyakarta: pustaka pelajar. 93 ghony, m. djuanaidi dan fauzan almanshur. (2012). metodologi penelitian kualitatif. jogjakarta: ar-ruzz media. james h. stronge, holly b. richard, dan nancy catano. (2013). kualitas kepala sekolah yang efektif, terjemahan siti mahyuni. jakarta: indeks. kirkpatrick, donald l., dan james d. kirkpatrick. (2005). evaluating training programs. san fransisco: bernett-koehler publishers, inc. patton, michael quinn. (1990). qualitative evaluation and research methods. california: sage publications, inc. peraturan menteri pendidikan dan kebudayaan ri nomor 13 tahun 2007 tentang standar kompetensi kepala sekolah. siswandari. (2013). petunjuk pelaksanaan pemerolehan nomor unik. surakarta: lembaga pengembangan dan pemberdayaan kepala sekolah. wahjosumidjo. (2008). kepemimpinan kepala sekolah. jakarta: raja grafindo persada. worten, blaine r., james r. sanders, dan jodi l. fitzpatrick. (2011). educational evaluation: alternative approach and practical guidelines. new york & london: longman publishers. 149 | jisae. volume 6 number 2 september 2020. https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 6 no 2 (2020) website : http://journal.unj.ac.id/unj/index.php/jisae the evaluation of the national objectives on the early childhood care education (ecce) program in gwagwalada area council of fct, abuja, nigeria ogunode niyi jacob federal university wukari, nigeria. abstract the objectives of this study were to evaluate the national objectives of early childhood care education (ecce) programme in gwagwalada area council of fct, abuja, nigeria. the research designed method adopted for this study was descriptive survey. the method used for selecting the sample of the study was purposive random sampling technique. 200 respondents were selected for simple sampling techniques. questionnaire was used for data collection in the study and the reliability of the instrument was determined by using split-half method. the results the research showed that the national objectives of the early childhood care education (ecce) includes; effect on a smooth transition from home to school, prepare the child for the primary level of education, provide adequate care and supervision for the children while their parents are at work (on the farm, in the market or offices), instill the social norms, instill the spirit of inquiry and creativity through the exploration of nature, the environment, art, music, playing with toys and so on, develop a sense of cooperation and team spirit, learn good habits, especially good health habits and teach the basics of numbers, letters, colours, shapes, forms and so on through playing. it has been achieved to the moderate extent in all the centres of sample in gwagwalada area, council of fct. keyword: evaluation, (ecce) programme, education. address for correspondence: ogunodejacob@gmail.com introduction nigeria is the giant of africa. every one in four sub-saharan people reside in nigeria. it is africa’s most populous country. nigeria is the seventh most populous country in the world, with estimated population of 42.5 million people at the time of independence in 1960. presently, nigeria’s population is estimated to be 200 million people in 2020 by world-bank. it was anticipated by the united nations that nigeria will become the third largest country in the world by 2050 with 399 million populations. the capital of nigeria is abuja with 36 states and 744 local governments in total. nigeria practices a federal system of government. nigeria is a multilingual country and home to more than 500 different ethnic groups. the languages of the three largest groups, the yoruba, the ibo, and the hausa, are the language of instruction in the earliest years of basic instruction; they are replaced by english in grade 4. education is administered by the federal, state and local governments. the federal ministry of education is responsible for overall policy formation and ensuring quality control, but is primarily involved with tertiary education. school education is largely the responsibility of state (secondary) and local (elementary) governments. nigeria’s education system encompasses http://journal.unj.ac.id/unj/index.php/jisae 150 | jisae. volume 6 number 2 september 2020. three different sectors: basic education (nine years), post-basic/senior secondary education (three years), and tertiary education (four to six years, depending on the program of study). in 1999 the universal basic education (ube) programme was launched in nigeria, with the objectives of providing “free, universal and compulsory basic education for every nigerian child aged 6-15 years”. due to the lack of legal support, the programme was not be able to be implemented immediately in 1999. the ube programme took off effectively with the signing of the ube act in april 2004. the universal basic education was made up of three components, the component includes: 1. children aged 3-5 years, for early children care and development education (eccde); 2. children aged 6-11+ years for primary school education; 3. children aged 12-14+ years for junior secondary school education. the scope of the universal basic education included the following: a. programme and initiatives for early children care and development education (eccde); b. non-formal skills and apprenticeship training for adolescents and youth, who have not had the benefit of formal education." c. out-of-school, non-formal programme for the updating of knowledge and skills for people who left school before acquiring the basics needed for lifelong learning; d. the programme and initiatives for the acquisition of functional literacy, numeracy and life skills, especially for adults (persons aged 15 and above); e. special programme of encouragement to all marginal groups: girls and women, nomadic populations, out-of-school youth and the almajiris (qur’anic student); early children care and development education are very important to the country because it is the first education of children will be exposed to. the early children care and development education provides the basic education to the children. the early children care and development education means different thing to different people. according to eunice (2016) early children care and development education are the care, stimulation and instruction for children between three to five years of age in a preschool with their teachers and care givers. maduewesi (1999) viewed early childhood care education as the education offered to children who have not yet reached the statutory age of beginning primary school. he further maintained that it is a semi-formal education arrangement, usually outside home where children from about the age of 3 years are exposed through play like activities in a group setting through mental, social and physical learning suited to their developmental stages, until the mandatory age of government approved formal school. while the frn (2004) defined that early childhood care education (pre-primary education) as an education given in an educational institution to children aged 3-5 plus prior to their enrollment in the primary school. this education is very important for the children because of their age. this period is very crucial as the first two years of their training are spent in the creation of a child’s first sense of self or the building of the first identity. it is important to note that early childhood period is a time of a remarkable brain development. according to frn (2013) the objectives of early childhood education are as follows: 1. effect a smooth transition from home to school 2. prepare the child for the primary level of education 3. provide adequate care and supervision for the children while their parents are at work (on the farm, in the market or offices) 4. instill the social norms 151 | jisae. volume 6 number 2 september 2020. 5. instill the child’s spirit of inquiry and creativity through the exploration of nature, the environment, art, music and playing with toys and so on. 6. develop a sense of cooperation and team spirit 7. learn good habits, especially good health habits, and 8. teach the basics of numbers, letters, colours, shapes, and forms and so on through play. due to the important of early childhood care education in the education generally, many researchers have developed interest in researching on it to improve it quality worldwide. in nigeria, some researches have been carried out on it. ajayi (2007) in his study listed eight reasons given at these fora in supporting the provision of affordable, quality programme of early childcare that are community based, and which are linked with health care and nutrition as part of an integrated approach to meeting the needs of the young child. these reasons include: 1. from the age of six, according to research findings, children experienced rapid mental, social and physical development until the age of six, their brains would have developed to almost the size of an adult; 2. the convention on the rights of the child stipulates that children have a right to live and develop to their full capacity; 3. moral and social values postulate that through children, societies pass on values and culture from generation to generation; 4. supporting the development of the child physically and mentally leads to increased enrolment, improves performance and the society generally. 5. provision of early childcare facilities and offer equal opportunities to children from both the privileged and disadvantaged homes. 6. a programme in early childhood development should be used as an entry point for other developmental activities which will benefit the entire community; 7. ecc (early child care) projects should be linked with other developmental activities for women, nutrition, health, water and sanitation. 8. there is a growing demand for better ways of caring for children through an ecc project given the advancement in science and technology which now ensures the survival of many more children, thereby increasing population growth. eunice (2016) carried out a study to examine the extent to which instructional supervision relate to caregiver performance in, federal capital territory, abuja. the research design is descriptive survey. six area councils were purposively selected for the study. stratified random sampling was adopted to select 25 centers representing 12% of the entire populations, as sample. simple random sampling was used to select a caregiver from each center making a total of 25 caregivers as respondents. two validated instruments tagged instructional supervisory techniques questionnaire (istq), and care-giver effectiveness questionnaire (cpq) were used to collect relevant data for the study. percentages and means were used to answer the research questions. the findings revealed that adequate supervision in the early childhood education assists caregiver in acquisition of new skills; help inexperienced caregiver to acquire new method of teaching and helps them identify children with learning impairment, though not done regularly. the researcher recommends that school headmaster encourage frequent supervision of instruction in their various schools. teachers who are well trained and have the knowledge of the theory and practical education should be recruited. 152 | jisae. volume 6 number 2 september 2020. ishola (2016) in his article outlined the following as the characteristics of preschool sections in the public primary schools in nigeria as of november 2015: a. the centres had no curriculum that guided their activities. most of the time, the teachers either borrowed from the nearest private school (the curriculum used by the private schools is foreign-based) or relied on the experience of the teachers to decide what to teach. b. about 75% of the public schools in southwest part of nigeria did not have any of the policy documents. therefore, the teachers were not aware of the policies guiding the implementation of ece in the country. c. children of different ages were given admission and were put into the same class in most cases. the age ranged from 2 years plus to 5 years plus. all the children were exposed to the same activities in the learning area. d. ‘experienced’ primary school teachers were redeployed to teach at the pre-primary section. these ‘experienced’ teachers were those that had at least national certificate in education (nce), who studied primary education studies (pes) and had been teaching for many years. government failed to employ teachers that studied ece to handle the children. e. the major teaching strategy was direct instruction (teacher-centred) and the children were taught using say-after-me, songs and at times, rhymes methods to commit the content into the memory of the children. the children were only allowed to play (unguided and unplanned for) during short break (10 minutes), long break (30 minutes) and closing hour when going home. f. the language of instruction was the english language which was interchangeably used with the language of the immediate community (lic) occasionally. teaching lic to the children was by choice; while some centres do, some do not at all. g. the only facilities in the learning centres were chairs, tables and chalkboard for the children and caregivers. learning resources were either not supplied at all or grossly inadequate. those supplied facilities were kept out of reach of children in the name of protection from being getting spoilt. h. the activities were mainly academic and the focus was to develop the intellectual ability of the children. the social, emotional and physical development domains of the children were ignored by the centres. i. about 70% of the centres visited had a single teacher working with the children. there were situations in which a teacher was meant to teach the children and one other primary class at the same time. j. the learning environment was generally unattractive and lacks both indoor and outdoor playing materials. there were playing grounds for the children but none of the centres had play materials; the playgrounds were not well-kept and safe for the children. ishola(2016) also listed the characteristics of many private low-cost preschool centres in nigeria: a. majority of the owners of these centres have no academic experience in child development; the centres are established as business ventures. b. almost all the teachers working in these centres are not professionally qualified though very few might be academically qualified. c. the centres are known for not having playgrounds for the children. d. teachers are strictly monitored to force children to learn through memorization. e. these schools deliberately violated age-suitability rules in an attempt to claim better quality than other competing schools. 153 | jisae. volume 6 number 2 september 2020. the high cost preschools have the following characteristics as mentioned by ishola (2016). the features of the centres are as follows: a. the centres run foreign-based curriculum and try to blend some local issues, such as language and few cultural practices in it. b. most of these centres do not have any of the policy documents for ece in nigeria in their schools because their practices are guided by the foreign country where the curriculum is adopted from. c. professionally and academically qualified teachers are found in these centres. when a nonprofessional teacher is employed, such is sent for training, most of the times, abroad to acquire the necessary skills to work with children. besides, there are periodic in-service training for the teachers to keep them abreast of the job. d. the teachers adopt children-centred methods and strategies to enhance the children development. e. the available facilites are sufficient for children’s activities and their utilization is adequate. f. the language of instruction is in foreign language. g. the learning environment is usually attractive to children and arranged strategically to stimulate children’s learning and development. h. the shortcomings of this type of centres are: the use of foreign-based curriculum to develop nigerian children; lack of contextual appropriateness in their practices and the high cost of education which is beyond the average of citizen could afford. ghana ahmed (2014) conducted a study to provide an overview of challenges confronting early childhood education in the winneba municipality in the central region of ghana. it looks at factors that might have contributed to such challenges and what measures could be put in place to address them. using a descriptive survey research design, 17 participants consisting of early childhood educators, heads of early childhood centers, parents, and the national coordinator of early childhood programme in ghana participated in the study. findings revealed that challenges associated with early childhood education in the winneba municipality include: public prejudice about the relevance of early childhood educational programs to the child’s education and development, lack of parental involvement and commitment to early childhood education, lack of teaching staff, infrastructure, and institutional barriers. reasons identified for such challenges included lack of education on the part of the public about the place and relevance of early childhood education in the total educational setup. to address the identified challenges, study participants recommend increasing public sensitization, education, partnership and commitment. evaluation of educational programme is very important to the development of educational sector. evaluation helps to examine the progress achieved so far. the programme has achieved the objectives that have been set. bloom in ali and ndubuisi (2006) defined evaluation as making judgement about the value of concepts, methods or materials for some particular purposes. evaluation involves the use of criteria and standards to determine the degree to which specific factors achieve accuracy, effectiveness, economy or satisfaction while nworgu (2006) sees it in broader and more encompassing senses as a process of seeking, obtaining and quantifying data with a view of making value judgement about objects, events or their characteristics. 154 | jisae. volume 6 number 2 september 2020. ohuche and akeju, (2007) stated that evaluation conducts the specification of objectives from several aspects of education and assessment of the extent to which these goals have been achieved. the authors stated that it strives to conduct the assessment based on the objectives and criteria as well as the evidence informed. the authors outlined the four main objectives of evaluation to be: a) giving account of how far the objectives of programme have been achieved b) giving guidance for the step to be taken next. c) making educational decision and d) making assessment. in order to achieve the stated goals of early childhood education and to lay good educational foundation for physical, emotional, mental, moral and cognitive development of children, there must be constant evaluation early childhood education programme to measure the progress made so far in the implementation of the programme nationwide and in gwagwalada area council of fct specifically. from the above literature reviewed, it is obvious that there is a research gap on the evaluation of the national objectives of early children care and development education in nigeria and in gwagwalada area council of fct, abuja, nigeria. based on the research gap, the objectives of this study is to evaluate the national objectives of early childhood care education (ecce) programme in gwagwalada area council of fct, abuja, nigeria. specifically, the study was intended to: 1) find out the extent to which the objectives of the early childhood care education (ecce) have been achieved in gwagwalada area, council of fct. 2) evaluate the national objectives of early childhood care education (ecce) programme in gwagwalada area council of fct, abuja, nigeria. based on the objectives of this study, the researcher developed one research question to guide the study: 1) to know the extent to which the objectives of the early childhood care education (ecce) have been achieved in gwagwalada area council of fct. method the objective of this study was to evaluate the national objectives of early childhood care education (ecce) programme in gwagwalada area council of fct, abuja, nigeria. the research designed method adopted for this study was descriptive survey. the method used for selecting the sample of the study was purposive random sampling technique. 200 school administrators and teachers were chosen from ten early childhood care education (ecce) centres in the gwagwalada area council of fct, abuja. questionnaire was the instrument used for data collection in this study. the questionnaire was entitled “evaluation of neccd questionnaire” with seven sub-item questions. the respondents filled all the items of the seven questions on a scale of four points modified by likert rating scale with scores ranging between 1 and 4 as follow; great extent (ge) = 4; moderate extent (me) = 3; less extent (le) = 2; no extent (ne) = 1. two researchers in the early childhood education were given the questionnaire to check it before it was used. the instruments were tested through pilot-testing in one of the early childhood education centers, in abaji area council, a closer area council. the reliability of the 155 | jisae. volume 6 number 2 september 2020. instrument was determined using split-half method. the instruments were administered to randomly select ten (10) caregivers in the early childhood education center. spearman brown’s formula called the coefficient of equivalence was used to determine the scores. the instrument recorded high levels of reliability 0.72 and 0.75. all research questions were answered through simple percentage, mean scores. the mean scores above 3.0 are accepted as positive while those below are negative and rejected. results and discussion to find out if the national objectives of the early childhood care education (ecce) has been achieved in gwagwalada area council of fct. s/n item sa a sd d mean decision 1 the objectives of smooth transition from home to school of eccde is achieved 150 29 9 13 3.57 moderate extent key: great extent (ge) = 4; moderate extent (me) = 3; less extent (le) = 2; no extent (ne) = 1. the data on table 1 show that 89.5% of the respondents were in opinion that the objective of the early childhood care education (ecce) in gwagwalada area council of fct was achieved while 10.5% of the respondent disagreed. the means result of 3.57 is above the cut-off points indicates that the respondents accepted that the objective of the early childhood care education (ecce) in gwagwalada area council of fct is achieved to a moderate extent. s/n item sa a sd d mean decision 2 the objective of preparing the children for primary school is achieved. 141 29 19 11 3.54 moderate extent table 2 reveals that 85% of the respondents agreed that the objective of preparing the child for primary school of the early childhood care education (ecce) is achieved in gwagwalada area council of fct and 15% of the respondents were of the view that is has not been achieved. the mean result obtained was 3.54 is above the cut-off point which implies that the respondents accepted that the objective of the early childhood care cducation (ecce) in preparing the child for primary school is achieved in gwagwalada area council of fct to a moderate extent. s/n item sa a sd d mean decision 3 the objective of providing adequate care and supervision for the children while their parents are at work (on the farm, in the market, office, etc) is achieved 139 33 21 7 3.52 moderate extent 156 | jisae. volume 6 number 2 september 2020. table 3 reveals that 86% of respondents agreed that the objective of early childhood care education (ecce) in providing adequate care and supervision for the children while their parents are at work (on the farm, in the market, office etc.) is achieved in gwagwalada area council of fct while 14% of respondents were on the opposite. the mean score obtained was 3.52 which is above the cut-off points meaning that majorities of the respondents agreed that that the early childhood care education (ecce) objective of providing adequate care and supervision for the children while their parents are at work (on the farm, in the market, office etc.) is achieved in gwagwalada area council of fct, as moderate extent. s/n item sa a sd d mean decision 4 the objective of instilling social norms and values in the children is achieved. 120 39 29 12 3.46 moderate extent table 4 reveals that 79.5% of the sample of teachers and schools administrators were of the views that the goals of early childhood care education (ecce) is to instill social norms and values in children is achieved in gwahgwalada area council of fct, while 20.5% of respondents disagreed. the mean scores obtained is 3.46, indicating that the objectives of early childhood care education (ecce) to instill social norms and values in children is achieved to moderate extent in gwahgwalada area council of fct. table 5 shows that 83.5% of respondents agreed that the purpose of instilling children’s spirit of inquiring and creativity through the exploration of nature, the environment, art, music and playing with toy is achieved in early childhood care education (ecce) in gwagwalada area council of fct while 16.5% of respondents disagreed. the cut-off point is above 3.0 meaning that the early childhood care education (ecce) objectives of instilling the children’s spirit of inquiring and creativity through the exploration of nature, the environment, art, music and playing with toy is achieved to a moderate extent in gwagwalada area council of cft. s/n item sa a sd d mean decision 6 the objective of developing in the children’s sense of cooperation and team-spirit is achieved. 170 19 5 6 3.86 moderate extent s/n item sa a sd d mean decision 5 the objective of instilling the child’s spirit of inquiring and creativity through the exploration of nature, the environment, art, music and playing with toy is achieved. 130 37 23 10 3.50 moderate extent 157 | jisae. volume 6 number 2 september 2020. table 6 shows that 94.5% of respondents were on the opinion that the early childhood care education (ecce) objectives in developing the children’s sense of cooperation and teamspirit is achieved while 5.5% of respondents were on the opposite opinion. the cut-off point obtained is 3.86 indicating that early childhood care education (ecce) in gwagwalada area council of fct objectives in developing the children’s spirit in inquiring and creativity through the exploration of nature, the environment, art, music and playing with toy is achieved to a moderate extent. s/n item sa a sd d mean decision 7 the objective of learning good habits and the basics of letters, numbers, colours, shapes and forms is achieved 162 10 18 10 3.55 moderate extent table 7 reveals that 86% of respondent agreed that early childhood care education (ecce) objectives in learning good habits and the basics of letters, numbers, colours, shapes and forms is achieved while 14% disagreed. the mean point obtained is 3.55 meaning that the early childhood care education (ecce) objectives in learning good habits and the basics of letters, numbers, colours, shapes and forms is achieved to a moderate extent. conclusion the general objectives of this research were to evaluate the national objectives of early childhood care education (ecce) programme in early childhood care education (ecce) centres in gwagwalada area council of fct, abuja, nigeria. specifically, the study was intended to: 1) find out the extent to which the objectives of the early childhood care education (ecce) have been achieved in early childhood care education (ecce) centres in gwagwalada area council of fct. 2) evaluate the national objectives of early childhood care education (ecce) programme in gwagwalada area council of fct, abuja, nigeria. the data collected from the research showed that the national objectives of the early childhood care education (ecce) which includes, effect a smooth transition from home to school, prepare the child for the primary level of education, provide adequate care and supervision for the children while their parents are at work (on the farm, in the market or offices), instill social norms, instill the child’s spirit of inquiry and creativity through the exploration of nature, the environment, art, music and playing with toys and so on, develop a sense of cooperation and team spirit, learn good habits, especially good health habits and teach the basics of numbers, letters, colours, shapes, and forms and so on through play has been achieved to a moderate extent in all the centres sampled in gwagwalada area council of fct. 158 | jisae. volume 6 number 2 september 2020. acknowledgement i thank all the institutions and people that contributed to the project, especially the respondents and the people that supported me financially. thank you all for your support. references afriadi, bambang, ‘effective management class concept (case study: student behavior problematics)’, jisae: journal of indonesian student assesment and evaluation, 4.2 (2018), 83–94 <https://doi.org/10.21009/jisae.042.07> ahmed, a. (2014) challenges facing early childhood education in ghana. what do stakeholders, say?.advances in social sciences research journal – vol.1, no.3 ajayi, h.o. (2007). book development for under-fives. a paper presented at 5th pan-african reading for all conferences, 6-10 august, university of ghana, legon. ali, a. &ndubusis, a. (2006). an evaluation of the in-service sandwich programme of the institute of education, university of nigeria, nsukka: an occasional publication. onitsha: innosco press. bloom, b.s. (1956). a taxonomy of educational objectives: handbook 1: the cognitive domain, new york: daid mackay co. eunice, b. o. (2016) influence of early childhood instructional supervision on caregivers’ effectiveness in federal capital territory centers, abuja nigeria .international journal for cross-disciplinary subjects in education (ijcdse), volume 7, issue 1 federal republic of nigeria (2013). national policy on education. 6th edition (revised) lagos: nerdc press. ishola, a, s.(2016) nigerian early childhood education policies and practices for sustainability. european journal of research and reflection in educational sciences vol. 4 no. 5,issn 2056-5852. p-5 nawati, sri. (2019). evaluation of basic school program in paser regency east kalimantan. jisae: journal of indonesian student assessment and evaluation, 4(1), 30 36. https://doi.org/10.21009/jisae.041.04 nworgu b.g. (2006). educational measurement and evaluation nsukka: hallman publishers. ohuche, r.o. &akeju, s. a. (2007). testing and evaluation on education. lagos: african education resources. maduewesi, e. j. (1999). early childhood education: theory and practice. lagos: macmillan nigeria publishers limited. 1 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 7 no 1 (2021) website : http://journal.unj.ac.id/unj/index.php/jisae relevance of the cippo model in the evaluation of industrial work practices programs in integrated islamic vocational school nur anisah1 sekolah islam terpadu fitrah hanniah bekasi dinny devi triana2 universitas negeri jakarta anan sutisna3 universitas negeri jakarta erwin sulaeman4 universitas negeri jakarta abstract the objective of this study is to investigate the implementation effectivity of the ma’had aljamiah program in iain sulthan thaha saifuddin jambi. the design of the study is the evaluative survey by applying cipp and dem evaluation models. in this research, the evaluation result level is devided into five categories, that are: very good, good, moderate, fair, and not applicative program. the result of the study is ma’had aljamiah program included in moderate category. some reasons for stating the program included in this category are the college does not have any permanent clasrooms, students’ desks and chairs, library, book references, and mosque. ma’had aljamiah does not have specific curriculum in learning process program. most of the lecturers do not make learning plan. they do not evaluate students’ learning performance, both theory and application in the way of doing practice worship. based on the results of the study it is recommended to the leaders of al-jami'ah ma'had to fulfil infrastructure the college and remind the lecturers to prepare lesson plans and carry out the evaluation of both theory and application in the way of doing practice worship learning. keywords program evaluation, ma’had aljamiah, cipp and dem models address for correspondence: 1nuranisah_9912818005@mhs.unj.ac.id 2dinnydevitriana@unj.ac.id 3asutisna@unj.ac.id introduction useful industrial work practices provide valuable practical experiences to broaden the knowledge of students. a high work attitude can also be had in the implementation of industrial work practices as well as motivation in improving the work ethic of students as graduates of vocational high school (aferi, 2019). motivation and the creation of a work culture culture in schools will help students have readiness to enter the world of industry or the world of work (adams et al., 2017). in the era of transformation of the current 4.0 industrial revolution system there are five impact clusters, namely: on the field 1) economy: growth, employment and the nature of work, 2) business: consumer expectations, better data products, collaborative innovation and new operations research, 3) national-global relations: http://journal.unj.ac.id/unj/index.php/jisae mailto:nuranisah_9912818005@mhs.unj.ac.id mailto:dinnydevitriana@unj.ac.id mailto:asutisna@unj.ac.id 2 governance; country, region and city; national security, 4) public; inequality and middle class, community, 5) individual; identity, ethical morality; human connections, public and private management (nugraha, 2019). these five things are the foundation that must be built firmly in anticipation of the impact of the transformation of the industrial revolution era 4.0. in facing economic, social and cultural openness among countries globally, especially in the implementation of the asean economic community (aec) which took effect at the end of 2015, indonesia is faced with increasingly fierce competition, including in the provision of workers who will fill the need for labor in the fields of industry, trade, tourism and other jobs in mea member countries (ferguson, 2014). if indonesia does not prepare to provide skilled, intermediate, to professional workforce, starting from improving access and quality of secondary education, it is certain that indonesia will only become a shelter for skilled workers, intermediate to professional from mea member countries (rohman & ningsih, 2018). facts based on data published by the central statistics agency in august 2016 show that the employment structure in indonesia had based on graduates. the workforce that comes from junior high school graduates and below is 60.24%, while the workforce originating from secondary education graduates was 27.12%, and workers who come from college graduates by 12.24% (adam and rahayu, 2019). through presidential instruction (inpres) number 9 of 2016 concerning revitalization of vocational high schools, the world of education, especially smk had helped because it will create synergy between related agencies and institutions in accordance with their respective duties and functions in order to raise the quality of smk. public interest in pursuing vocational education is inseparable from the level of absorption of smk graduates in the business world and in the industrial world (andriani et al., 2020). one of the government's policies on the implementation of vocational high schools or smk in indonesia is link and match (bellová et al., 2018). operationally, this link and match policy is expected to be able to change the supply driven approach to become demand driven, by involving the business world and industry to participate in the totality of planning, implementation, and evaluation of vocational education synergies between schools and du / di will determine the outcome of industrial work practice programs (malik and hasanah, 2019). according to garnett, one of the industrial work practice programs is the use of the world of work or the business world as a place of learning that offers added valued to educational institutions. through developing interests in terms of partnerships and intellectual capital (kamin et al., 2014) . the results of industrial work practice can be viewed from the mental psychological perspective (rahdiyanta, 2019). the stages of industrial work practice activities will affect the objectives of industrial work practice. to determine the level of achievement of the results of the industrial work practice program, evaluation is needed (anugerah and daryati, 2017). the mental readiness of students will affect the results of industrial work practices (skriner et al., 2017). according to prosser, vocational education will be more effective if it is able to change individuals according to attention, the nature and level of intelligence at the highest possible level, it means that after conducting education and training (diklat) the trainees improve their skills (ardi, 2019). prosser is known for his principles in vocational education, including: (1) vocational education will be efficient if the environment in which students are trained is a replica of the environment in which they will work later. (2) effective vocational education can only be provided where the training tasks are carried out in the same manner, tools and machines as those prescribed in the workplace. (3) vocational education will be effective if it trains a 3 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 person in the habits of thinking and working as required in the job itself. (4) vocational education will be effective if the training experience to form work habits and correct thinking habits is repeated so that it fits what is needed in later work. (5) the process of developing habits that are effective in students will be achieved if the training is given in real work (value-laden experience). (6) a reliable source for knowing the content of training in a particular occupation is from the experience of these occupational experts (iriani & soeharto, 2015) the competition for vocational school graduates for employment is getting tighter because of the increase in the number of graduates who are not proportional to the growth in employment according to their expertise (almomen et al., 2016). integrated islamic vocational high school is a vocational high school that puts forward the concept educational research that combines the knowledge of qauli and qauni into one unit in learning so that it is expected that quality students will be born both academically and mentally and spiritually (widiawati et al., 2018). the indonesian integrated islamic school network as the empowering center for integrated islamic schools continues to strive to develop these schools into schools that have high quality standards with the uniqueness of integrated islamic schools (anugerah and daryati, 2017). atkinson (2015) states that work-based learning and the inclusion of the world of work into student learning in the education system and on the job training traditional vocational training have been through apprenticeships. has a strong focus on 'on-thejob' training, but also through training in 'work-oriented' institutions. the vocational education system must be able to respond quickly to technological changes according to the needs of the industrial world by continuing to evaluate and modify curriculum and partnership programs with the industrial world (kamin et al., 2014). the novelty in this study, seen from similar research, has the novelty of research respondents, namely students of integrated islamic vocational schools who have additional graduate competency standards and evaluate to the impact of students' absorption on du / di partners and changes in attitudes. based on this, it is necessary to evaluate the program to find out the obstacles in the implementation of the program. evaluation or assessment means the act of determining the value of something. in a broad sense, evaluation is a process of planning, obtaining, and providing information that is indispensable for making decision alternatives. one of the evaluation functions is as a measure of success, intended to determine the extent to which a program has been successfully implemented (iriani & soeharto, 2015). thus, based on the above explanation, this study aims to evaluate the implementation of industrial work practice programs in integrated islamic vocational high schools with context, input, process, product and outcome approaches. method the research approach used the cippo evaluation model developed by stufelbeam. this research is descriptive quantitative in evaluating the implementation of industrial work practice programs at integrated islamic vocational schools, conducted to determine the relevance according to context, input, process, product and outcome. this study measures the extent to which the appropriateness of industrial work practice programs is in line with the expectations of schools and the industrial world. looking at research data with predetermined research criteria in order to obtain information that will be used as material for further consideration, 4 recommendations and policy making for the advancement of industrial work practice programs at integrated islamic vocational schools. the research location of the integrated islamic vocational school fitrah hanniah bekasi. the data collection method was carried out by giving a questionnaire, with a sample of 73 students from three majors and class xii with a total of 60 students from three majors, namely tsm, tpmi and accounting with a total of 133 students who have participated in the industrial work practice program, four teachers who supervise industrial work practice programs, two deputy head of industrial relations, one deputy head of curriculum and one principal. result this research was conducted to identify the suitability of the industrial work practice program by referring to the cippo model seen from five dimensions, namely the dimensions of context, input, product process and outcome. based on the data that has been obtained, an analysis of the data is carried out so that it can answer the existing problems. the details of the data processing are based on 5 dimensions, namely: 1. evaluation of context, obtained the results of research on the objectives of industrial work practices program, student competence, work ethic, and link and match. data from the response of the school and du / di: table 1 statistical analysis of the response of the school and du / di no. respondents analyze the context dimension highest score lowest score mi sdi mean median sd total score 1. ia principal 70 14 42 9,3 4,071 4 0,27 57 2. ia teachers 70 14 42 9,3 61,75 59,5 4,86 59-69 3. ia deputy head of industrial relations 70 14 42 9,3 54,5 54,5 6,36 50-59 4. ia deputy head of curriculum 70 14 42 9,3 4,5 4,5 0,52 63 note: mi: the ideal mean; sdi: ideal standard deviation; max: maximum value; min: minimum value: sd: standard deviation table 2 response categories of school and du / di value interval category x > = 51,3 very relevant / very good 42 = < x < 51,3 relevant / good 32,7 = < x < 42 relevant enough / good enough 23,4 = < x < 32,7 irrelevant / not good x < 14,1 very irrelevant / very not good x: respondent score the total score indicated by the response from one principal is 57 in the interval 57> = 51.3 in the very relevant or very good category. the responses of the four teachers showed the total score was in the range 59 69 which was in the very relevant or very good category. furthermore, the total score of the responses of the two deputy head of industrial relations was in the range 50 59 in the very relevant or very good 5 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 category. next, the response from one deputy head of curriculum showed a total score of 63 in the very relevant or very good category (azwar, 2018). thus, based on the results of this explanation, it is known that the context dimension of the school and du / di response is in the very relevant or very good category. this shows that the context component with its indicators is very good in reviewing internship activities, in addition, the apprenticeship program through good planning and by adjusting the needs of students at the integrated islamic vocational school. student response data to the context evaluation were obtained: table 3 statistical analysis of student responses on context dimensions respondents results of statistical analysis mean median modus sd mi sdi highest score lowest score 133 students 58,293 57 52 7,183 42 9,3 70 14 note: sd: standard deviation; mi: the ideal mean; sdi: ideal standard deviation: max: maximum value; min: minimum value table 4 student response categories in context dimensions value interval category freq. (f) freq. relative (%) x > = 51,3 very relevant / very good 116 87% 42 = < x < 51,3 relevant / good 15 11% 32,7 = < x < 42 relevant enough / good enough 2 2% 23,4 = < x < 32,7 irrelevant / not good x < 14,1 very irrelevant / very not good figure 1 student response graph in context dimension the frequency value of 116 or 87% indicates that the responses from students are in the very relevant or very good category, while the frequency value is 15 or 11% in the relevant or good category, and the frequency values 2 or 2% are in the category of sufficiently relevant or good enough. the diagram shows that as many as 116 of the 133 student responses or 87% are in the category which states that the context dimension is very relevant or very good. this can indicate that students' responses to 0 20 40 60 80 100 120 116 15 287% 11% 2% 6 the context dimension through statement items can directly represent the conditions perceived by students. based on this explanation, it can be concluded that the student response to the components of the context dimension with the indicators is very good for reviewing internship activities. 2. evaluation of input, obtained the results of research on the components of planning, provisioning, curriculum, engineering, facilities and infrastructure, students, and financing. data from the response of the school and du / di: table 5 statistical analysis of the response of the school and du / di no. respondents analyze the input dimension highest score lowest score mi sdi mean median sd total score 1. ia principal 100 20 60 13,3 4 4 0,32 80 2. ia teachers 100 20 60 13,3 82,75 71,5 7,59 75-93 3. ia deputy head of industrial relations 100 20 60 13,3 71 71 4,24 68-74 4. ia deputy head of curriculum 100 20 60 13,3 4,2 4 0 84 note: mi: the ideal mean; sdi: ideal standard deviation; max: maximum value; min: minimum value: sd: standard deviation table 6 categories of school and du / di responses value interval category x > = 73,3 very relevant / very good 60 = < x < 73,3 relevant / good 46,7 = < x < 60 relevant enough / good enough 33,4 = < x < 46,7 irrelevant / not good x < 20,1 very irrelevant / very not good the total score indicated by the response of one principal is 80 in the interval 80> = 73.3 in the very relevant or very good category. the responses of the four teachers showed that the total score was in the range 75 93 which was in the very relevant or very good category. furthermore, the total score of the responses of the two deputy head of industrial relations was in the range of 68 74 in the very relevant or very good category. next, the response from one deputy head of curriculum showed a total score of 84 in the very relevant or very good category. thus it can be concluded that the input dimension of the school and du / di response is in the very relevant or very good category. this shows that the input component with its indicators is very good in reviewing the internship activities at the integrated islamic vocational school. data on the results of students' responses to the input dimensions: 7 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 table 7 statistical analysis of student responses on input dimensions respondents results of statistical analysis mean median modus sd mi sdi highest score lowest score 133 students 80,48 80 75 11,18 60 13,3 100 20 note: sd: standard deviation; mi: the ideal mean; sdi: ideal standard deviation: max: maximum value; min: minimum value table 8 categories of student responses on input dimensions value interval category freq. (f) freq. relative (%) x > = 73,3 very relevant / very good 100 75% 60 = < x < 73,3 relevant / good 30 23% 46,7 = < x < 60 relevant enough / good enough 3 2% 33,4 = < x < 46,7 irrelevant / not good x < 20,1 very irrelevant / very not good figure 2 student response graph in the input dimension the frequency value of 100 or 75% indicates that the response from students is in the very relevant or very good category, while the frequency value of 30 or 23% is in the relevant or good category, and the frequency value of 3 or 2% is in the category of quite relevant or good enough. . student responses through the diagram illustrate that as many as 100 of the 133 student responses or 75% are in the category which states that the input dimension is very relevant or very good. this can indicate that students' responses to the input dimension through statement items can directly represent the conditions perceived by students. based on this explanation, it can be concluded that the student response to the input dimension component with the indicators is very good for reviewing internship activities. 3. evaluation of the dimensions of the process obtained the results of the implementation component research, monitoring, effectiveness, school contributions, and mapping. response data from the school and du / di in the process dimension: 0 20 40 60 80 100 100 30 3 75% 23% 2% 8 table 9 statistical analysis of the response of the school and du / di no. respondents analyze the process dimension highest score lowest score mi sdi mean median sd total score 1. ia principal 50 10 30 6,6 4,1 4 0,32 81 2. ia teachers 50 10 30 6,6 53,75 53 5,90 48-61 3. ia deputy head of industrial relations 50 10 30 6,6 37 37 0 74 4. ia deputy head of curriculum 50 10 30 6,6 3,6 3,6 1,17 36 note: mi: mean ideal; sdi: ideal standard deviation; max: maximum value; min: minimum value: sd: standard deviation table 10 response categories of schools and du / di value interval category x > = 36,6 very relevant / very good 30 = < x < 36,6 relevant / good 23,4 = < x < 30 relevant enough / good enough 16,8 = < x < 23,4 irrelevant / not good x < 10,2 very irrelevant / very not good the total score shown by the response of one principal is 81 in the interval 81> = 36.3 in the very relevant or very good category. the responses of four teachers showed that the total score was in the range of 48 61 in the very relevant or very good category. furthermore, the total score of the responses of the two deputy head of industrial relations was in the range of 74 being in the very relevant or very good category. next, the response from one deputy head of curriculum showed a total score of 36 in the relevant or good category. thus it can be concluded that the process dimension of the school and du / di response is in the very relevant or very good category. this shows that the process component with its indicators is very good in reviewing the internship activities at the integrated islamic vocational school. student response data on process dimensions: table 11 statistical analysis of student responses on process dimensions respondents results of statistical analysis mean median modus sd mi sdi highest score lowest score 133 students 36,61 36 35 6,63 30 6,6 50 10 note: sd: standard deviation; mi: the ideal mean; sdi: ideal standard deviation: max: maximum value; min: minimum value 9 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 value interval category freq. (f) freq. relative (%) x > = 36,6 very relevant / very good 63 47% 30 = < x < 36,6 relevant / good 55 41% 23,4 = < x < 30 relevant enough / good enough 10 8% 16,8 = < x < 23,4 irrelevant / not good 5 4% x < 10,2 very irrelevant / very not good table 12 student response categories in process dimensions figure 3 student response diagram on process dimensions the frequency value of 63 or 47% indicates that the responses from students are in the very relevant or very good category, while the frequency value of 55 or 41% is in the relevant or good category, and the frequency value of 10 or 8% is in the sufficiently relevant or good enough category, and the frequency value of 5 or about 4% is in the irrelevant or not good category. the illustration of the diagram illustrates that 63 out of 133 student responses or 47% are in the category which states that the process dimension is very relevant or very good. this can indicate that students' responses to the process dimension through statement items can directly represent the conditions that students feel. 4. evaluation of product, the results of the research on the components of the competency test results and the du / di certification results are obtained. response data of schools and du / di: 0 10 20 30 40 50 60 70 63 55 10 5 47% 41% 8% 4% 10 table 13 statistical analysis of the response of the school and du / di no. respondents analyze the product dimension highest score lowest score mi sdi mean median sd total score 1. ia principal 20 4 12 2,6 4 4 0 16 2. ia teachers 20 4 12 2,6 15,75 16 2,06 13-18 3. ia deputy head of industrial relations 20 4 12 2,6 14,5 14,5 0,71 14-15 4. ia deputy head of curriculum 20 4 12 2,6 4 4 0 16 note: mi: mean ideal; sdi: ideal standard deviation; max: maximum value; min: minimum value: sd: standard deviation table 14 response categories of school and du / di value interval category x > = 14,6 very relevant / very good 12 = < x < 14,6 relevant / good 9,4 = < x < 12 relevant enough / good enough 6,8 = < x < 9,4 irrelevant / not good x < 4,2 very irrelevant / very not good the total score shown by the response of one principal is 16 in the interval 16> = 14.6 in the very relevant or very good category. the responses of the four teachers showed that the total score was in the range 13 18 in the very relevant or very good category. furthermore, the total scores of the responses of the two deputy head of industrial relations were in the range of 14-15 in the very relevant or very good categories. next, the response from one deputy head of curriculum showed a total score of 16 in the relevant or good category. it can be concluded that the product dimension of the school and du / di response is in the very relevant or very good category (azwar, 2018). this shows that the product component with its indicators is very good in reviewing the internship activities at the integrated islamic vocational school. student response data on product dimensions: table 15 statistical analysis of student responses on product dimensions respondents results of statistical analysis mean median modus sd mi sdi highest score lowest score 133 students 17,33 18 20 2,64 12 2,6 20 4 note: sd: standard deviation; mi: the ideal mean; sdi: ideal standard deviation: max: maximum value; min: minimum value 11 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 value interval category freq. (f) freq. relative (%) x > = 14,6 very relevant / very good 113 85% 12 = < x < 14,6 relevant / good 18 14% 9,4 = < x < 12 relevant enough / good enough 1 1% 6,8 = < x < 9,4 irrelevant / not good 1 1% x < 4,2 very irrelevant / very not good table 16 student response categories in product dimensions figure 4 student response diagram on product dimensions the frequency value 113 or 85% indicates that the student response is in the very relevant or very good category, while the frequency value is 18 or 14% in the relevant or good category, the frequency value of 1 or 1% is in the category of sufficiently relevant or good enough, and the frequency value of 1 or about 1% is in the irrelevant or not good category. figure 4 is an illustration of the diagram illustrating that 113 out of 133 student responses or 85% are in the category which states that the product dimensions are very relevant or very good. this can indicate that students' responses to the product dimension through statement items can directly represent the conditions felt by students. 5. evaluation of outcome, obtained the results of research on the components of the impact of absorption in du / di and changes in attitude skills. response data of schools and du / di: 0 20 40 60 80 100 120 113 18 1 1 85% 14% 1% 1% 12 table 17 statistical analysis of the response of the school and du / di no. respondents analyze the outcome dimension highest score lowest score mi sdi mean median sd total score 1. ia principal 35 7 21 4,6 4 4 0 28 2. ia teachers 35 7 21 4,6 28,25 28 3,77 24-33 3. ia deputy head of industrial relations 35 7 21 4,6 22,5 22,5 0,71 21-24 4. ia deputy head of curriculum 35 7 21 4,6 4,28 4 0,49 30 note: mi: mean ideal; sdi: ideal standard deviation; max: maximum value; min: minimum value: sd: standard deviation table 18 response categories of school and du / di value interval category x > = 25,6 very relevant / very good 21 = < x < 25,6 relevant / good 16,4 = < x < 21 relevant enough / good enough 11,8 = < x < 16,4 irrelevant / not good x < 7,2 very irrelevant / very not good the total score indicated by the response from one principal is 28 in the interval 28> = 25.6 in the very relevant or very good category. the responses of the four teachers showed that the total score was in the range of 24 33 in the very relevant or very good category. furthermore, the total score of the responses of the two deputy head of industrial relations was in the range 21-24 which was in the very relevant or very good category. next, the response from one deputy head of curriculum showed a total score of 30 in the relevant or good category. it can be concluded that the outcome dimension of the school and du / di response is in the very relevant or very good category. this shows that the outcome component with the indicators is very good in reviewing the internship activities at the integrated islamic vocational school. student response data on outcome dimensions: table 19 statistical analysis of student responses on outcome dimensions respondents results of statistical analysis mean median modus sd mi sdi highest score lowest score 133 students 29,65 30 35 4,17 21 4,6 35 7 note: sd: standard deviation; mi: the ideal mean; sdi: ideal standard deviation: max: maximum value; min: minimum value 13 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 table 20 student response categories on outcome dimensions value interval category freq. (f) freq. relative (%) x > = 25,6 very relevant / very good 111 83% 21 = < x < 25,6 relevant / good 18 14% 16,4 = < x < 21 relevant enough / good enough 4 3% 11,8 = < x < 16,4 irrelevant / not good x < 7,2 very irrelevant / very not good figure 5 student response diagram on outcome dimensions the frequency value of 111 or 83% indicates that the student response is in the very relevant or very good category, while the frequency value was 18 or 14% in the relevant or good category, and the frequency value of 4 or 3% was in the sufficiently relevant or good enough category. the illustration in figure 4.5 shows that 111 out of 133 student responses or 83% are in the category which states that the outcome dimension is very relevant or very good. this can indicate that students' responses to the outcome dimension through statement items can directly represent the conditions felt by students. conclution general conclusions from the results of the questionnaire circulated the implementation of the industrial work practice program in integrated islamic smk is good. in some items, in terms of the results of field observations, there is still a need for improvement and quality improvement in the system being implemented in order to lead to an increase in the quality of the implementation of industrial work practice programs. the industrial practice program is an educational activity, learning and training carried out by educational institutions and du / di pairs towards students with the aim of improving the quality of graduates of integrated islamic vocational schools according to their vocational competencies as provisions in entering the world of work. in order for the implementation of industrial work practice programs to run optimally and provide additional experience for students, the institution should really prepare its students to have basic skills that are useful and make it easier for du / di to provide guidance and enrichment of knowledge when students carry out industrial work practice programs. mapping du / di that is in accordance with the character of students and periodic and continuous monitoring affects the success of students in the 0 20 40 60 80 100 120 111 18 4 83% 14% 3% 14 industrial work practice program that they participate in. so that students gain experience to enter the real world of work with competency knowledge, skills and work ethic attitudes that have been well developed. references adams, n., little, t. d., & ryan, r. m. (2017). self-determination theory. development of self-determination through the life-course, 55(1), 47–54. https://doi.org/10.1007/978-94-024-1042-6_4 almomen, r. k., kaufman, d., alotaibi, h., & al-rowais, n. a. (2016). applying the addie — analysis , design , development , implementation and evaluation — instructional design model to continuing professional development for primary care physicians in saudi arabia. august, 538–546. andriani, n., suhendi, e., samsudin, a., & ramalis, t. r. (2020). identification of creative thinking ability of malay ethnic students in archimedes law with rasch analysis model (ram): a case study. journal of physics: conference series. https://doi.org/10.1088/1742-6596/1467/1/012050 ardi, z. (2019). an analysis of education principle implementation in an online counseling approach: a preliminary study based on analysis using the rasch model. couns-edu: the international journal of counseling and education, 4(2), 59. https://doi.org/10.23916/0020190418720 atkinson, g. (2015). work-based learning and work-integrated learning : fostering engagement with employers. azwar, s. (2018). realiabilitas dan validitas, yogyakarta: pusataka pelajar. bellová, r., melicherčíková, d., & tomčík, p. (2018). possible reasons for low scientific literacy of slovak students in some natural science subjects. research in science and technological education. https://doi.org/10.1080/02635143.2017.1367656 dwi anugerah1 , daryati2, r. (2017). evaluasi pelaksanaan program prakerin berdasarkan pedoman prakerin di smkn 3 depok program keahlian batu dan beton. 6(1), 1–7. dwi rahdiyanta. (2019). kesiapan berwirausaha siswa smk. 4(april), 54–63. ferguson, r. f. (2014). the 2013 charles h. thompson lecture-colloquium presentation elements of a 21st century movement for excellence with equity. the journal of negro education, 83(2), 103–120. http://www.agi.harvard.edu/fergusonexcellencewithequityspring2014.pdf iriani, d. s., & soeharto, s. (2015). evaluasi pelaksanaan praktik kerja industri siswa kompetensi keahlian jasa boga smk n 3 purworejo. jurnal pendidikan teknologi dan kejuruan, 22(3), 274. https://doi.org/10.21831/jptk.v22i3.6835 irwan aferi, w. (2019). evaluasi implementasi program praktek kerja industri (prakerin) pada kelas xi jurusan teknika kapal penangkap ikan di smk negeri 19 padang. 775–782. muh. nasir malik dan hasanah. (2019). evaluasi praktik kerja industri sekolah menengah kejuruan. nugraha, d. (2019). transformasi sistem revolusi industri 4.0. september 2018. rohman, a., & ningsih, y. e. (2018). pendidikan multikultural : penguatan identitas nasional di era revolusi industri 4.0. unwaha jombang, 1(september), 44– 50. http://ejournal.unwaha.ac.id/index.php/snami/article/view/261 sampun adam, nastiti rahayu, a. nur a. (2019). strategi implementasi revitalisai smk. skriner, l. c., wolk, c. b., stewart, r. e., adams, d. r., rubin, r. m., evans, a. c., 15 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 & beidas, r. s. (2017). therapist and organizational factors associated with participation in evidence-based practice initiatives in a large urban publiclyfunded mental health system. https://doi.org/10.1007/s11414-017-9552-0 widiawati, l., joyoatmojo, s., & sudiyanto. (2018). higher order thinking skills as effect of problem based learning in the 21st century learning. international journal of multicultural and multireligious understanding, 5(3), 96–105. yusri kamin, ., cartledge, d., mohd. zolkifli abd. hamid, ., mohamad sukri saud, ., asnur dahar minghat, ., & mohd hilmi hamzah, . (2014). how work-based learning in community colleges help students work in industry in malaysia and comply to the standards required. 10th asian academic society for vocational education and training (assvet ) conference pada 18-20 oktober 2014., november. https://doi.org/10.13140/2.1.4814.0488 120 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 7 no 2 (2021) website : http://journal.unj.ac.id/unj/index.php/jisae evaluation of teaching skill practice programs, in the state university education development institution jakarta bambang afriadi1, agus dudung2 abstract the purpose of this study is to describe the program practice skills teaching (pkm/ praktik keterampilan mengajar) in semester 106, at the educational development institute state university of jakarta. the evaluation model used in this study is a formative and summative evaluation model developed by michele shriven. formative evaluation is carried out during the program to provide information to the program leader as program improvement materials. while the summative evaluation is done at the end of the program. this research use evaluation analysis with qualitative and quantitative approach. how to collect data on this evaluation research is using techniques observation, questionnaires, interviews, and documentation. the results showed that in the formative evaluation, it can be seen that in general the process of program pkm was by existing guidelines. so can be maintained the existence of the pkm program. while the results of the summative evaluation showed that the pkm program, in the high category, is based on the value of the minimum pkm program participants b provided by the teacher mentor and lecturer mentor of the final exam. keywords: evaluation of teaching skills practice program, formative evaluation model, and summative evaluation model universitas islam syekh yusuf1, universitas negeri jakarta2. bambang.afriadi@unis.ac.id1. agusdudung65@gmail.com2 introduction field experience program (ppl/program pengalaman lapangan) courses in the s-i study program since the 2010/2011 academic year renamed the pratik teaching skills (pkm/ praktik keterampilan mengajar) course with a weight of 2 credits. this change was motivated by law no. 14 of 2005 concerning teachers and lecturers and government regulation no. 74 of 2009 concerning the professional teachers' professional education program, which states that teachers are professional positions who are required to have academic quality with a minimum s-1 / d-iv education certificate and have an education certificate through professional education. professional education in question is teacher professional education (ppg) based on permendiknas no. 9 of 2010. consists of several activities in the form of workshops and field experience programs (ppl). to support the competence of education college students as prospective teachers, it is necessary to plan one practical course in the s-1 education study program, namely pratik teaching skills (pkm/ praktik keterampilan mengajar) courses. http://journal.unj.ac.id/unj/index.php/jisae mailto:bambang.afriadi@unis.ac.id1 121 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 pratik teaching skills (pkm// praktik keterampilan mengajar) is a program that is a training arena to apply knowledge, attitudes, and skills for the formation of prospective teachers and professional education personnel. this program is to train college students to be responsible for carrying out tasks as prospective teachers who can arrange class administration along with the completeness of learning tools and the ability to carry out learning. the teaching skills practice program (pkm) college students will be able to apply the existing theories by looking at the phenomena during the teaching skills (pkm) activities. in pratik teaching skills (pkm) activities are held in school for 2 full days per week (according to schedule) for one semester (4 months). for this reason, several stages must be passed by pkm college students during this activity in partner schools. it is expected that college students can become someone who is professional and has the ability in their fields. teaching exercises are teaching practice activities conducted by pkm college students and guided by 'gp' (civil teacher) and 'dp' (supervisor). this teaching practice includes the preparation of classroom administration of learning implementation plans (rpp) and learning tools, implementation of classroom learning, assessment of learning outcomes, and ending with the determination of student graduation. by conducting the pratik teaching skills program (pkm), college students are expected to be able to improve their competencies as prospective teachers, which include pedagogic competencies, professional competencies, personality competencies, and social competencies, as a provision for self-service in the teaching profession in the future. this teaching exercise ends with a pkm assessment by the mentor, which is an authentic and good assessment of authenticity. in this context, the teacher's competence can be interpreted as the unanimity of knowledge, skills, and attitudes that are manifested in a set of smart and responsible actions that a teacher has to assume the position of teacher as a professional. the focus of the research on the evaluation process is expected to be useful for the development of the pratik skills teaching program (pkm) at the unj educational development institute. evaluation is seen as a process of determining the results achieved by several activities planned to support the achievement of goals. research in evaluating the pratik teaching skills program (pkm) at the universitas negeri jakarta (unj) educational development institute is to collect information about the implementation of the program, which in turn is used to determine the right alternative in making decisions. research methods this study uses an evaluation analysis model with qualitative and quantitative methods. through the qualitative approach, the data collected will be tried to be processed and presented in descriptions based on expressions, the language of the way of thinking, and views of subject research. qualitative research is also used to uncover trends in thoughts and opinions, and dive deeper into problems. while quantitative research is used to measure problems by producing numerical data or data that can be converted into statistics that can be used. it is used to measure attitudes, opinions, behaviors, and other variables that are defined and generalize the results of a larger sample population. research result based on the results of research from data from observations, interviews, document studies, and questionnaires. it was found that the implementation of teaching skills practices from the dimensions of formative and summative evaluation 122 models, included in the category both from the initial process of implementation to the end of the implementation of the results of the program assessment of teaching skills practice. a. formative evaluation a) technical preparation based on the results of the evaluation of the technical preparation of the teaching skills practice program. a letter of mechanism for the implementation of the teaching skills practice program has been issued. the main thing in the preparation of the program, from the evaluation results on the formative component shows the existence of a circular of the implementation of the pkm program in the high category. this, it can be seen that all faculties at unj receive and carry out the procedures of the circular letter. circular of teaching skills practice program, even semester (106) in 2016/2017. explain the details of the registration time and the deadline for the registration of the pkm program. the letter explains that the head of study program informs that college student who has fulfilled the pkm requirements must immediately register themselves in their account through the website http://siakad.unj.ac.id/ according to the predetermined schedule. from the circular letter, it can be seen that the registration results of all pkm program participants register online according to a circular letter. the results of the evaluation of the teaching skills practice program in preparing formats (guidelines) to support the implementation of the pkm program in the high category. the formats include the format of the teachers' assessment assessment tool, the minutes of the official report, the format of the attendance list of pkm college students, the format of the attendance list of the supervisors in the school, and the format of student summaries during pkm which must be filled by pkm participants and submitted a return to upt ppl / pkl. these formats have been prepared and can be downloaded on the website http://unj.ac.id/lpp/ (access 28 november 2016). the website also provided a teaching skills practical handbook. so that college students are facilitated in having these formats for printing. in implementing the pkm program by the ppl/pkl center (center for field experience program/teaching skills practices) in pkm program partner schools. firstly coordinate with the head of the field/head of the sub-department of primary and secondary education services. through circular stating that the ppl / pkm center in licensing implements a teaching skills program in the area of the primary and secondary education office. the letter shows that coordination has been carried out to smooth the pkm program to the office of primary and secondary education to implement the program. the ppl / pkl center as readiness in the implementation of the pkm program has prepared as many as 108 partner schools. of the 7 faculties at unj, among others: faculty of education, language and arts faculty, faculty of social sciences, faculty of economics, faculty of engineering, faculty of mathematics and natural sciences, and faculty of sports sciences. of the 7 faculties, the college student was distributed to pkm partner schools as many as 180 pkm participants with 108 lecturers. this amount is from the results of the evaluation by the conditions in the field and the quota of pkm participants. in this case, the ppl / pkl center has prepared schools for the teaching skills practice program in the high category. collaboration with pustikom unj, as a center for managing the use of information technology and communication. pustikom unj supports pkm program as a subject, in this case, pustikom provides input and management of pkm participant data. storage and management of pkm data are sourced from a college student who http://unj.ac.id/lpp/ 123 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 registers through the siakadunj.ac.id website from the accounts owned by college students. in the evaluation results of this formative component, included in the high category. this can be seen from the structured and systematic management of the pkm program implementation process. b) registration procedure the registration procedure as a student participant in the pkm program is carried out by college students through the website http://siakad.unj.ac.id/. college student first input their student id number and password. after logging in, the student enters his account. then college students input the pkm course code on the study plan card (krs) 106. in the evaluation of the procedure at this stage in the pkm program. a college sststudentustudent who s the pkm program is the only college student who meets the requirements. requirements include undergraduate education college students who have passed courses at least 110 credits, in the previous semester and college students who have passed basic education courses (mkdk), and have and have attended microteaching. if it does not meet the requirements, automatically college students who will enroll in the teaching skills practice program cannot input as pkm participants. conversely, if it has fulfilled the requirements automatically when the input of pkm courses will be registered. this is because the names of the previous pkm participants have been submitted from the study programs through the faculty pkm program coordinator to the ppl / pkl center and verified at pustikom. so that the evaluation evaluation evaluation is included in the high category, supported by data that meets the criteria for the pkm program objectives. c) requirements for student participants in the pkm program to prepare college students to implement their knowledge and abilities during lectures, especially the basic education (mkdk) subjects. in the mkdk, 4 credits must be taken by all undergraduate education college students at the jakarta state university who prepare their collegstudentsnt to become professional educators. after graduating from the course, before going to school. college students prioritize microteaching practices guided by lecturers. in this activity, college students conduct practical teaching simulations in class. witnessed by fellow college students who were simulated as college students and assessed by lecturers. after conducting microteaching practices. a college student who has passed will be given a certificate. conversely, if their air a college student who is declared as not passing, they will repeat the practice of microteaching until they are passed. as a standard requirement for joining the pkm program, microteaching is the right activity. especially has been well organized and systematic. if there are college students who have not yet passed the microteaching, the student is not submitted to join the pkm program. in this case, it was verified in the unj academy that data was submitted from each study program through each faculty and submitted to the upt ppl / pkl to be submitted to pustikom. in the military evaluation, evaluation results are included in the high category from the results of an objective assessment of the existing and executed system. d) implementation of teaching and non-teaching skills practices in the assessment process, evaluation of the implementation of teaching and nonteaching skills practices by pkm participants in the high category. this is based on the results of assessments conducted in the field, both observations, and in-depth interviews with several tutors, and supported by the results of interviews with supervisors. in the implementation of mega jar skills in school practice, it is known from the results of interviews with tutors to pkm participants. it was found that pkm participants 124 proceeded. process, in this case, shows the adaptation pattern or graph of the success of pkm participants in teaching practice. at the first time of teaching, it was found from the results of the tutor teacher's explanation that college students still needed to adapt in mastering the class and transferring the subject's eyes. after being guided several times by the tutor teacher, pkm participants were able to master and explore their abilities in the classroom. while for non-teaching activities. pkm participants, given the opportunity or involved such as being picket teachers, attending meetings, supervising examinations, and becoming national committees. so in this point, the results of this stage evaluation are stated in the high category. so that it can be concluded that the implementation of the pkm program in school is by the goals and expectations of the program. there is no vocabulary in the implementation which means damaging the implementation of the program. the pkm program can be analyzed using talcott parsons functional theory with four functional requirements of a system. for talcott parsons, a system can only be functional if all requirements are met. there are four functional requirements needed by a system, namely: adaptation / adaptation (a), goal attainment (g), integration / integration (i), and latent pattern maintenance / latent maintenance patterns (l). from the overall requirements of a system fulfilled it can be functional so that the goal will be achieved. from this theory can be known by the following scheme: scheme 1.1 agil's functional system in implementing the pkm program results of the researcher's analysis the above scheme for pkm program activities carried out by pkm participants in pkm partner schools can be analyzed through these four conditions. first, the function of adaptation in the implementation of activities is needed. in the implementation of the pkm program, as a condition of joining pkm, pkm participants have passed courses at least 110 sks, in the previous semester, and college students have passed the basic education subject (mkdk). the basic education subjects (mkdk) include subjects of learning and learning theory and introduction to educational sciences. the two mkdks weigh 4 credits that are required to be taken by all undergraduate education college students at the jakarta state university who prepare their collegstudentsnt to become professional educators. as a provision for college students to have a conceptual task as educators, the two courses are needed. furthermore, in terms of implementing the theory, first, follow microteaching. the implementation of microteaching is an effort that is oriented towards building and improving the teaching profession through training in basic teaching skills in small groups. the aim is to apply the principles of learning in teaching and learning activities as a whole and integrated. when prospective pkm participants, follow microteaching. • professional and reliable guidance for teachers and education personnel • collaboration of pkm program and partner schools systems • pkm program participants adapt to the mintra school system • produce a new generation of professional teaching and education personnel l a gi 125 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 pkm participants get provisions in carrying out teaching practices. the provision of microteaching aims to enable pkm participants to adopt when teaching practice. moreover, pkm participants have obtained a theory in the basic education course. furthermore, observation activities were conducted by pkm participants, this implementation was carried out in the pkm implementation school. starting from observing the school environment, getting to know the teaching staff, and paying attention to the teaching tutor teacher. in this adaptation stage, it can be seen that the activities of the pkm program have a continuous procedure. second, the achievement of this objective function regulates the upt ppl as a system with pkm participants as the personality subsystem in implementing the pkm program and partner schools as stakeholders. the function of the pkm program has the purpose of its implementation. good teaching practices and non-teaching practices. this goal is the achievement of the pkm program in general, namely to train pkm college students to be responsible in carrying out tasks as prospective teachers who can develop rpp along with the completeness of learning tools and the ability to carry out learning. this teaching practice training ends with the pkm assessment by the mentor, which is an authentic and good assessment of authenticity. while the purpose of non-teaching activities is so that pkm college students can practice nonteaching skills properly and correctly. from the evaluation results, it can be seen that this process is by the program. third, the integrity function shows the need to guarantee that sufficient emotional ties and produce solidarity and willingness to cooperate are developed and maintained. in the pkm program, the integrity function is carried out between the upt ppl, the pkm faculty coordinator, the supervisor lecturer, the pkm participants as the unj party, and the tutor teacher, the teacher council, the principal as the school party. in integrity, the pkm program is needed in its implementation to achieve the goals of the program. from the results of the research assessment, it can be seen that the integrity between the unj and the mitra school is well established in the medium category. this can be seen from the findings of the previous findings. that the intensity of the presence of the supervisor lecturer is expected to be further improved. to maintain sustainable collaboration between unj and the pkm program partners school. fourth, the latent pattern maintenance / latent maintenance pattern is maintained by pkm participants as a pkm system subculture and as a basic principle of the program's objectives. this latent function is as a provision of experience, professional teacher candidates who have gained experience from the pkm program. from several stages of preparation, implementation, until the end of the pkm program. in essence, the components that support the implementation of the pkm program maintain a pattern of relations with the established aspects of the rules (in the pkm handbook) will result in significant achievement. also a latent function, in this case, was linked to the sustainability collaboration between unj and pkm partner schools. as an educational institution, cooperation in this program is needed. this relates to the quality of education in the future. in this case to prepare professional teacher candidates. so that in the latent function here, it can be said to have happened and functions properly. the relationshimeetstween talcott parsons’s functional requirements is a continuous mutual influence. if on one of these requirements there is a problem, there will be a problem and the objective of the pkm program is not appropriate. as stated above that the overall requirements of agil refer to the requirements for coordinating and creating the whole between the parts in the implementation of the pkm program. 126 thus the components in the implementation of the pkm program, each work independently, but are integrated to realize the integrity and sustainability of the overall pkm program system. in this case, the pkm program on functional requirements has run well. this can be seen from the components evaluated and the results show a good category so that the pkm program can be maintained. to answer the problem of this research, each aspect between the summative evaluation of tutors and supervisors who have been processed is then analyzed. to determine the level of effectiveness of the implementation of the teaching skills program through glickman quadrant analysis. the quadrant analysis used can illustrate some of the effectiveness of the teaching skills program implementation as follows: table 1: summative evaluation results for supervisors and summative evaluation results for civil teachers summative evaluation results for supervisors summative evaluation results for civil teachers + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + positive amount 123 positive amount 113 negative amount 91 negative amount 101 evaluation decision good category evaluation decision good category the results of the summative evaluation analysis of the supervisors found that the effectiveness of the implementation of teaching skills practices in the jakarta state university educational development institute in the 106th semester of 2016/2017 was classified as effective in the good category with a positive number of 123 while the negative number 91. based on existing data we can see for the summative evaluation of tutor teachers showed a positive frequency of 123 respondents or 59% and a negative frequency of 91 respondents or 41%. so for summative evaluation, the supervisor is in a positive position, namely the good category. this means that in the summative evaluation of the supervisors related to the performance of the supervisor in the implementation of the meets pkm program, seen from the evaluation results according to the t score analysis from glickman where the total positive score is greater than the number of negative frequencies. whereas for the quality of graduates the positive and negative frequencies are as large as 50% so that for summative evaluation of the supervisor lecturers included in the positively stated category in the good category. while the results of the analysis found a summative evaluation of the tutor teacher that the effectiveness of the implementation of teaching skills practices at the 127 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 jakarta state university educational development institute in the 106th semester of 2016/2017 was effective in the good category with a positive number 113 while the negative number 101. based on the existing data we can see for summative evaluation of tutor teachers showed a positive frequency of 113 respondents or 52% and a negative frequency of 101 respondents or 48%. so for summative evaluation of the tutor teacher is in a positive position namely good category. meaning in the summative evaluation of the tutor's teacher regarding the performance of the tutor teacher in the implementation of the pkm program, it was seen from the evaluation results according to the t score analysis from glickman where the total positive score was greater than the number of negative frequencies. whereas for the quality of graduates the positive and negative frequencies are as large as 50% so that for summative evaluation of tutor teachers included in the positively stated category in the good category. b. summative evaluation use of the pkm program for pkm participants, partner schools, and jakarta state university in preparing a new generation of teacher and education personnel. moreover, the pkm program is the estuary of all the educational programs that have been acquired during college, training courses to apply various knowledge, skills, and attitudes, and the formation of professional and reliable teachers and education personnel. sources of information are obtained from the physical data of the pkm program exam results and are supported by the results of field interviews. the implementation of the pkm program is carried out by what has been programmed, from the university level to the pkm partner school. it was found that the results of pkm implementation were in line with expectations, where pkm participants had completed the pkm program with moderate results namely a high category with all participants passing all. this identifies, that the implementation of the pkm program is by the procedures starting from the preparation and the end of the implementation. so this program can be continued by maintaining its implementation by the procedures in the pkm manual. for the pkm program to become a program that provides results that are in line with its objectives, it is to prepare a new generation of teacher and education personnel. these results are found in the long process, namely 1 (one) semester at the school where they carry out pkm. the value of the pkm program participants is found from the process to the end of the implementation, the value of the tutor teacher and the supervisor. 1. conclusions and recommendations conclusion conclusions from the results obtained from the results of this evaluation study are related to the formulation of the problem regarding the implementation of the teaching practice program (pkm/ praktik keterampilan mengajar) semester 106 of 2016/2017, as follows: 1. formative components evaluation of the formative stage components is: (a) technical preparation (b) registration of the pkm program (c) requirements for pkm participant college student (d) debriefing and release (e) implementation of teaching skills practices in the partner school. analyzing from the results of the formative stage evaluation in the preparation and implementation of the 106 pkm teaching skills practice program, according to djaali and mulyono stated that evaluation refers more to activities take activities to gather information about the workings of something than the information is to determine the right alternatives in making decisions. further formative evaluation is to assess ongoing project activities and provide information to monitor and improve the program. 128 this is done at several points in the process of a program and its activities. from the evaluation results, it can be seen that the pkm program process runs according to the existing guidelines. so that the existence of the pkm program can be maintained. while the process of the relationship between the lecturer and the tutor teacher needs to be improved. this can be seen from the results of the study found that the intensity of the supervisor is in the medium category, to guide college students in the partner school and discuss with the tutor teacher. 2. summative components the focus of the summative component evaluation is based on the results of the assessment provided by the tutor teacher and supervisor. the results found from the pkm participants' final exams for one semester were at the pkm partner school which ended with a final examination. summative evaluation at the end of the pkm program shows in the high category, this is based on the value of pkm participants at least b given by the tutor teacher and supervisor from the final exam. the criteria that have been determined from the pkm guidebook, so that it becomes the basis of the conclusion that this program is in line with what is expected and the reality of the pkm 106 program and the end. recommendation based on the conclusions of the assessment results that have been presented, efforts can be recommended to improve the implementation of the teaching skills practice program (pkm). 1. formative components although the evaluation results of the formative components in the moderate category tend to be high. this is based on the general conclusion of the implementation of the pkm program, where the implementation of this program is by the implementation manual. so that it can be concluded that, but changes in the internal and external environment have a strong influence to be anticipated so that efforts to maintain every aspect, especially the role of the leadership of the upt ppl / pkl needs to be considered so that the change of leadership will not weaken the implementation of the pkm program. it was recommended to the jakarta state university to support in the form of socialization of the pkm program to the partner school to provide synergy in the form of cooperation in the implementation of this program. by paying attention to the needs of the implementation of the pkm program, especially related to the intensity of the form of cooperation related to the socialization of the pkm program. 2. summative components based on the evaluation of the summative component of the 106 teaching skills practice program, it is in the high category. however, this can change in the next implementation. but the results can be maintained in this high category, namely by continuing to prepare pkm participants. starting from the preparation of deepening the material in the subjects of basic education courses (mkdk) and microteaching learning which is a step in fostering learning competencies. microteaching is an effort to help prospective teachers to practice 4 professional teacher competencies in preparation for entering the teaching skills practices (pkm). through careful preparation, then the implementation of the pkm program will then produce the expected results, namely, the pkm participants graduated entirely. references anderson, scarvia b., ball, samuel., and murphy, richard t., 1978. the profession and practice of program evaluation. san fransisco: jossy-bass publisher. 129 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 arikunto, suharsimi., 1988. penilaian program pendidikan, departemen pendidikan dan kebudayaan direktorat jendral pendidikan tinggi. jakarta: pengembangan lembaga pendidikan tinggi. arikunto, suharsimi., dan jabar, cepi safruddin abdul., 2009. evaluasi program pendidikan. jakarta: bumi aksara. astuti, ni wyn widi., suhandana i g. a., dan dantes, n., 2013. studi evaluasi efektivitas pelaksanaan praktik pengalaman lapangan (ppl) mahasiswa fakultas pendidikan olahraga dan kesehatan (fpok) ikip pgri bali tahun 2012,” journal program pascasarjana universitas pendidikan ganesha, volume 4 tahun, 2013. buku pedoman praktik keterampilan mengajar (pkm)., 2016. lembaga pengembangan pendidikan universitas negeri jakarta. creswell, john w., 2016. pendekatan kualitatif, kuantitatif, dan campuran. yogyakarta: pustaka pelajar. dart jessica, and petheram r.j., 1998. review of evaluation in agricultural extension. macquarie street: rural industries research and development corporation. dart, jessica., and r john petheram., 1998. “review of evaluation in agricultural extension.” rural industries research and development corporation. djaali., pudji, mulyono., dan ramli., 2002. pengukuran dalam bidang pendidikan. jakarta: pps unj. frechtling, joy, and westat., 2010. “the 2002 user-friendly handbook for project evaluation.” division of research and learning in formal and informal settings national science foundation, 2010. http://shareit4us.blogspot.co.id/2010/06/model-evaluasi-program.html (diakses 30 oktober 2016). http://unj.ac.id/lpp/ (diakses 28 november 2016). mabasa, layne thomas., 2013. “a responsive evaluation approach in evaluating the safe schools and the child-friendly school’s programs in the limpopo province.” dissertation, stellenbosch university. mulyadi. suprayekti. dan fathia fairuza hanum., 2015. evaluasi program. jakarta: lembaga pengembangan pendidikan unj. panca, i putu., 2015. “sistem evaluasi dan kesiapan pelaksanaan pplreal di sekolah mitra”. jpi-jurnal pendidikan indonesia, volume. 4, no.2, 2015. stufflebeam daniel l., and shinkfield, antony j., 1989. systematic evaluation: a selfinstruction guide to theory and practice. boston: kluwer nijhoff publishing. stufflebeam, daniel l., 2003. the cipp model evaluation. paper presented at the 2003 annual conference of the oregon program evaluators network, portland, oregon. sugiyono., 2009. penelitian kuantitatif, kualitatif dan r & d. bandung: pt alfabeta. tayibnapis, farida yusuf., 2018. evaluasi program dan instrumen evaluasi untuk program pendidikan dan penelitian. jakarta: rineka cipta. welty, gordon., 2008. “formative evaluation in the addie model.” journal of gxp compliance, volume 12, number 4, summer 2008. wholey, joseph s., hatry, harry p., and newcomer, kathryn e., 2010. handbook of practical program evaluation. united states of america: jossey-bass. wilde judith., and sockey, suzanne., 1995. evaluation handbook. new mexico: new mexico highlands university. wirawan., 2011. evaluasi: teori, metode, standar, aplikasi, dan profesi. jakarta: raja grafindo persada http://shareit4us.blogspot.co.id/2010/06/model-evaluasi-program.html http://unj.ac.id/lpp/ 168 | jisae. volume 6 number 2 september 2020. https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 6 no 2 (2020) website : http://journal.unj.ac.id/unj/index.php/jisae a comparison study: teacher, peer and self-feedback on students essay writing imam sudarmaji 1* , marlien bunga lifanie 2 universitas islam syekh-yusuf 12 abstract the aim of this research was to know whether there are significant affection of reduction language error in students essay writing by using peer, teacher and self-feedback and to investigate which the best one of the strategies on reduction language error in students essay writing. the 126 tenth grade students of one senior high school in tangerang were chosen as the sample which taken by non-random using purposive sampling. this research used experimental method with three experimental groups design. students’ test for pre-test and post-test were used by the researcher to collect the data. the hypothesis data was tested using formula of t-test. the result showed that there was a significant effect used peer, teacher and self-feedback on reduction language error in students writing essay at the tenth grade of senior high school, but teacher feedback is better strategy than peer and self-feedback. it means that the three feedback strategies in reducing language error are effective on improving students writing skill and the teacher feedback strategy is the most effective one among the other strategies. keywords: comparison study, peer feedback, self-feedback, teacher feedback, writing essay address for correspondence: 1 isudarmaji@unis.ac.id* ; 2marlienbunga@gmail.com introduction writing is one of english skills that should be mastered by the students. it’s related to daily lives. when they learn how to write it means that the students learn many things. as raimes (1983) stated that using writing the student can learn how to amplify grammatical structures, idioms, and vocabularies, then they also learn about how to be a responsible and brave to take risk, and the last the most important when they write something they will embroil with that language and they will make hard effort to explain their ideas which connected by the senses (eyes, hand, brain) into a learning. as explanation by nik et al. (2010) writing is not just putting the text into a paper but it is how effective ideas are presented. and this is in line with the research by björk et al. (2003) who said that writing is a way of focusing on methods, practices, socio-psychological processes of intellectual inquiry, innovation, and learning. according to brown (2003) writing was exclusive ability to have and all people use oral form to communicate with each other while for the written transactional like the business transactions, legal documents, agreement letters in all sections wrote by people who expert in their field. but look at this era, writing grow fast from the special ability become general skill that everyone must have that can not change as literacy in the global community. nowadays, writing is a communicative activity that necessary to push and nurture during the process of language learning. considering it graham & perin (2007) said writing is a flexible tool which can be used to fulfill various purposes. writing process can help the writers to develop their intelligence http://journal.unj.ac.id/unj/index.php/jisae mailto:1%20isudarmaji@unis.ac.id mailto:2marlienbunga@gmail.com 169 | jisae. volume 6 number 2 september 2020. and way to thinking, it can make the writers to be critical thinker. if this happen to the students, so they can be a creative person of thinking and be a critical thinker in all aspects. it means the purposes of government on created 2013 curriculum in 21st century is success. in addition by dehkordi & allami, (2012), writing is a process making use of the ideas of the people. this is important as writers’ need to show that they have understood the materials which they have studied and they can use the other writers/speakers ideas and findings in their own way. writing process is not as simple as we see. the students get confused to write anything related the topic given by teacher. they should make a topic clear enough for them (gould & gould, 2004). because it is difficult process even students in college will get confused when their lecturer asks them to make an essay or some stories or dialogues moreover the senior high school students. salima (2013) argued that some students said they usually felt blank in mind so it made them less of concentration and they also said that they less of mastery grammatical rules of writing. it happened because they think writing is not too important. it can be called if writing is the most difficult skill than other skills. in the process, writing is also not an easy process. but through writing, students’ logical will explore all of their ideas and make it to be meaningful (setyowati et al. 2017). before that, the students also should make clear their idea first before they start writing. after that they can explain their ideas into a written form. they may get the point in bahasa but when they want to translate into english the students do not know the proper words in english. considering the problems above, both teacher and students have an important role for developing the writing skill. the teacher’s role is helping the students to improve their writing skill by introducing several methods which appropriate on improving students’ writing skill. the students’ role is pushing themselves to be aware if writing skill is important to be mastery and increasing the motivation to learn more the writing skill. where it can be called if the feedback from students and teacher have influence to increasing the learning successful. where it all can be formulated become the comparison between teacher, peer and self-feedback on reduction. peer feedback is any comment that is given by the students to the students. yu (2019) claimed, the findings show, peer feedback it also can be seen as a learning activity that not only focus on the cognitive development of participants, but also increase their metacognitive development. it is also regarded as a social activity and really useful in writing classes because of the cognitive, and social benefits of peer feedback (bijami et al. 2013). indirectly, the students encourage to make a written work in early and make it seriously and the result is the students getting better. because as explained by boud et al. (1999) that peer feedback is an activities which include of working collaboratively with others, taking responsibility for their own learning and deepening their understanding of specific course content. as explained by smemoe (2018), in peers feedback process helps the students to aware of the point where in writing a multiple draft is really necessary to increase their paper quality therefore should not be seen as a threat to the face, and that there are ways to talk about making changes to write that are more positive than others. the students can develop their analytical ability from peer, as baker (2016) claimed that with peers, the students review the comment of feedback identified by their peers problem and try to looking for the solving problem for that problem. the students can give the suggestion for their peers how to solve their writing problem teacher feedback is very important feedback where students expect to receive. the students need to get the feedback or comment from the teacher about their writing. it can help the students to know about their mistakes. as stated by hyland & hyland (2014) that teacher feedback can be used as an active strategy by academic writers as they develop their own 170 | jisae. volume 6 number 2 september 2020. voices and their familiarity with different genres. in same line, teacher feedback is important aspect in learning process. because from teacher feedback the students can make improvement on their skill in writing. they can learn where the incorrect grammatical, or organization in their own written. according to ruegg (2015) if teacher feedback has an important role in improving students writing skill and also increasing grammatical accuracy, the students who get the teacher feedback as directly lead the increasing grammatical accuracy and get score higher than peers feedback. teacher feedback also has a benefit for the students. according to hyland (2016) teacher feedback is very important for the development of writing skills, both for their potential for learning and for student motivation. besides the advantages of the teacher feedback, there are also the disadvantages that appear in the process. like we know now why the government print out the k 13 curriculum that argued that students can’t reliant on themselves, the students always depend on the teacher and the teacher is only one of the sources information. the students can’t develop their ability by themselves, lack of creativities and critical thinker. and according to razali & jupri (2014) if teacher feedback get negative impact on students revision, because on teacher written feedback the comments is unclear and too general. it can make the students felt confused and difficult to respond and include comments in their revision process. the most important is if in students writing there are many correction, it can make demotivate student to do revision. self-feedback means that the students make a judgement on their own work. the students can make a marks as assessment and feedback from their own work. this method make a student learn about assessing process. before the students try to make a marks as a feedback in their written, the teacher will taught them about the required of assessment process and what kind of criteria in the assessing process ( diab, 2016). according to xiang (2004) it is an effective way to increasing student organization of compositions and very useful for students with higher skills. esfandiari & myford (2013) argued that self-feedback make the student learn to depend on themselves, be responsible of their own learning, looking for the strengths and weakness of their own individual pattern, help them to be reflective and involved students. it seem that give the students opportunity of self-feedback/ assessment can help them to sharper their metacognitive, where it can give effect of lead they thinking and learning (birjandi & tamjid, 2011). as same as nicol & macfarlane-dick (2006) statement that when the students assessing their own writing, they can decided criteria or standard of achievement which want they achieve. but the students become more independence it make them feel an arrogant person (can’t be an objective) or even they will get confused related to the content of criteria like the result research of lindblom-ylanne, pihlajamaki, & kotkas, (2014). as we as known in efl learner, they get difficulties to find out the right words when they write the essay. for write down all their ideas into the written they still get hard moreover they should assess their own. give peer, teacher and self-feedback, it means the students can easier on improve their writing skills. because of that assumption above, the researcher will find out the most effective methods to reduction language errors in students’ essay with quasi experimental with pre-test and post-test design as a model of this research methods. where the researcher has an expected fin ding of the research to be useful for the teacher and for other teacher about the best methods for reduction students’ language error in essay. method 171 | jisae. volume 6 number 2 september 2020. this research used the quasi experimental. the researcher cannot choose randomly samples or the other hand is the students can be isolated in certain times. on the stage, the researcher gave treatment in three experimental classes. there would be different treatment that was given in each class. first experimental class used peer feedback, the second experimental class used self-feedback and the third experimental class used teacher’s feedback. the researcher was use target of population and accessible population. the target population is a large population where writers usually limit data sources to accessible populations. while, the population that can be accessed is a population that can be generalize data to be more specific. in this research a target of population was all of tenth student on sman 3 kab. tangerang but before the condition not allow for do this strategies in target population so the researcher determine was used accessible population the researcher determined purposive sampling because this study had a purpose and aspects that should be investigated. the researcher chose 3 classes on tenth grade of 10 math and science 5, 10 math and science 6 and 10 math and science 7 as sample. this research consists of quantitative data. it was obtained of students’ score from the task. pre-test and post-test in essay form was as instrument of test that was given by the researcher. pre-test was given before the researcher did the treatment. the purposes of give a pre-test in a first process is to find out and collecting data of the students’ ability in written text and to know how far the first students’ ability of writing in a simple text. after it, the researcher did the treatment by using peer, self and teacher feedback in experimental class. and the last process gave the post-test to compare the students’ ability after the treatment was given by the researcher. and to look out whether there are any significant differences between peer, self and teacher feedback on students’ writing skill. results and discussion the researcher collaborated with the students to do the research. the researcher and the students conducted the research by giving treatment in both of classes. the treatment given was teaching descriptive text to the students using teacher feedback, peer feedback and selffeedback. it was different strategies in each class. where the researcher used the strategy with circling, categorizing the errors, and giving corrections, and then the students used the strategy with circling and giving corrections. the researcher used the written test in the form of essay with the instrument that has been valid and reliable. to find out the validity and the reliability of the instrument, the researcher validated before it was used by conducted the content of validity. the researcher gave the content of validity to the two english teachers and two lecturers of english education. the test was given to find out the effect of teacher feedback, peer feedback and self-feedback in student’s writing skill. after giving the pre-test and post-test in three experimental classes, the researcher analyzed the result to get the student’s score. the result of the test was called data and it will be process by using spss 24 in analyzing the data, the researcher used the difference score of the students. it was obtained from looking for the differences between pre-test and post test score of each class. first experimental class based on the writing test that was given to the tenth grade students of sman 3 kab. tangerang, the researcher analyzed the data of the scores of the students‘ writing skill by statistical result spss 24 of pre-test and post-test there was difference 408. the data was taken from students‘ answer of the first experimental class in the pre-test which was found the minimum score was 19 and the maximum score was 60 with mean 41,44, and standard deviation 9,560. while, the post-test which was found the minimum score was 33 and the 172 | jisae. volume 6 number 2 september 2020. maximum score was 82 with mean 51,39, and standard deviation 10,327. it can be seen in the table of descriptive statistics as follows: table 4.1 descriptive statistics first experimental class source: statistical result spss 24 the minimum mastery criterion (kkm) in english language especially in writing at the school is 72. based on the result of post-test, there were almost students less than 72 (40 students) as kkm. it showed that 40 students not reach the kkm on writing. while the total of the students were who got than 72 as kkm was only 2 students. if we can see the posttest in students’ percentages as follows: figure 1. figure of percentages score of posttest in first experimental class based on the figure above, 4.76% students can reach the kkm values and 95.24% students cannot reach the kkm values. second experimental class based on the writing test that was given to the tenth grade students of sman 3 kab. tangerang, the researcher analyzed the data of the scores of the students‘ writing skill by statistical result spss 24 of pre-test and post-test there was difference 655. the data was taken from students‘ answer of the first experimental class in the pre-test which was found the minimum score was 30 and the maximum score was 80 with mean 41,24, and standard deviation 10,552. while, the post-test which was found the minimum score was 40 and the elements pretest1 posttest 1 mean 41,44 51,39 std. deviation 9,560 10,327 minimum 19 33 maximum 60 82 sum 1699 2107 173 | jisae. volume 6 number 2 september 2020. maximum score was 87 with mean 57,22, and standard deviation 10.135. it can be seen in the table of descriptive statistics as follows: table 4.2. descriptive statistics second experimental class elements pretest posttest mean 41,24 57,22 std. deviation 10,552 10,135 minimum 30 40 maximum 80 87 sum 1691 2346 source: statistical result spss 24 based on the result of posttest, there were 37 students less than 72 as kkm. it showed that 37 not reach the kkm on writing. while the total of the students were who got than 72 as kkm was only 5 students. if we can see the posttest in students’ percentages as follows: figure 2. figure of percentages posttest in second experimental class based on the figure above, 11.91% students can reach the kkm values and 88.09% students cannot reach kkm values. third experimental class based on the writing test that was given to the tenth grade students of sman 3 kab. tangerang, the researcher analyzed the data of the scores of the students‘ writing skill by statistical result spss 24 of pre-test and post-test there was difference 870. the data was taken from students‘ answer of the first experimental class in the pre-test which was found the minimum score was 17 and the maximum score was 63 with mean 36,71, and standard deviation 9,220. while, the post-test which was found the minimum score was 18 and the maximum score was 72 with mean 57,93, and standard deviation 10,417. it can be seen in the table of descriptive statistics as follows: table 3. descriptive statistics third experimental class elements pretest posttest mean 36,71 57,93 std. deviation 9,220 10,417 minimum 17 18 maximum 63 72 sum 1505 2375 source: statistical result spss 24 based on the result of posttest, there were 39 students less than 72 as kkm. it showed that 39 not reach the kkm on writing. while the total of the students were who got than 72 as kkm was only 3 students. if we can see the posttest in students’ percentages as follows: 174 | jisae. volume 6 number 2 september 2020. figure 3. percentages posttest in third experimental class based on the figure above, 7% students can reach the kkm values and 93% students cannot reach kkm values. difference value of first, second and third experimental class there were many strategies which used teacher teaches their students. the strategies can be depend or not depend on the teacher and the strategies. based on this reason, the teacher should have a good strategy to teach their students. here, the researcher uses comparison between feedback by teacher with students’ feedback (peer feedback and self-feedback) with different strategies. it also aimed to know which one of the strategies is better. source: statistical result spss 24 based on the table above, the researcher got the data between the difference score in first experimental class, second experimental class and third experimental class using different feedback strategy. it shows from the mean score of posttest in first experimental class is 9,95 then the mean score of posttest in second experimental class is 15,98 and the last in the mean core of posttest in third experimental class is 21,22. the standard deviation of first experimental class is 11,063 then the standard deviation score of second experimental class is 8,448 and the last is the standard deviation score of third experimental class is 10,106. the difference minimum score of first experimental class is -14, second experimental class is -1 and third experimental class is 1. the difference maximum score of first experimental class is 39, second experimental class is 34 and third experimental is 43. total score differences of first experimental class is 408, second experimental class is 655 and third experimental class is 870. testing of the research hypothesis after tested for normality and homogeneity, it can be said that the data in first eperimental class was normal while the data in second and third experimental class was not normal. for homogeneity test, all of data are homogeneous. and then, the researcher testing the hypothesis test (t-test) formula to find out the effect of feedback strategy on the reduction table 4.4 descriptive statistics of difference scores elements difference 1 diffrence 2 difference 3 mean 9,95 15,98 21,22 std. deviation 11,063 8,448 10,106 minimum -14 -1 1 maximum 39 34 43 sum 408 655 870 175 | jisae. volume 6 number 2 september 2020. of language error in students writing essays by teaching descriptive text and also aim of this test was to compare the pre-test and post-test score in each class (first experimental class using peer feedback, second experimental class using teacher feedback and third experimental class using self-feedback). there are three testing the hypotheses test (t-test): first experimental class the result t-test about writing skill for the pre-test and post-test showed that the significant result in the first experimental class, it was found that the result of the test of homogeneity could be seen as follows: table 7. paired samples testfirst experimental class elements paired differences t df sig. (2tailed) mean std. deviatio n std. error mean 95% confidence interval of the difference lower upper pair 1 pretest1 posttest1 -9,951 11,063 1,728 -13,443 -6,459 -5,759 40 ,000 source: statistical result spss 24 based on table above, it is known –tcount < -ttable (-5,759< -2,026) with sig = -0,000 < 0,05, so it can be concluded that ho is rejected and ha is accepted, it means there is a significant difference between pre-test and post-test in first experimental class using peer feedback. so, applied peer feedback can reduction of language error on students writing essay at the tenth of sman 3 kab. tangerang. second experimental class the result t-test about writing skill for the pre-test and post-test showed that the significant result in the second experimental class, it was found that the result of the test of homogeneity could be seen as follows: table 8.nonparametric test second experimental class null hypothesis test sig. decision 1 the median of differences between pre2 and post2 equals 0. relatedsamples wilcoxon signed rank test .000 reject the null hypothesis. asymptotic significances are displayed. the significance level is .05. source: statistical result spss 24 176 | jisae. volume 6 number 2 september 2020. based on table above, in this experimental class the researcher got not normal result, so she did nonparametric test named wilcoxon signal rank test and get the result is reject the null hypothesis with the significance value 0,000 < 0,05. ha is accepted and ho is rejected, where it means there is a significant difference between pre-test and post-test in second experimental class using self-feedback at the tenth grade of sman 3 kab. tangerang. so, applied self-feedback can reduction of language error on students writing essay at the tenth of sman 3 kab. tangerang. third experimental class the result t-test about writing skill for the pre-test and post-test showed that the significant result in the third experimental class, it was found that the result of the test of homogeneity could be seen as follows: table 9. nonparametric test third experimental class null hypothesis test sig. decision 1 the median of differences between pre3 and post3 equals 0. relatedsamples wilcoxon signed rank test .000 reject the null hypothesis. source: statistical result spss 24 based on table 4.10 above, in this experimental class the researcher also got not normal result, then she did nonparametric test named wilcoxon signal rank test same like before and get the result is reject the null hypothesis with the significance value 0,000 < 0,05. ha is accepted and ho is rejected, where it means there is a significant difference between pre-test and post-test in third experimental class using self-feedback at the tenth grade of sman 3 kab. tangerang. so, applied self-feedback can reduction of language error on students writing essay at the tenth of sman 3 kab. tangerang. different values of first, second and third experimental class result t-test about writing skill for the final test shows the significant result in first experimental class, second experimental class and third experimental class as follows: 177 | jisae. volume 6 number 2 september 2020. table 4.10 multiple comparisons dependent variable: different23 bonferroni (i) class (j) class mean difference (i-j) std. error sig. 95% confidence interval lower bound upper bound peer feedback self-feedback -5.849* 2.203 .027 -11.20 -.50 teacher feedback -11.311* 2.176 .000 -16.59 -6.03 self-feedback peer feedback 5.849* 2.203 .027 .50 11.20 teacher feedback -5.462* 2.190 .042 -10.78 -.15 teacher feedback peer feedback 11.311* 2.176 .000 6.03 16.59 self-feedback 5.462* 2.190 .042 .15 10.78 *. the mean difference is significant at the 0.05 level. source: statistical result spss 24 the researcher analyzed the result 126 of the differences score first experimental class, differences score second experimental class and differences score third experimental class. in this data analyzed, the researcher used multiple comparisons of bonferroni to compare all of feedback strategy. based on table above, sig. all of experimental class < 0,05, so it can be concluded that there is significant differences on improving student writing essay between first experimental class, second experimental class and third experimental class using peer feedback, self – feedback and teacher feedback strategy at the tenth grade of sman 3 kab. tangerang. so, all of feedback strategy that applied by the researcher has differences on improving the students writing skill at the tenth grade of sman 3 kab. tangerang. from the students’ analysis of writing skill taught by using peer, teacher and selffeedback in the different experimental class, the researcher has found the result of students’ writing skill. the researcher has given pre-test, different treatment, and post-test in order to know the students’ score in writing skill. in first experimental class used peer feedback strategy, where the student got the treatment from their friends which focused on error feedback the composition ―circle the errors, and provide the corrections. the researcher was started by giving pre-test, applying treatment, and giving post-test. the test is done in order to know the students‘ writing skill. the result of test was computer by using spss 24 version that can be seen the lowest score is 33 and the highest score is 82. then the mean is 51,39, the median is 49,00 and the standard deviation is 10,327. the result of teaching writing was given feedback by their friends using peer feedback strategy is good because the students get significant differences between pre-test and post-test score. it can be proved with score of post-test was high than pre-test, although the score still below the kkm. 5 % students can pass kkm values and 95 % students cannot pass kkm values. based on theory stated before, bijami, kashef, & nejad (2013) concluded that peer feedback has effect in writing classes because of cognitive and social benefit which is obtained from the peer feedback. almost same with first experimental class that stated above, in third experimental class used self-feedback strategy with same composition with peer feedback, where the student got the treatment from their self which focused on error feedback the composition ―circle the errors, and provide the corrections. the researcher was started by giving pre-test, applying treatment, and giving post-test. the test is done in order to know the students‘ writing skill. the result of test was computed by using spss 24 version that can be seen the lowest score is 178 | jisae. volume 6 number 2 september 2020. 18 and the highest score is 72. then the mean is 57,93, the median is 60,00, and the standard deviation is 10,417. the result of teaching writing was given feedback by their self using self-feedback strategy is good because the students get significant differences between pretest and post-test score. it can be proved with score of post-test was high than pre-test, although the score still below the kkm. 7 % students can pass kkm values and 93 % students cannot pass kkm values. based on the result and theory above. nicol & macfarlane-dick (2006) concluded that by using self-feedback the students can lead to reinterpretation of tasks or adjusting internal goals, tactics and strategies. different with first experimental class and second experimental class that stated above, in third experimental class used teacher feedback strategy with different composition. third experimental class taught by the researcher using teacher feedback strategy focused on error feedback with the composition ―circle the errors, categorize the errors and provide the corrections. the researcher started by giving pre-test, applying treatment, and giving posttest. the test was done in order to know the students‘ writing skill. the result of test was computer by using spss 24 version that could be seen the lowest score is 40 and the highest score is 87. then the mean is 57,22, the median is 55,00, and the standard deviation is 10,135. the result of teaching writing taught by the researcher using teacher feedback strategy is good because the students get significant differences between pre-test and post-test score. it can be proved with score of post-test was high than pre-test, although the score still below the kkm. 12 % students can pass kkm values and 88 % students cannot pass kkm values. based on explanation above ruegg (2015) stated that teacher‘s feedback can be more effective when students are given the freedom to decide what kind of feedback they would like. furthermore, this research supported the previous research entitled; “a comparison of peer, teacher and self-feedback on the reduction of language error in student essay at the tenth grade of sma negeri 3 kabupaten tangerang academic year 2019-2020” is an effective way to teach writing essay. in summary, using peer, teacher and self-feedback on reduction language error in students’ essay give positive effect, but teacher feedback given more affection on reduction language error of students essay, especially for the tenth grade students of sma negeri 3 kabupaten tangerang. conclusion based on the formulation of the problem, the research objective, the hypothesis testing and analysis result, it can be concluded that: 1. the students’ score in first, second and third experimental class are increased, but many students have a score below the minimum criteria (kkm). in first experimental class, 5% students could pass kkm values and 95% students could not pass kkm values. then, in second experimental class only 7% students could pass kkm values and 93% students could not pass kkm values, and in second experimental class only 12% students could pass kkm values and 88% students could not pass kkm values. it means, almost all of students have score under kkm. 2. the hypothesis data was tested using formula of t-test, it was known that in first experimental class ha is accepted and ho is rejected. it means, there is a significant difference between pre-test and post-test in first experimental class using peer feedback at the tenth grade of sman 3 kab. tangerang in academic year 2019/2020. 3. the hypothesis data was tested using formula of t-test, it was known that in first experimental class ha is accepted and ho is rejected. it means, there is a significant difference between pre-test and post-test in first experimental class using teacher feedback at the tenth grade of sman 3 kab. tangerang in academic year 2019/2020. 179 | jisae. volume 6 number 2 september 2020. 4. the hypothesis data was tested using formula of t-test, it was known that in first experimental class ha is accepted and ho is rejected. it means, there is a significant difference between pre-test and post-test in first experimental class using self-feedback at the tenth grade of sman 3 kab. tangerang in academic year 2019/2020. teacher feedback has significant effect than peer and self-feedback on reduction of language errors in students writing essays. so, its better teacher feedback on reduction of language errors in students writing essays. references baker, k. m. (2016). peer review as a strategy for improving students’ writing process. active learning in higher education, 17(3), 179–192. https://doi.org/10.1177/1469787416654794 bijami, m., kashef, s. h., & nejad, m. s. (2013). peer feedback in learning english writing: advantages and disadvantages. journal of studies in education, 3(4), 91. https://doi.org/10.5296/jse.v3i4.4314 birjandi, p., & tamjid, n. h. (2011). assessment & evaluation in higher education the role of self, peer and teacher assessment in promoting iranian efl learners ’ writing performance. assessment and evaluation in higher education, 37(5), 37–41. https://doi.org/10.1080/02602938.2010.549204 björk, l., bräuer, g., rienecker, l., & jörgensen, p. s. (2003). teaching academic writing in europe (g. rijlaarsdam (ed.); first). kluwer academic publishers. boud, d., cohen, r., & sampson, j. (1999). peer learning and assessment. assessment and evaluation in higher education, 24(4), 413–426. https://doi.org/10.1080/0260293990240405 brown, h. d. (2003). language assessment principles and classroom practices (third). longman. https://doi.org/10.1017/cbo9781107415324.004 dehkordi, m. e., & allami, h. (2012). evidentiality in academic writing. theory and practice in language studies, 2(9), 2–11. https://doi.org/10.4304/tpls.2.9.1895-1904 diab, n. m. (2016). a comparison of peer, teacher and self-feedback on the reduction of language errors in student essays. system, 57, 55–65. https://doi.org/10.1016/j.system.2015.12.014 esfandiari, r., & myford, c. m. (2013). severity differences among self-assessors, peerassessors, and teacher assessors rating efl essays. assessing writing, 18(2), 111–131. https://doi.org/10.1016/j.asw.2012.12.002 gould, j. s., & gould, e. j. (2004). four square writing in the content areas (first). teaching & learning company. graham, s., & perin, d. (2007). a meta-analysis of writing instruction for adolescent students. journal of educational psychology, 99(3), 445–476. https://doi.org/10.1037/0022-0663.99.3.445 hyland, k. (2016). methods and methodologies in second language writing research. system, 59, 116–125. https://doi.org/10.1016/j.system.2016.05.002 hyland, k., & hyland, f. (2014). state of the art article feedback on second language students ’ writing. language teaching, 39, 83–101. https://doi.org/10.1017/s0261444806003399 lindblom-ylanne, s., pihlajamaki, h., & kotkas, t. (2014). self-, peerand teacherassessment of student essays. active learning in higher education, 7(1), 51–62. https://doi.org/10.1177/1469787406061148 nicol, d., & macfarlane-dick, d. (2006). formative assessment and selfregulated learning: a model and seven principles of good feedback practice. studies in higher education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090 180 | jisae. volume 6 number 2 september 2020. nik, y. a., hamzah, a., & hasollah, h. f. bin. (2010). why writing in esl is difficult for undergraduates in a public university in malaysia. international conference on educational and information technology (iceit), 2–7. raimes, a. (1983). techniques in teaching writing (r. n. campnell & w. e. rutherford (eds.); first). oxford university press. razali, r., & jupri, r. (2014). exploring teacher written feedback and student revisions on esl students’ writing. iosr journal of humanities and social science, 19(5), 63– 70. https://doi.org/10.9790/0837-19556370 ruegg, r. (2015). the relative effects of peer and teacher feedback on improvement in efl students’ writing ability. linguistics and education, 29, 73–82. https://doi.org/10.1016/j.linged.2014.12.001 salima, r. (2013). measures of eliminating efl students’ errors in writing. procedia social and behavioral sciences, 69, 318–327. https://doi.org/10.1016/j.sbspro.2012.11.416 setyowati, l., sukmawa, s., & latief, m. a. (2017). solving the students’ problems in writing argumentative essay through the provision of planning. in celt: a journal of culture, english language teaching & literature (vol. 17, issue 1). https://doi.org/10.24167/celt.v17i1.1140 smemoe, w. b. (2018). peer feedback. the tesol encyclopedia of english language teaching, 0(0), 1–5. https://doi.org/10.1002/9781118784235.eelt0540 xiang, w. (2004). encouraging self-monitoring in writing by chinese students. elt journal, 58(3), 238–246. yu, s. (2019). learning from giving peer feedback on postgraduate theses: voices from master’s students in the macau efl context. assessing writing, 1–11. https://doi.org/10.1016/j.asw.2019.03.004 11 evaluation of the implementation of national education standards on antecedent components in special of vocational high school ema noviah universitas negeri jakarta emanoviah_pep17s2@mahasiswa.unj.ac.id aip badrujaman universitas negeri jakarta aip.bj@unj.ac.id wardani rahayu universitas negeri jakarta wardani9164@yahoo.com abstract the children's special correctional institution (lpka) on tangerang city is one of the institutions that organizes the form of coaching vocational high school (smk). implementation of education in vocational high school must meet the minimum criteria in accordance with national education standards. learning planning, educator qualifications and infrastructure is one of the components that exist in the national standard of education. this research aims to evaluate the quality of lesson plan (rpp) and assessment, educator qualifications, and infrastructure in the antecedent component of the concatenate stake model in special of vocation high school. this research is an evaluative research with a qualitative approach. the method of data collection used in the form of interviews, documentation studies, and observations with the validity technique of data research results using the credibility by prologue engagement, persistent observation, and member checking. the results showed that educators first did not prioritize learning program planning and its assessment, both lacking facilities of learning infrastructure, and all three educators who did not have a certificate of educators. keyword: antecedent component, evaluation, the children's special correctional institution (lpka) introduction education is an important role because through education, one is able to develop cognitive skills, attitudes and skills that can be used to solve problems in everyday life. in the correctional system conducted by several countries such as scotland, united states of america, the states of the united kingdom (uk), and indonesia, placing an education program into a coaching program must be held as a form of the fulfillment of fundamental prisoners of human rights (brazzell, crayton, mukamal, solomon, & lindah, 2009; cale et al., 2018; justice's, 2016). this is in accordance with the results of the meta analysis conducted by sulhin (2017) showing 84% of countries around the world conducting educational programs in correctional institutions (prison), in order to develop talents, abilities, and skills prisoners to live life after completing the detention period. with the education in the prison is expected to minimize prisoners back to the prison (bozick, steele, davis, & turner, 2018; esperian, 2010; silvestri & wdizioni, 2013). macdonald, (2018), novian et al., (2018), and urombo & kasimba, (2018) stated the main factor resulting in the return of prisoners to the prison is the maximum fulfillment of prisoners ' rights and the lack of effective coaching function especially in terms of education. in fact, according to meissner & jourdan, (2017) well-organized education and training in prison, can suppress the incidence of residivisme, build work experience, reduce the risk of mental illness, improve prison safety, provide financial income for prisoners who are able to develop skills from the program that follow, and have a greater chance to get the job after completing the detention period (esperian,2010; formon, schmidt, & henderson, 2017). the government of indonesian has compiled the construction activities stipulated in the law with the foundation of the philosophy of pancasila as the nation's ideology, to be applied in the construction of convicts throughout the prison (najih, 2018; utami, 2017). different with the scotland and the uk countries, who prefer to carry out coaching based on the needs and desires of the prisoners. according to coyle (1998), crime (2017), and duwe (2017) both things are legitimate. because each country has a model of convict formation that is adapted to the cultured, and the urgensity of each crime is still referring to the standards of convict construction in the rules of treatment of prison (hayes & blunt, 2011). antecedent components on evaluation model countenance stake the evaluation model of the countenance stake has a framework often used in conducting an evaluation activity. the three dimensions consist of anteceden, transaction and outcome (vanitha thanabalan, siraj, & alias, 2015). the meaning of antecendents (jody l. fitparick, sander, and worther, 2004:134-135) in (stake: 1967) is an input, condition, and any resources that can support the implementation of the program. lukum (2015) further interactively when all conditions, resources and inputs that existed before the implementation of the program, not only can support the implementation but also have a related or direct impact on the outcome of the program. (gerald f. draayer, 2009 and siswanto, 2019) explained that if the form of antecendent itself could be a written document about a breakdown of planning or resource components of a program. which, if described in the context of learning, can be lesson plan, infrastructure, and educator qualifications (bendriyanti & dewi, 2014; lukum, 2015; zulfiati & kurniawati, 2018). vocational high school in the environtment children's special correctional institution (lpka) of tanggerang city lpka tangerang city is one of the institutions of the sub-criminal justice system that organizes vocational high school education programs. the purpose of the program is not merely realizing government regulation or the implementation of intellectual coaching for prisoners. however, it provides the living provision that the child can use after running the detention period and minimizing the chances of the child's recidivism. 12 | jisae. volume 6 number 1 february 2020. 13 the government of the republic of indonesia has determined that the education of vocational school must meet the minimum criteria in accordance with the national standards of education. among them are process standards, education standards and educational personnel, standards of facilities and infrastructure, also the education assessment standards. in the results of interviews with the head of the education field of lpka tanggerang city said that the vocational high school program is the most demanding program. due to the average age of students the prison (andikpas) ranges between 15-18 years or the age of the child at the secondary level of education. nevertheless, the program that was established since 2013 has not been able to answer the anxiety of the prison students facing the outside world after completing the detention period. shinkfield & graffam (2010) argued that the anxiety suffered by child prisoners tends to be higher than that of adult convicts. this is because, the first child prisoners have no life experience that has to be used to serve after completing the detention period. both have excess concerns on the sanctions and negative stigma of the public against him. third is the discrimination of various parties that seems to make it a disarray and become invaluable. if these three things happen, then it indirectly gives the child the potential to become a resident. because the average age of andikpas was in the self-discovery phase, which required the role of family, and the surrounding environment, in the formation of character and concept of himself (pasupathi & mclean, 2012). based on the results of observation and interviews with one of the internal teachers (gi. 1), obtained information if during the seven years of the school vocational standing, only a small portion of graduates are absorbed in the industry world du/di. furthermore, other sources (gi. 2) also said, although the absorption of vocational school graduates in du/di is still very minimal, but the total number of graduates who work is estimated to reach fifty percent. although the work that is in the habit does not match what is learned. low the absorption of vocational high school graduates in du/di as well as the high anxiety of children in the face of liberation, showing the achievement of the competency standards of school graduates with good vocational in the learning conducted by special of vocational high school. rahmawati & anggraini (2017) and (sajidan, baedhowi, triyanto, masykuri, & mohammad, 2018) stated that if there is no achievement of the competency standards well in a study, indicating that there is an ineffectiveness of the implementation of the learning process in the classroom. this is because the learning process serves as a deciding factor that can control the success of the learning process. ibrahim & mohamed (2017) and bell (2015) said when the implementation of good learning will be positively correlated with planning. the good practice of learning is a sign when the preparation of learning planning is also done optimally. alawamleh, bdah, & alahmad (2013), németh & long (2012), and arnold (2015) learning planning is one of the factors that determines the quality of teaching. the structured learning plan allows the teacher to explore the skills of the students, either in the knowledge, attitudes, or skills (shen, poppink, cui, & fan, 2007). furthermore, relisa (2016) argues that when low quality of graduates is not only a result of the lack of maximal learning planning, but also by insufficient school support resources such as educators and facilities infrastructure. the evaluation model is compiled by stake to place the suspected problems that is experienced by special vocational schools in the antecedent dimension. it is an indicator to explain the components of the preparation of learning planning, infrastructure, and educator qualifications, as in the research is conducted by (motondu & rusyadi, 2017; siswanto, 2019; wahab & kholis, 2017). based on this, this study aims to look the effectiveness of antecedents in the learning program implemented by special vocational schools in the correctional institution environment. the novelty in this research is the use of a stake countenance model that is considered appropriate to study the problem, and has never been used to see the effectiveness of learning carried out by the tangerang correctional institution for children especially in the special vocational education program. method this research was conducted at lpka tangerang city for 9 months. this research is a evaluative study using a qualitative approach and a special model countenance stake in the antecedent component. according to kielmann, cataldo, & seeley (2012) qualitative is an approach to naturalistic research that tries to explore social issues naturally and scientifically through a complex and holistic picture. conducting data searches based on causal consequences (liu & zhang, 2015). the speakers involved in the study were teachers and alumni of vocational high school with data collection methods in the form of interviews, documentation studies and observations. the techniques used to maintain the validity of the data are credibility, in prologue engagement, persistent observation, and checking members. results based on the results of interviews, observations, and documentation studies, the antecedent component in the evaluation model used to determine the quality of the learning and assessment planning, infrastructure and educator qualifications. preparation of lesson plan based on the results of interviews conducted with external teachers (ge) and internal teachers (gi), obtained information that special of vocational high school implemented the 2013 curriculum (k13) on learning activities. referring to the regulation of the minister of education and culture of indonesian number 65 year 2013, learning planning in k13 is designed in the form of syllabus and lesson plan tailored to the process standard. the following data is interviewed by internal and external educators to explore information about the preparation of lesson plan. "if talking about lesson plan be honest is one thing that we do not prioritize. because if it follows the standard rules and curriculum 14 | jisae. volume 6 number 1 february 2020. 15 standards 2013, it cannot be applied there in time”. (ge. 1 & ge. 2) the statements of ge. 1 and ge. 2, in line with the answers of ge. 4 and gi. 2 on the preparation of rpp conducted for the learning activities. the following are the speakers: "i do not putting the lesson plan in the learning that i do here, because in addition to the study time is not appropriate standards, the first high school parties special can not force teachers to complete the administration of learning. from the beginning there is no agreement that the teacher should prepare a, b, c, d. sentence always "up to mother or father only". (ge. 4) "i'm not putting up rpp because i don't understand’’. (g 1.2) according to the results of interviewees, there are several factors affecting vocational high school educators not prioritizing the preparation of rpp in learning. among them are: first, underdeveloped learning administration by internal teachers, because most of them are prison warden which is set in noneducational backgrounds. second, the implementation of k13 is considered to be less appropriate by external teachers, because lpka tangerang city only allocates four days of study time in one week, with the duration of three to four hours each day. based on the explanation, it can be concluded that the information conveyed by the informant proves its truthfulness. researchers added data on observations made from march to may 2019 on the cause of the lesson plan. among them are: first, teachers are required to customizes learning programs with prison rules that are assessed as less motivated by students with restrictions on the use of information and communication technology (ict) because it conflicts with regulation of the minister of law of ham ri number 6 year 2013. davis & tolbert (2019) and michals & kessler (2015) stated that it was in fact limiting educators ' space to implement a standardized teaching and learning process. the second is the low motivation to learn andikpas resulted in the scientific approaches that apply in k13 such as: observing, asking questions, seeking answers to questions, implementing discussion results, and creating a product based on learning done, cannot be implemented according to scientific learning approaches. the orientation of andikpas learning is not to increase curiosity and develop abilities. but it meets the rules of coaching established by the institution. third is a difficult-to-predict class condition demanding teachers always use more than two learning strategies. it is done to keep the concentration of children who tend to be more active moves than to think to remain steady until the learning activities end. fourth is a lack of teaching personnel, causing the learning process to become not conducive. this is because the tenth (x) and eleven (xi) classes are often merged into one during the learning process. the situation often makes teachers difficult to determine, organize and develop teaching materials. michals & kessler (2015) states that when the conditions of merging between classes make the learning process ineffective. some prisoners who suffered a similar condition gave an objection response because the given differentiation material was continuously repeated and was less likely to increase (eikeland & asbjørnsen, 2009). the difficulty in implementing k13 learning planning was previously revealed by gi. 1 on the fourth of january 2019. according to him, the implementation of k13 for learning in prison environment needs to be studied more seriously. this is because the curriculum is not able to answer the need for learning andikpas. the exposure was similar to the opinions of bruyns & nieuwenhuizen (2003), stating that the education and coaching carried out in the prison should be adjusted to the situation, condition, and needs of the convicts. the interviewer's statement at the time of the interview on the not-in-learning activity is not in accordance with the documentation of the study results obtained on january 26, 2019. researchers obtain lesson plan physical evidence from one of vocational high school internal educators. after thorough assessment and analysis of the document, it was shown that the lesson plan was not drafted by educators. lesson plan is no-one in teaching suggests that vocational high school educators do not devise aspects of the trumpet on learning. however, in the implementation, there are learning assessments conducted by the teachers only to measure the competency of the students in terms of knowledge. due to assessment of attitudes and skills carried out by internal officers prison. sourced from interviews with some of the external educators, such as ge. 1, ge. 2 and ge. 3 obtained the information that teachers who teach at the vocational high school are doing the assessment. however, the assessment is only limited to the assessment using written tests to measure students ' knowledge. proving the truth of the information, researchers directly clarified the data using the technique of member checking on other sources or ge. 4. here are the speaker answers when they are given questions about the learning assessment. "i tried to do another assessment besides the student's knowledge, but finally when i did it i was very confused. because i think, i have here only a few hours and it's only 1 once in 1 week” (said ge. 4) in accordance with the information that was previously obtained, ge. 4 as the last interviewee, gave a description that if most of the external teachers of vocational high school give the authority to assessment of skills and attitudes children. internal parties such as children's guardians or internal educators. as a party that considers closer to the child both in terms of time and personal. in accordance with the information that was previously obtained, ge. 4 as the last interviewee, gave a description that if most of the external teachers of vocational middle school give the authority to assessment of skills and attitudes children. internal parties such as children's guardians or internal educators. as a party that considers closer to the child both in terms of time and personal. "we are only doing the knowledge assessment. as for the assessment of children's attitudes we submit to the internal parties 16 | jisae. volume 6 number 1 february 2020. 17 who know and have a lot of time with children. as for the practicum assessment we adopted it from the industrial world” (said ge. 1 & ge. 2) ifeanyichukwu & abuchi (2015), branch (1995) states that the limitation of learning time is the biggest challenge and obstacle in the field of education in the prison. it is caused by coaching that is carried out in the prison not only of education, but rather skills, spirituality, and health that requires space and time in its application. assessments conducted by external teachers are not limited to assessments to measure students ' knowledge. especially for vocational subjects, for example, automotive teachers conduct skills assessment directly to measure students ' skills in practical activities in the workshop. although the assessment instrument used is an instrument adopted from the industrial world. facilities and infrastructure according to barrett, treves, shmis, ambasz, & ustinova (2018) facility is an important indicator that can support the implementation of the learning to be maximal. lpka tangerang city has a sturdy building condition, stable, avoid interference from environmental pollution and air pollution. this is because since the beginning of the building of lpka tanggerang city, it has been served as a place of exile for children of dutch descent who violate the rules and norms that are in the community. the history writes, if the place was built in 1925 and had undergone the function of being the iv regiment headquarters in the year 1945, it became the wrong cultural heritage that is still being enabled to date. based on observation results, lpka tanggerang city located at jl. tmp. taruna no. 29c, rt. 001/rw. 001, sukaasih, tangerang sub-district, tangerang city, banten province, postal code 15111. provide seven special spaces that can be used for the implementation of vocational high school education with the following details: study room special of vocational high school has three classrooms that serve as a place for teaching and learning activities, both theoretical and practical. each room is 100m2 with a total of 38 students, divided into three learning groups. among them are: the tenth class there are four students, the next class there are seven students and the twelfth class there are twenty-seven students. referring to ministerial regulation number 40 year 2008, middle school classrooms that are in the environment lpka tanggerang city has fulfilled the minimum standards of study space specified is 2m2/students for groups of study less than 16 people, with a minimum area of 32 m2 and 4m width. here's a list of inventory in vocational high school classrooms. table 1. room inventory vocational high school no listing of item amount condition 1 white 1 good board 2 teacher’s table and chair 1 good 3 student’s table and chair conditional good 4 president and vice president photos 1 good 5 styrofoam 1 good based on the data listed in table 1, special of vocational high school does not have classrooms with various facilities. this is because all the learning facilities in the classroom will be adjusted to the number of students and the provisions that apply in lpka tangerang city. lpka has procedures that govern forms supporting the construction activities. one of indicator of the procedure is that there must be stable, strong, and safe. the goal is to avoid the occurrence of harmful things, given that children become students in coaching activities, are children with high emotional levels and low self-control (brazzell et al., 2009; krezmien, mulcahy, & leone, 2008). based on the results of the evaluation conducted by referring to the rules of the minister, if the learning facilities in the classroom vocational high school not yet meet the standards that apply. this is because there are many supporting facilities that are not available in the classroom based on the prevailing government regulations. the following is the opinion of the speaker, based on the results of the interview as a form of validation so that it can strengthen the evaluation data about the condition of learning facilities existing in smk special. "the facilities and infrastructures are very lacking in supporting the implementation of the learning”. (said ge. 4/spp/iv/friday august, 16 2019) "the learning i did i distinguish with formal education in general, because the facilities and infrastructures that are there is less complete and less supported so it is difficult to be distributed". (said ge. 3/spp/iv). extracting information through an interview activity is not limited to being conducted on the teacher as a subject in research. researchers added the opinion of alumni of vocational high school (exn) who still complete their prisoners in prison, regarding the completeness of learning facilities at special of vocational high school exn/spp/iv. 18 | jisae. volume 6 number 1 february 2020. 19 "a lack of infrastructure learning facilities especially for library books that are less up to date. in addition there are no projectors such as senior high school outside make learning feels saturate " based on the narrative of the teachers and alumni, the picture when the vocational high school that is in the environment of the lpka tangerang city, is still experiencing less facility supporting learning. internal vocational high school is openly explained to researchers, if the condition occurs because the existing operational budget is not able to meet the needs of school managerial. this is due to the focus of the funding of smk special not only centered on the needs of the school, but also on the needs of the andikpas as the following informant statement. "not wanting to complement, only the funds are not enough, because the funds available are not only used to complement the needs of the school, but also the needs of our other children who bear". gi. 1/spp. rb/iv. the exposure expressed by the speakers, is similar to the results of research conducted by bruyns & nieuwenhuizen (2003) and edwin (2018) stating if most of the educational activities held in the prison experienced lack of learning facilities. learning support space lpka tanggerang city provides not only classrooms to facilitate student learning activities. there is another supporting space that is given to be used as a management place for smk learning, outside the study room, which is the form of teacher room and administration that becomes one with the headmaster room, and also the automotive workshop room function as a practice laboratories. russell & weaver (2008), prabha (2016) argues, in general, the role of practice laboratories in schools can help students to have a meaningful understanding of the concepts of the things being learned. and increase the interest and motivation of students to continue to learn, cultivate thinking skills, as well as the ability to solve the problem scientifically. the prevailing ministerial regulation stipulates, ideally facilities of vocational high school education are not limited to classrooms, workshops, and governance halls. there are other infrastructures that must be available to support the implementation of learning more effective. among them are the health unit room of students, places of worship, counseling, libraries, warehouses, to the sanitation room. based on the results of the observation, all the facilities are available in the lpka. the function and size are also adjusted to the capacity of prison occupants. this is because all facilities are built with the purpose of supporting the implementation of construction activities in the prison and not specifically intended for vocational high school of students. educators based on the study data, vocational high school has 18 educators who are divided into two categories, namely: internal educators with 13 people and external educators with a total of 5 people. internal educators are prison officers who are tasked with teaching teachers outside of their duties as correctional guards. while external educators are senior high school education teachers, who volunteer to devote themselves to being a penitentiary. based on the data, it is seen when vocational high school educators are more dominated by the internal teachers, which tend to be in non-educator backgrounds and yet have a certificate stating that they have pedagogic competence. ensuring the correctness of the data gained, researchers re-conducted interviews with educators in different spaces and times. "if an external teacher must all have a certificate or legalities of teaching. because they have a backdrop of education and have a teaching experience long enough. in addition, the average status of civil state apparatus. but if the internal teachers most graduates are non-educational. so we do not have a certificate or legality of teaching”. (said gi. 2) based on the results of the evaluation, can be concluded if most of the educators who are in special of vocational high school have not been able to provide education and teaching services. because, the educators do not have a certificate of teaching as a valid proof signifying having mastered the qualifications and competence of educators in accordance with the law regulation of the republic of indonesia number 14 year 2005 about teachers and lecturers. according to makovec (2018), maphoso & mahlo (2015), musau & abere (2015), and palardy & rumberger (2015) qualification and competence are important things an educator must have. because considering the profession has a responsibility to develop all the potential and ability of learners as a generation of nations. according to bhatti (2010), xhemajli, cyril, & methodius (2016) and vandeyar, (2017) caena (2014) xhemajli et al (2016) when educators have more complex roles beyond their duties as teachers, also directing and giving learning facilities so that the learning process is adequate. more detailed data retrieval is made to get information on the cause of the recruitment of educators with appropriate qualifications to optimize learning. gi. 1 as interviewed interviewees said, it is already conducting the search activities of educators with appropriate qualifications. but apparently not few of them are resigned slowly after learning the situation and conditions of education held in prison. the statement is justified by one of the external educators, who also play an active role in the establishment of vocational high school in prison and said: "it has often been inviting teachers to help teach in prison. initially, the teachers were enthusiastic, but as long as time went by they left themselves without any other". (said ge. 1) michals & kessler (2015) and patrie (2017) declare when an educator who teaches in a penitentiary, must have a sensitivity to justice and a high social spirit. because teachers of prison will face different situations than formal education in 20 | jisae. volume 6 number 1 february 2020. 21 general. with these two things, it is hoped that they can become a motivation capable of growing loyalty teachers in prison teaching. referring to the field findings on the conditions of special of vocational high school learning in the prison, evaluation conducted: first, special of vocational high school still experienced a shortage of educators who can support the learning process. second: educators are dominated by the competent prison warden who are not qualified as an educator. third, referring to the law number 14 year 2005 article 1 paragraph 9 about the duties, principal, and function of teachers and lecturers as professionals, based on competence and appropriate qualifications, most of special of vocational high school teachers, have not fulfilled predefined standards. it shows that if there is still needed improvement and development for the educators who teach in the prison environment. conclusion referring to the evaluation, it can be contributed that the study at vocational high school in the environment of the lpka tanggerang city has not been carried out effectively. it is reflected by: first; the availability of rpp which is one of the successful factors for the implementation of the learning program by educators. second; no aspect of judgment on the lesson plan. but in its execution, the assessment carried out by the teacher only a written and assessment of the attitude. and skills carried out by prison internal officers. third; infrastructure has not been able to support teaching and learning activities because the school still has a shortage of funding sources. fourth; educators who teach in vocational high schools are dominated by internal educators who have not yet been certified educators. references alawamleh, h. s., bdah, a., & alahmad, n. (2013). the impact of planning on the quality of educational programs at albalqa ’ applied university. international journal of business administration, 4(5), 38–50. https://doi.org/10.5430/ijba.v4n5p38 arnold, v. d. (2015). planning for effective instruction. https://doi.org/10.1080/08878738809554938 barrett, p., treves, a., shmis, t., ambasz, d., & ustinova, m. (2018). the impact of school infrastructure on learning. https://doi.org/10.1596/978-1-46481378-8 bell, l. (2015). strategic planning and school management : full of sound and fury , signifying nothing ? https://doi.org/10.1108/09578230210440276 bendriyanti, r. p., & dewi, c. (2014). mo del “ countanance stake ” dalam evaluasi. in seminar nasional riset inovatof ii (pp. 134–139). bhatti, g. (2010). learning behind bars : education in prisons. teaching and teacher education, 26(1), 31–36. https://doi.org/10.1016/j.tate.2009.06.020 bozick, r., steele, j., davis, l., & turner, s. (2018). does providing inmates with education improve postrelease outcomes ? a meta-analysis of correctional education programs in the united states. journal of experimental criminology. https://doi.org/10.1007/s11292-018-9334-6 branch, u. n. o. at v. c. p. and c. j. (1995). basic education in prison. usa. brazzell, d., crayton, a., mukamal, d. a., solomon, a. l., & lindah, n. (2009). from the classroom to the community during incarceration and reentry. (t. u. institute, ed.). new y. bruyns, h. j., & nieuwenhuizen, c. (2003). the role of education in the rehabilitation of offenders. sajhe. https://doi.org/10.4314/sajhe.v17i2.25293 caena, f. (2014). teacher competence frameworks in europe : policy as discourse and policy as practice. european journal of education, 49(3), 312–330. https://doi.org/10.1111/ejed.12088 cale, j., day, a., casey, s., bright, d., wodak, j., & baldry, e. (2018). australian prison vocational education and training and returns to custody among male and female ex-prisoners : a cross-jurisdictional study. https://doi.org/10.1177/0004865818779418 coyle, a. (1998). a human rights approach to prison management. south africa. crime, u. n. o. on d. and. (2017). addressing the global prison crisis strategy 2015-2017. australia. davis, l. m., & tolbert, m. c. (2019). evaluation of north carolina ’ s pathways from prison to postsecondary education program. (r. corporation, ed.). california. duwe, g. (2017). the use and impact of correctional programming for inmates on preand post-release outcomes. u.s departement of justice, 1–39. https://doi.org/10.1016/s0167-2991(98)80918-x edwin, m. (2018). from mass incarceration to mass education : fostering collaboration between state prisons and state universities. university of new york. eikeland, o.-j., & asbjørnsen, t. m. og a. (2009). prisoners ’ educational backgrounds , preferences and motivation. (j. koefoed, ed.). denmark. esperian, j. h. (2010). the effect of prison education programs on recidivism. correctional education association, 61(4), 316–334. https://doi.org/10.2307/23282764 formon, d. l., schmidt, a. t., & henderson, c. (2017). examining employment outcomes of offender and nonoffender vocational program graduates. international journal of offender therapy and comparative criminology, 1– 20. https://doi.org/10.1177/0306624x17735041 hayes, j., & blunt, c. (2011). review of offender learning. london. ibrahim, i. a. a., & mohamed, m. s. a. (2017). educational management , educational administration and educational leadership : definitions and general concepts sas journal of medicine ( sasjm ) educational management , educational administration leadership : definitions and general concepts and. https://doi.org/10.21276/sasjm.2017.3.12.2 ifeanyichukwu, o., & abuchi, u. k. (2015). the role of formal education in the rehabilitation and reintegration of prisoners in nigeria : a case study of 22 | jisae. volume 6 number 1 february 2020. 23 jos. journal for studies in management and planning, 01(11), 43–54. justice’s, u. s. d. of. (2016). u . s . department of justice report and recommendations concerning the use of restrictive housing. kielmann, k., cataldo, f., & seeley, j. (2012). introduction to qualitative research methodology: a training manual. malawi: department for international development (dfid). krezmien, m. p., mulcahy, c. a., & leone, p. e. (2008). detained and committed youth: examining differences in achievement, mental health needs, and special education status, 31(4), 1–20. https://doi.org/10.1353/etc.0.0029 liu, c., & zhang, x. (2015). critically analyse the contribution made by qualitative research to elt ( english language teaching ) in china. international journal of english language teaching, 2(2), 45–55. https://doi.org/10.5430/ijelt.v2n2p45 lukum, a. (2015). evaluasi program pembelajaran ipa smp menggunakan model countenance stake astin lukum universitas negeri gorontalo. jurnal penelitian dan evaluasi pendidikan, 19(1), 25–37. https://doi.org/10.21831/pep.v19i1.4552 macdonald, m. (2018). overcrowding and the impact on prison conditions and health. international journal of prisoner health, 14(2), 2–6. https://doi.org/10.1108/ijph-04-2018-0014 makovec, d. (2018). the teacher’s role and professional development. international journal of cognitive research in science, engineering and education, 6(2), 33–45. https://doi.org/10.5937/ijcrsee1802033m maphoso, l. t., & mahlo, d. (2015). teacher qualifications and pupil academic achievement. j. soc sci, 42(1,2), 51–58. https://doi.org/10.1080/09718923.2015.11893393 meissner, p., & jourdan, m. (2017). roadmap for the development of prisonbased rehabilitation programmes. vienna: united nations office. michals, i., & kessler, s. (2015). prison teachers and their students: a circle of satisfaction and gain. correctional education association, 66(3), 47–62. https://doi.org/10.2307/26508011 musau, l. m., & abere, m. j. (2015). teacher qualification and students ’ academic performance in science mathematics and technology subjects in kenya, 7(3), 83–89. https://doi.org/10.5897/ijeaps2014.0386 najih, m. (2018). indonesian penal policy : toward indonesian criminal law reform based on pancasila, 3(02), 149–174. https://doi.org/https://doi.org/10.15294/jils.v3i02.27510 németh, j., & long, j. g. (2012). assessing learning outcomes in u . s . planning studio courses. journal of planning education and research, xx(x), 1–15. https://doi.org/10.1177/0739456x12453740 novian, r., eddyono, w. s., kamilah, g. a., dirga, s., nathania, c., & napitupulu, a.t.erasmus wiryawan, martanto syahrial budhiman, a. a. (2018). strategi menangani overcrowding di indonesia : penyebab, dampak dan penyelesaiannya. jakarta: institute for criminal justice reform (icjr). palardy, g. j., & rumberger, r. w. (2015). teacher effectiveness in first grade: the importance of background qualifications, attitudes, and instructional 24 | jisae. volume 6 number 1 february 2020. practices for student learning gregory. educational evaluation and policy analysis, 30(2), 111–140. https://doi.org/10.3102/0162373708317680 pasupathi, m., & mclean, k. c. (2012). processes of identity development : where i am and processes of identity development : where i am and how i got there, 8–28. https://doi.org/10.1080/15283488.2011.632363 patrie, n. (2017). learning to be a prison educator. journal of prison education and reentry, 4(1), 17–32. https://doi.org/10.15845/jper.v4i1.1050 prabha, s. (2016). laboratory experiences for prospective science teachers : a meta-analytic review of issues and concerns. european scientific journal, 12(34), 235–250. https://doi.org/10.19044/esj.2016.v12n34p235 rahmawati, d., & anggraini, a. d. (2017). evaluasi program kurikulum berdasarkan standar isi, standar proses, dan standar kompetensi lulusan di sdn pisangan timur 10 pagi, 5(1), 35–50. https://doi.org/10.21009/jpeb.005.1.3 relisa. (2016). kajian prasarana pendidikan sekolah dasar sebagai salah satu indikator pencapaian standar nasional pendidikan study of primary school infrastructure as one of indicator in. jurnal pendidikan dan kebudayaan, 1(19), 81–96. russell, c. b., & weaver, g. c. (2008). student perceptions of the purpose and function of the laboratory in science : a grounded theory study. international journal for the scholarship of teaching and learning, 2(2), 1– 14. https://doi.org/10.20429/ijsotl.2008.020209 sajidan, r. nat., baedhowi, triyanto, masykuri, & mohammad, s. a. t. (2018). peningkatan proses pembelajaran dan penilaian pembelajaran abad 21 dalam meningkatkan kualitas pembelajaran smk (mohamad he). indonesia. shen, j., poppink, s., cui, y., & fan, g. (2007). lesson planning : a practice of professional responsibility and development. educational horizons, 248– 260. retrieved from https://files.eric.ed.gov/fulltext/ej772517.pdf shinkfield, a. j., & graffam, j. (2010). the relationship between emotional state and success in community reintegration for ex-prisoners. international journal of offender therapy and comparative criminology, 54(3), 346–360. silvestri, a., & wdizioni, a. (2013). prison conditions in the united kingdom. roma: association antigone onlus. siswanto, s. (2019). penerapan model evaluasi stake (countenance) untuk mengevaluasi pembelajaran dasar dasar akuntansi. jurnal pendidikan akuntansi indonesia, 8(1), 10–18. https://doi.org/10.21831/jpai.v8i1.940 sulhin, i. (2017). filsafat pemasyarakatan dan paradoks pemenjaraan di indonesia. punishment, penology, pemasyarakatan, criminology, (november), 1–19. uche, g. n. (1995). vocational training for prison inmates : a treatment model. international of lifelong education, 14(5), 365–374. https://doi.org/10.1080/0260137950140503 urombo, l., & kasimba, r. (2018). factors behind recidivism at chikurubi farm prison in zimbabwe. journal of african foreign affairs (joafa), 5(3), 103– 118. https://doi.org/https://doi.org/10.31920/2056-5658/2018/v5n3a6 25 utami, p. n. (2017). keadilan bagi narapidana di lembaga pemasyarakatan (justice for convicts at the correctionl institutions). jurnal penelitian hukum de jure, 17(3), 381–394. https://doi.org/http://dx.doi.org/10.30641/dejure.2017.v17.381-394 vandeyar, s. (2017). the teacher as an agent of meaningful educational change. education sciences: theory & practice, 17(2), 373–393. https://doi.org/10.12738/estp.2017.2.0314 vanitha thanabalan, t., siraj, s., & alias, n. (2015). evaluation of a digital story pedagogical module for the indigenous learners using the stake countenance model. social and behavioral sciences, 176, 907–914. https://doi.org/10.1016/j.sbspro.2015.01.557 xhemajli, a., cyril, s., & methodius. (2016). the role of teacher in interactive teaching. international journal of cognitive research in science, engineering and education, 4(1), 31–38. https://doi.org/10.5937/ijcrsee1601031x zulfiati, & kurniawati. (2018). evaluasi program pembelajaran sejarah terintegrasi dalam mata pelajaran ips di smpn 4 kota bekasi. jurnal pendidikan sejarah, 7(1), 1–28. https://doi.org/10.21009/jps.071.01 55 hidden curriculum practices case study avicenna jagakarsa senior high school atik kurniawati atikkurniawati1@gmail.com sociology, universitas indonesia abstract this paper departs from the issue of the hidden curriculum that occurred during the last 10 years. hidden curriculum is the practice of school education that contributes to education. previous studies discuss the role of the state, the role of the school and the teacher's role in the practice of hidden curriculum separately.while in this paper, the researchers wanted to demonstrate the practice of hidden curriculum in a comprehensive manner by using thought henry giroux. this research is a case study with a qualitative approach. this research was conducted in 2019 by conducting in-depth interviews, observation and documents. the findings in this study(1) there is a contestation of values due to differences in ideology trustees and teachers that are implemented in the practice of hidden curriculum, (2) the practice of hidden curriculum is done by the board of trustees behind the development of a formal curriculum, and carried out by the teacher to maintain the old identity through daily practices, (3) impacted on the delay on student achievement, because it is generally the practice of hidden curriculum support the practice of the formal curriculum, but the opposite what happened.. advice in this study is need to agree and trust between the board of trustees and school teachers in order to get maximum achievement. keywords: hidden curriculum, contestation grades, school organizations. introduction one important issue in education is how the curriculum practices occur in schools. although the government sets the basic framework of the curriculum of indonesia, through the national education system law no. 20 of 2003 allows schools to develop curriculum based diversified in accordance with regional potential and learners (uu sisdiknas no. 20, 2003). thus the school can develop its curriculum in accordance with the requirements and principles of each locality. in addition to the school curriculum, there is the practice of hidden curriculum that adds hue (tint) education in schools. hidden curriculum role as the most "potent" by apple in realizing the formation of values of students (muhammad nurhalim; 2014). studies have been done on the hidden curriculum in recent years are as diverse as gender development is done through the interaction between teachers and students in schools (jennifer booher and jennings, 2008; karen waren, denise mitten chiara d 'amore and erin lotz, 2018 ; bellara, 2014). second, the school used as a political space of interest by the government (pablo regalsky and nina laurie, 2007; sarah elizabeth barrett, r. patrick solomon, jordan singer john p. portelli, and donatile mujuwamariya, 2009). third, the school culture will form an mailto:atikkurniawati1@gmail.com understanding of different values and behaviors (zahra alimorad, 2016; sari, m and doganay. a, 2009). fourth, many studies explain the practice of hidden curriculum through learning and a variety of supporting activities to achieve (cesar et al, 2017; lecompte, 1978; tatas transinata, 2017; pataroyo, e., diaz, jc and barreto, d. q 2004; zuhal cubukcu, 2012; marcus bussey, 2016; yuksel, sedat, 2005) the study of the hidden curriculum is still relevant to be studied until now because, (1) the school is still used as a political space of the interests of the authorities, (2) quality of schools affected the quality of interaction in it, (3) the success of the school is not free from the influence of the formal curriculum and the hidden curriculum of the school. in this paper, the private schools have been selected for after the fall of the government regulation of school based management (mbs), private schools can perform independently school management from planning to set policy-based locality of the school. of these problems, the study has a formulation of the problem, 'how the practice of hidden curriculum? ". based on the research questions are expected to describe the practice of hidden curriculum in depth using thought henry giroux. this study was undertaken to contribute an understanding of the practice of hidden curriculum. theoretically this study contributed to the sharpening of the study of the sociology of education, especially in the field of hidden curriculum. in practical terms, this study can be a reference for the foundation of private schools to develop curriculum that takes into account the school's vision, leadership and management, culture, and participation (raihani, 2011). in order to achieve the objectives and functions of education according to the mandate of the act. methods the type used in this research is a case study, a case study is a great diversity of qualitative aims to explore the provision of education in schools can not be separated from the practice of hidden curriculum, but are limited to a case in this regard a school that has a certain uniqueness , the unit of analysis in this case study is to sma avicenna, (1) the school has a unique practice when compared with private schools in general, and do curriculum development with cooperation in an effort to improve the skills of students in academic and non-academic, (2) high school avicenna has a different structure with a private high school in general because of its historical background which was established as a csr (corporate social responsibility) of the company medco energy which is currently a subsidiary (being a business unit). (3) the historical background of teachers who teach are teachers from sma al azhar kemang adhering to islamic values, as well as the history of the establishment of the school of avicenna which originally was school of islamic and is currently a high school, school name avicenna was taken from ibn sina was a philosopher, scientist, physician, author 56 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 57 and dubbed as the father of modern medicine. the study was conducted in 2019, the data collection is done through in-depth interviews, observation and secondary data during the months of april to july in schools and yayasan pendidikan avicenna prestasi(ypap). in august-september researchers perform data processing from the transcript of the interview, conducted with nvivo coding and writing down the findings in writing. results and discussion sma avicenna jagakarsa avicenna senior high school is a private school located in jalan mohamad kahf ii, no. 66, rt. 7 / rw.1, jagakarsa, excl. jagakarsa, south jakarta, the special capital region with the postal code 12610. jagakarsa avicenna school was established in 2004 by mrs. deti panigoro and mr. hilmi panigoro. avicenna school deliberately set to 'accommodate teachers' coming out of al azhar kemang, for school operating activities avicenna rented building in the western cape area. the number of students at that time less than 10 students, and the majority of the students of al azhar kemang deliberately withdraw and enroll in school avicenna, since emotional closeness with teacher educators before. avicenna school must survive with only 10 students per year with a new name for approximately 3 years. avicenna education in schools is still very guided by the school of al azhar, and management held by yayasan pendiidkan medco (ypm) led by mrs. yani panigoro. in 2007 the school avicenna managed by medco foundation, led by mr. roni panigoro, from april 2014 to present the school is managed by yayasan pendidikan avicenna prestasi (ypap) under the auspices of mrs. yani panigoro. management turnover is based because there are no special professional foundations in the field of education to manage the school. after changing the foundation, in 2014 formally established ypap focused as the measures taken to manage independently school avicenna. under the auspices of mr. arifin, mr. hilmi panigoro and mrs. yani panigoro as the founder of medco, ypap existence of a non-profit foundation established and concentrate on education that is not for profit. rather foundation set up air-kan on humanitarian principles and a sense of responsibility for the advancement of education in indonesia. ypap under the auspices of medco aspire to establish a school of diversity and contribute to the advancement of education in indonesia. as the founder, he was convinced that the great people born from quality schools. ypap specially formed to manage avicenna schools that are now spread over three regions, namely jakarta, cinere and pamulang with a total of 10 units. if visits by their historical background that stands avicenna school earlier than ypap, ypap is the third foundation that manage avicenna school. at the beginning of the avicenna school is a form of csr medco, but avicenna school shows showed development in terms of the number of students and achievement. on this basis, the medco formed a special foundation to manage avicenna school, from the planning, implementation and evaluation. the existence ypap have a great responsibility because there are currently 10 school units consisting of kindergarten, elementary, junior high and senior high school. by the turn of this foundation then avicenna school also has a new face that characterizes education. it can be seen from the policies forthcoming by ypap schools organizational structure in every organization there is always the institution consisting of the difference in status relating to the role. in avicenna school organization, an organ builder foundation that has authority in the statutes, the appointment and dismissal of the management, the establishment of general policy and the legalization of the work program. administrators in the organization of this school is avicenna achievement education foundation (ypap), ypap appointed by the builder for a period of 5 years and can be lifted one more term. board of trustees is responsible in accordance with the interests and goals of the foundation. foundations are responsible for the quality of the school so that the foundation to develop curriculum and instruction, budget management and development of infrastructure. to achieve a good quality, then the foundation cooperation, including pt dunamis to develop doctrine 7 habits, binus university to develop technology, information and communication technologies (ict), klinik pendidikan mipa (kpm) to train students' ability to reason, especially in the eyes math and science, and collaboration with native english conversation (nec) to develop english language skills of students. after making a mou with various stakeholders to develop a avicenna school, the foundation to integrate learning as curriculum development efforts. for further around the ideals and objectives of the foundation are implemented in schools implementing unit consisting of school leaders, educators and education personnel. the management structure of the school organization led by the builder, and is set by the board and implemented in the unit organizer. 58 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 59 chart 1 organizational structure patrons in the organizational structure is the founder of avicenna school, founder of the school formed as corporate social responsibility (csr), which emphasizes the social and humanitarian aspects to help the children to school and improve education in indonesia. the role of the foundation here to maintain and implement the vision created by the founder of medco. education foundation performed the role of the parties make innovations and creations for the advancement of education, while providing a different color from the public school. the foundation also provides managerial role for the guidance and supervision of the unit organizer to run in accordance with the mechanism. since 2014 until 2019 avicenna school experienced a period of transition from the foundation medco foundation to ypap. this transition period is a period of very heavy, due to a bureaucratic reform in the foundation body start in terms of management, finance, management, education and services. resulting in new policies that give rise to controversy. but the principal as school leaders trying to disseminate to the entire school community to be able to implement policies that have been determined by the foundation. in order to achieve academic and nonacademic targets set by the foundation, this success into key performance indicators (kpi) school leaders. therefore, it needs the support of the whole school community, especially the teachers as the direct executor in the administration of teaching and learning builder management implementation unit the foundation's president headmaster vice kep.sek head of program staff teacher personnel student activities(kbm) in the classroom and outside the classroom. thus the teacher can lead students to achieve their achievements in the academik and nonacademic. the teacher is the current curriculum, apart from being a teacher, the teacher is also running another role, for example, as the head of the school, the homeroom teacher, student council adviser, counselor, treasurer, extracurricular builder, scoutmaster and charge of the activity. basically teacher role for developing certain quality of interaction in the school (between students, between students and teachers) can influence behavior. good social relationships is a major concern as well, a strategy in disseminating good values and provide insight to students. qualified teachers play a role to influence and shape the knowledge, skills, and attitudes. this is because the intimate and continuous relationship developed between teachers and students in the school. interactions starts at 07:00 am to 15:00 pm, even until 18:00 pm for students who take part in extracurricular and support such organizations, so that there are social and emotional bond that exists between teachers and students. through all these activities the teacher not only act as an agent in the learning process of students, but also provides the basis for collective learning, meaningful actions and has a responsibility. this is in line to provide a "provision" for students to tackle the various problems that exist around the students, because student success is not only measured by academic achievement but also a wide range of skills required to return to society. but also provides the basis for collective learning, meaningful actions and has a responsibility. this is in line to provide a "provision" for students to tackle the various problems that exist around the students, because student success is not only measured by academic achievement but also a wide range of skills required to return to society. curriculum of avicenna jagakarsa senior high school the curriculum is the teaching plan conducted throughout the school, in order to reach the national goal of education. basically, curriculum development continues to occur in everyday life depends on the circumstances at hand, but which needs to be underlined that this does not mean to do "their own way", because the position of a role in the organization that is able to provide the flexibility practices. this is because there is an effort to defend the values that are believed to achieve the goal. based on government regulation no. 44, regarding the decentralization policy and mbs, the school is active in planning and budgeting as well as management staff and curriculum development so as to contribute to the achievement of goals and objectives of school education as a whole. therefore, as a private school, high school to develop a curriculum avicenna by creating a flagship program and cooperate with various parties in order to realize the vision of the school is based on 8 standar nasional pendidikan (snp). 60 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 61 the curriculum applicable in avicenna adopted the curriculum 13 with the development carried out by the department head part educational program with the team (consisting of the school principal) passed by the chairman of the foundation. school so just follow what has been established by the foundation in terms of program and educational development. implement school curriculum has been prepared by running a role in accordance with the duties and functions of each. curriculum development conducted to characterize as the flagship program, both in academic non-academic and by developing soft skills and social skills through habituation and extracurricular activities. as for the focus of the development of the school curriculum is the character of leadership, science, technology and awareness. characters do with learning leadership 7 habits and concepts leader in me (lim). science and technology developed in cooperation with kpm mipa to develop mathematics and natural sciences, as well as with binus university to develop the ability of technology, information and communication technologies (ict), and hands-on activities as a form of social and environmental concerns. in the academic calendar that there are approximately 20 tasks which consists of activities both academic and non-academic, beginning of period introduction to environmental school (mpls), basic leadership training (blt), papers, pemilos, socialization program, celebration of national holidays (phbn ), basic leadership training school (ldks), sertijab osis, raker osis, fun walk, race in the language, open house avicenna school, avicenna cup, class meeting, jamboree scouts, drug test, avicenna student research (asr), graduation, tryout xii, the implementation of the replay (midterm, final semester, the end of the semester, practice exam, national exams and school work meeting. the curriculum development as an effort to operationalize the vision of the school avicenna, newly refurbished in 2018. with a primary focus as school leadership with the adoption of the leader in me and learning 7 habits. value leadership believed, and also based on the need to face the challenges of times. the value of this leadership is the answer to the ideals of the founder to build schools diversity principle of tolerance of diversity in indonesia. practice of a hidden curriculum the practice of hidden curriculum can come from anywhere and be reflected in school routines, interactions, culture and so forth. the practice of hidden curriculum at the level of the foundation and at the school level. at the foundation level, implicitly want to build and develop schools that have quality and good reputation. through curriculum development carried out by the foundation in cooperation with various parties capable as an effort to carry out its role as an educational foundation dedicated to bringing innovation and creativity. including developing leadership values triggered by steven covey, us. changes in value orientation occurs, as previously avicenna schools registered in data basic education (dapodik) as a national-scale data collection system as a senior high school islam (smais) avicenna. school name avicenna was taken from ibn sina was a philosopher, scientist, physician, author and dubbed as the father of modern medicine. by naming expected to be sauri role model for students and motivate all students to become intelligent generation of muslims and brought progress to life in society. substitution foundation to have an impact with many changes were deliberately done to reform the system in the foundation and in schools (curricula, teaching systems, order, structure and finance). when established as an islamic school, every student is required to use appropriate clothing islamic shari'a. but this time, there are no such rules even on friday, state school wearing muslim, avicenna school issued regulations for the use of batik nusantara. this shows a very significant shift in one facet of school rules. in addition to daily activities, before being taken over by ypap, every day the students scheduled to perform tadarus, duha prayer and midday prayers in congregation. but now the academic load increases, due to the influx 7 habits, tik binus, kpm mipa and native english conversation. the impact of this change has been felt bu the teacher who has been teaching fore more than 6 years as a historical witness who has felt the change of foundation. from the process of changing the foundation there is a very clear message delivered to change the identity of avicenna's islamic school to become a public school to be able to capture all segments of the education market without any more restrictions on one particular religious identity. changing identities to public schools is not a point of rejection. market-oriented schools are not new and taboo, almost all private schools are market-oriented to benefit from the provision of education. the teacher also said it was natural because it had a positive impact on improving welfare, and agreed the number of students would increase because it accommodated all students without certain identity restrictions. but the turning point was when the rejection of liberal ideology replaces the previous religious ideology, which changes the philosophy of avicenna school establishment finally sparked some rejection. borrowing thought giroux, that the teachers here not only serves as a teacher but as a public intellectual, or intellectual transformative. but what happens teacher weakened its role as a mere technician, even used the term that "stripped of his authority". with the need to follow what has become a policy of "supervisor" must be accepted, and subsequently to be implemented in the teaching in schools without compromises. identity founder tried to implement in an effort to realize a school of tolerance and diversity, where this view is contrary to the philosophy of avicenna that religious schools centric. 62 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 63 so that, the teacher conduct covert rejection unnoticed by the foundation as a form of struggle to preserve the identity and against the domination of the ruling class that is not in accordance with the philosophy of avicenna's founding and naming the school itself. disclaimer covertly because if diihat of its historical background, teachers can not do blatant rejection because it will impact on the dismissal or warning letter (sp). traumatic experiences in the past was used as the base and the impact on the hidden rejection of policies conducted in ypap. rather than follow what has become a policy foundation, teachers do not follow the directions that have been given, (1) the instructional time 7 habits, students are invited to tadarus together, (2) on friday students using batik long and use the hijab ( for the women, and developed activities keputrian when the man was conducting friday prayers. each class representative is assigned to bring tausiyah with material derived from the quran and hadith every week, as well as priests prayer, (3) conduct religious festivities like birth of the prophet by organizing such competitions keagaamaan, athan race, memorizing letters, lectures and calligraphy verses in the qur'an, (4) do not use the greeting leadership, to say "hi leader" if passed by fellow students,but say "assalamualaikum", (5) put together tadarus habituation to all students and teachers, followed by the duha prayer together and tausiyah and reading traditions once a week (there are efforts to maintain religious rituals in its home schools do every day). borrowing a term giroux that the forms of rejection is a form of "action provocateur" by teachers. religious practices and habituation are endeavored in daily learning, but if there is a visit to the school foundation, there is a direct instantaneous "adjustments" were made to the learning condition. efforts to maintain religious values was carried out not only by the old teacher but also a new teacher and not as a form of support. it is because of ignorance of the teachers about the values of leadership, the newly socialized for one year. therefore a new teacher to follow what has become a culture in the school avicenna. this is a form of action and reaction between the foundation and the school, rejection-rejection are performed due to mistrust of the foundation to school and from school to the foundation that have an impact on students. so the noveltynovelty that became the foundation of innovation is seen as negative or adverse old teacher. it is seen in (1) reject all forms of training and assessment which is seen as a tool for dismissal, because in the first year stewardship, the foundation doing so that ultimately the sacking of the approximately 27 teachers. (2) the leadership in school units granted to. teacher recruitment process by the foundation and does not involve the old teachers in the leadership structure. this severely limits the room for discussion between the old teacher and foundations. old teacher silenced and have no right to speak in an effort to promote the school. teacher long maintained only for mentoring to new teachers. 64 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta such a condition is created because the foundation does not give credence to teachers to manage the school independently. this is shown non-application of mbs, the entire order is currently in effect in avicenna school made by the foundation without the participation of units of the organizers, and top-down policies. while in the critics that the trustee is not someone who is experienced in the world of education. of the entire board of trustees, only the head of the program that had been a teacher, principal and superintendent. more other trustees who are relatives of the panigoro siblings who do not have education as an undergraduate educational background or previous experience managing the school. it is encouraging the implementation of a corporate model school. this has an impact on relations between the two that have a fairly high dynamics. both contestation to demonstrate its existence through identity to the "i" -an (fitriany; 2016). formally written whole new identity, which was declared by the foundation through activities such as avienna leadership training (alt), basic leadership training (blt), leadership development program (ldp), 7 learning habits and values in leadership every week in the classroom. to optimize the delivery of school leadership, school avicenna "clean up" and make the physical environment filled with attributes 7 habits. the physical environment can be trusted to support and organize students can easily understand and implement the values of leadership. but what happened instead, mr. mrs. teacher running the old values are different and do not follow the directions that have been given, although it is clearly submitted a new identity and has been integrated into the curriculum as a form of curriculum development. this refusal is manifested in the practice of hidden curriculum in units of the organizers, religious values they taught learning behind the leadership values. the practice of hidden curriculum is done by teachers on learning in the classroom and outside the classroom. in the classroom, "bismiilahirohmanirohim, ashadualailahaillahllah, waashadu anna muhammada allah's apostle. rodditu billah hirohbah wabil islamidina, wabi muhammadin nabiyah wa rassullah wabil quranic imma wahakamh. robbi zidni ilma warzuqni fahma ". this means that by the name of allah almighty benevolent the most merciful, i testify that there is no god but allah and i bear witness that muhammad's baha messenger of god. i believe in god allah willing, i am willing moslem i willingly bernabi muhhammad, i am willing to berkitab holy al quran. ya allah, tambahilah ilmuku and pertinggilah intelligence. (observations when the bell rings) 65 furthermore, in accordance with the schedule start kbm respectively, after ending learning to pray, each student stood up and read a prayer "wal asri innalinsana lafikhusri illaladzina amanu wa'amilusholihati showbil haqqi wa wa wa ta ta wa showbilshodri". this means that, for the sake of truth, man is really in loss, except those who believe and do righteous deeds, and counsel advised in order to adhere to truth and counsel advised that fulfill patience. (observations when the bell rang) meanwhile, habituation is also done outside the classroom, to say hello when morning greeting in the school lobby to greet all people in schools with the greeting "assalamualaikum", habituation is also done during the morning to carry out tadarus, duha prayer and continued with the reading tausiyah and traditions. during the day students berjamah midday prayer, followed by tausiyah and reading traditions. it also dilakukaan in religious festivities by organizing internal competitions involving all the students without having to follow religious competitions such as memorizing letters, athan race, lectures and calligraphy. dynamics in hidden curriculum practice in an organization there are the interests of the organization is written clearly in a vision in which each committee strives to realize the vision of an organization that has been agreed and translated in the school's mission. however, in practice there are dynamics that characterize the organization of school education in avicenna, due to ideological differences between the trustee and the teacher as the organizer. the dynamics in the practice of hidden curriculum is analyzed through, first, the school teacher's response to the policy. second, the relationship between the foundation and the school. third, the relationship teachers to teachers in the school. through three aspects, illustrated clearly the dynamics between the trustee and teacher. foundations and schools into two different camps and cultural and ideological reproduce each other for avicenna students. practice at schools become the cultural hegemony of the dominant class in this case embodied by the founder trustee. hegemony is reinforced in the form of policies, cooperation is done, the use of textbooks, and regulations that apply. so schools are not sepandangan with the foundation, seeks to preserve the identity of religious values through the practice of hidden curriculum as a form of rejection of the new identity with the value of leadership. disclaimer covertly carried out as seen in the organizational structure that the unit organizer within the responsibility of the board. the dynamics that arise between trustees and teachers occur due to differences in interests which are based on the preferences that reflected ideology as the basis of his behavior. this has an impact on students, as beneficiaries in the organizational structure of the school of avicenna. formally the overall policy especially in the field of curriculum development can be applied to the 2018-2019 school year, it is seen from the curriculum that has been communicated to parents and students in the program socialization. in addition, programs have been scheduled in the academic calendar, making it known to the agenda and purpose of holding each activity. especially the formation of values in leadership, leadership values deemed superior character which is very important in the current era, as a leadership school, each student is trained to become a leader. each student is given a guide book to jointly discussed with the homeroom. in the early stages of each student socialized values and leaders seven habits in me, this recognition is done for students to understand these values. after that, students are given a role in the school in an effort to raise awareness as a leader. in addition, the school also build an attractive physical environment and filled with 'widgets attribute 7 habits'. however, this practice has not been able to provide significant results, it is because of these values is a "new identity" that replaces the identity that had been built before. first, replace an identity takes a long time, because it means it will change the culture of the school. it takes a long socialization until it can be a valid value and can be implemented in the life of a school norm. in addition, the school has not changed the name avicenna school as a new form of school branding, branding her still use avicenna or ibn sina meaningful scientists, philosophers, doctors muslims and known as the father of modern medicine. second, to establish a new identity or educational value is required wholeschool approach (raihani, 2011) which means the involvement of all elements of the school as a policy, the role of teachers, management and leadership, parents, students and school boards in a variety of activities and processes for consistency assurance and implementation of programs the value of education. and conduct regular discussions on design and implementation, and to develop teaching strategies used in teaching values. if there is no agreement from the school community to build a school avicenna as school leadership. will inhibit the process of internalization and cause failure in the process of internalization. teachers still disseminating religious values through habituation in learning activities in class and outside of class. this is because it is considered religious values is a hallmark of the avicenna school. there is a clear contestation indicated value of each of the stakeholders in the avicenna school. third, reputation spread in the community, especially parents who never send their children, or people who live in the area around jagakarsa and depok, knowing that the school avicenna is a religious school. thus parents who enroll their children in avicenna hoped that his son can better understand and implement religious values. fourth, the habituation effect at the school includes religious values, such as 66 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 67 tadarus, together duha prayer, midday prayer in congregation, tausiyah and islamic studies conducted during keputrian, as well as the religious festivities. schools used contestation-liberal market ideology foundations and religious ideology teacher as organizer units for its historical background and philosophy of the founded avicennna school. ideological war is shown by the struggle to maintain the value as the basis for the avicenna school's identity. based on the historical background, the high sense of ownership morally make teachers responsible for administering education in avicenna school thus seeks to maintain furtively. thus more students to implement what is disseminated by the teachers of the daily routine practice than of claims foundation as leadership school. conclusion there is a conflict value between trustees and school teachers in terms of ideology on which the education in avicenna school. generally hidden curriculum supports the school's vision for the achievement of an effective, but otherwise the hidden curriculum practice this would result in the contestation of values. hidden curriculum is inconsistent or did not support the formal curriculum, due to differences between the ideological preferences of stakeholders in the avicenna school. the practice of hidden curriculum conducted by the trustee in this case the founder medco market oriented and liberal. while teachers and school oriented toward history and philosophy of avicenna school establishment. this led to delays in student achievement, based on the conclusions that have been outlined, it is practical that can be developed for school progress avicenna is, first, there needs to be trust between the foundation to the school, and the school to the foundation, so that all stakeholders can work together avicenna schools achieve the vision for the development of school education avicenna. trust is the capital to create a comfortable climate, so it can easily meet the employment targets in any form. both need to be empowering to be able to achieve the goal, since the organization's success not only lies in who the individual leader. but the participation of all people in schools in accordance with the "portion of its" respectively. third, foundations need to understand that rejection is happening is a school teacher participation process in response to the policies issued. such participation should be utilized through case discussions to accommodate the contribution of ideas, creativity, experience, loyalty, and not seen "anything alarming" and should be followed strictly. this will actually turn off the participation of teachers in building schools and encouraging the emergence of apathy toward school. fourth, the development of science, this research needs to be developed further because the issue regarding the hidden curriculum has always attracted attention, and continues to develop. if seen from the map of the study that has been summarized by the researchers, the issue regarding the hidden curriculum in the 1990s to explain the hidden practices that make the achievement of very significant education with studies in high schools featured in jakarta. developments hereinafter in the 2000s that the practice of hidden curriculum is not only on the micro level in the school, but there is the practice of hidden curriculum that is at the macro level, the state has a hidden agenda by instilling a preference ideology of the dominant classes and there is a cultural hegemony values the dominant class. therefore, references alimorad, zahra. (2016). cultural values represented in first certificate master class taught in iran: uncovering the hidden curriculum. retrieved from sgo.sagepub.com anderson, t. (2001). the hidden curriculum in distance education: an updated view. change, 33(6), 28-35. retrieved from http://www.jstor.org/stable/40177273 apple, michael w. (2004). ideology and curriculum third edition. new york and london: routledger falmer apple, michael w. (2006). educating the “right” way; markets, standards, god and inequality second edition. london and new york; routledge taylor and francais group apple, michael w. (2010). the routledge international handbook of the sociology of education. london and new york; routledge taylor and francais group ayuniguntari, sri. (2016). organisasi. retrieved from http://repository.unpas.ac.id/10035/3/bab%20ii.pdfbarizi, ahmad. (2005). holistika pemikiran pendidikan. pt raja grafindo persada: jakarta booher-jennings, j. (2008). learning to label: socialisation, gender, and the hidden curriculum of high-stakes testing. british journal of sociology of education, 29(2), 149-160. retrieved from http://www.jstor.org/stable/30036280 bussey, marcus. (2016). the hidden curriculum of future studies: introducing the future senses. retrieved from sgo.sagepub.com carter, c. p., reschly, a. l., lovelace, m. d., appleton, j. j., & thompson, d. (2012). measuring student engagement among elementary students: pilot of the student engagement instrument elementary version. school psychology quarterly, 27(2), 61. retrieved from https://remotelib.ui.ac.id:2155/docview/1024414629?accountid=17242 68 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 69 cobos, i., & lewallen, j. (2009). effective results of an open concept school. the education digest, 75(2), 62. creswell, john w. (2013). penelitian kualitatif & desain riset. yogyakarta: pustaka pelajar cross, t. l., & coleman, l. j. (2014). school-based conception of giftedness. journal for the education of the gifted, 37(1), 94-103. doi:10.1177/0162353214521522 çubukçu, z. (2012). the effect of hidden curriculum on character education process of primary school students*. kuram ve uygulamada egitim bilimleri, 12(2), 1526-1534. retrieved from https://search.proquest.com/docview/1081894888? accountid=17242 dwi s, kukuh. (2018). habitus aparatur sipil negeri (asn) serta implikasinya terhadap efektivitas organisasi pemerintah: studi kasus pada organisasi bkkbn pusat. fisip ui ferreira, amarilio., & bittar, marisa. (2008). education from the marxist perspective: an approach based on marx and gramsci. interface vol.4no.se botucatu fitriani, m. i. (2016). manajemen konflik berbasis “multicultural competences”: solusi alternatif kontestasi pribumi dan salafi di lombok. elharakah (terakreditasi), 18(1), 1-18. doi:10.18860/el.v18i1.3459 foster, s., & varghese, m. (2009). students. in the making of the australian national university: 1946-1996 (pp. 197-228). anu press. retrieved from http://remote-lib.ui.ac.id:2093/stable/j.ctt24hdt9.13 giroux, h. (1997). pedagogy and the politics of hope. new york: routledge, https://doi.org/10.4324/9780429498428 giroux, h. a. (2006). america on the edge : henry giroux on politics, culture, and education. new york: palgrave macmillan. doi:10.1057/9781403984364 hernawan, dll. (2012). kurikulum & pembelajaran. jakarta: pt grafindo persada. hidayat, rakhmat. (2011). perspektif sosiologi tentang kurikulum. jurnal pendidikan dan kebudayaan vpl. 17, nomor 2. imron, ali. (2004). manajemen peserta didik berbasis sekolah. departemen pendidikan nasional universitas negeri malang, program studi manajemen pendidikan. irianto, agus. (2011). pendidikan sebagai investasi dalam pembangunan suatu bangsa. prenada media group: jakarta. karapin, r., & feldman, l. (2016). unintended consequences. polity, 48(4), 441-444. doi:http://remote-lib.ui.ac.id:2090/10.1057/s41279-016-0005-5 kusnandar. (2010). guru profesional implementasi kurikulum tingkat satuan pendidikan (ktsp) dan sukses dalam sertifikasi guru. pt raja grafindo persada: jakarta. merton, r. (1936). the unanticipated consequences of purposive social action. american sociological review, 1(6), 894-904. retrieved from http://www.jstor.org/stable/2084615 monasta, attilio. (2000). antonio gramsci. international bureau of education, vol. xxiii, no. 3/4 mujib, i. (2008). pembauran agama dan strategi politik kebudayaan: kontestasi identitas etnis dalam narasi masyarakat multikultur. el harakah, 10(3), 167. doi:10.18860/el.v10i3.4757 nurhalim, muhammad. (2014). optimalisasi kurikulum aktual dan kurikulum tersembunyi dalam kurikulum 2013. insania, vol. 19, no.1. issn 1410-0053 patarroyo, e., díaz, j. c., & barreto, d. q. (2004). is the hidden curriculum a relevant issue in educational processes. profile, 5(1), 162-165. retrieved from https://search.proquest.com/docview/1677626986?accountid=17242 peraturan menteri pendidikan dan kebudayaan republik indonesia. nomor 69 tahun 2013 tentang kerangka dasar dan struktur kurikulum sekolah menengah atas/ madrasah aliyah. purnama, fitri & raharjo, santoso. (2019). the role of school and behaviour of adolescents. prosiding penelitian dan pengabdian kepada masyarakat. 5.205.10.24198/jppm.v5i3.18631. researchgate pyle, a., & danniels, e. (2017). a continuum of play-based learning: the role of the teacher in play-based pedagogy and the fear of hijacking play. early education and development, 28(3), 274-289. doi:10.1080/10409289.2016.1220771 raihani. (2011). a whole school approach; a proposal for education for tolerance in indonesia. uk: tre.sagepub.com, retrieved from doi: 1177/1477878510394806 regalsky, p., & laurie, n. (2007). 'the school, whose place is this'? the deep structures of the hidden curriculum in indigenous education in bolivia. 70 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta 71 comparative education, 43(2), 231-251. retrieved from http://www.jstor.org/stable/29727827 roorda, d., koomen, h., spilt, j., & oort, f. (2011). the influence of affective teacher-student relationships on students' school engagement and achievement: a meta-analytic approach. review of educational research, 81(4), 493-529. retrieved from http://remote-lib.ui.ac.id:2093/stable/41408670 sanjaya, wina. (2008). kurikulum dan pembelajaran. jakarta: kencana prenada media group. sari, m., & doganay, a. (2009). hidden curriculum on gaining the value of respect for human dignity: a qualitative study in two elementary schools in adana. kuram ve uygulamada egitim bilimleri, 9(2), 925-940. retrieved from https://search.proquest.com/docview/237029210?accountid=17242 solomon, patrick r., singer, jordan., portelli, p., mujuwamiraya, donatile. (2009). the hidden curriculum of a teacher induction program: ontaria teacher educators perspective. canadian society for study of education. retrieved form http://www.jstor.org. sumarni. (2018). peran dan fungsi yayasan dalam pengelolaan pendidikan madrasah. edukasi: jurnal penelitian pendidikan agama dan keagamaan. 16.10.32729/edukasi.v16i2.490. researchgate sztompka, piotr. (2004). sosiologi perubahan sosial. jakarta: prenada media thiessen, d. (2007). curriculum and social change. curriculum inquiry, 37(4), 299-302. retrieved from http://www.jstor.org/stable/30053157 thümler, e. (2011). foundations, schools and the state: school improvement partnerships in germany and the united states as legitimacygenerating arrangements. public management review, 13(8), 1095-1116. doi:10.1080/14719037.2011.61906 transinata, tatas. (2017). integrasi pendidikan cinta tanah air dalam kurikulum tersembunyi berbasis karakter kebangsaan. philantrophy journal of psychology, volume 1, no1. undang-undang sistem pendidikan nasional, nomor 20 tahun 2003. undang-undang yayasan, nomor 16 tahun 2001. vallance, e. (1973). hiding the hidden curriculum: an interpretation of the language of justification in nineteenth-century educational reform. curriculum theory network, 4(1), 5-21. doi:10.2307/1179123 72 | jisae. volume 6 number 1 february 2020. copyright ©lppm universitas negeri jakarta vallance, e. (1980). the hidden curriculum and qualitative inquiry as states of mind. the journal of education, 162(1), 138-151. retrieved from http://www.jstor.org/stable/4274198 waren, karen., mitten, denise., d’amore, chiara., lotz, erin. (2018). the gendered hidden curriculum of adventure education. journal of experiental education. retrieved from journals.sagepub.com/home/jee widyanto, untung. (2005). antara jago dan preman, studi tentang habitus premanisme pada organisasi forum betawi rempug (fbr). fisip ui wirutomo, paulus. (2012). sosiologi untuk jakarta: menuju pembangunan sosial budaya. jakarta: lpmj yüksel, s. (2005). kohlberg and hidden curriculum in moral education: an opportunity for students' acquisition of moral values in the new turkish primary education curriculum. kuram ve uygulamada egitim bilimleri, 5(2), 329. retrieved from https://search.proquest.com/docview/237014940? accountid=17242 94 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 8 no 2 (2022) website : http://journal.unj.ac.id/unj/index.php/jisae the trend of using the same platform in distance learning during the covid-19 pandemic vania zulfa1, universitas negeri jakarta elmanora2 universitas negeri jakarta maya oktaviani3 universitas negeri jakarta abstract this study aims to determine students' tendency to use the platforms in distance learning to create joyful yet effective learning.119 students were tested from the department of family welfare education, universitas negeri jakarta. this research started from april to may 2020. data were analyzed descriptively using survey methods and then collected through questionnaires and online interviews. the results showed that 74 119 students preferred using the same platform during learning. the consistent use of platforms makes it easier for students to access, so they focus on lecture material. keywords: e-learning, distance learning, joyful learning, platform variation, learning media. address for correspondence: 1,2,3.department of family welfare education. jl. rawamangun muka, east jakarta, 13220, indonesia. *vaniazulfa@unj.ac.id introduction since we are moving to an online class, all of us are trying to use our favorite learning management system. we are trying to combine our learning with synchronous learning by video conferencing like zoom. can you imagine how our students need to move from one platform to another? with every lecturer we ask them to? universitas negeri jakarta is a higher education institution that also applies distance learning protocol during the covid-19 pandemic. all lecturers conduct online-based lectures using various platforms. one alternative form of learning that can be implemented during the covid-19 emergency is online learning. online learning is learning that uses internet networks with accessibility, connectivity, flexibility, and the ability to bring up various types of learning interactions (moore et al., 2011). research conducted by zhang et al. (2004) shows that using the internet and multimedia technology can overhaul delivery knowledge and can be alternative learning that is carried out in traditional classrooms (luo et al., 2017; shi et al., 2017). to prevent the spread of covid-19, who recommends stopping activities that will impact the potential to cause mass crowds. for this reason, conventional learning that gathers many students in one room needs to be reviewed. education must be carried out with scenarios that minimize physical contact among students and lecturers/teachers. the use of digital technology enables students and lecturers to be in different places during the learning process. e-learning is an innovation that can be utilized in the learning process, not only in the delivery of learning material but also in changes in the abilities of various competencies of students. through e-learning, students listen to teachers' material descriptions and actively observe, do, and even demonstrate. teaching material can be visualized in various formats to be more exciting and dynamic. e-learning can motivate students to go further in the learning process. through the implementation of this distance learning policy, it is hoped that the education world will http://journal.unj.ac.id/unj/index.php/jisae 95 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 2 participate in supporting the government in suppressing the rate of spread of covid-19. education in indonesia can still run even though our country is struggling to face covid-19. online learning in its implementation requires the support of mobile devices such as smartphones, tablets, and laptops that can be used to access information anywhere and anytime (han & shin, 2016; matsuo, 2019). the use of mobile technology has a significant contribution to education, including distance learning goals (enright & gard, 2016; henderson et al., 2017). various media can also be used to support the implementation of online learning. for example, virtual classes use google classroom, edmodo, and schoology services and instant messaging applications such as whatsapp (enriquez, 2014; faramarzi et al., 2019; iftakhar, 2016; sicat, 2015; so, 2016). online learning can be done through social media such as facebook and instagram (aksoy et al., 2013; baghel et al., 2018; krutka & carpenter, 2016). no studies have yet looked at patterns of distance learning using the same platform or different platforms in the department of family welfare education. based on preliminary research done on the study program of family welfare education, 45% of students stated that google classroom is the most joyful platform. 28% said zoom was the most pleasant platform, while the restarted (oktaviani et al., 2020). to keep distance learning enjoyable for students, they create coping strategies for themselves. previous research looked at how students enjoyed distance learning using multiple platforms, but this research has not mapped students' tendencies, preferring multiple or the same platform. using various platforms as learning media raises an interesting question: is learning more fun using one type of platform? or is learning even more fun when using multiple platforms? this is the fundamental basis for researchers to analyze students' tendencies to learn using the same or different platforms. will different platforms make learning much more fun? this article aims at answering this interesting question. this research is significant because it attempts to map how distance learning takes place in the department of family welfare education. will learning become more fun if you use the same platform, or will learning become much more fun if you use different platforms? with all the existing limitations, this study seeks to map learning that is fun during this distance learning. method this research was conducted with a survey method—data was collected through questionnaires and online interviews. the interview asks two main questions: 1) is learning more fun through the same or different platforms? explain your answer! furthermore, 2) what do you think of distance learning? this study's population was students of the family welfare education study program, faculty of engineering, universitas negeri jakarta. the number of samples used in this study was 119 active students who took distance learning. this research was conducted from april to may 2020, considering that distance learning only began in march 2020. the data collected was then analyzed descriptively. results and discussion results profile of respondents the study results are based on respondents from 2017 to 2019 students from nine classes during the middle semester of 2020. they are enrolled in several classes with a total of 128 students. of the 119 respondents, 96% are female, with a total of 125, while only 6% are male students. most of the respondents, 41%, are class of 2019, 28% class of 2017, and 20% class of 2018. 96 platform uses google classroom based on the total number of respondents (45%) agreed that google classroom is easy to use, minimal use of internet data, and the notification through email make it easy to access the assignment. google classroom can also make it easier for lecturers to manage creative and innovative online learning. lecturers can easily create collaborative classes to build interactions with students. google classroom is also equipped with a single view feature for student assignments, class preparation, decimal grading for assessment, quizzes integrated with google form even do video conferencing through google meet. some studies reveal that the use of google classroom has a positive impact on online learning. according to ventayen et al. (2018), google classroom is highly recommended for higher education learning because its use is straightforward and has exclusive features according to lecturers and students (ventayen et al. 2018). al-maroof & al-emran (2018) revealed that google classroom could work in a unidirectional process because it can serve all lecturers' and students' needs, such as understanding and skills in the class (tawafak et al. 2018). one extraordinary result that can be very important for each decision-maker in higher education is that students use google classroom technology as one new technology platform to improve their education system (heggart and yoo 2018; ramadhani et al. 2019). shaharanee et al. (2016) also revealed that google classroom was one of the recommendations for active learning that can control student learning-centered well, even quite open to inquiry, discussion, and creative thinking on the part of participants students as active participants (shaharanee et al. 2016). zoom cloud meeting 27% of the respondents agreed that zoom meeting makes the material easy to understand. lecturer's expression helps them to catch the content like face to face in class. zoom facilitates written and verbal interactions between lecturers and students. the disadvantage is that this platform's use is only effective for about 40 minutes for free; the rest of the account owners must install a premium or paid application. zoom meeting cannot only make video calls to one user alone but to up to 100 members. besides video calls, users can also send text messages, share files, or share screens to make presentations like face-to-face lectures. however, bartimore (2016) mentions that the zoom application is still in doubt about its security level in some countries; even google prohibits its employees from using the zoom application to conduct online meetings (bartimote-aufflick et al. 2016). this innovative zoom cloud meeting technology allows all participants to see and hear classmates and discuss using any device, including iphones, tablets, and computers (barbosa and barbosa 2019; mohanty and yaqub 2020). zoom connects easily across space systems, desktops, and mobile devices to bring together various campus sites and remote participants (mouton 2020; sutterlin 2018). whatsapp 9% of the respondents agreed that whatsapp is very familiar and has minimal use of internet data and minimal storage usage, yet a straightforward platform used daily. besides sending and receiving messages to and from individuals or groups, whatsapp includes various functions, such as text messages, attached images, audio files, video files, and links to web addresses. the simple operation scheme makes the program accessible to people of different ages and backgrounds (gon and rawekar 2017; sayan 2016; wijaya 2018). according to kustijono and zuhri (2018), whatsapp is significant in helping students learn. this study implies that students should encourage whatsapp usage, and institutions should provide internet facilities as a top priority in today's education. whatsapp enables communication with anyone with a smartphone who has an active internet connection and has installed the application. the general use cost is also meager (kustijono and zuhri 2018). 97 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 2 while the rest of the students answered, various platforms such as edmodo (5%), quizizz (5%), slido (5%), schoology (2%), seesaw, and google meet (1%) based on table 1. table 1. platform variations used by students preferences platform total students using the same platform using different platform google classroom 54 38 16 zoom 33 15 18 whatsapp 11 9 2 edmodo 6 3 3 quizizz 5 3 2 slido 5 5 0 schoology 3 0 3 seesaw 1 1 0 google meet 1 0 1 total samples 119 74 45 discussion platform variations based on the study results, there are five platforms that students want to use without being interchanged: google classroom, whatsapp, quiziz, slido, and seesaw. from these five platforms, when students are asked to use learning management systems such as google classroom and seesaw, or simple platforms like whatsapp, quiz, and slido, students have comfort in their use. this is consistent with a study by dagger et al. (2009), which states that the learning management system has dominated for at least the past two decades. the convenience provided by lms can make learning easy and well organized (dagger et al. 2007). figure 1. google classroom preference based on fig.1., only 16 out of 54 students chose google classroom as a fun platform for learning to switch platforms. while the remaining 38 prefer to use google classroom as an entertaining platform for looting and tend not to want to change with other platforms. the tendency to use the same platform can be viewed from several factors. one of them is the ease of use, full-featured, and efficient internet data packages. besides, google classroom is one of the asynchronous platforms, so the student has unlimited time to access the material and reduce the cost. cost is the primary reason for adopting an asynchronous platform (watts 2016). the platform's usability evaluation shows that google classroom is extremely useful in understandability, attractiveness, and operability. asynchronous interaction has been the traditional method for engaging students 65 38 16 54 g o o g l e c l a s s r o o m p r e f e r e n c e other platform same different 98 in their distance education courses, but as technology has evolved, synchronous media have become popular among educators. several factors influence educators to continue to use the asynchronous platform during distance learning. an asynchronous platform allows students to place themselves in 2 positions—the first as viewers and the second as commenters. the view of students as viewers describes students who only listen to the teacher's material asynchronously. in comparison, the view of students as commenters describes students who provide feedback to the teacher. the teacher must manage the class, so there is no bias between the two. there is no quiet distance learning and only one direction, nor does distance learning dominated by active students not directed. both must be combined to achieve enjoyable learning (chiu and hew 2018). figure 2. zoom cloud meeting preference to compare the result of google classroom preference, zoom meeting is chosen for comparison. based on fig. 2. 18 out of 33 students chose to combine zoom meeting with another platform during distance learning. since zoom meeting is an asynchronous platform, students must spend money on internet data, especially if they do not have wi-fi at home. it also suggests campus provide internet data to students to support distance learning covid-19 pandemic. based on table 1. three platforms tend to be used if combined with other platforms, namely zoom, schoology, and google meet. at the same time, edmodo tends to be stable. mostly, the use of platform variations is needed on synchronous platforms. several things must be considered in learning to use synchronous platforms, including audio quality, video quality, number of disconnections, and connection types. the connection required also varies depending on the function of the synchronous platform. for example, audio and video require a perfect connection, while sharing documents requires a moderate connection (fita et al. 2016). finally, it is essential to note that student-to-student and student-to-teacher interactions are critical to learning. peer instruction is now considered fundamental for learning and a complementary technique to traditional approaches based on teacher-student interaction. peer instruction can also be achieved with an asynchronous platform such as zoom meeting. since workgroups can be configured so that students interact among themselves to accomplish a specific task specified by the lecturer and leveraging the existing pods such as chat, blackboard, file sharing, and audio/video conferencing among students distributed in several workgroups within the same zoom meeting. student's satisfaction and enjoyment of distance learning with this kind of distance learning, 48% of students said that distance learning was fun, 40% felt unpleasant, and the remaining 5% felt that distance learning was very uncomfortable. 86 15 18 33 z o o m m e e t i n g p r e f e r e n c e other platform same different 99 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 2 we can conclude that distance learning is currently the best solution during the covid-19 pandemic. various platforms can be utilized for collaborative remote work. students greatly appreciate variations in platform usage, but using a consistent platform can help students focus more on improving their knowledge and learning mood. however, there are still many adjustments that must be made during this pandemic. both students and teachers need new methodologies and adaptations. therefore, further studies must be conducted to optimize the use of more appropriate platforms to make learning more enjoyable. most respondents (74 out of 119) during distance learning prefer to use the same platform. because platforms are consistent, it is simple to access students, saves mobile storage memory, prevents confusion if they need to transfer platforms, and eliminates the need for them to become used to new features on the new platform. the lecture material is the main focus. however, 45 out of 119 students believe learning on a different platform would be more enjoyable. platform variations give students new information and experiences, fostering a unique environment and eradicating boredom. each platform has various features that make learning enjoyable depending on the material the lecturer wants to cover. additionally, diverse platforms offer various communication channels and services to help student learning. besides, there are differences in individual trends in platform selection. the research implications for platform variations on teachers' synchronous and asynchronous distance education are discussed. conclusion according to the findings of this study, pupils preferred using the same platform for learning. students may access information more quickly, mobile storage memory is saved, switching platforms does not cause confusion, and there is no need for them to become used to new features on the new platform, allowing them to concentrate on the lecture subject. each platform has unique components that make studying enjoyable depending on the lecturer's intended message. forty-eight percent of students reported that this type of distance learning was enjoyable, 40 percent reported that it was unpleasant, and the remaining 5 percent reported that it was excruciating. according to the study, different platforms will occupy them when bored, but the same platform will not. acknowledgment we thank all the students from the department of family welfare education, faculty of engineering, universitas negeri jakarta, who have agreed to be respondents and actively participate in this research. reference aksoy, l., van riel, a., kandampully, j., bolton, r. n., parasuraman, a., hoefnagels, a., migchels, n., kabadayi, s., gruber, t., & loureiro, y. k. (2013). understanding generation y and their use of social media: a review and research agenda. journal of service management. baghel, n., kumar, y., nanda, p., shah, r. r., mahata, d., & zimmermann, r. (2018). kiki kills: identifying dangerous challenge videos from social media. arxiv preprint arxiv:1812.00399. enright, e., & gard, m. (2016). media, digital technology and learning in sport: a critical response to hodkinson, biesta, and james. physical education and sport pedagogy, 21(1), 40–54. enriquez, m. a. s. (2014). students' perceptions on the effectiveness of the use of edmodo as a supplementary tool for learning. dlsu research congress, 1–6. 100 faramarzi, s., tabrizi, h. h., & chalak, a. (2019). telegram: an instant messaging application to assist distance language learning. teaching english with technology, 19(1), 132–147. han, i., & shin, w. s. (2016). the use of a mobile learning management system and academic achievement of online students. computers & education, 102, 79–89. henderson, m., selwyn, n., & aston, r. (2017). what works and why? student perceptions of 'useful'digital technology in university teaching and learning. studies in higher education, 42(8), 1567–1579. iftakhar, s. (2016). google classroom: what works and how. journal of education and social sciences, 3(1), 12–18. krutka, d. g., & carpenter, j. p. (2016). participatory learning through social media: how and why social studies educators use twitter. contemporary issues in technology and teacher education, 16(1), 38–59. luo, n., zhang, m., & qi, d. (2017). effects of different interactions on students' sense of community in e-learning environment. computers & education, 115, 153–160. matsuo, m. (2019). antecedents of psychological empowerment: the effects of developmental experience, learning goal orientation and authenticity. asia pacific journal of human resources. moore, j. l., dickson-deane, c., & galyen, k. (2011). e-learning, online learning, and distance learning environments: are they the same? the internet and higher education, 14(2), 129–135. oktaviani, m., zulfa, v., & elmanora, e. (2020). what platform makes students enjoy the learning during covid-19 pandemic? proceeding umsurabaya. shi, z., luo, g., & he, l. (2017). mobile-assisted language learning using wechat instant messaging. international journal of emerging technologies in learning (ijet), 12(02), 16– 26. sicat, a. s. (2015). enhancing college students' proficiency in business writing via schoology. international journal of education and research, 3(1), 159–178. so, s. (2016). mobile instant messaging support for teaching and learning in higher education. the internet and higher education, 31, 32–42. 37 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 9 no 1 (2023) website : http://journal.unj.ac.id/unj/index.php/jisae a practical using of the quest program to analyze the characteristics of the test items in educational measurement ikhsanudin ikhsanudin1, untirta / uny novaliah novaliah2 uny hidayatullah hidayatullah3 uny memi almizi4 uny abstract this study aims to analyze an assessment instrument, mainly the characteristics of the test items, by using a quest program. this study is a descriptive quantitative study in one school in yogyakarta. the focus of this study was fifty items of the teachermade test. the items have been tested on 316 students. the analysis results show that items of the teacher-made test have various difficulty levels and discrimination indexes. a range of item difficulty levels is between 0.01 to 0.99 based on classical analysis and between -3.20 to 7.32 based on the rasch model. all items of that test have a positive discrimination index and fit with the model. this indicates that the teacher-made test items agree with an achievement test's characteristics. keywords: item difficulty, item discrimination, quest program, teacher-made test. address for correspondence: 1fkip untirta, jl. ciwaru raya 25, serang, banten, ikhsanudin@untirta.ac.id / ikhsanudin.2019@student.uny.ac.i d introduction the government and state legislation mandate the extensive use of student assessments to hold schools, districts, and educators accountable for student achievement. national and international assessment programs, national and state content and performance standards, and global competition have also contributed to increased demands for testing and assessment. these factors have both stimulated and reflected new trends in educational measurement. using computer programs in testing is already in use in some places and has expanded significantly in the last few years. the increased reliance on testing and assessment as an educational reform tool has also raised issues concerning the fairness of uses and interpretations of tests and assessments. at the same time that externally mandated testing has been expanding, there has also been an increased emphasis on the use of formative assessments by teachers as an integral and essential part of their daily instruction in each school (miller, linn, & gronlund, 2009: 1). the rule of the school is an essential contributor to promoting effective assessment practices. assessment management in school takes considerable time to develop and become practical and to do so, and it must be practiced throughout the school and supported by the leadership team. one way to begin is for the school to audit current assessment practices to build on existing good practices. in this case, school teachers play a vital role in the execution of practical assessments. one thing which can apply to increase the quality of assessment is a system to analyze the assessment instruments, especially for instruments used in practice. (subali, 2016: http://journal.unj.ac.id/unj/index.php/jisae mailto:ikhsanudin@untirta.ac.id mailto:ikhsanudin.2019@student.uny.ac.id mailto:ikhsanudin.2019@student.uny.ac.id 38 51). however, in this case, based on an interview in fields, many teachers have not analyzed the items of their test instruments. in general, the teachers only count the raw score in a conventional test score. therefore, it is essential to provide an alternative way to analyze the test items in the school assessment system. ravand & robitzsch (2015: 1) noted that the analysis of instruments could use computer programs. the software many programs have been neither expensive nor readily available nor may be too complex to operate in school practices. the present paper presents a reader-friendly introduction to the practical uses of computer programs to analyze the instrument of assessment, particularly tests in the school system. the computer program that will be discussed in this paper is quest. this program is available for free and capable of analyzing the test item based on classical test theory (ctt) which combines with item response theory (irt) in rasch model (notably for dichotomous response) and partial credit model (notably for polytomous response) (subali, 2016). a brief description of quest acer (australian council for educational research) developed the quest computer program. quest offers a comprehensive test and questionnaire analysis environment by providing a data analyst with access to the most recent developments in rasch measurement theory and a range of traditional analysis procedures. it includes an easy-to-use control language with a flexible and informative output. the quest can be used to construct and validate variables based on both dichotomous and polytomous observations. it scores and analyzes multiple-choice tests, likert-type rating scales, short answer, and partial credit items. the rasch analysis provides item estimates, case estimates, and fit statistics; this analysis's results can be accessed through various informative tables and maps. additional analyses report counts, percentages, and point-biserial for each possible response to each item. a variety of reliability indices are available. the quest program can be implemented on ms-dos, macintosh, and vax/vms (adams & khoo, 1996: 1). method this study is a descriptive quantitative study by a survey method conducted in one junior high school in yogyakarta city in june 2017. the sample of this study was fifty items of teacher-made tests determined by purposive sampling. the items have been tested on 316 students of eighth-grade students. the study begins with situations analysis and literature review of test items, analyze the system in school then determines the study sample. to support this study, collaboration with the headmaster and teacher in chosen school was needed. the next steps are collecting students' answer-sheet, inputting the responses (data) to the computer, and analyzing the data using the quest program. the characteristics of the data test items analyzed include the difficulty level and discrimination index of each item. 39 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 results and discussion results difficulty and discrimination index of items the difficulty and discrimination of the item based on the results of the item analysis using the quest program are described in table 1 below. table 1. the difficulty and discrimination of teacher-made test items item numbers item difficulty item discrimination ctt rasch model 1 0.55 1.82 0.22 2 0.81 0.44 0.28 3 0.93 -0.70 0.26 4 0.88 -016 0.27 5 0.95 -1.09 0.02 6 0.66 1.29 0.21 7 0.19 3.65 0.30 8 0.01 7.32 0.04 9 0.83 0.30 0.36 10 0.83 0.30 0.13 11 0.91 -0.40 0.04 12 0.98 -2.11 0.21 13 0.95 -1.16 0.25 14 0.94 -0.97 0.27 15 0.93 -0.70 0.31 16 0.88 -0.10 0.20 17 0.95 -1.03 0.23 18 0.95 -1.09 0.21 19 0.83 0.26 0.33 20 0.91 -0.48 0.14 21 0.82 0.35 0.16 22 0.99 -2.80 0.23 23 0.49 2.12 0.24 24 0.65 1.33 0.32 25 0.99 -2.52 0.12 26 0.96 -1.31 0.30 27 0.79 0.61 0.18 28 0.90 -0.32 0.20 29 0.99 -2.52 0.18 30 0.92 -0.65 0.21 31 0.99 -3.21 0.26 32 0.93 -0.75 0.36 33 0.93 -0.75 0.30 34 0.80 0.50 0.30 35 0.22 3.46 0.31 36 0.83 0.30 0.41 37 0.38 2.58 0.41 38 0.86 0.02 0.34 39 0.99 -2.80 0.25 40 0.89 -0.26 0.34 41 0.61 1.53 0.25 42 0.97 -1.59 0.21 43 0.97 -1.58 0.16 44 0.86 0.05 0.11 45 0.88 -0.10 0.31 46 0.57 1.70 0.30 47 0.62 1.45 0.28 40 item numbers item difficulty item discrimination ctt rasch model 48 0.76 0.76 0.35 49 0.46 2.20 0.23 50 0.99 -3.20 0.00 the category of items difficulty index the category of the item's difficulty based on the results of the item analysis using the quest program is described in table 2. table 2. the category of items difficulty of teacher-made test category* item numbers amount percentage (%) < 0.30 hard 7, 8, 35 3 6 0.30-0.70 medium 1, 6, 23, 24, 37, 41, 46, 47, 49 9 18 ➢ 0.70 easy 2, 3, 4, 5, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 36, 38, 39, 40, 42, 43, 44, 45, 48, 50 38 76 *category by suwarto (2007: 168). based on table 2 it is known that the test has a medium difficulty level as many as nine items or 18% of the total items are analyzed. a total of 3 items are included in the category of problems with serious difficulty or 6%, while the item with difficulty level easily has 38 items or 76%. the category of items discrimination index the results of the analysis of items based on the category of items discrimination are analyzed by using the quest program can be seen in table 3. table 3. the category of items discrimination of teacher-made test category item numbers amount percentage (%) 0.71 – 1.00 very good 0.41 – 0.70 good 36, 37, 2 4 0.20 – 0.40 good enough 1, 2, 3, 4, 6, 7, 9, 12, 13, 14, 15, 16, 17, 18, 19, 22, 23, 24, 26, 28, 30, 31, 32, 33, 34, 35, 38, 39, 40, 41, 42, 45, 46, 47, 48, 49, 36 72 < 0.20 bad 5, 8, 10, 11, 20, 21, 25, 27, 29, 43, 44, 50 12 24 < 0.00 very bad *category by suwarto (2007: 170) was combined with frisbie (subali, 2016: 61). based on table 3 it is known that the items were having a good category only 2 or 4% of the total items. the items that have a good enough category as many as 36 items or 72% and the bad category as many as 12 items or 24%. there are not any items were having a very good or terrible category. the function of distractor the function distractors analysis is done to find out whether the deception has functioned properly. distractors are required to outwit those who are less able to be distinguished from the capable. functional distractors items based on the result of analysis by using the quest program can be seen in table 4. 41 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 table 4. the function of distractors no. item the function of distractors explanation a b c d 1 √ * the function of distractor a is good, whereas, b and c are not good 2 * √ √ √ all functions of distractors are good 3 * all functions of distractors are not good 4 * √ the function of distractor b is good, whereas, c, and d are not good 5 * all functions of distractors are not good 6 √ * √ √ all functions of distractors are good 7 √ * √ √ all functions of distractors are good 8 * √ the function of distractor c is good, whereas, a, and d are not good 9 * √ √ the function of distractors b, and d are good, whereas, c is not good 10 * √ √ the function of distractors c, and d are good, whereas, b is not good 11 √ * the function of distractor a is good, whereas, b and c are not good 12 * all functions of distractors are not good 13 * all functions of distractors are not good 14 * all functions of distractors are not good 15 * all functions of distractors are not good 16 √ * the function of distractor a is good, whereas, c, and d are not good 17 * all functions of distractors are not good 18 * all functions of distractors are not good 19 √ * the function of distractor b is good, whereas, a, and d are not good 20 √ * the function of distractor c is good, whereas, a, and d are not good 21 √ * the function of distractor a is good, whereas, b and c are not good 22 * all functions of distractors are not good 23 √ * √ √ the function of distractor c is good, whereas, a, and d are not good 24 √ * the function of distractor a is good, whereas, b, and d are not good 25 * all functions of distractors are not good 26 * all functions of distractors are not good 27 √ √ √ * all functions of distractors are good 28 * √ the function of distractor b is good, whereas, c, and d are not good 29 * all functions of distractors are not good 30 * √ the function of distractor b is good, whereas, c, and d are not good 31 * all functions of distractors are not good 32 * all functions of distractors are not good 33 * all functions of distractors are not good 34 √ √ * the function of distractors a and b are good, whereas, c is not good 35 * √ the function of distractor b is good, whereas, c, and d are not good 36 * √ the function of distractor d is good, whereas, a and b are not good 37 √ √ * the function of distractors a and b are good, whereas, d is not good 38 * √ √ the function of distractors c, and d are good, whereas, a is not good 39 * all function of the distractor is not good 40 √ * the function of distractor a is good, whereas, b, and d are not good 41 √ * √ the function of distractors c, and d are good, whereas, a is not good 42 * all functions of distractors are not good 43 * all functions of distractors are not good 44 √ * the function of distractor b is good, whereas, a, and d are not good 45 √ * the function of distractor c is good, whereas, a and b are not good 46 √ * √ √ all functions of distractors are good 47 * √ √ the function of distractors c, and d are good, whereas, c is not good 48 * √ the function of distractor d is good, whereas, a and b are not good 49 √ * √ the function of distractors a, and d are good, whereas, c is not good 50 * all functions of distractors are not good *correct answer. 42 discussion analysis of the test items is an activity done by the teacher to improve the quality of the test in the assessment program that has been written. this is because more than half of the tests used in the classroom are constructed by the teacher (lange, lehmann & mehrens, 1967). also burton & calfee (1989) in kinyua (2014) states that "it has been argued that the problem of using such formative assessment for evaluation is that the teacher-made tests themselves are often severely flawed". therefore, items that have been made by the teacher should also be analyzed further. this activity is the process of collecting, summarizing, and using information from students' answers to make decisions about each assessment (nitko, 1996). the purpose of the review is to examine and examine each item to obtain a quality question before the question is used. the item analysis is also to help improve the test through revision or to remove ineffective questions and to find out the diagnostic information to the students whether or not they have understood the material already taught (aiken, 1994: 63). a qualified test is a test that can provide information precisely by its purpose of which can determine which students have or have not mastered the material taught by the teacher. item analysis can be done using two ways, namely through the classical test theory (ctt) approach or the item response theory approach (irt). in this case, the item analysis is based on the modern assumption of using irt through the quest program by analyzing teacher-made tests. the quest program not only provides analysis in irt but also ctt. this program is used to analyze items in the difficulty index, discrimination index, and the function of distractors. the analysis results show that the items of the teacher-made test have various difficulty levels and also various discrimination indexes. a range of item difficulty levels is between 0.01 to 0.99 based on classical analysis and between -3.20 to 7.32 based on the rasch model. based on the results of quest analysis found that there are 3 items or 6% of the total items analyzed have high difficulty. a total of 9 items are included in the category of problems with serious difficulty or 18%, while the item with difficulty level easily has 38 items or 72%. on the items discrimination, there are 2 items or 4% in the good category, in the medium category as many as 36 items or 72%, and in the item with bad category as many as 12 items or 24% of the total item analyzed. the results of items difficulty and discrimination index were agreed with an achievement test because the achievement test is a criterion-references test. according to frisbie, the item difficulty in the criterion-referenced test varies; there is an easy item to difficult item. the items discrimination in the criterion-references test are nonnegative values (subali, 2016: 61). the above description shows that the item analysis can be used to determine a non-functional item, to increase the item through the two components of analysis, namely the difficulty of the items, and items discrimination, and as well as improve learning through the ambiguity of certain problems and skills that cause learners difficulties in filling out answers to questions. the other type of analysis of quest is the distractor functions in multiple choice questions. good distractors are the distractors whose value is more than 0.05 on each answer, which means more than 5% of students choose the correct answer option and the specifics provided (mardapi, 2017). based on the results of quest analysis five items have a good distractors function. this is normal on the achievement test because that is the hope that all of the students can be answering correctly. 43 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 conclusion based on the result and discussion, the conclusions are quest program was effective to analyze the test instrument as a part of the practical assessment in school. quest program was capable of providing information about the quality of the item of the test instrument based on the rasch model and also a range of analyses based on classical test theory. in practical use, teacher-made test which is analyzed has various difficulty level, various discrimination indexes, and also distractor function. all items of that test have a positive discrimination index and also fit with the model. this indicates the items of the teacher-made test agree with the characteristics of an achievement test. in the next steps, with information on the test items, teachers can apply that to item selection to develop a better test instrument. implications of this study give an alternative way to analyze the assessment instrument, particularly teacher-made tests at the school level. acknowledgment thanks to all the teachers and students from one of the yogyakarta state junior high schools who have agreed to be respondents and participate in this research. reference adams, r.j. & khoo, s-t. (1996). acer quest: the interactive test analysis system. victoria: acer press. aiken, l.r. (1994). psychological testing and assessment,(eighth edition). boston: allyn and bacon. bond, t.g. & fox, c.m. (2012). applying the rasch model: fundamental measurement in the human sciences second edition. new york: routledge. kinyua, k. (2014). validity and reliability of teacher-made tests: a case study of year 11 physics in yahururu district of kenya. african educational research journal. vol. 2 (2), pp. 61-71. lange, a., lehmann, i.j., & mehrens, w.a. (1967). using item analysis to improve test. journal of educational measurements. vol. 4 (2). mardapi, d. (2017). pengukuran, penilaian, dan evaluasi pendidikan, edisi kedua. yogyakarta: parama publishing. miller, m.d., linn, r.l., & gronlund, n.e. (2009). measurement and assessment in teaching. new jersey: pearson education. nitko, a.j. (1996). educational assessment of student (second edition). ohio: merril an imprint of prentice hall. ravand, h. & robitzsch, a. (2015). cognitive diagnostic modeling using r. practical assessment research and evaluation. vol. 20 (11), april 2015. subali, b. (2016). pengembangan tes beserta penyelidikan validitas dan reliabilitas secara empiris. yogyakarta: uny press. suwarto. (2007). tingkat kesukaran, daya beda, dan reliabilitas tes menurut teori tes klasik. jurnal pendidikan. jilid 16 (2), pp. 166-178. 127 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 2 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 8 no 2 (2022) website : http://journal.unj.ac.id/unj/index.php/jisae development of domino card media to improve high-level thinking ability in understanding the concept of fractions suherman priatna1 , universitas islam negeri sultan maulana hasanuddin banten deni iriyadi 2 universitas islam negeri sultan maulana hasanuddin banten muhamad toha3 sma negeri waringin kurung serang abstract this study aims to develop domino card learning media to improve higher-order thinking skills in fractional material. this study uses an r&d approach to produce learning media products. the subjects in this study consisted of 4th grade students at sdn ciandur 2 for the 2020-2021 academic year, grade 4 teachers at sdn ciandur 2 and experts or practitioners, while the object in this study was the domino card media which is the development of domino media. this research design uses a 4d development model developed by thiagrajan, which consists of four stages: define, design, develop, and disseminate. the results showed that the mastery of learning obtained results from the domino card media users positively influenced student learning outcomes. this is indicated by the students' learning mastery, who reached a percentage of 87%. thus the development of domino card media can be said to be effective for use in class iv fraction material at sdn ciandur 2. keywords: domino card; research and development; 4d address for correspondence : 1suherman.priatna@uinbanten.ac.id 2deni.iriyadi@uinbanten.ac.id 3toha.muhamad@sman1waringinkuru ng.sch.id introduction the development of science and technology in indonesia is so fast that global competition is getting tighter. improving the quality of education is currently one of the main things being pursued by the government. various factors influence the success of an education implementation. these factors include; students, curriculum, education staff, costs, facilities, infrastructure, and environmental factors. elementary school is the main level of education and acts as a foundation for instilling the basics of knowledge for the next level of education. education is a conscious and or planned effort to create and create a learning atmosphere and learning process so that students become active in developing their potential in order to have religious spiritual strength, self-control, personality, intelligence, noble character, and skills needed for themselves, society, and society: nation and state. one of the sciences that is often used in various fields of science, even in everyday life, is mathematics. mathematics is one of several components in a series of subjects that have a significant role in mathematics education. mathematics is one of the fields that strongly supports the development of science and technology. until now, many students still consider learning mathematics a complex subject, not fun and even a terrifying subject by some students. this is due to the difficulty of students in mastering and understanding the material and the absence of effort from students in seeking and finding problem-solving. in addition, educators also find it difficult to adjust the concepts and learning media into them. the initial ability in mathematics is the ability to understand mathematics. understanding skills need to be honed in order to develop other abilities such http://journal.unj.ac.id/unj/index.php/jisae mailto:2deni.iriyadi@uinbanten.ac.id 128 as problem solving skills, higher order thinking, communication skills and others. for students to have higher-order thinking skills in solving mathematical problems, it is necessary to understand them seriously to produce the necessary conceptual understanding. higher order thinking skills are thinking ability that includes some thinking such as critical, logical, reflective, metacognitive, and creative thinking (agustyaningrum, 2015; badjeber & purwaningrum, 2018; gradini, 2019) . higher-order thinking skills include several kinds of thinking, such as logical thinking, critical thinking and reasoning abilities which are essential in everyday life in the surrounding environment, regardless of academic achievement. (mahanal, 2019; zubaidah, 2010) . so that it can be said that higher order thinking is a thinking ability that includes several thoughts, including logical thinking and critical thinking, in everyday life. mathematics learning which is the subject of discussion, is fractional material (murtiyasa & wulandari, 2020; unaenah & sumantri, 2019) . fractions are considered one of the most difficult materials in learning mathematics, resulting in a lack of student understanding of fractions; fractions are often encountered in everyday life. fraction comes from the latin word francisco, another form of frangere that means to split (to break). fractions can also be interpreted as part of a whole. in the illustration of the picture, the part that is meant is the part that is considered, usually marked with shading. this part is called the numerator. the intact part is the part that is considered a unit, and is called the denominator. compared with real numbers, fractions look more complex and abstract so that many students need more detailed and concrete explanations to understand fractions (nuraini & muhtadi, 2019; tian & siegler, 2017) . so a fraction can be interpreted as a fraction consisting of a numerator and a denominator. historically, fractions were used for numbers less than whole numbers and to break down and divide food, trade and agriculture. the difficulty of students in solving fractions problems is caused by the lack of media use, as stated by aida hasanah ss, that in delivering a material, especially the basic mathematics subject, the fractions used are markers on the blackboard. so far, teachers have only dominated teaching and learning activities by means of students only listening, paying attention to the examples given by the teacher after working on the questions. one of the keys to solving this problem can be solved by improving the learning process carried out by the teacher. in other words, teachers must continue to innovate, be creative in learning by developing appropriate media for mathematics subjects, especially fractions. learning media is a means of delivering teaching material which is expected to make it easier for students to understand the concepts of teaching material being taught so that learning will be more meaningful which results in a deeper understanding of students' basic concepts. media is a vehicle for disseminating learning information or messaging, (aect (association of education and communication technology) defines media as a form of channel used to convey orders or information. this shows that media is one of the most frequently used means to facilitate learning. various forms of media that can be used in learning, one of which is in the form of games. games will help children in learning exercises in honing problem solving skills using logic (kartika et al., 2019) . games or fun that can support the achievement of an instructional goal of good mathematics teaching cognitive, affective and psychomotor aspects (fiorella et al., 2019) . mathematics learning media is needed to make it easier for students to understand abstract concepts. with manipulated objects, students can see, feel, observe and interact with more abstract concepts more easily. one alternative solution to embed the concept of fractions in mathematics is one of them by using visual media in the form of domino cards. domino is a card-based game that is played for fun. the game of identical dominoes is carried out using money as the ultimate goal of the game. this has resulted in dominoes being often seen as a bad game to be played by children (students). to change this negative view, efforts are made to adapt the domino card game in learning mathematics. 129 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 2 several studies related to learning media, especially for learning mathematics on the material of fractions, have been widely carried out, including research by febriyandani & kowiyah, (2021); prihanto & yunianta, (2018) on the development of comic-based media, ardhiyah & radia, (2020); sari et al., (2020) who used flash macromedia, (mawanto et al., 2020) who conducted research with illustrated story media and indrawati & suardiman, (2013) who used game media. from these previous studies, the development of domino card media on fractional material is feasible as a form of research novelty. method research and development (r&d) is currently one of the most widely developed types of research. understanding research development or research and development (r&d) is often defined as a process to improve or develop something new, new products to improve existing products. the subjects in this study consisted of 4th grade students at sdn ciandur 2 for the 2020-2021 academic year, grade 4 teachers at sdn ciandur 2 and experts or practitioners, while the object in this study was the domino card media which is the development of domino media. researchers think and design the learning media based on the needs analysis that has been carried out on grade 4 students at sdn ciandur 2. this domino card media is designed to help students understand the concept of fractions and improve higher-order thinking on equivalent fraction material. the development research design describes the steps complete data that needs to be taken long before the development is carried out so that the data that should be needed can be obtained properly, can be analyzed objectively and the right conclusions can be drawn according to the problem being studied. this research design uses a 4d development model developed by s. thiagrajan, doroyhy s. semmel, and melvyn in 1974. this 4d development model consists of four stages, namely define, design, develop, and disseminate. the 4d development model can be adapted into 4ps, namely definition, design, development and deployment as shown in the figure below. figure. 1 4d development model 130 results and discussion a. product development 1. define stage the definition stage is obtained based on interview and observation information that has been carried out at the ciandur 2 elementary school. this stage is useful for defining and determining the needs in the learning process and collecting information related to the product to be developed. a. early-late analysis based on the results of interviews and observations obtained information about learning media that is too watching and less interesting 1) the learning process carried out is teacher -centered, namely teacher-centered learning. 2) the method used by the teacher when learning mathematics is the lecture and assignment method. 3) the use of media is less so that students perceive mathematics as a scary subject. 4) the presentation of the material delivered in a coherent and systematic manner is in accordance with what is stated in the thematic book. 5) lack of interest in learning mathematics the initial-late analysis aims to emerge and define the problems to be faced. this goal was also achieved after conducting interviews with teachers and students, it can be seen that there are two basic problems, among others, as follows: 1) learning mathematics at sdn ciandur 2 has not been effective and watching 2) the ability to sort fractions is still low. after seeing the second problem, it is necessary to have learning media that can create effective learning and can improve the ability to sort fractions for students. b. student analysis students' understanding of the concept of fractions, especially the sorting done by the teacher is very low. the sorting ability possessed by students is also very low, it can be seen from the number of students who get scores below the kkm. based on the description above, the card media was developed into a domino card (which contains fractional numbers) to improve the ability to understand concepts in sequencing fractions. c. concept analysis in the research and development carried out, the research will include the concept of ordering fractions from the smallest to the largest and vice versa in the card. table 1. basic competencies and indicators no basic competencies indicator 1 3.1 explaining equivalent fractions with pictures and concrete models explaining fractions 2 4.1 identify equivalent fractions with concrete drawings and models sort the fractions from smallest to largest, and vice versa from largest to smallest. 131 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 2 d. task analysis in this stage, the research has made detailed assignments from the content of teaching materials from basic competency standards and basic competencies that will be included in the domino card media. the material used in this study is material about fractions. the material for fractions here is to sort the fractions from smallest to largest and vice versa from largest to smallest and examples of problems that occur in everyday life related to fractional material. e. learning objectives after conducting a preliminary analysis of the end of learning in grade 4 sdn ciandur 2. the study concluded that the purpose of this research and development was to produce a domino card product that contained fractional numbers in random form so that students were expected to sort the fractional numbers from from the smallest to the largest, with this students can solve the problems in the problem 2. design phase (design) a. media voters based on the results of student analysis and concept analysis, the learning media needed by children at sdn ciadnur 2 class 4 is to use cards that can help students make it easier to solve problems. b. format selection in this stage, the research designs learning content, selecting approaches, methods and learning resources. the content of the learning material that will be used in the media is about the understanding of fractions and examples of daily problems with fractions. the research chooses a scientific approach and discussion method that will be used in learning activities using domino card media. the learning resource used is a grade 4 math thematic book c. initial design in this stage, the research has made the initial product and then is given input by the lecturer. the input from the lecturer is used to repair the domino card media before repairs are made. then make revisions after getting advice from the lecturer. after that, the researchers also made research instruments that were validated by the lecturers 3. develop stage (development) a. expert or practitioner validation this stage serves to validate the product that has been made by the researcher. researchers validate the validators of the media and materials that have been made. the validation results of the validators are used as the basis for making revisions table 2. research results of grade 4 teachers no research aspect expert theory expert theory teacher class average category 1 media selection criteria 4.0 4.8 4.4 very good 2 media utilization 3.5 4.7 4.1 well 3 physical form of media 4.0 5.0 4.5 very good 4 learning 4.0 5.0 4.5 very good 5 material / content truth 5.0 4.6 4.8 very good 6 how to play 4.0 5.0 4.5 very good average 4.46 very good 132 score for the validation of the product discussed by the researcher, namely the domino card media, was 26.8 with an overall average of 4.46. based on table 3.6 classification scale 5, the score is in the very good category, so the domino card product is feasible to use. b. revision after passing the validation stage by the validator, the researcher revised the domino card media product based on comments and suggestions from the validators. materials and suggestions from the validators as well as the revisions that have been made are presented in the table below table 2 product revision results based on validator suggestions before revision after revision comments and breakfast: repair : 1. on the repaired card that is the shape of the card is too small so the font is also small there are two numbers on the card, one should be one so students don't get too confused the lack of color makes the card less attractive no user manual after repair the card shape is bigger and the fonts are more clearly visible there is one number so that students are easier and less complicated more interesting because there is a color on each end of the card there's a manual 2. improved material adjusting to kd and indicators adjusted kd and indicators c. development testing after the researchers revised the domino card product , the next step was to test the product on the 4th grade students of sdn ciandur 2 who were sampled in the study. the next steps are product trials referring to the lesson plans that have been made by researchers. the product trial begins by giving the material to the students. then proceed with giving test questions that must be answered using domino card media. table 3 list of student learning outcomes no student's name score information 1 alpine 100 complete 2 ayu 80 complete 3 emut 100 complete 4 eka 80 finished 5 curly 70 complete 6 jihan 90 complete 7 rendi 70 complete 8 sunarti 50 not finished yet the highest score 100 lowest value 50 average 80 number of students who completed 7 number of unfinished students 1 based on the table above, it was obtained student data that from 8 students it was known that 7 students had completed. while students who have not completed as many as 1 person. if it is converted into a percentage, then the students who complete are 87%. these results certainly have increased from student learning outcomes in daily tests of fraction material 133 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 2 before using domino card media. thus the domino card media can be said to be effective for fractional material in class iv sdn ciandur 2. 4. desseminate stage ( spread) the dessimenate stage is the final stage of research and development. the purpose of this stage is to disseminate the products that have been made in this study, the researchers only carried out a limited distribution, namely by distributing domino card products on a limited basis to fourth grade teachers at sdn ciandur 2. the distribution of the product was carried out on august 23, 2021, which was attended by the principal and 2 teachers consisting of grade 1 and grade 4 teachers. in the distribution process, research on several important points including the background of making domino card media , the purpose of making domino card media , b and how to use domino card media the teacher's response to the domino card media was very good. all teachers are interested in using domino card media because domino card media can help students understand the subject matter and make learning more fun so that students are motivated to learn. in addition, not only students but also teachers be motivated to innovate on learning b. domino caard media development effectiveness based on the results of the calculation of the percentage of mastery learning, it was found that the domino card media users had a positive influence on student learning outcomes. this is indicated by the students' learning mastery who reached a percentage of 87%. according to the ministry of national education (2004) in his book ahmad susanto, learning is said to be effective if student learning outcomes have reached >75% of the total number of students against the kkm. giving tests at the trial stage aims to determine the extent to which higher-order thinking skills in fractional material use domino card media . from the tests that have been carried out, the students' average score is 80 with a presentation of 87.%. this percentage has exceeded the predetermined graduation percentage of 75%. therefore, the development of domino card media can be said to be effective for use in class iv fraction material at sdn ciandur 2. conclusion based on the results of the research and discussion that have been described, the following conclusions are obtained (1) the procedure for developing domino card media using the 4d research and development method (four d models) according to thigaraja, with the following steps: 1) define there are early-late analysis, student analysis, concept analysis, task analysis, and specification of learning objectives. 2) design consists of media selection, format selection, and initial design. 3). decelop (development) consists of expert or practitioner validation, revision 1 and development testing. 4). desseminate (spread); and (2) the domino card media developed in this study can be said to be feasible because the validation test obtained an overall average value of 4.46 from the validators in the very good category. based on field trials, it shows that domino card media is also effective for use in learning mathematics for class iv fractions at sdn ciandur 2. this can be seen from the learning of students who have a percentage greater than 75%, which is 87% with an average learning outcome of 80 . reference agustyaningrum, n. (2015). develop higher order thinking skills in junior high school mathematics learning. pythagoras: journal of mathematics education study program , 4 (1). ardhiyah, ma, & radia, eh (2020). development of adobe flash-based media materials on mathematical fractions to improve learning outcomes. journal of educational research 134 and development , 4 (3), 479–485. badjeber, r., & purwaningrum, jp (2018). development of higher order thinking skills in learning mathematics in junior high schools. old teachers: journal of education and learning , 1 (1), 36–43. bailey, dh, siegler, rs, & geary, dc (2014). early predictors of middle school fraction knowledge. developmental science , 17 (5), 775–785. febriyandani, r., & kowiyah, k. (2021). development of comics media in learning mathematics for grade iv elementary school fractions. journal of pedagogy and learning , 4 (2), 323– 330. fiorella, l., kuhlmann, s., & vogel-walcutt, jj (2019). effects of playing an educational math game that incorporates learning by teaching. journal of educational computing research , 57 (6), 1495–1512. gradini, e. (2019). considering the concept of higher order thinking skills in learning mathematics. numeracy , 6 (2), 189–203. indrawati, d., & suardiman, sp (2013). development of travel game media for learning multiplication and division of math fractions in elementary school class v. prima edukasia journal , 1 (2), 135–146. kartika, y., wahyuni, r., sinaga, b., & rajagukguk, j. (2019). improving math creative thinking ability by using math adventure educational game as an interactive media. journal of physics: conference series , 1179 (1), 12078. mahanal, s. (2019). assessment of higher order thinking skills. journal of educational research and studies: e-saintika , 3 (2), 51–73. mawanto, a., siswono, tye, & lukito, a. (2020). development of picture story media to train students' creative thinking skills in class ii fractions. scholar's journal: journal of mathematics education , 4 (1), 424–437. murtiyasa, b., & wulandari, v. (2020). analysis of students' errors in fractional numbers based on newman's theory. aksioma: journal of mathematics education study program , 9 (3), 713–726. nuraini, y., & muhtadi, d. (2019). the design learning of fraction with realistic mathematics education in elementary school. journal of physics: conference series , 1188 (1), 12110. prihanto, da, & yunianta, tnh (2018). development of mathematical comic media on fractions for grade v elementary school students. maju: scientific journal of mathematics education , 5 (1). roesslein, ri, & codding, rs (2019). fraction interventions for struggling elementary math learners: a review of the literature. psychology in the schools , 56 (3), 413–32. sari, ip, nurtamam, me, & hanik, u. (2020). development of interactive multimedia based on 2d flash game in mathematics learning simple fractions for class iii students uptd sdn banyuajuh 4 kamal. widyagogic: journal of elementary school education and learning , 7 (2), 83–91. tian, j., & siegler, rs (2017). fractions learning in children with mathematics difficulties. journal of learning disabilities , 50 (6), 614–620. unaenah, e., & sumantri, ms (2019). analysis of mathematical concept understanding of grade 5 elementary school students on fractions. journal of basicedu , 3 (1), 106–111. zubaidah, s. (2010). critical thinking: higher order thinking skills that can be developed through science learning. national science seminar paper with the theme of optimizing science to empower humans. unesa postgraduate , 16 (1), 1–14. 109 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 8 no 2 (2022) website : http://journal.unj.ac.id/unj/index.php/jisae the effect of visioner leadership and learning innovation on teacher performance aliyah state madrasah medan city-indonesia said ashlan1 1faculty of social sciences and education, ubudiyah indonesia of university, acehindonesia. hambali2 2faculty of teacher training and education serambi mekkah of university, acehindonesia. abstract the reason for this research is to find out and analyze: (1) the effect of visionary leadership on teacher performance and (2) the effect of learning innovation on teacher performance. the research subjects were the teachers of the madrasah aliyah negeri medan city, with a total sample of 182 people taken utilizing stratified proportional random sampling. the data were analyzed using path analysis after calculating the correlation of all research variables in the form of a matrix. the results of the analysis of the effect of exogenous variables on endogenous variables in each substructure obtained (1) visionary leadership have a positive effect on teacher performance by 5.2% (2) learning innovation behavior has a positive effect on teacher performance by 3.1%. the results of the study illustrate that (1) there is a direct positive influence of visionary leadership on teacher performance of 5.2%, and (2) there is a direct positive influence of learning innovation on teacher performance of 3.1% keywords: visionary leadership, learning innovation, and performance address for correspondence: 1said.ashlan@uui.ac.id (hp. 085238099665) introduction one of the main factors determining the quality of education is the teacher. the position of the teacher systematically determines the quality of education in indonesia because improving the quality of teachers is very important and urgent to continue in a planned and sustainable manner to boost the position of the quality of local education in order to be able to synergize the concepts of sustainable development that are applicable in the face of competition in the world of global education. education has a significant role in the effort to contribute to the development and progress of the nation. education is the primary key to improving and preparing superior and competitive human resources. good teachers constantly improve the quality of their knowledge, skills, and insights about teacher training. when teaching science is constantly changing, a good teacher will follow it, even if he participates in the change. performance can be interpreted as something bound and related between the teacher and his work, and performance will depend on the right mix of the individual and the job. for this reason, a school will succeed well if good teachers support it, namely by planning teacher procurement, managing teacher duties, developing teacher careers, and ending with an evaluation of teacher assignments. the ministry of national education and the world bank (2011:2) state that the education system in indonesia has not produced graduates with a high level of knowledge and skills. thus, it can be concluded that the quality of education in indonesia is still low. the low quality of education is inseparable from the potential role of qualified http://journal.unj.ac.id/unj/index.php/jisae mailto:said.ashlan@uui.ac.id 110 educators/teachers. according to mckinsey in a report issued by the world bank (2011: 3), the quality of the education system is unlikely to exceed the quality of its teachers. teacher performance is one of the centers of attention in realizing quality educational institutions; teachers' low performance has an impact on the learning process in madrasah. teachers are the most crucial element in the ongoing learning process, as teachers have many duties and responsibilities in bringing about good changes in the world of education. in addition to teaching, they direct, guide, train, assess, and evaluate students. based on these various opinions, it can be concluded that teachers are essential in improving the quality of education. fatah ahmadi (2015:1) identified 14 teacher roles and duties referred to from pullias and young (1988), manan (1990) and yelon and weinstein (1997) as follows: (1) teacher as educator (nurturer), related to the improvement and growth and development of children to gain experiences such as independence, maturity, values and morality, social responsibility, and things that are personal and spiritual; (2) the teacher as a teacher, related to teaching in the learning process of students which is influenced by various factors such as motivation, maturity, student-teacher relationship, verbal ability, level of freedom, sense of security and teacher communication skills; (3) teachers as mentors; (4) teachers as leaders; (5) teachers as learning managers; (6) teachers as models and role models; (7) teachers as community members; (8) teacher as administrator; (9) teachers as advisors; (10) teachers as innovators (innovators); (11) teachers as drivers of creativity; (12) teachers as emancipators; (13) teachers as evaluators; and (14) the teacher as the culminator. the entire task and role of the teacher are summarized in the teacher's performance. according to usman (fitria, 2018:82), teachers as educators are one of the determinants of educational success because the low quality of education is partly due to the low performance of teachers. therefore, teacher performance must continually be improved considering the challenges of education to produce quality human resources who can compete in an increasingly tight global era. teacher performance is the result achieved by the teacher in carrying out the tasks assigned to him based on his expertise, experience, and sincerity in using time efficiently and effectively. indicators of teacher performance assessment as contained in the regulation of the minister of state apparatus empowerment number 16 of 2009, can be described in detail as follows: (1) a person's ability to communicate the knowledge possessed is very dependent on the mastery of the knowledge to be communicated, (2) the teacher's ability can be seen from the method or process of preparing a program of learning activities carried out by the teacher, (3) the ability of teachers to manage to learn is crucial because it is directly related to student learning activities in the classroom, (4) the ability to evaluate/assess learning. the low performance of teachers in madrasah is a crucial issue and requires madrasah to conduct planning and discussion in accordance with the dimensions of space and time. this demand has become a global trend that inevitably, like it or not, must be met in order to harmonize the performance of teachers in educational institutions, which accelerates external change by using various approaches. efforts to improve teacher performance in educational institutions continue to be carried out by, among others, improving the quality of teachers, improve the visionary leadership of school principals in solving various problems including growing responsibility both internally to the school environment and externally to other related educational institutions, especially in the dimensions of increasing learning innovation by teachers. the results of research from bella shandy and stefanus rumangkit (2017: 220) in the proceedings of the darmajaya bandar lampung national seminar stated that in 2016 teacher performance in madrasah aliyah diniyah putri lampung decreased by 33.33%. 111 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 research at state aliyah madrasah majene regency, south sulawesi. moh. hidayat (2018:72), in his research, states that 86.67% of teachers state aliyah madrasah low and medium performing majene. indications of the decline in teacher performance can be seen from the lack of new curriculum development, do not a sense of responsibility in teaching, lack of communication between fellow teachers, and the lack of facilities to support learning. the success of the organization (madrasah) is the success of a leader or principal, rahman (2006:106) reveals that the head of the madrasa is a teacher with a (functional position) who is appointed to a structural position (head of the madrasa) in the school. wahjosimidjo (2002:83) adds that the principal is a functional teacher who is given the task of leading in a school where the teaching and learning process is held or where there is an interaction between the teacher and the teacher and the student receiving the lesson. the leadership of the madrasah principal will be successful if they understand the existence of the madrasa as a complex and unique organization and can carry out their role in influencing and mobilizing others to work towards the vision and mission of the madrasa without coercion. as a leader in a school, the principal must have the vision, courage, and humility to continuously learn and hone his skills and emotions. the vision given by the principal must also have a clear picture, provide an innovative way to bring about change for the better, and encourage his subordinates' performance. according to moch idochi anwar (2013: 91), leadership is an effort made by someone with all the abilities to influence, encourage, direct and move the people they lead so that they want to work with enthusiasm and confidence in achieving organizational goals. visionary leaders are individuals with an attractive vision and can encourage organizational stakeholders and employees to achieve a good vision. they inspire people, revitalize organizations and mobilize the resources needed to turn visions into reality. based on previous research, according to ika alifiyah, ali imron, juharyanto (2019) stating that the principal's visionary leadership in developing the character of students as a leader, the head of smk muhammadiyah 7 gondanglegi has a vision and dream of where the school he leads. the findings related to the formulation of the vision carried out by the school principal were through several stages. the principal gathers all teachers and school staff to formulate a shared vision. this is done because school changes must be based on a shared vision. this vision will later be used as a guide in every action by every school member. the vision that will be compiled must take root and form a school culture following future expectations. according to taty and dedi achmad (2009:143) there are nine indicators of innovative leadership style, including: (1) thinking about the future of the organization, (2) creating an advanced and anticipatory organizational culture and behavior, (3) trying to create a quality organization, (4) clarify business direction and goals, easy to understand and articulate, (5) reflect high ideals and set reasonable standards, (6) cultivate inspiration, enthusiasm, enthusiasm, and commitment, (7) implied the values the organization upholds, (8) motivate employees to act in the right direction, and (9) coordinate specific actions and abilities of different employees. in addition, one of the factors that affect teacher performance is innovative learning. learning innovations can be implemented per the demands of today and in the future. the definition of innovation is defined as a discovery or new idea that is different from existing or previously known ones. a new idea is a thought in observing a phenomenon that is happening. this new idea can be a discovery of what is realized and accepted as something new for the teacher or lecturer. the innovations are continuous improvements and improvements from existing ones to new ones so that the benefits for students can be felt. 112 learning innovation is an effort to renew the various components needed in delivering learning material in the form of knowledge from educators to students to improve the quality of education. innovative learning requires teachers and principals to understand the new paradigm of success. to plan an innovative learning process that provides valuable experiences for students, we need to pay attention to the critical components of the learning process. from the components of the learning process, the teacher can plan learning activities and strategies relevant to the learning objectives. to achieve a learning model that can be used by a teacher, it must meet the requirements, including: generating and maintaining student attention, conveying learning objectives, recalling the principles/concepts that have been studied, delivering material, providing learning guidance, obtaining student performance, provide feedback, measure learning outcomes, strengthen retention and transfer of learning. in the implementation of innovative learning, learning devices are needed in schools so that learning can take place in accordance with the expected competencies (akbar, et al, 2016: 24). therefore, teachers need to make innovative learning tools so that they can be a guide in the implementation of learning activities (abidin, 2014: 287). in addition, hosnan, m (2014: 87) explains that the demands of the 21st century require students to have 4c skills, namely: 1) communication skills, 2) collaboration skills, 3) critical thinking and problem solving, and 4) creativity and innovation skills. therefore, basic skills still worthy of being used as indicators of learning innovation by teachers in the process of learning and teaching activities in 21st-century schools include the 4cs (communication skills, collaboration skills¸, critical thinking and problem solving, creativity, and innovation skills). the results of initial observations at aliyah state madrasah medan city can be concluded that the performance of teachers in madrasas is low because 1) teachers often do not enter class during the learning process, 2) teachers have not been able to develop learning innovations during the learning process in class, 3) teachers rarely prepare lesson plans, and 4) teachers are still very poorly given training or education. the purpose of this study was to see the extent to which " the effect of visioner leadership and learning innovation on teacher performance aliyah state madrasah medan city-indonesia." the conceptual framework is formed based on the literature review carried out as a reference for forming hypotheses and solving research problems by paying attention to the relationship between the variables studied. so it can be stated that visionary leadership and learning innovation affect teacher performance with the following conceptual framework: method this quantitative research aims to describe each variable's relationship pattern based on empirical data collected using the developed instrument. this research was carried out at the aliyah state madrasah medan city for four months, starting from march to may 2020. the population of this study was aliyah state madrasah medan city teachers, with 335 respondents. the research sample was taken from part of the target population of each school, taking into account tenure, education, and rank. kepemimpinan visioner (x1) inovasi pembelajaran (x2) kinerja guru (x3) 113 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 table 1. distribution of aliyah state madrasah medan city teachers as population and sample no. school name amount teacher population sample 1. aliyah state madrasah 1 180 person 98 person 2. aliyah state madrasah 2 93 person 50 person 3. aliyah state madrasah 3 62 person 34 person total 335 orang 182 person this study aimed to examine and analyze the effect of visionary leadership on teacher performance, the effect of learning innovation on teacher performance, and the simultaneous effect of the influence of visionary leadership and learning innovation on teacher performance. this research was conducted with a framework as shown in figure 1. 1. figure i. relationship of three variables source: author (2022) results and discussion i. normality test calculation testing the normality of research data aims to determine whether the symptoms encountered are a normal distribution or not. so the distribution of observational data is compared with theoretical data or data that is typically distributed (z = 3). the normality test of the data was carried out using the lilliefors test. to test the normality of the research data, it was done by comparing the value of the largest liliefors as liliefors count (lcount) and the value of liliefors table (ltable) on a fundamental level α = 0,05. the proposed hypothesis is: ho : the regression estimation error is not normally distributed ha : the regression estimation error is normally distributed the calculation of this normality test uses table z. to find out whether the data is standard for each research variable, it is carried out with the following provisions: indicators of visionary leadership (taty and dedi achmad, 2009:143), include: 1. thinking about the future of the organization 2. creating an advanced and anticipatory organizational culture and behavior. 3. strive to create a quality organization. 4. clarify the direction and purpose of the business, easy to understand and articulate. 5. reflect high ideals and set good standards. 6. cultivate inspiration, enthusiasm, excitement and commitment. 7. implied the values upheld by the organization. 8. motivating teachers to act in the right direction, and normative 9. coordinate the specific actions and abilities of different teachers. indicators of learning innovation (hosnan, m. 2014:87), include: 1. communication skills (communication skills). 2. collaboration skills (collaboration). 3. critical thinking and problem solving (critical thinking skills and problem solving). 4. creativity and innovation skills (creative and innovative skills). teacher performance indicators (regulation of the minister of state apparatus empowerment number 16 year 2009), include: 1. ability to communicate mastery of knowledge. 2. the ability of teachers in the process of preparing learning activity programs. 3. the ability of teachers to manage learning in the classroom, 4. ability to evaluate/assess learning. 114 a. if l obtained < l in the table with a significance level of 5%, the data distribution comes from a normally distributed population (lcount < ltable) or accept ha. b. if l obtained > l in the table with a significance level of 5%, the data distribution does not come from a normally distributed population (lcount> ltable) or accept ho. based on the calculation of the normality test, a summary of the results of the normality test for the estimated error of endogenous variables on exogenous variables is obtained, shown in table 2 below: table 2. summary of normality calculation of liliefors. no. variable n lcount ltable conclusion 1 x1 on x3 182 0,043 0,059 estimated error is normally distributed 2 x2 on x3 182 0,037 0,059 estimated error is normally distributed 3 x1 on x2 182 0,053 0,059 estimated error is normally distributed based on the summary of the normality calculation of the liliefors test, the data for the variable visionary leadership (x1), learning innovation (x2), and performance (x3) it, then it can be concluded that: a. normality test of variable data x1 over x3: indicates that the value of lcount < ltable (5%). the results of the statistical calculation of the liliefors test normality are obtained lcount = 0,043 < ltable = 0,059, then ho is accepted at the level α = 0,05. this means that the data distribution comes from a normally distributed population. b. normality test of variable data x2 over x3: shows that the value of lcount < ltable (5%). the results of the statistical calculation of the liliefors test normality are obtained lcount = 0,037 < ltable = 0,059, then ho is accepted at the level α = 0,05. this means that the data distribution comes from a normally distributed population. c. normality test of variable data x1 over x3: indicates that the value of lcount < ltable (5%). the results of the statistical calculation of the liliefors test normality are obtained lcount = 0,053 < ltable = 0,059, then ho is accepted at the level α = 0,05. this means that the data distribution comes from a normally distributed population. based on the summary of the calculation results, it is shown that the value of lcount < ltable (5%), thus it can be concluded that the overall distribution of the estimated error does not deviate from the normal distribution, meaning that the assumption of normality has been met. the summary of the results of the linearity test and the significance of the regression equation for each pair of exogenous variables with endogenous variables through the calculation results of spss for windiwos version 22 can be seen in table 2 below. 115 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 tabel 2. ringkasan hasil uji linieritas dan uji keberartian spss n o. variables exogenous to endogenous variable linearity test regression significance test fh sig status fh sig status 1. x1 on x3 1,500 0,060 linear 12,766 0,000 means 2. x2 on x3 0,673 0,055 linear 0,549 0,000 means information: x1 = visionary leadership x2 = learning innovation x3 = teacher performance based on the summary of the calculation results in table 2, it can be seen that for the linearity test, namely the enormous fh value, all values are of significance. (sig.) > 0,05, so it can be said that all exogenous pairs of variables with endogenous variables have a linear relationship, the regression significance test can be seen from the value of all pairs of exogenous variables with endogenous variables having a significance value (sig.) < 0,05, so it can be stated that the regression coefficient means. so, the analysis results conclude that all forms of regression are linear and mean at the significance level α = 0,05. furthermore, to test the linearity requirements of the research data, the f-test was used with the help of the spss for windows version 22 program, using the test for linearity at the significance level 0,05. two variables are said to have a linear relationship if the deviation from linearity (significance) is more significant than 0,05. a. linearity test of visionary leadership relationships (x1) on teacher performance (x3). anova table sum of squares df mean square f sig. x3 * x1 between groups (combined) 2296.751 31 74.089 1.543 .046 linearity 578.462 1 578.462 12.044 .001 deviation from linearity 1718.288 30 57.276 1.193 .243 within groups 7204.090 150 48.027 total 9500.841 181 based on the table, the significance of deviation from linearity > 0,05, that is 0,243 > 0,05, so it can be stated that the relationship between visionary leadership and teacher performance is linear. the results of the analysis show that the price of f tuna is suitable = 1,193; with significance 0,243 (sig > 0,05). this means that the regression is linear. furthermore, the summary of the results of the calculation of the significance of the regression coefficient is shown as follows: anovaa model sum of squares df mean square f sig. 1 regression 2761,792 1 2761,792 34,922 ,000b residual 18822,171 238 79,085 total 21583,963 239 a. dependent variable: x3 b. predictors: (constant), x1 coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 70,972 6,374 11,134 ,000 x1 ,360 ,061 ,358 5,909 ,000 a. dependent variable: x3 116 based on the summary of the calculation results in the table, the regression equation for teacher performance is obtained (x3) atas kepemimpinan visioner (x1) that is: 70,972 + 0,360x1, because of the significance fcount < 0,05 it can be stated that the regression coefficient is significant. significant means the effect can apply to the population (can be generalized). b. linearity test of learning innovation relationships (x2) on teacher performance (x3) anova table sum of squares df mean square f sig. x3 * x2 between groups (combined) 2385.483 34 70.161 1.449 .069 linearity 567.705 1 567.705 11.729 .001 deviation from linearity 1817.777 33 55.084 1.138 .296 within groups 7115.358 147 48.404 total 9500.841 181 based on the table, the significance of deviation from linearity > 0,05, that is 0,296 > 0,05, so that it can be stated that the relationship between learning innovation and teacher performance is linear. the results of the analysis show that the price of f tuna is suitable = 1,002; with significance 0,296 (sig > 0,05). this means that the regression is linear. furthermore, the summary of the results of the calculation of the significance of the regression coefficient is shown as follows: anovaa model sum of squares df mean square f sig. 1 regression 2261,502 1 2261,502 27,856 ,000b residual 19322,461 238 81,187 total 21583,963 239 a. dependent variable: x3 b. predictors: (constant), x2 based on the table that the significance of deviation from linierity > 0,05, that is 0,296 > 0,05 so that it can be stated that the relationship between learning innovation and teacher performance is linear. the results of the analysis show that the price of f tuna is suitable = 1,002; with significance 0,296 (sig > 0,05). this means that the regression is linear. furthermore, the summary of the results of the calculation of the significance of the regression coefficient is shown as follows: anovaa model sum of squares df mean square f sig. 1 regression 2261,502 1 2261,502 27,856 ,000b residual 19322,461 238 81,187 total 21583,963 239 a. dependent variable: x3 b. predictors: (constant), x2 coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 76,890 6,015 12,783 ,000 x2 ,305 ,058 ,324 5,278 ,000 a. dependent variable: x3 based on the summary of the calculation results in the table, the regression equation for teacher performance is obtained (x3) on visionary leadership (x2) that is: 76,890 + 0,305 x1; because of the significance fcount < 0,05, it can be stated that the 117 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 regression coefficient is significant. effective means that the effect can apply to the population (can be generalized). furthermore, the summary of the discussion of the research results can be described as follows: 1. the findings of the first research: visionary leadership has a direct positive effect on the teacher performance of aliyah state madrasah in medan city visionary leadership has a direct positive effect on the performance of madrasah aliyah teachers in medan city, meaning that the better the visionary leadership, the better the teacher's performance. this is based on hypothesis testing with an extensive path coefficient ρ31 = 0,229 and t = 3,181 with a significance level 0,000 (the hypothesis is accepted if the significance level of the value of tcount < 0,05), so that the direct effect visionary leadership on the teachers performance of aliyah state madrasah in medan city is 0,0524. susanto (2013: 64) explains, visionary means the leader has a far-sighted view of what will be achieved and where the organization wants to be. visionary leaders are characterized by being willing to accept risks, share their knowledge with members of the organization, enjoy doing experiments in their organization, lead by example and facilitate learning by encouraging the growth of creativity from each member of the organization. tilaar (aan komariah and cepi triatna, 2010:81) said that leadership so strongly influences the performance of an organization, so it is rational if the decline in education is caused by leadership performance that cannot adapt to change and also does not make educational strategies that are adaptive to change. this test is supported by research the results yusuf dwi hadi's (2019: 187) with the title visionary leadership of the principal in improving the quality of education at smk islam 2 durenan, showing that the visionary leadership of the principal has succeeded in bringing his institution to become one of the superior and competitive schools at the national level. national. based on the theory and research results show that visionary leadership has an effect on teacher performance in improving the quality of education. an indication of the influence between organizational culture and innovative behavior in teachers is the development of a strong personal character to advance school quality and other relevant school administrative tasks, encourage dynamic and productive relationships, and are concerned with renewing new ideas and initiatives by utilizing everything related to the teaching process and paying attention to the strength of a healthy organizational culture (school). 2. the second research finding: learning innovation has a direct positive effect on the teachers performance of aliyah state madrasah in medan city learning innovation has a direct positive effect on the performance of madrasah aliyah teachers in medan city, meaning that if learning innovations are getting better, it will improve teacher performance as well. this is based on hypothesis testing with a significant path coefficient ρ52 = 0,177 and t = 2,435 with a significance level 0,016 (the hypothesis is accepted if the significance level of the value of tcount < 0,050), so that the direct effect of learning innovation on the teachers performance of aliyah state madrasah in medan city is 0,0313. this test is supported by the results of andina's research (2018) that by holding training, educators will be able to create learning innovations by mastering and applying various approaches, strategies, techniques, learning methods and learning media so that the learning process can be carried out properly and learning objectives achieved. 118 an indication of the influence between learning innovation and performance of the medan city state madrasah aliyah teacher is the development of new ideas for innovation in learning devices and learning models. in addition, having the ability to carry out various teaching innovations and other relevant school administrative tasks, as well as being able to improve teacher performance to achieve the desired goals together. conclusion as a leader in a school, the principal must have the vision, courage and humility to continuously learn and hone his skills and emotions. the vision given by the principal must also have a clear picture, provide an innovative way to bring about change for the better and can encourage the performance of his subordinates. learning innovation is a new idea that is applied in the learning process so that it can achieve learning objectives well. the role of learning innovation is very important in efforts to solve the problems of education in indonesia in general and in madrasah aliyah negeri medan in particular. this learning innovation can be carried out by educators, government, and other educational institutions. teacher performance is one of the centers of attention in realizing quality educational institutions, the low performance of teachers has an impact on the learning process in madrasas. teachers are the most important element in the ongoing learning process, as teachers have considerable duties and responsibilities in bringing about good changes in the world of education. reference abidin, yunus. (2014). learning system design in the context of the 2013 curriculum. bandung: pt. refika aditama. akbar, dkk. (2016). implementation of thematic learning in elementary schools. bandung: pt. remaja rosdakarya. allen & mayer. (2004). commitment in the workplace (theory, research and application). london: sage publication. coulquitt ,j, a.,le pine, j,a. and wesson,m.j. (2015). organizational behavior. improving permormance and comitment in the workplace. new york: mc graw-hill international edition. edy sutrisno. (2011). human resource management, cetakan ketiga, jakarta: kencana. prenada media group. gib n k. (2003 organizations: behavior structure processes. eleventh edition. new york : mc graw hill. handoko, t.h. (1985). human resource management. yogyakarta : liberty. hoenan, m. (2014). scientific and contextual approaches in 21st century learning. bogor: ghalia indonesia. husaini usman. (2008). social research methodology. jakarta: bumi aksara. ika alifiyah, ali imron, juharyanto. (2019). principal's visionary leadership in developing student character, di akses tanggal 24 juni 2022. http://jurnal2.um.ac.id ivancevich, j, m. r, konopashe, and m. t. matteson. (2014). organization behaviar and management. new york: mcgraw-hill international. irawati. 2003. communication intensity.jakarta : raja grafindo jakarta locke, edwin a. (1999). the essence of leadership: the four key to leading successfully. new york: lexington books. luthans fred. (2014). organizational behavior. alih bahasa v.a. yuwono, dkk. edisi bahasa indonesia. yogyakarta. andi 119 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 manap, p. h., p. djuwita., k., m. alperi. (2010). competency mapping for middle school principals in bengkulu province in the context of continuous competency improvement. jurnal ilmiah manajemen pendidikan program pascasarjana, 4(5), 82-95 moch idochi anwar. (2013). educational administration and management costs of education. jakarta: raja grafindo persada. newstrom john w dan davis keith. (2007). behavior in organization. edisi ketujuh. alih bahasa : agus dharma. jakarta: erlangga. robbins s. p. (2015). organizational theory: structure, design and application. usa: prentice hall. schein, e.h. (2012). organizational culture and leadership : a. dynamic view. san fransisco :jassey-bass.inc-publisher. siburian, paningkat. (2012). the influence of organizational culture, innovative behavior, job satisfaction and work motivation of vocational school principals (development of theoretical performance models through empirical studies at vocational high schools in medan city). disertasi. medan: program pascasarjana universitas negeri medan. yuhandi. 2016. times higher education suplement (thes), yukl, g. leadership in organization. (1998). new jersey : prentice-hall, inc. 44 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 9 no 1 (2023) website : http://journal.unj.ac.id/unj/index.php/jisae a scientometric analysis of academic performance development: r biblioshiny septian cahya azhari1, siliwangi university siti fadjarajani2, siliwangi university muhamad ferdi firmansyah3, siliwangi university tita yuniarti4, siliwangi university abstract the development of research in the field of education experiences exponential growth every year. this study aims to analyze the development of research on academic performance from 2010-2022. a total of 1906 articles indexed by the pubmed database were analyzed with a scientometric qualitative approach with bibliometric r bibliophily and vosviewer r tools. the results showed a significant development of research on the object of study of academic performance, especially in 2020-2022. from the analysis of several articles, this development was primarily influenced by the covid-19 pandemic. some authors are categorized as productive writers on this theme, in most of them are from china. the potential for future research by looking at the research keywords of bibliometric analysis results in cluster 1, such as academic functioning, school performance, educational attainment, socioeconomic status, sleep duration, and parental education, is about increasing "student academic performance" which is supported by "school performance", "parental education" and "socioeconomic" families. this research helps compile study topics regarding academic performance and find novelty in subsequent research. keywords: academic performance, scientometric analysis, r biblioshiny. address for correspondence: 1,2department of geography education. jl. siliwangi no.24, kahuripan, tawang district, tasikmalaya city, 46115, indonesia. 3department of economics development. jl. siliwangi no.24, kahuripan, tawang district, tasikmalaya city, 46115, indonesia. 4department of mathematics education. jl. siliwangi no.24, kahuripan, tawang district, tasikmalaya city, 46115, indonesia. *sitifadjarajani@unsil.ac.id introduction the development of research studies in education today is developing very quickly, considering that education is the most crucial part of human life to produce a superior civilization printed in the history of humanity's future (azhari et al., 2022). research in the field of education is divided into several sub-fields that are the focus of researchers' studies. however, the research aims to improve quality and provide the latest innovations integrated with technological and scientific developments. research studies include curriculum studies, educational policies, educational psychology, learning media and other fields. the object of study that is of much concern to researchers of which is academic performance, the efforts made by researchers in this study are to understand the factors that can affect the performance of academic performance (khan et al., 2020; waheed et al., 2020), this shows the importance of academic performance studies in producing products from superior education. his study combines academic performance with educational psychology, such as family support variables, learning motivation, self-regulated learning, and self-efficacy. the purpose of the study in academic performance is to improve and improve student achievement in the learning http://journal.unj.ac.id/unj/index.php/jisae mailto:*192170004@student.unsil.ac.id 45 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 process at school, which includes cognitive, affective and psychomotor assessment of students. however, some researchers reveal that academic performance is an academic performance resulting from exam results. the more research on academic performance, researchers are increasingly discovering many new things, including academic performance being influenced by internal and external aspects (helal et al., 2018). some studies that examine academic performance include (beltrán-velasco et al., 2021), which examines the effects of perceptual, psychological and habitual factors on academic performance; the result of this study is that students who have high academic performance are characterized by a higher level of suitability and are supported by other health factors such as diet, exercise and body mass. research using scientometric analysis in academic performance studies has not been done. so, this is the first research in the field of education using scientometric analysis, especially in academic performance studies. previous studies with the type of case study have shown promising results in finding research gaps and projections that will occur in the future so that they are appropriate when mapped using scientometric analysis. the research conducted by (shi & qu, 2021a) analyzed the health of student psychology as a mediating variable to determine how students' cognitive abilities affect academic performance and abstract thinking ability. the results of his research show that students' cognitive abilities influence improving academic performance mediated by student psychological health. in addition, research conducted by the same researcher (shi & qu, 2021b) analyzing cognitive ability and self-control towards increasing academic performance, with the results of the study showing that cognitive ability correlates with increased academic performance and self-regulation plays a role in regulating the relationship between representational ability (ra), logical reasoning ability (lra), thinking conversion ability (tca) and holistic academic performance. research using scientometric analysis has shown promising results, as research conducted by (wang & shahzad, 2022) can provide analysis results regarding a summary of health literacy research (li et al., 2022) in the field of occupational safety shows that there is a domain, firstly the safety climate focuses more on the development and validation of questionnaires and surveys in the context of specific organizations, while safety culture research has studies a more comprehensive discussion. thus this research will be the first to visualize scientometric mapping of the development of educational studies on academic performance variables. it will help researchers find study topics in academic performance analysis for future research. the purpose of this study is to trace the development of the topic of academic performance studies from 2010-2021 using the pubmed database. this will be the first research on the focus of academic performance studies using scientometric analysis using the r biblioshiny application. this research will focus on the study of discussions on the development of academic performance research. method this study used a qualitative approach using scientometric analysis using the r tool (aria & cuccurullo, 2017) and vosviewer (van eck & waltman, 2010). science mapping or scientometric is a spatial representation of how a scientific discipline and articles between authors are connected (small, 1999). the data in this study was obtained from the dimensions.ai and pubmed databases using the search string keyword "academic performance" from 2010-2022. the scientometric analysis aims 46 to visually provide the results of an analysis of the development of an object of study of science. scientometric using bibliometrics bibliophily r is more appropriately used in this study because it will produce research predictions through thematic evolution analysis by looking at the time slice in the emerging or declining themes section. research with scientometric analysis will be beneficial for the development of science. researchers will get the results of recommendations regarding future research topics and predictions of developments regarding a study in the research object. in addition, researchers will avoid literature review bias and bias in research development (rusliana et al., 2022). scientometric research allows analysis based on co-citation and grouping documents in two dimensions with a geometric triangulation process (small, 1994). the formulas for the bibliometric equations are as follows: 𝑉(𝑥𝑖, …. , 𝑥𝑛) = ∑𝑖<𝑗 𝑠𝑖𝑗‖𝑥𝑖 𝑥𝑗‖2 (1) 2 𝑛 (𝑛−1) ∑𝑖<𝑗‖𝑥𝑖 𝑥𝑗‖ = 1 (2) results and discussion the result of the scientometric analysis is to identify the results of research studies published in international journals with a digital object identifier (doi) collected from the pubmed database. the documents analyzed from pubmed were 1906 documents, annual growth rate of 12.69%, authors 7727, authors of single-authored docs 65, co-authors per docs 4.74. the sections analyzed such as annual scientific production, three-field plot, most relevant sources, bradford's law, country collaboration map, lotka law, most frequent words, most global cited documents, most local cited authors, most relevant affiliations, most relevant sources, source dynamics, thematic evolution, trend topics and title word cloud, author impact, author production over time, author production over time documents. country collaboration map fig.1 shows collaboration between authors in various countries in the world with the topic of academic performance studies. in general, the author conducts research on the topic jointly between countries. this can indicate that the characteristics of the problem and the uniqueness of the object of study in different countries are different. figure 1. country collaboration map annual scientific production this analysis shows the development of research on academic performance from year to year, as can be seen in fig.2 that the growth of research with academic performance studies has grown exponentially in 2021 to 841 articles. this is related 47 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 to the covid-19 outbreak event which caused all fields of human life to experience major changes, one of which is in the field of education which is carried out through distance learning (al-mawee et al., 2021). figure 2. annual scientific production three field plot on fig. 3 displays the relationship between journal-title and author, some sources show articles that are relevant to the topic of academic performance studies. in this analysis using a database from pubmed, there are 20 journals that publish many studies on the topic of academic performance, in addition to that there are 20 articles with different titles, but on average they conduct case study research studies involving students in high school and university. a total of 20 popular authors are also present in this analysis. furthermore, the analysis of the three field plot country-affiliationauthors in figure 3 using a database from pubmed, the results show that the authors who conducted many studies on academic performance were mostly carried out by western countries such as canada, the united states, spain, australia, netherlands and germany and the rest were carried out by several countries from asia such as saudi arabia. figure 3. three field plot by source-title-author 48 fig. 4 shows several countries whose intensity of focus on studies on academic performance is shown by countries such as saudi arabia (king saud university), canada (university of toronto), australia (university of melbourne), usa (harvard medical school), spain (university of granada), china (sun yat sen university) and the netherlands (amsterdam university). figure 4. three field plot by country-affiliation-authors on fig. 5 shows the relationship between sources-authors-keywords, the biggest keyword produced in this analysis is regarding academic performance, the dominant author is esteban-cornejo i and the dominant source is frontiers in psychology. figure 5. three field plot by sources-authors-keywords most relevant source 49 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 this analysis features some of the most relevant journals and publishes many research results with the theme of academic performance. there are 10 journals that publish a lot about the study of academic performance, in the first place are the journal frontiers in psychology (245 articles), the international journal of environmental research (218 articles), plos one (187 articles), bmc medical education (113 articles), the american journal of pharmaceutical education (75 articles), nurse education today (71 articles), the journal of dental education (62 articles), the journal of school health (53 articles), journal of american college health (48 articles), bmc public health (46 articles). figure 6. most relevant source most local cited sources on fig. 7 shows the 10 journals that are most cited by journals that are in the data base and listed in the references. in the first order, it shows that the journal computers and education is the most cited journal (2413 times cited), the next is the medical teacher journal (1682 times cited), the anatomical sciences education journal (1606 times cited), the nurse education today journal (1465 times cited), medical education (1456 times cited), the bmc medical education journal (379 times cited), the academic medicine journal (25 times cited), journal of educational psychology (21 times cited), journal of frontiers in psychology (19 times cited), and journal of human behaviour (12 times cited). figure 7. most local cited sources 50 most relevant authors on fig. 8 shows the author with the most articles in the pubmed dataset that analyzes academic performance, this calculation uses n of documents. the first-place writers are wang y (15 articles), salamonson y (13 articles), chisolm-burns ma (10 articles), li y (10 articles), spivey ca (10 articles), li j (9 articles), puddey ib (9 articles), wang h (9 articles), zang x (9 articles), and aguilar parra jm (8 articles). figure 8. most relevant authors table 1. most local cited authors authors articles articles fractionalized wang y 15 3.89 salamonson y 13 2.47 chisholm-burns ma 10 2.15 li y 10 2.22 spivey ca 10 2.15 li j 9 2.13 puddey ib 9 2.82 wang h 9 1.50 zhang x 9 1.59 aguilar-parra jm 8 1.30 top-authors' production over time some authors are popular in the field of education, especially the object of study of academic performance in fig. 9 can be used as the main reference for researchers in the field of education. this position can still change from each year this is determined by the productivity of researchers. on fig. 9 author wang y is a fairly prolific writer where in 2012 wang y has started writing about academic performance studies consistently until 2022 and is followed by salamonson y, chrisholm-burns ma, li y, spivey ca, li j, puddey ib, wang h, zhang x, and aguilar parra jm. each author has a different starting point for writing, but there are only a few who are able to be consistent in producing the results of analytical studies on academic performance. 51 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 round circles with different levels of contrast indicate the level of citations in the document, the darker the circle, the more the document is cited and the larger the circle shows the quantity of the author's article. figure 9. authors production over time bradford laws this analysis sorts and categorizes journal titles based on the highest number of articles. on fig. the 10 journals with the highest level of article production with academic performance publications are frontiers in psychology (245 articles), international journal of environmental research and public health (218 articles) and plos one (187 articles). furthermore, in bradford laws divides journals into several zones, it is based on the calculation of journals that are in core sources which are divided into three. on the table. 2 journals of frontiers in psychology, international journal of environmental research and public health, and plose one are one-third of the journals included in the zone 1 category as shown in the table. 2. figure 10. bradford laws table 2. bradford laws 52 so ra nk fre q cumfr eq zone frontiers in psychology 1 24 5 245 zone 1 international journal of environmental research and public health 2 21 8 463 zone 1 plos one 3 18 7 650 zone 1 bmc medical education 4 11 3 763 zone 2 american journal of pharmaceutical education 5 75 838 zone 2 nurse education today 6 71 909 zone 2 journal of dental education 7 62 971 zone 2 the journal of school health 8 53 1024 zone 2 journal of american college health : j of ach 9 48 1072 zone 2 bmc public health 10 46 1118 zone 2 lotka law shows the frequency of distribution of the author's scientific productivity. on the table. 3 shows that there are 6929 authors who wrote one article document, 628 authors who wrote two article documents, 155 authors who wrote three article documents and so on. however, few authors have articles above 5 article documents. in lotka law, the author with the most documents is a prolific writer and can be used as the main reference source which can be seen from the impact factor. figure 11. lotka law table 3. lotka law documents written n. of authors proportion of authors 1 6929 0.89 2 628 0.081 3 155 0.02 4 31 0.004 5 12 0.002 6 11 0.001 53 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 documents written n. of authors proportion of authors 7 7 0.001 8 7 0.001 9 4 0.001 10 3 0 on fig. 12 shows 20 topics summarized in the past 10 years, by looking at the term frequency which is classified into four frequencies (100, 200, 300, 400) it can understand the focus of educational studies every year. research on the topic of academic performance studies began around 2017 and began to experience exponential growth around 2019 to 2020, this is estimated to be due to the impact of covid-19 and other factors that cause academic performance studies to increase. figure 12. trend topics thematic map in thematic map analysis, there is an x line (centrality) meaning that the more to the right the sub-study on academic performance, the more influential it is on the field studied, while, the y axis (density) means that the more upwards the more articles that examine the sub-study of academic performance. on the bottom left there are two possibilities, the first possibility is declining meaning that the topic of study on academic performance is declining or emerging means that the topic of study on academic performance is on the rise. on fig. 13 studies on academic performance were heavily influenced by covid-19 with the conduct of distance learning. on the lower right side, it shows that if the study topic is getting to the bottom right, the topic is widely cited and has a fairly high influence. in making decisions for research development or finding novelty in research, you can choose a position that is bottom left because the article is new or trending. 54 figure 13. thematic map on fig. 14 using bibliometric analysis shows that the potential for future research, one of the focuses is on teaching methods. this has been proven by the conditions during the covid-19 pandemic experiencing changes in learning methods using distance learning. on the table. 4 shows the division of clusters on the topic of research studies and future research potential. table 4. thematic_map_clusters cluster callon centrality callon density rank centrality rank density cluster frequency medical education 0.014001217 1.78727114 2 1 1 161 academic achievement 0.076638558 2.41597716 3 2 2 1012 academic performance 0.122595729 2.69340184 4 4 4 3210 medical students 0.085659678 2.59887892 3 3 3 1161 figure 14. overlay visualization 55 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 thematic evolution is the result of visualization of bibliometric analysis using biblioshiny r which explains the development of research studies every period (hernandez-cruz, 2021). in this analysis, it uses a weight index inclusion index weighted by word-occurrences and a clustering algorithm using walktrap. thematic evolution displays the development of the previous object of study (on the left side) and the current development (on the right side), based on the results of this analysis shows that there have been significant developments on the topic of academic performance studies in 2020-2022 which are divided into several aspects such as academic performance, critical thinking, gpa, flipped classroom, mental health, covid19, student engagement, assessment and covid-19. the results of the data analysis are found in fig. 15 as follows: figure 15. thematic evolution based on the results of interpretation using bibliometric analysis, there are at least several developments in studies on academic performance, including: table. 5 development of academic performance studies 2010-2022 main streams of literature sub-streams of literature topic/relevance methods academic functioning quantitative, qualitative, mix academic skill quantitative, qualitative, mix educational policy school performance quantitative, qualitative, mix educational outcome quantitative, qualitative, mix educational attainment quantitative, qualitative, mix school environment quantitative, qualitative, mix cognitive ability quantitative, qualitative, mix educational psychology cognitive development quantitative, qualitative, mix cognitive function quantitative, qualitative, mix cognitive performance quantitative, qualitative, mix attention quantitative, qualitative, mix parental education quantitative, qualitative, mix student environment bullying quantitative, qualitative, mix socioeconomic status quantitative, qualitative, mix sleep duration quantitative, qualitative, mix 56 on the table. 5 shows that there are three fields of study that contribute to the development of academic performance studies, the three fields of study are educational policy, educational psychology and student environment. word growth and title word cloud research with the keyword academic performance has developed from every year. by looking at fig. 14 shows that research with academic performance studies began around 2009 and continues to experience exponential developments and the peak of the most research articles occurred in 2021. this shows that researchers' attention to the field of education is quite high, this is related to the efforts of researchers to improve the quality of global education and support the sdgs program. figure 14. word growth and title word cloud conclusion this study analyzed pubmed data base with the object of study regarding academic performance, as many as 1906 articles were analyzed and found that some of the focuses of studies in contemporary times were on educational policy, educational psychology and student environment. the authors who have consistently written about this study are wang y, salamonson y, chrisholm-burns ma, li y, spivey ca, li j, puddey ib, wang h, zhang x, and aguilar parra jm and in general the authors are from china. furthermore, based on the trend topic analysis, it shows that the biggest study is about academic performance and furthermore, there are the latest research trends in 2021 such as covid-19 and mental health. the results of this study found several opportunities for research in the field of education in the future, by looking at several potential topics that develop in 2020-2022, namely regarding academic performance, achievement, critical thinking, assessment, gpa, flipped classroom, student engagement, and mental health. reference al-mawee, w., kwayu, k. m., & gharaibeh, t. (2021). student's perspective on distance learning during covid-19 pandemic: a case study of western michigan university, united states. international journal of educational research open, 2, 100080. https://doi.org/10.1016/j.ijedro.2021.100080 aria, m., & cuccurullo, c. (2017). bibliometrix: an r-tool for comprehensive science mapping analysis. journal of informetrics, 11(4), 959–975. https://doi.org/10.1016/j.joi.2017.08.007 azhari, s. c., rosali, e. s., firmansyah, m. f., & maulana, h. z. (2022). investigating family and peer support on learning habits and achievements in online learning. jinotep (jurnal inovasi dan teknologi pembelajaran): kajian dan riset dalam teknologi pembelajaran, 9(2), 136. https://doi.org/10.17977/um031v9i22022p136 beltrán-velasco, a. i., donoso-gonzález, m., & clemente-suárez, v. j. (2021). 57 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 analysis of perceptual, psychological, and behavioral factors that affect the academic performance of education university students. physiology & behavior, 238, 113497. https://doi.org/10.1016/j.physbeh.2021.113497 helal, s., li, j., liu, l., ebrahimie, e., dawson, s., murray, d. j., & long, q. (2018). predicting academic performance by considering student heterogeneity. knowledge-based systems, 161, 134–146. https://doi.org/10.1016/j.knosys.2018.07.042 hernandez-cruz, n. (2021). mapping the thematic evolution in communication over the first two decades from the 21st century: a longitudinal approach. iberoamerican journal of science measurement and communication, 1(3), 1– 10. https://doi.org/10.47909/ijsmc.88 khan, k. w., ramzan, m., zia, y., zafar, y., khan, m., & saeed, h. (2020). factors affecting academic performance of medical students. life and science, 1(1), 4. https://doi.org/10.37185/lns.1.1.45 li, j., goerlandt, f., van nunen, k., ponnet, k., & reniers, g. (2022). conceptualizing the contextual dynamics of safety climate and safety culture research: a comparative scientometric analysis. international journal of environmental research and public health, 19(2), 813. https://doi.org/10.3390/ijerph19020813 rusliana, n., komaludin, a., & firmansyah, m. f. (2022). a scientometric analysis of urban economic development: r bibliometrix biblioshiny application. jurnal ekonomi pembangunan, 11(2), 80–94. https://doi.org/10.23960/jep.v11i2.484 shi, y., & qu, s. (2021a). cognition and academic performance: mediating role of personality characteristics and psychology health. frontiers in psychology, 12, 774548. https://doi.org/10.3389/fpsyg.2021.774548 shi, y., & qu, s. (2021b). cognitive ability and self-control's influence on high school students' comprehensive academic performance. frontiers in psychology, 12, 783673. https://doi.org/10.3389/fpsyg.2021.783673 small, h. (1994). a sci-map case study: building a map of aids research. scientometrics, 30(1), 229–241. https://doi.org/10.1007/bf02017225 small, h. (1999). visualizing science by citation mapping. journal of the association for information science and technology, 15. https://doi.org/10.1002/(sici)1097-4571(1999)50:9<799::aid-asi9>3.0.co;2g van eck, n. j., & waltman, l. (2010). software survey: vosviewer, a computer program for bibliometric mapping. scientometrics, 84(2), 523–538. https://doi.org/10.1007/s11192-009-0146-3 waheed, h., hassan, s.-u., aljohani, n. r., hardman, j., alelyani, s., & nawaz, r. (2020). predicting academic performance of students from vle big data using deep learning models. computers in human behavior, 104, 106189. https://doi.org/10.1016/j.chb.2019.106189 wang, j., & shahzad, f. (2022). a visualized and scientometric analysis of health literacy research. frontiers in public health, 9, 811707. https://doi.org/10.3389/fpubh.2021.811707 144 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 8 no 2 (2022) website : http://journal.unj.ac.id/unj/index.php/jisae application of principal component analysis method on tutor performance assessment instruments with jeffreys's amazing statistics program formula ahmad fakultas ilmu pendidikan universitas negeri malang, indonesia abstract producing tutor performance appraisal instruments is a practical step to improve the quality of human resources and the quality of non-formal education units. this instrument development research aims to produce a standard instrument for assessing tutor performance by involving 250 tutors as respondents when conducting an empirical test by filling in 33 questions representing 11 variables. data on instrument filling was then analyzed using the formula of jeffreys's amazing statistics program (jasp) version 16.3. after the instrument met the requirements of factor analysis, an analysis was carried out using the pca method the results in general the tutor performance assessment instrument had formed eleven main components with various sub-variables of each component such as seven sub-variables, three sub-variables, two sub-variables and one sub variable with matrix values. high correlation, so that the tutor's performance assessment instrument is suitable to be used to assess the tutor's performance. keywords: assessment, tutor performance, non-formal education, pca address for correspondence: jl. semarang 5 malang, kota malang, indonesia email: ahmad.fip@um.ac.id introduction non-formal unit educators hereinafter referred to as tutors, not only carry out the function of transferring knowledge to students but also function to instill values and build student character on an ongoing basis. a tutor is a professional position that has the main task in the learning process (undang-undang republik indonesia nomor 14 tahun 2005 tentang guru dan dosen, 2005) therefore, as a profession, a tutor must meet the minimum requirements including (1) recruited from superior seeds from various potentials, (2) educated well so that they master all competencies, not only have professional competence, but also master other competencies (pedagogic, social, and personality), (3) having good motivation, educating is a call to the soul, and in its implementation using the 'heart', not only fulfilling the number of teaching hours and not only delivering standardized material, (4 ) equipped with good and adequate facilities and infrastructure (ahmad; faisal madani; m. ishaq; lasi purwito; ratih permata sari., 2022) (siswantari, 2011) to find out, if the tutor has worked well, then an assessment is carried out periodically with a good assessment tool. one of the indicators of the assessment is that it can be seen from the suitability of the process with what is planned, the suitability of achieving goals through good management, effective and efficient use and utilization of resources, as well as the ability to guarantee the suitability of the process and the achievement of goals. tutor performance assessment is a systematic step that assesses the real work of the tutor's work and behavior in realizing pancasila-cultured students based on predetermined standards (the american educational research association, the american psychological http://journal.unj.ac.id/unj/index.php/jisae mailto:ahmad.fip@um.ac.id 145 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 association, 2014) (chirchir & letangule, 2021)(atieno otieno et al., 2021). the indicators used in the development of the tutor's performance appraisal model are divided into pedagogic, professional, social, and personality competencies. tutor performance appraisal activities are not only seen from cognitive mastery as measured by test formulations,(chanda sichinsambwe, lilian lialabi, alexina muyenga, 2021) but more on the assessment of affective and psychomotor aspects is also a concern, to get the full profile of the tutor. tutors as professionals must meet standards by their expertise, skills, skills from an ethical point of view, and work ethic. on that basis, the work must be relevant to the duties of the profession. discussions related to professional tutors are generally defined into two parts, namely: (1) a person who holds a profession. this means that professional tutors are identified as those who work according to their expertise and devote themselves to those who need expertise, and (2) in the form of tutor performance in completing work by professional assignments. tutor performance assessment is a continuous effort made to determine what is being carried out by monitoring the results achieved and if there are deviations from the predetermined criteria, an improvement is immediately made, so that all the results achieved can be as planned. tutors not only carry out the function of transferring knowledge but also function to instill values and build the character of students in a sustainable manner. (darlinghammond et al., 2017) but social reality shows that there are still many tutors who have not performed optimally. one of the causes of this problem is that not all non-formal institutions fully have home-based tutors while working tutors are resources who devote themselves voluntarily and not permanently. in general, those who become tutors get additional assignments and even side jobs from their main job. this is a serious phenomenon in staffing in non-formal units. indeed, as a tutor, they must carry out their duties in totality so that they can shape the character of indonesian children with pancasila culture. tutor performance can be measured by learning planning, learning management procedures, the ability to build social relations in learning, the ability to evaluate, and the ability to complete non-academic tasks. (direktorat tenaga kependidikan ditjen pmptk depdiknas., 2008)(besim enes bicak, cornelia eleonore borchert and kerstin höner., 2021)(atieno otieno et al., 2021). with these indicators, at least the tutor in carrying out his duties as a learning facilitator who inspires students is not oriented to the function of the learning material provider, to create student creativity. this is what is expected in the context of independent learning where the absolute requirement of performance is the adaptation and high competence of a tutor. to carry out the adaptation process, a tutor must deeply understand the characteristics of students to have life skills and work skills. in addition, tutors must also be creative learners, able to teach, educate, inspire and be role models for students and society in general. meanwhile, from the aspect of competence, tutors must be able to teach students to have numeracy literacy skills, science, information, finance, culture, and citizenship, be able to think critically, reason, be creative, be able to communicate, be able to collaborate, and have skills in problem-solving. so, tutors in the era of disruption must be the drivers of change by transforming knowledge, skills, and attitudes centered on students who are independent in learning, able to innovate and all learning processes contribute greatly to learning change for learning citizens. therefore, it is possible to measure the performance of tutors in non-formal education units differently from the point of view of the context, input, process, output, and impact. however, these differences, it becomes their strength in developing a standardized tutor performance appraisal model. to measure the performance of tutors, a performance appraisal instrument based on pedagogic, personality, professional and social, technology and information, and literacy was developed. the dimensions of assessing the tutor's performance require an objective 146 refresher to produce an instrument that meets high validity and reliability. if the instrument meets these requirements, a needs analysis is carried out by the unit manager. then, the head of the unit recommends the tutor to do a self-assessment and recommends other tutors to do a performance appraisal of the tutor being assessed. the results of the assessment are accumulated with the results of the observer and panelist assessments, to obtain recommendations for the results of the tutor's performance assessment so that it is useful for the self-development of tutors and non-formal education units. for the record, the team of observers and panelists is the element in charge of assessing the performance of tutors in non-formal education units, this can come from the leadership or other resources that are considered to meet the criteria that have been set. research has been done on the professional competence profile of tutors in java, the results of the study show that the teaching and researching competence of a tutor is still not optimal so it needs to be improved, besides the problem of tutor competence still needs to be improved in supporting tasks in daily life. (rahmat et al., 2021). ten years ago, a study was conducted that the competence of tutors was low, one of the causes was the low understanding of the community regarding non-formal education (siswantari., 2011) the results of other studies show that from the aspect of tutor competence, they are categorized as quite good. (moh muzaqi. dwi sudarmanto. widya ayu p.yuni ekawati., 2008). based on the results of the study, in general, the performance of tutors is still low, so it is necessary to carry out periodic assessments to formulate competency improvement policies. the novelty of this research compared to other previous studies is to try to develop a tutor performance assessment instrument that is formulated into various complementary components in assessing the tutor's profile, so that the quality picture according to the competency standards set can be fulfilled optimally. therefore, it is important to conduct this research to provide solutions to improve the quality of tutors so that the demands of work ethic and work ethic are well met. to produce a tutor's performance appraisal instrument, this study uses the principal component analysis (pca) method, which is a technique for reducing various dimensions to form new variables.(zarachoff et al., 2022)(jansson et al., 2022) the way it works is to determine the concept of eigenvalues and eigenvectors through the calculation of variance and principal components. pca has benefits such as being able to overcome multicollinearity, reducing variables into models, practically limited variables forming simple models, and speeding up the computational process. so by using the pca model, it can illustrate that the tutor's performance assessment instrument can be developed and has a high standard. method this research on the development of the tutor's performance appraisal instrument is intended to produce a tutor's performance appraisal instrument that is obtained based on an empirical process through several tests. the standard instrument is a measuring instrument compiled by experts, always being tested, analyzed, and revised. (aiken, 2020)(gronlund, 1998) the development of standardized instruments is practically carried out in the following stages: (1) identification of the underlying philosophy as a guide for the development process, (2) developing basic theories, (3) planning of prototype models by conducting a meta-analysis of theories, and (4) validating by trying and revise one or more of the assessments.(yalow & popham, 1983)(popham, 2016) this study involved 250 tutors who worked in non-formal education units in east java and involved 5 expert panelists/validators in the field of measurement. (crocker, linda, algina, 1986)(crocker & algina, 1986a)(tanujaya et al., 2017)(popham, 1999) the stages of this research include (1) observation and interviews with tutors and directly compiling the initial product, (2) conducting construct tests and empirical tests to obtain valid and reliable final 147 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 instruments, and (3) implementation of the results of assessment instruments the performance of non-formal education unit tutors. the criteria for the tutor's performance assessment instrument must meet the following requirements: (1) can be generalized, (2) by actual conditions, (3) measure more than one output, (4) can be taught, (5) objective, (6) can be implemented realistically, and (7) can be scored accurately. (popham, 2009)(popham, 2004)(popham, 2014)(crocker & algina, 1986b)(crocker & algina, 1986a)(crocker, linda, algina, 1986) to produce a standard instrument, the data from the experimental construct as well as empirically, then analyzed by factorial analysis technique using the formula jeffreys's amazing statistics program (jasp) version 16.3.(pasaribu et al., 2021)(zulfachri, 2021) results and discussion before discussing the results of the study, it is necessary to explain that the research instrument has been carried out with empirical tests involving 250 respondents to respond to 33 questionnaires divided into 11 dimensions of tutor performance assessment. the 250 people are all tutors who are and work at the community learning activity center and the non-formal education unit of the community learning activity center in east java. factor analysis in this study uses principal component analysis (pca). the results of this study are as follows. factor analysis using pca is a more concise analytical technique so that it quickly reduces the results of item analysis without losing the information contained in the original/initial data. pca steps include selection and measurement of variables, preparation of correlation matrix, extraction of factors from correlation matrix, and rotation of factors to improve interpretation and interpretation of results. the results of the chi-squared test show that the tutor's performance instrument items have formed a varied model, where the p-value <.001 means that there are variations in the instrument items presented as shown in the following table. table 1. chi-squared test value df p model 13750.071 220 < .001 because the data assumption is that there is a fairly strong influence between the existing variations, this result is relevant to the loading factor value of the instrument items as follows. table. 2 component loadings pc1 pc2 pc3 pc4 pc5 pc6 pc7 pc8 pc9 pc10 pc11 uniqueness f2 0.755 0.228 f3 0.707 0.309 e2 0.563 0.452 e1 0.552 0.400 e3 0.549 0.401 f1 0.539 0.460 d2 0.522 0.375 h2 0.670 0.420 i2 0.618 0.350 j2 0.539 0.376 g2 0.909 0.052 k1 0.909 0.052 k3 0.909 0.020 h1 0.909 0.020 k2 0.823 0.068 g3 0.823 0.068 a3 0.757 0.290 b2 0.655 0.340 a2 0.578 0.469 148 table. 2 component loadings pc1 pc2 pc3 pc4 pc5 pc6 pc7 pc8 pc9 pc10 pc11 uniqueness j3 0.810 0.249 j1 0.744 0.314 c2 0.679 0.276 c3 0.626 0.383 a1 0.547 0.323 c1 0.815 0.233 b3 0.783 0.240 d3 0.834 0.197 g1 0.798 0.259 b1 0.512 0.369 d1 0.378 h3 0.352 i1 0.394 i3 0.451 note. the applied rotation method is varimax. the concentration of factors or commonly referred to as factor loading on the developed tutor performance assessment instrument has fulfilled 11 main components with an average value of factor loading between cells/factors above 0.5 as the lower limit/standard criteria. this shows that the main components of the item factors of the instrument used are feasible to be used as standard instruments in this study. this can be explained by the specific characteristics of the factor with the high characteristic eigenvalue of a vector/cell. the lambda value or eigenvalue of the three components is positive, meaning that there is an influence of an item on the formation of the matrix from factor analysis. descriptively presented as follows. table 3. component characteristics unrotated solution rotated solution eigenvalue proportion var. cumulative sumsq. loadings proportion var. cumulative component 1 10.066 0.305 0.305 3.693 0.112 0.112 component 2 2.576 0.078 0.383 2.662 0.081 0.193 component 3 2.033 0.062 0.445 2.404 0.073 0.265 component 4 1.500 0.045 0.490 2.136 0.065 0.330 component 5 1.301 0.039 0.530 2.080 0.063 0.393 component 6 1.161 0.035 0.565 2.056 0.062 0.455 component 7 1.122 0.034 0.599 2.047 0.062 0.518 component 8 1.022 0.031 0.630 1.854 0.056 0.574 component 9 0.962 0.029 0.659 1.760 0.053 0.627 component 10 0.858 0.026 0.685 1.409 0.043 0.670 component 11 0.834 0.025 0.710 1.334 0.040 0.710 based on the results of the principal factor loading on the results of the 33-item empirical test filled in by 250 respondents, it can be described as the following sree plot. 149 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 scree plot referring to the results of the pca analysis for the eleven components that measure the tutor's performance appraisal variable, empirically the instrument can be used to measure the quality of tutors. however, this result requires adjustments between items. this is due to the unequal distribution of grains in each of the existing components. in this discussion, it is necessary to re-explain the eleven components formed in the research, including mastery of technology and information (pc1), skills in writing scientific papers (pc2), mastering literacy and numeracy (pc3), management of learning time (pc4), management of student behavior (pc5), presentation of learning (pc6), monitoring of learning (pc7), feedback in learning (pc8), facilitating learning (pc9), effective communication (pc10), and additional tasks (pc11). the explanation of each of these components is as follows: 1. pc1 with the highest eigenvalue of 10,066 with its seven sub-variables has a characteristic high correlation matrix value. 2. pc2, pc6, and pc8 with high eigenvalues and three sub-variables with high correlation matrix values. 3. pc3, pc4, pc5, pc7, pc9, and pc11 on average have two sub-variables that are part of each group with high eigenvalues and correlation matrix. 4. pc10 with an eigenvalue of 0.858 has one sub-variable with a high correlation matrix value. so, each component has various sub-variable characteristics, so that it can reduce variables and form the main variable. pca can reduce data easily to simplify the observed variables by shrinking their dimensions.(fenyvesi & horváth, 2022)(badri & sari, 2021)(wangge, 2021) this step is done to eliminate the correlation between variables by forming new sub-variables. conclusion based on the results of research using factor analysis using the pca method, it is concluded that the tutor's performance assessment instrument has formed eleven main components with various sub-variables of each component such as seven sub-variables, three sub-variables, two sub-variables, and one sub-variable with a high correlation matrix value so that the tutor's performance assessment instrument can be declared to have a high level of validity and reliability so that it is appropriate to be used to assess the tutor's performance. reference ahmad; faisal madani; m. ishaq; lasi purwito; ratih permata sari. (2022). evaluasi kebijakan merdeka belajar pada satuan pendidikan nonformal. aksara: jurnal ilmu pendidikan nonforma, 8(2), 1143–1154. 150 aiken, l. r. (2020). research on attitudes toward mathematics. the arithmetic teacher, 19(3). https://doi.org/10.5951/at.19.3.0229 atieno otieno, t., phylisters, m., & ursulla, o. (2021). professional development appraisal and teacher performance among secondary schools in migori county. international journal of scientific research and management, 9(11), 1973–1982. https://doi.org/10.18535/ijsrm/v9i11.el02 badri, f., & sari, s. u. r. (2021). penerapan metode principal component analysis (pca) untuk identifikasi faktor-faktor yang mempengaruhi sikap mahasiswa memilih melanjutkan studi ke kota malang. building of informatics, technology and science (bits), 3(3), 426–431. https://doi.org/10.47065/bits.v3i3.1139 besim enes bicak, cornelia eleonore borchert and kerstin höner. (2021). measuring and fostering preservice chemistry teachers’ scientific reasoning competency. education sciences, 11(496), 1–23. chanda sichinsambwe, lilian lialabi, alexina muyenga, r. m. (2021). influence of performance appraisals on promotion of teachers in the ministry of education, kabwe district of zambia. international journal of human and behavioral science, 6(2), 12–25. https://doi.org/10.19148/ijhbs.775226 chirchir, k. m., & letangule, s. (2021). the influence of teacher performance appraisal and development implementation on the secondary students’ examination scores in public schools in kenya. european journal of education and pedagogy, 2(6), 34–44. https://doi.org/10.24018/ejedu.2021.2.6.199 crocker, linda, algina, j. (1986). ch. 5 test scores as composites. in introduction to classical and modern test theory. vol. 6277. crocker, l., & algina, j. (1986a). ch. 6 reliability and the classical true score model. in introduction to classical and modern test theory. crocker, l., & algina, j. (1986b). statistical concepts for test theory. in introduction to classical and modern test theory. darling-hammond, l., hyler, m. e., & gardner, m. (2017). effective teacher professional development. 1(april), 1–8. https://learningpolicyinstitute. direktorat tenaga kependidikan ditjen pmptk depdiknas. (2008). penilaian kinerja guru. in direktorat tenaga kependidikan ditjen pmptk depdiknas. (pp. 1–49). https://doi.org/10.1088/0031-9155/48/8/305 fenyvesi, b., & horváth, c. (2022). identification of turbomachinery noise sources via processing beamforming data using principal component analysis. periodica polytechnica mechanical engineering, 66(1), 32–50. https://doi.org/10.3311/ppme.18555 gronlund, n. e. (1998). assessment of student achievement. in assessment of student achievement. jansson, n. f., allen, r. l., skogsmo, g., & tavakoli, s. (2022). principal component analysis and k-means clustering as tools during exploration for zn skarn deposits and industrial carbonates, sala area, sweden. journal of geochemical exploration, 233(may 2021). https://doi.org/10.1016/j.gexplo.2021.106909 undang-undang republik indonesia nomor 14 tahun 2005 tentang guru dan dosen, 54 (2005). moh muzaqi. dwi sudarmanto. widya ayu p.yuni ekawati. (2008). analisis kompetensi tutor pendidikan kesetaraan program paket b di provinsi jawa timur. jurnal ilmiah visi ptkpnf, 3(1), 5–15. pasaribu, a. m. n., candra, j., kamsurya, r., zainur, nurkadri, & laksana, a. a. n. p. (2021). the relationship of motor skills with performance: meta-analysis study. journal sport area, 6(3), 315–324. https://doi.org/10.25299/sportarea.2021.vol6(3).6647 popham, w. j. (1999). why standardized tests don ’ t measure educational quality a 151 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 standardized test ’ s assessment mission. in educational leadership (vol. 56, issue 6). popham, w. j. (2004). curriculum, instruction, and assessment: amiable allies or phony friends? teachers college record, 106(3), 417–428. https://doi.org/10.1111/j.14679620.2004.00345.x popham, w. j. (2009). assessment literacy for teachers: faddish or fundamental? theory into practice, 48(1), 4–11. https://doi.org/10.1080/00405840802577536 popham, w. j. (2014). criterion-referenced measurement: half a century wasted? educational leadership, 71(6). popham, w. j. (2016). standardized tests purpose is the point. educational leadership, 73(7). rahmat, a., mobo, f. d., robby, f., tallar, y., ode, w., zaharah, s., & karmila, a. (2021). merdeka belajar. in a. rahmat (ed.), mengukur performance pkbm dengan ipv: penerapan akreditasi dengan sispena (p. 175). zahir publishing. https://www.google.co.id/books/edition/merdeka_belajar/dpwxeaaaqbaj?hl=id& gbpv=1&dq=inauthor:%22m.+ishaq%22&printsec=frontcover siswantari. (2011). kompetensi pendidik dan tenaga kependidikan pada pendidikan nonformal. jurnal pendidikan dan kebudayaan, 17(5), 539–553. https://doi.org/10.24832/jpnk.v17i5.47 siswantari. (2011). kompetensi pendidik dan tenaga kependidikan pada pendidikan nonformal. jurnal pendidikan dan kebudayaan, 17(5), 539. https://doi.org/10.24832/jpnk.v17i5.47 tanujaya, b., mumu, j., & margono, g. (2017). the relationship between higher order thinking skills and academic performance of student in mathematics instruction. international education studies, 10(11), 78. https://doi.org/10.5539/ies.v10n11p78 the american educational research association, the american psychological association, and the n. c. on m. in e. (2014). standards for educational and psychological testing. american educational research association. wangge, m. (2021). penerapan metode principal component analysis (pca) terhadap faktor-faktor yang mempengaruhi lamanya penyelesaian skripsi mahasiswa program studi pendidikan matematika fkip undana. jurnal cendekia : jurnal pendidikan matematika, 5(2), 974–988. https://doi.org/10.31004/cendekia.v5i2.465 yalow, e. s., & popham, w. j. (1983). content validity at the crossroads. educational researcher, 12(8). https://doi.org/10.3102/0013189x012008010 zarachoff, m. m., sheikh-akbari, a., & monekosso, d. (2022). non-decimated wavelet based multi-band ear recognition using principal component analysis. ieee access, 10, 3949– 3961. https://doi.org/10.1109/access.2021.3139684 zulfachri, b. & r. u. (2021). pengaruh kompetisi dalam e-procurement terhadap nilai pada layanan pengadaan secara elektronik kota pengolahan data menggunakan dalam penelitian menggunakan jasp ( jeffreys ’ s amazing. cash, 91–110. 135 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 8 no 2 (2022) website : http://journal.unj.ac.id/unj/index.php/jisae the effect of authentic learning approaches and assessment techniques on students' statistics basic test results by intelligence control isak iskandar1 1,uin sultan maulana hasanuddin banten, indonesia ahmad2 2state university of malang, malang city, indonesia abstract this study aims to determine the effect of authentic learning approaches and assessment techniques on students' essential statistical learning outcomes by controlling intelligence. this research is quasi-experimental research using a 2 x 2 factorial design which includes 80 samples of kpi students. the research data were analyzed using a two-way analysis of variance formulation. the results are (1) the results of the basic statistical basic test of students who use a scientific approach are higher than students who use a contextual learning approach (2) the results of the basic statistical test of students who use essay tests are higher than students who use portfolio assessment (3) there are the effect of the interaction between the learning approach and authentic assessment techniques on the results of the basic statistical basic test of students (4) especially for students who learn to use essay assessment, the results of the basic statistical test of student groups with a scientific approach are higher than contextual learning (5) especially for students who learn to use portfolio assessment, the results of the basic statistical test of student groups with a contextual approach are lower than scientific learning (6) especially for students who learn to use a scientific approach, the results of the basic statistical test of student groups with essay assessments are more higher score than using portfolio assessment (7) especially for students who learn to use a contextual approach, the results of the basic statistical test for groups of students with portfolio assessment are lower than using essay assessment. therefore, it is recommended for lecturers to know the students' success in receiving the material, and it is better to use a scientific approach and form of essay assessment. keywords: authentic assessment, statistical basic tests, intelligence, learning approach address for correspondence: isak.iskandar@uinbanten.ac.id1, ahmad.fip@um.ac.id 2 2 jl. semarang 5 malang, kota malang, indonesia introduction the success of student learning can be seen from how far students master the material being studied, from achievement index (ip) data, especially in introductory statistical basic courses. the results of the researchers' observations for the last three years showed that between the 2019 school year and the 2021 school year, the student achievement index ranged from 40%-60.5%; every year, to achieve graduation, lecturers often gave remedial to students, thus disrupting lecture time, although it was found there are doing remedial many times. students who often do remedial will impact the achievement of the student achievement index. the achievement index is obtained from the results of lecturer assessments, student http://journal.unj.ac.id/unj/index.php/jisae mailto:ahmad.fip@um.ac.id 136 input, curriculum, quality of the learning process, facilities, campus environment, support for organizing costs, and parental involvement while at home (barokah et al., 2020). of these many factors, the factors of lecturers and students are considered the most dominant in influencing the results of the achievement index obtained (kapur, 2018). lecturers have a strategic role in the learning process. that is one of the successes of a teacher or lecturer if they know the intent and purpose of the questions given through the stages of the learning process and solve the problems with group work. in the learning process in the classroom, teaching models can ensure the success of learning by the objectives.(ahmad dan yuliatri sastra wijaya, 2011) so far, lecturers still use the conventional approach, and applying assessment techniques has not been optimal. learning innovation and lecturer assessment are still low (putra et al., 2020). (annabi & muller, 2016) lecturers in learning mainly provide information according to estimates, imagination, and stories, without showing the truth that is happening around contextually, while students do nothing but listen to what the lecturer is informed, namely: the lecturer gives examples of questions, students listen, the lecturer asks questions. questions, as well as completing tedious student practical work and so on. thus, if the learning objectives do not reach the target, lecturers are expected to be able to innovate and try to find the best way to carry out the learning process. therefore, lecturers must be professional in carrying out their duties and become one of the conditions for the creation of a responsible educational system and practice. moreover, the situation that is always changing and complex requires lecturers to always explore knowledge and be responsive to changes, so that the patterns and approaches as well as assessment techniques applied on campus can be in accordance with expectations and changes in the learning environment. today's learning conditions are to build concepts, develop thinking skills, explore new understandings, and propose and solve problems; students or students are low(tisza et al., 2022). this situation means a learning process requiring students to memorize various pieces of information without being required to use them in their lives(tisza & markopoulos, 2021). the learning process must be more meaningful and build ideas to connect various experiences experienced and their symptoms. (malone & lepper, 2021) a learning approach involving active students can be applied through a scientific learning approach appropriate to the pandemic situation. learning activities encourage students to discover knowledge or skills using the scientific method. (fukada & seyama, 2022) this approach requires lecturers to manage to learn well so they get a team that can solve the problem completely.(roscher et al., 2020) thus, the scientific learning approach requires active involvement in responding to learning changes by optimizing learning resources optimally. for the world to survive and prosper in the new century, people must learn more and learn differently. a child entering the new century will likely face more risk and uncertainties and need to gain more knowledge and master more skills than any generation." this statement shows that to face the 21st century; lecturers must master information technology well; lecturers are required to provide knowledge, attitudes, behavior, and skills through a learning approach based on the demands and assessment techniques(wiseman, 2022). students face various risks and uncertainties in line with the rapid development of the environment, such as technology, science, economics, and socio-culture, so students are required to learn more and be proactive to have more knowledge and skills (shahidullah & hossain, 2022). a skill that reminds us that "today's education system faces irrelevance unless we bridge the gap between how students live and how they learn." this statement confirms that education will not be relevant if it does not bridge the gap between the reality of life and the reality that students will face in the 21st century and the education system, including teachers, in preparing learning approaches that are by the times that students will face as a product of 137 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 that education. (ibanga & ed, 2022) teachers must carry out shifts in learning to anticipate the needs of the 21st century, namely information, computing, automation, and communication.(sulaiman & ismail, 2020) the steps for changing the learning approach are as follows: 21st-century features learning approaches information (available anywhere, anytime) learning is directed at encouraging students to find out from various sources, not being told computing (faster by machine) learning is directed at being able to formulate problems (ask), not just solve problems (answer). automation (covers all routine work) learning is directed to train analytical thinking/decision making, not mechanistic thinking (routine) communication (from anywhere, to anywhere) learning emphasizes the importance of cooperation and collaboration in solving problems figure 1. 21st century learning paradigm therefore, lecturers must be professional, and it is imperative to create graduates who can face the realities of life so that students' posture of knowledge and expertise can be achieved. in the 21st century, students as educational products must have the skills and needs needed, including communication skills. critical and creative thinking, information literacy, digital, inquiry, interpersonal, multicultural, problem solving, and technology skills.(van laar et al., 2020)(karatas & arpaci, 2021). lecturers, as facilitators and learning partners, are expected to provide changes in the learning character of their students. therefore lecturers are expected to provide excellent service in the form of authentic assessment techniques to evaluate student learning processes. this paper will discuss the quality of learning methods and forms of assessment in the learning process. the extent to which students absorb the subject matter given in the learning process is significant for assessment because, with the assessment process, the lecturer can not only give tests that produce scores but more than that. assessment is gathering information about the learning process, which relates to the early learning process, during learning activities, at the end of learning, learning impact, and learning impact.(karunanayaka & naidu, 2021)(syaifuddin, 2020) by using authentic assessment techniques, for example, we can find out the effectiveness of the learning, be it materials, media, or learning approaches. lecturers conduct assessments to monitor student learning characteristics, progress, and improvement.(schultz et al., 2022)(saher et al., 2022) the understanding and learning character obtained depend on the readiness of students to accept the material and avoid non-optimal assessments. the series of activities to obtain, analyze and interpret data about the process and results of tests carried out systematically and continuously are assessments carried out by lecturers to be used as meaningful information in decision making. authentic assessment techniques are used as direct assessments, in the sense that lecturers carry out assessment activities according to the needs of students needed in their current lives, so that this assessment technique describes the actual abilities of students, in this case, competence in the form of competence, the value of knowledge, skills, and attitudes shown in the habit of thinking and acting to solve a problem. (stokes, 2021)(damayanti et al., 2017) authentic assessment is also a measurement activity 138 focused on developing students' abilities and ways of learning about these subjects.(karunanayaka & naidu, 2021). this assessment should describe what attitudes, skills, and knowledge students have or have not had, how they have applied their knowledge, and how they have been unable to apply the learning outcomes(mcarthur, 2022). several forms of authentic assessment techniques can be applied in the classroom, including performance appraisal, self-assessment, project assessment, and portfolio assessment. in introductory statistics courses where authentic assessment techniques can be applied in the form of essays and portfolios, these two forms of authentic assessment do not only take a long time because they can be adapted to schedules, and materials are also often used by lecturers. students' abilities can be measured from the readiness possessed, in this case, intelligence as the basis for progress obtained during the teaching and learning process. the general problem in this study is the influence of learning approaches, authentic assessment techniques, and student intelligence on students' direct statistical test results. in detail are: 1. is there a difference in the results of the basic statistics test of students using a scientific learning approach and students using a contextual learning approach after controlling for student intelligence? 2. is there a difference in the results of the basic statistical test of students who apply authentic assessment techniques in the form of essays and those who apply authentic assessment techniques in the form of portfolios after controlling for student intelligence? 3. after controlling for student intelligence, is there an interaction effect of learning approaches and authentic assessment techniques on students' basic statistical test results? 4. is there a difference in the results of the basic statistical tests of students who use a scientific learning approach with groups of students who use a contextual learning approach, especially for students who apply authentic assessment techniques in the form of essays after controlling the intelligence of students? 5. is there a difference in the results of the basic statistical test of students who use a scientific learning approach with groups of students who use a contextual learning approach, especially for students who apply portfolio assessment techniques, after controlling for student intelligence? 6. is there a difference in the results of the basic statistical test of students between those who apply authentic assessment techniques in the form of essays and students who apply special portfolio assessment techniques for groups of students who use a scientific learning approach after controlling for student intelligence? 7. is there a difference in the results of students' basic statistical tests between those who apply authentic assessment techniques in the form of essays and students who are taught to apply special portfolio assessment techniques for students who use portfolio assessment techniques in groups of students who are taught with a contextual learning approach, after controlling for student intelligence? method the method used to conduct this research is an experimental method with a 2x2 factorial design.(mainardi & bidoia, 2022)(ditzhaus & smaga, 2022) the treatment factors are (1) learning approach and (2) authentic assessment technique, each of which has two levels of treatment, and the response variable is the results of the basic student statistics test. before the implementation of this research, the researcher obtained the intelligence value data first, which was also used by the researcher as a covariate or covariate in applying the linear model. the target population in this study were fada students and the population of kpi affordability semester 4. two classes used a scientific approach with authentic assessment techniques in the form of essays, and two other classes used a contextual approach with authentic 139 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 assessments in the form of portfolios, the four classes were randomly selected. the research data were analyzed using a two-way analysis of variance formulation. results and discussion each group presented data according to the research requirements in the form of an average as a measure of concentration, standard deviation as a measure of dispersion, a frequency distribution table, and a histogram graph. a summary of the research results is described as shown in the table below. table.1 recapitulation of intelligence data and results of basic statistical tests a a1 a2 jumlah b x y x y x y b1 n 20 20 20 20 40 40 mean 91,3 87,3 92,15 87 91,725 87,15 std. dev 6,87 3,84 5,65 3,66 6,22 1,99 minim 80 82 78 83 78 83 maks 97 90 97 90 97 90 b2 n 20 20 20 20 40 40 mean 88,75 86,7 90,1 84,8 89,425 85,7 std. dev 5,09 3,59 5,33 4,1 5,19 2,3 minim 80 82 78 81 78 83 maks 97 89 99 88 99 90 amount n 40 40 40 40 80 80 mean 90,025 87 91,125 85,95 92 90,58 std. dev 6,104 1,96 5,52 2,37 6,22 5,81 minim 80 82 78 81 80 81 maks 97 90 79 90 99 90 the hypothesis testing of this research was conducted using the covariate analysis technique (anakova) by applying the glm univariate program spss (statistical program for social science) version 20.0 procedure, effect of learning approach on students' basic statistical basic test results, after controlling for intelligence. the results of testing the research hypothesis show that there are differences in test results using a scientific learning approach with a textual learning approach after controlling for student intelligence and showing a significant value. this can be seen from the statistical calculation of the t-test: to= 2.628 more than t-table (80) = 1.675. and the level of sig = 0 001 < = 0.05. it can be concluded that there is an effect of the learning approach on test results, after controlling for student intelligence. the results of the calculations carried out support the conclusions above, where the results of tests using a scientific learning approach with an average of 87 and test results using a contextual learning approach with an average of 85.95. thus, it can be concluded that research using a scientific learning approach is higher in achieving test results than the contextual learning approach. so that the proposed hypothesis is proven true. the effect of authentic assessment techniques on students' basic statistical basic test results, after controlling for intelligence. the results of testing the research hypothesis show that the difference in test results between those who apply authentic assessment techniques in the form of essays and authentic assessment techniques in the form of portfolios, after controlling for intelligence, shows a significant value. the results of the t-test analysis: to = 2.845 more than ttable (80) = 1.675 and the level of sig = 0.006 < = 0.05. it can be concluded that there is a significant difference between the average corrected test results that apply authentic assessment techniques in the form of essays and authentic assessment techniques in the form of portfolios, after controlling for intelligence. thus, it can be concluded that research that applies authentic assessment techniques in the form of essays is higher in achieving test results 140 compared to applying authentic assessment techniques in the form of portfolios so that the proposed hypothesis is proven true. the effect of the interaction between the influence of the learning approach and authentic assessment techniques on the results of the basic statistical tests of students, after controlling for students' intelligence. the hypothesis testing results indicate a significant interaction effect between learning approaches and authentic assessment techniques on test results after controlling for intelligence. the results of the t-test analysis: to = 2.125 more than t-table(80)l = 1.675 and sig = 0.037 < = 0.05. after controlling for students' intelligence, it can be concluded that there is an interaction between the learning approach and authentic assessment techniques on students' mathematics learning outcomes. this means that the effect of the learning approach on mathematics learning outcomes, depending on the precise assessment technique applied, or the influence of authentic assessment techniques on mathematics learning outcomes depending on the learning approach taken, both influence each other and complement each other so that mathematics learning outcomes achieve the planned goals. previously. thus, it can be concluded that using a learning approach and applying authentic assessment techniques interactively can affect the achievement of test results so that the proposed hypothesis is proven true. the difference between students' mathematics learning outcomes using a scientific approach and a unique contextual learning approach for students who apply authentic assessment techniques in the form of essays, after controlling for student intelligence. the research hypothesis states that there are differences in test results between those using a scientific approach and a unique contextual learning approach for students who apply authentic assessment techniques in the form of essays, after controlling for intelligence. based on the statistical calculation of the t-test = 1.758 more than t table(20) = 1.725 with a level of sig = 0.048 < = 0.05. this means that there is a difference, where the test results using a scientific learning approach are higher than those using a contextual approach in the form of an authentic assessment in the form of a special portfolio for students who apply authentic assessment techniques in the form of a portfolio after controlling for intelligence, with an average of 87.3 and the test results are using a contextual learning approach with an average of 87.0, it can be concluded that the results of the basic statistical basic test at fada where the research took place using the scientific learning approach were higher in achieving the results of the basic statistical basic test compared to using the contextual learning approach, especially for students who apply authentic assessment techniques in the form of essays, after controlling intelligence, so that the proposed hypothesis is proven true. the difference in the results of the basic statistical basic test of students between those using a scientific approach and using a special contextual learning approach for students who apply authentic assessment techniques in the form of a portfolio, after controlling for student intelligence. the research hypothesis states that there are differences in students' mathematics learning outcomes between those using a scientific approach and using a special contextual learning approach for students who apply authentic assessment techniques in the form of a portfolio, after controlling for student intelligence. based on the statistical calculation of the ttest= 3.453 more than t table (20) = 1.725 with a level of sig = 0.001 < = 0.05. this means that there is a difference, where the test results using a scientific learning approach are higher than those using a contextual approach in the form of an authentic assessment in the form of a special portfolio for students who apply authentic assessment techniques in the form of a portfolio after controlling for intelligence, with an average of 86.7 and the test results are using a contextual learning approach with an average of 84.8, thus it can be concluded that the results of the basic statistical basic test at fada where the research takes place using the scientific learning approach are higher in achieving the results of the basic statistical basic test compared to using the contextual learning approach, especially for students who apply 141 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 authentic assessment techniques in the form of portfolios, after controlling the intelligence of students so that the proposed hypothesis is proven true. the difference in the results of the basic statistical test of students between those who apply an authentic assessment technique in the form of an essay and those who apply an authentic assessment technique in the form of a special portfolio for students who use a scientific approach, after controlling for intelligence. the results of the t test analysis: to = 1.827 more than ttable = 1.725 with a df of 40 and a sig value of 0.033 <0.05, meaning that there is a difference in test results and concludes that the average corrected test results that apply authentic assessment techniques in the form of essays are more than students who apply assessment techniques authentic form of a special portfolio for students who use a scientific learning approach after controlling for intelligence to find out which group is higher can be seen in the average of the two groups. the group of students who applied the authentic assessment technique in the form of an essay with an average of 87.3, while the group of students who applied the authentic assessment technique in the form of a portfolio averaged 86.7. the difference in the results of the basic statistical basic test of students between those who apply an authentic assessment technique in the form of an essay and those who apply an authentic assessment technique in the form of a special portfolio for students who use a contextual approach, after controlling for intelligence. the results of the t-test analysis: to = 3.453 more than ttable = 1.725 with a df of 40 and a sig value of 0.001 <0.05, meaning that there is a difference in the results and concludes that the average corrected test results that apply authentic assessment techniques in essay form are more than students who apply authentic assessment techniques a special form of portfolio for students who use a contextual learning approach after controlling for intelligence to find out which group is higher, it can be seen in the average of the two groups. in the group of students who applied the authentic assessment technique in the form of an essay with an average of 87.0, the group of students who applied the authentic assessment technique in the form of a portfolio averaged 84.8. thus, the hypothesis proposed was proven true. conclusion based on the discussion of the research results, some conclusions can be drawn as follows: (1) there are differences in the results of the basic statistical tests of students who use a scientific learning approach and students who use a contextual learning approach, after controlling for intelligence. (2) there are differences in the results of the basic statistical test of students who use authentic assessment techniques in the form of essays with students who use authentic assessment techniques in the form of portfolios, after controlling for intelligence. (3) there is an interaction effect of learning approaches and authentic assessment techniques on students' basic statistical basic test results, after controlling for intelligence. (4) there is a difference in the results of the basic statistical basic test of students who are given a scientific learning approach and students who are given a contextual learning approach, especially for students who are given an authentic assessment technique in the form of an essay after controlling intelligence. (4) there is a difference in the results of the basic statistical tests of students who are given a scientific learning approach and students who are given a contextual learning approach, especially for students who are given an authentic assessment technique in the form of a portfolio after controlling intelligence. (5) there is a difference in the results of the basic statistical basic test of students between those who are taught using an authentic assessment technique in the form of an essay and students who are taught using an authentic assessment technique in the form of a special portfolio for students who use a scientific learning approach, after controlling for intelligence. (6) there is a difference in the results of the basic statistical basic test of students between those who are taught using an authentic 142 assessment technique in the form of an essay and students who are taught using an authentic assessment technique in the form of a special portfolio for students who use a contextual learning approach, after controlling for intelligence. reference ahmad dan yuliatri sastra wijaya. (2011). classroom assessment and integrated-learning model on social science. jurnal evaluasi pendidikan, 2(2), 115–131. https://doi.org/10.21009/jep annabi, c. a., & muller, m. (2016). learning from the adoption of moocs in two international branch campuses in the uae. journal of studies in international education, 20(3), 260–281. https://doi.org/10.1177/1028315315622023 barokah, s. m., suseno, l. c., deze say, y. k., & mustadi, a. (2020). learning styles, does it cause the differences of students achievement? jurnal ilmu pendidikan, 25(2), 82. https://doi.org/10.17977/um048v25i2p82-87 damayanti, r. s., suyatna, a., warsono, w., & rosidin, u. (2017). development of authentic assessment instruments for critical thinking skills in global warming with a scientific approach. international journal of science and applied science: conference series, 2(1), 289. https://doi.org/10.20961/ijsascs.v2i1.16730 ditzhaus, m., & smaga, ł. (2022). permutation test for the multivariate coefficient of variation in factorial designs. journal of multivariate analysis, 187, 104848. https://doi.org/10.1016/j.jmva.2021.104848 fukada, k., & seyama, m. (2022). designing a multilayer film via machine learning of scientific literature. scientific reports, 1–7. https://doi.org/10.1038/s41598-022-05010-7 ibanga, d., & ed, m. (2022). ict-propelled innovations for environmental education in the 21. european journal of computer science and information technology, 10(1), 10–22. kapur, r. (2018). factors influencing the student' s academic performance in secondary schools in india. factors influencing the student' s academic performance in secondary schools in india, 1(april), 25. https://www.researchgate.net/publication/324819919_factors_influencing_the_students _academic_performance_in_secondary_schools_in_india karatas, k., & arpaci, i. (2021). the role of self-directed learning, metacognition, and 21st century skills predicting the readiness for online learning. contemporary educational technology, 13(3). https://doi.org/10.30935/cedtech/10786 karunanayaka, s. p., & naidu, s. (2021). impacts of authentic assessment on the development of graduate attributes. distance education, 42(2), 231–252. https://doi.org/10.1080/01587919.2021.1920206 mainardi, p. h., & bidoia, e. d. (2022). fundamental concepts and recent applications of factorial statistical designs. revista brasileira de biometria, 40(1), 75–107. https://doi.org/10.28951/bjb.v40i1.552 malone, t. w., & lepper, m. r. (2021). making learning fun: a taxonomy of intrinsic motivationsfor learning. in aptitude, learning, and instruction (vol. 3). mcarthur, j. (2022). rethinking authentic assessment: work, well-being, and society. higher education, 0123456789. https://doi.org/10.1007/s10734-022-00822-y putra, a. b. n. r., syafrudie, h. a., nidhom, a. m., smaragdina, a. a., md yunos, j. b., sembiring, a. i., & eriyanto. (2020). the innovation of module training based heutagogy as an acceleration for increasing pedagogical supremacy of vocational education lecturers in the industrial revolution 4.0. journal of physics: conference series, 1456(1), 0–7. https://doi.org/10.1088/1742-6596/1456/1/012043 roscher, r., bohn, b., duarte, m. f., & garcke, j. (2020). explainable machine learning for scientific insights and discoveries. ieee access, 8, 42200–42216. 143 |jisae (journal of indonesian student assessment and evaluation) |volume 8 number 2 https://doi.org/10.1109/access.2020.2976199 saher, a. s., ali, a. m. j., amani, d., & najwan, f. (2022). traditional versus authentic assessments in higher education. pegem egitim ve ogretim dergisi, 12(1), 283–291. https://doi.org/10.47750/pegegog.12.01.29 schultz, m., young, k., k. gunning, t., & harvey, m. l. (2022). defining and measuring authentic assessment: a case study in the context of tertiary science. assessment and evaluation in higher education, 47(1), 77–94. https://doi.org/10.1080/02602938.2021.1887811 shahidullah, k., & hossain, m. r. (2022). designing an integrated undergraduate disaster stem curriculum: a cultural shift in higher education curriculum development in bangladesh. journal of ethnic and cultural studies, 9(1), 265–280. https://doi.org/10.29333/ejecs/1042 stokes, j. (2021). "those skills to take on the world": developing capitals through university enabling programs. international journal of learning in higher education, 28(2), 133–146. https://doi.org/10.18848/2327-7955/cgp/v28i02/133-146 sulaiman, j., & ismail, s. n. (2020). teacher competence and 21st century skills in transformation schools 2025 (ts25). universal journal of educational research, 8(8), 3536– 3544. https://doi.org/10.13189/ujer.2020.080829 syaifuddin, m. (2020). implementation of authentic assessment on mathematics teaching: study on junior high school teachers. european journal of educational research, 9(4), 1491–1502. https://doi.org/10.12973/eu-jer.9.4.1491 tisza, g., & markopoulos, p. (2021). funq: measuring the fun experience of a learning activity with adolescents. current psychology. https://doi.org/10.1007/s12144-021-01484-2 tisza, g., tsiakas, k., & markopoulos, p. (2022). exploring the relationship between selfregulation and fun in learning. ssrn electronic journal. https://doi.org/10.2139/ssrn.4047740 van laar, e., van deursen, a. j. a. m., van dijk, j. a. g. m., & de haan, j. (2020). determinants of 21st-century skills and 21st-century digital skills for workers: a systematic literature review. sage open, 10(1). https://doi.org/10.1177/2158244019900176 wiseman, a. w. (2022). the "new" norms of education policy in the 21st century: polemics, pandemics, and 'cloaking' persistent inequality in education worldwide. revista espanola de educacion comparada, 40(40), 15–34. https://doi.org/10.5944/reec.40.2022.31298 8 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 9 no 1 (2023) website : http://journal.unj.ac.id/unj/index.php/jisae oral assessment in triggering student higher-order thinking skills (hots) i wayan eka mahendra1, institut pariwisata dan bisnis internasional abstract students' higher-order thinking skills (hots) due to the application of oral assessment and assessment are usually compared using experimental research in two separate groups. the experimental group consisted of 31 students, and the control group of 32 students was taken using a simple random sampling technique from a population of 315 students. students' hots data were collected utilizing a test consisting of 5 items tested for validity, and the reliability coefficient was calculated. the collected data were then analyzed using a test (t-test), and the classical assumption test had previously been carried out. it turns out that the hots of students who are given an oral assessment is better than the hots of students who are given a regular assessment. even though students are more afraid to face oral assessment, they consider oral assessment more beneficial than ordinary assessment. keywords: higher order thinking skill; oral assessment address for correspondence: 1. ekamahendra@ipb-intl.ac.id introduction the learning that occurs is an intervention that the teacher deliberately carries out to improve the situation in the classroom. ames (1992) warns that a comprehensive approach to classroom intervention is essential because changes in the classroom are a precursor to changes in the school environment. the approach in question is not only a method, model, or learning strategy but also an assessment approach used by teachers. the most effective intervention to involve students in the learning process is instructions that encourage action beyond what is carefully written in the teacher's lesson plan (ferreri & o'connor, 2013, hammonds & schwarze, 2019). from an assessment point of view, a variety of assessments are needed that have been carefully designed by the teacher, such as tests, questionnaires, observation guidelines, and assessments that arise spontaneously during the learning process. this assessment is known as an oral assessment. traditionally until now, oral assessment utilizes the assessment of the listener, in this case, the teacher and students, to evaluate students' abilities (park, 2020). oral assessment has advantages over paper and pencil test-based assessments that dominate the current assessment system from elementary to tertiary levels. this assessment can help students integrate their cognitive abilities and provide feedback from experience, requiring immediate integration and reflection (hammonds & schwarze, 2019). oral assessment outside the law, medicine, or architecture is considered an alternative assessment (joughin, 1998). according to the oxford english dictionary, an oral assessment is an assessment in which the http://journal.unj.ac.id/unj/index.php/jisae 9 student's response to the assessment task is verbal, in the sense that it is expressed or conveyed by speech rather than in written form. thus the assessment is considered an oral assessment as long as the student's response is verbal. furthermore, joughin (1998) revealed four components that can be assessed through oral assessment in the main content dimensions: knowledge and understanding, applied problem solving abilities, interpersonal skills, and interpersonal qualities. swank (2012) reveals the importance of using various creative and innovative strategies in classroom learning in transforming passive learning into active learning, and oral assessment is well suited for this purpose due to the flexible nature of design and application. there are still many teachers whose understanding is still lacking on how to assess student learning outcomes (minton, gibson & morris, 2016), moreover sharing the standard methods used by teachers in assessing student abilities is still not valid (sadler, 2009). it is undeniable that validity and reliability have always been an important issue in any form of assessment. especially for oral assessments, concerns about validity and reliability have been at the forefront of discussions of this assessment format since at least 1929 (joughin, 1998). the validity of this oral assessment can be relied on especially in accessing applied problem solving skills, interpersonal competencies, or personal qualities (joughin, 1998). various studies have been conducted on the effectiveness of oral assessment in improving students' abilities. tekian and yudowsky (2009); banning (2008); durning et al. (2013); richardson et al. (2017); turner & davila-ross (2015) found that oral assessment was able to explore the skills of nursing participants such as critical reasoning, problem solving, ethics, demonstrating the ability to express ideas, synthesize material, and think independently. banning (2008); levett-jones et al. (2011) found that oral assessment is able to measure different matrices of abilities such as cognitive, attitudes, values, skills, critical thinking, insight, and factual knowledge in various disciplines such as: language, law, and counselor education. in general, research on oral assessment is still rarely done (huxham, campbell, & westwood, 2012). this is evident from the study conducted by hounsell et al. (2007) who reviewed the literature on innovative assessment. of the 317 papers reviewed, only 31 discussed oral assessment, and in this category only 13% or approximately 4 literatures discuss the use of oral exams; oral group presentation method this research is classified as quasi-experimental research with a nonequivalent control group design. involving two groups, namely the experimental group and the control group but the control group does not strictly control other variables that affect the dependent variable (high order thinking skills). by involving a sample of 64 students taken by simple random sampling technique from 315 students of class viii smp negeri 1 bangli. sampling was carried out randomly because of the information from the principal that class viii students were homogeneously distributed without any superior or non-superior class. the distribution of the population in this study is presented in the following tablel 1: 10 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 table 1: distribution of viii grade students of smp n 1 bangli who becomes the research population no class amount total male female 1 viii a 16 15 31 2 viii b 13 18 31 3 viii c 16 16 32 4 viii d 14 18 32 5 viii e 15 17 32 6 viii f 15 17 32 7 viiig 14 18 32 8 viii h 16 16 32 9 viii i 15 16 31 10 viii j 14 16 30 total 148 167 315 of the ten existing classes, namely from class viii a to class viii j, 2 classes were selected as research samples. by making a roll of paper, first 2 papers were selected as research samples, then from the 2 classes were further divided into two, class h was selected as the experimental group with 32 students and class b was selected as the control group with 31 students. the experimental group was given treatment in the form of an oral assessment in the learning setting applied by the teacher, while the control group was not given treatment but was given an assessment that is usually done by the teacher during learning. thus, the treatment in this study is a form of assessment, not a learning model. the data collected is data on high order thinking skills (hots) of students in the experimental group and the control group. the data was collected using the hots test (analysing, evaluating, and creating) which consisted of 5 questions covering mathematical material in the form of circles, shapes, straight lines, and triangles that had been tested for validity and calculated the reliability coefficient. the collected data was tested with parametric statistics in the form of a mean difference test (t-test), which had previously been carried out with the classical assumption test in the form of a normality test for data distribution and a homogeneity of variance test. results and discussion result all data analysis was carried out using spss 26.0 for windows. the mean difference test (t-test) is a statistic used as a data analysis tool. before testing the hypothesis, which is preceded by a classical assumption test, the data concentration (tendency central) and data dispersion (dispersion) of the research results are presented, or what is known as descriptive statistics. it aims to describe or provide an overview of the object under study through sample data (sugiyono, 2019). there were two groups of data that were analyzed, namely the hots data group for students who were given an oral assessment, hereinafter referred to as y1, and the hots data for students who were given a regular assessment, hereinafter referred 11 to as y2. the following table presents the results of descriptive statistical analysis of the two groups of data. table 2: description of hots data for experimental group and control group statistic experimental group control group jumlah 2490.00 1995.00 rata-rata 80.32 62.34 median 82.00 64.50 modus 80.00 68.00 standar deviation 7.89 8.44 varians 62.35 71.33 jangkauan 32.00 38.00 nilai minimum 63.00 42.00 nilai maksimum 95.00 80.00 from table 2, it can be seen that there are differences in data descriptions between y1 and y2 starting from the number, average, median, mode, standard deviation, variance, range, minimum value, and maximum value. mathematically, there is a very high difference between the average hots value of the experimental group and the average hots value of the control group. the average hots score of the experimental group students is 80.32 while the average hots score of the control group students is 62.34. there is a difference of approximately 17.98 points. in other words, the experimental group has a higher average hots value than the control group. to make sure that the difference is significant, it is necessary to do statistical tests, but before that, a prerequisite analysis test (classical assumption test) was carried out in the form of a normality test for data distribution and a homogeneity test of variance. the normality test was conducted to ensure that the statistical test used in the test using the t-test which is a parametric statistic can be performed. the normality test in this study used the kolmogorov-smirnov module on both groups of students' hots score data. kolmogorov-smirnov test analysis shows that the sig. > 0.05 for both groups of data, namely the hots data of the experimental group students (y1) of 0.200 and the control group (y2) of 0.134. this means that h0 is accepted (failed to be rejected), both groups of data have a normal distribution. while the homogeneity of variance test is intended to ensure that the differences obtained from the t-test really come from differences between groups, not due to differences within groups. from the results of the analysis obtained the value of sig. > 0.05 or 0.741 > 0.05 in the based on median and with adjusted column; this means that both groups come from populations that have the same or homogeneous variance. based on the results of the classical assumption test, it can be concluded that the student's hots data comes from a population that is normally distributed and has the same or homogeneous variance. thus, hypothesis testing with t-test can be done. from the output of the t-test, the t-test significance value for the assumption of equal variances (equal variances assumed) and the two-tailed test (two tailed) is 0.001. so the value of sig. < of 0.05 or 0.001 < 0.05, this means that h0 is rejected and h1 is accepted. it is said that there is a difference in hots between students who are given an oral assessment and students who are given a regular assessment (paper and pencil test). thus, it can be concluded that there is an effect of applying 12 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 oral assessment on high order thinking skills (hots) of class viii smp negeri 1 bangli. discussion the results of data analysis using t-test showed that there were differences in high order thinking skills between students who were given an oral assessment and students who were given a conventional assessment. this indicates that in order to obtain maximum high order thinking skills of students, it is necessary to improve the quality of interventions carried out by teachers, in this case the assessment approach used. the superiority of oral assessment compared to conventional assessment can be seen from the average high order thinking skills of students. where the average high order thinking skill of the experimental group is 80.32 which is higher than the average high order thinking skill of the control group of 62.34. the advantages of oral assessment compared to conventional assessments in improving students' hots are not only limited to a theoretical framework but have been empirically tested in the field through this research. hots can be interpreted as thinking skills that are non-algorithmic, tend to be complex, produce many solutions, solve problems with full effort (resnick, 1992), critical thinking skills, creative thinking (krulik & rudnick, 1999), analyze, synthesize, and create (anderson & krathwohl, 2001). it turns out that the characteristics of high order thinking skills as described can be trained by applying oral assessment during the learning process. the results of this study are in line with the results of research conducted by joughin (1998) which shows that one of the abilities that can be improved through the application of oral assessment is applied problem solving skills. the category of applied problem solving is described as the ability to solve problems on their own, think professionally, think quickly and diagnose problems in new situations, problem solving skills, and creative thinking skills. furthermore kaplowitz et al. (1996) claim that the main advantage of oral assessment is that teachers are able to ask students a series of related questions that can test not only basic level knowledge, but more complex knowledge, as well as how well they can apply the knowledge they have. this shows how effective oral assessment is in training and improving students' hots. huxhama, campbellb, and westwoodc (2012) conducted a study by comparing oral assessment and written assessment. this research examines performance and attitudes towards oral and written assessments using quantitative and qualitative methods. the results showed a very significant difference in the average posttest scores given, where the performance of students who were given an oral assessment was better than the performance of students who were given a written assessment. there is no evidence that one of the groups is harmed by the application of the oral assessment. meanwhile, students' attitudes about these two types of assessment indicate that oral assessment is considered more useful than written assessment, even though they tend to be more nervous and anxious in dealing with oral assessments. with the oral assessment students tend to prepare themselves better than the written assessment. oral assessment is considered capable of increasing students' professionalism in learning and understanding the material provided by the teacher. students feel embarrassed if they are not able to answer the teacher's questions orally. this more mature preparation tends to motivate students to study harder, especially in improving their hots. oral assessment is a powerful and exclusive 13 tool in helping students build a professional identity (huxhama, campbellb, and westwoodc, 2012). conclusion the conclusion from the findings of the research conducted is that there is a significant effect of the application of oral assessment on high order thinking skills (hots) of class viii students of smp negeri 1 bangli. in increasing the hots of students, teachers need to consider the use of forms of assessment, not only paying attention to the application of learning. the selection of an appropriate learning model must be accompanied by the selection of the right form of assessment so that learning becomes effective and efficient. carrying out further research in developing the results of this research needs to be done by involving more varied alternative forms of assessment. in addition, it can be done on other mathematical materials so that more comprehensive results are obtained. reference addin mendeley bibliography csl_bibliography ames, c. (1992). classroom: goals, structures, and student motivation. journal of educational psychology. anderson, l. w., & krathwohl, d. r. (2001). a taxonomy for learning, teaching, and assessing. longman. banning, m. (2008). the think-aloud approach as an educational tool to develop and assess clinical reasoning in undergraduate students. durning, s. j., artino, a. j., beckman, t. j., graner, j., van der vleuten, c., holmboe, e., & schuwirth, l. (2013). does the think-aloud protocol reflect thinking? exploring functional neuroimaging differences with thinking (answering multiple choice questions) versus thinking aloud. ferreri, s. p., & o'connor, s. k. (2013). redesign of a large lecture course into a small group learning course. hammonds, d. s., & schwarze, m. j. (2019). toward oral assessment in counselor education: practice-based measurement of competence in pre-practicum experiences. hounsell, d., n. falchikov, j. hounsell, m. klampfleitner, m. huxham, k. thompson, and s. b. (2007). innovative assessment across the disciplines: an analytical review of the literature. huxham, m., campbell, f., & westwood, j. (2012). oral versus written assessments: a test of student performance and attitudes. joughin, g. (1998). dimensions of oral assessment. assessment & evaluation in higher education. krulik, s., & r. j. a. (1999). innovative task to improve critical and creative thinking skill. in stiff, lee v. & curcio, frances r.(eds). levett-jones, t., gersbach, j., arthur, c., & roche, j. (2011). implementing a clinical competency assessment model that promotes critical reflection and ensures nursing graduates' readiness for professional practice. minton, c. a. b., gibson, d. m., & morris, c. a. w. (2016). evaluating student learning outcomes in counselor education. john wiley & sons. park, m. s. (2020). rater effects on l2 oral assessment: focusing on accent familiarity of l2 teachers. 14 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 resnick, l. b. (1992). education and learning to think. washington dc: national academy press. richardson, s., mishuris, r., o'connell, a., feldstein, d., hess, r., smith, p., & mann, d. (2017). research paper: "think-aloud" and "near live" usability testing of two complex clinical decision support tools. sadler, d. r. (2009). indeterminacy in the use of preset criteria for assessment and grading. sugiyono. (2019). statistika untuk penelitian. bandung. swank, j. m. (2012). using games to creatively enhance the counselor education curriculum. tekian, a., & yudowsky, r. (2009). oral examinations. in s. m. downing & r. yudkowsky (eds.). turner, m., & davila-ross, m. (2015). using oral exams to assess psychological literacy: the final year research project interview. 1 the development of students’ intrapersonal instrument of electrical engineering program vocational schools in bali i gede ratnaya electrical engineering ganesha university of education, indonesia gede.ratnaya@undiksha.ac.id gaguk margono mechanical engineering universitas negeri jakarta, indonesia g_margono@yahoo.com abstract this research aimed to develop an instrument to measure the intrapersonal students’ of skill electrical engineering program at vocational high school in bali by using likert scale. this capability is important in regulating and monitoring personal’s goals during vocational education at smk. this instrument has been tested to 110 students at engineering utilization of electricity program in the entire province of bali. the validation of the instrument through the content validation by the experts, the validation grains measure with momment product engineering, and the validation of the construct done by factor analysis. factor analysis uses the confirmation method maximum likelihood (ml) with the conformity or suitability obtained chi square amounted to 113,8 (p-value = 0,2622) and goodness of fit index (gfi) by 0.92. keyword: intrapersonal intelligence, vocational students, factor analysis nowadays the growing of education is shifted to students' progress in severad domains that include the cognitive domain, the psychomotor domain, and the affective domain [1,3,5,11,13,18]. these three domains are measured through different instruments. in general, cognitive abilities are measured through test instruments [4], psychomotor abilities are measured through observation sheets, and affective abilities are measured through questionnaires. in the assessment of students' abilities, the instruments heed to be reliable. according to naga [14], measurements in education include several things, first to measure the hidden features that are invisible of the participants / students. second, to measure the latent characteristics of the students by giving a stimulus in the form of a questionnaire or a precise measuring instrument. third, the responses can reflect the underlying features of the students. fourth, the responses gained can be adequately scored and interpreted. to meet the above four things, the instrument must have the process of validation before it is used. according to djaali [6], there are several kinds of validity, namely content validity, construct validity, and empirical validity or validity criteria. the content validity is used to measure the degree of mastering content of a particular material that should be mastered in accordance with the learning objectives. in accordance with gregory [10], to know the instrument is valid or not, it must be done through the examination of the test / instrument grid to ensure that the items represent or reflect the overall content or material that should be proportionally controlled. therefore, wiersma and jurs [20] stated that content validity is basically based on logical analysis, so it is not a statistically calculated coefficient of validity. furthermore, mardapi [16] writes that the 2 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 evidence of validity is determined according to a rational analysis of the content of the test / instrument whose judgment is based on individual subjective judgment. according to azwar [2], the logic decision on the alignment of grains with the purpose of measuring (indicator) can not be based on the author his/her self only but also it requires an assessment agreement from some competent assessors in that field. the validity of the instrument applies not only to cognitive and psychomotic instruments but also to affective instruments. intrapersonal ability is the ability of oneself. this ability is the ability to understand oneself and be responsible for one's own life. intrapersonal ability is one form of personal ability, the other is the interpersonal skills according to gardner [9]. lwin reveals that children with high intrapersonal skills tend to think of self-assessment. such of these children like to do self-introspection, correct the shortcomings and weaknesses, then try to improve themselves [17]. according to hoerr [12], students activities that reflect intrapersonal skills are controlling feelings and moods [7], pursuing personal interests and organizing self-agenda, learning through observation and listening, and using metacognitive skills. thus, this research is focused on the preparation and development of students’ intrapersonal instrument of smk electrical engineering program in bali with research problems such as, first, how are the compilation stages of students intrapersonal instrument. second, how the students’ intrapersonal instrument is meets the principles of construct validity in theory and empirical. third, how the reliability of the instrument. methods the research was conducted at all smk electrical engineering program in bali. the population was the students of smk electrical engineering program. the sample of the study was done by random sampling technique on electrical engineering program. the data were collected with questionnaires. the development of the instrument uses an approach to response with the development stage as shown in figure 1. start stop 1. determining purpose of measurement and instrument type 2. creating instrument blueprint 3. determining the instrument scale 4. drafting instruments 5. test instruments a. expert test (validity of content) and revision b. test panel (construct validity) and revision c. limited test and revision d. empirical test (construct validity) 6. assemble instruments figure 1. stages of instrument development 3 the instrument is a questionnaire by using likert-scale model. according to mardapi (2012), the likert scale is commonly used in the measurement of the affective domain. according to suryabrata (2005), this method is actually called summated ratings but since it was first proposed by rensis likert in 1932 then this scale is famous by the scale of likert model. the draft of the instrument is arranged in accordance with the instrument's blueprint and the structure of the relationship between the specified instrument and indicator items. on the instrument testing stage, there are four times tests. expert test is conducted by asking the opinion of 3 experts who are competent in the field of counseling guidance, research and evaluation of education, and a senior vocational teacher. content validity is measured by gregory (2000) formula: %100 hgfedcba h vi   ...................................... (1) note : a: cell that shows the disagreement of the three experts b: cells that show expert 1, 3 disagree and expert 2 agree / relevant c: cells showing expert 2, 3 disagree and expert 1 agree / relevant d: cells that show expert 3 disagree and expert 1, 2 agree / relevant e: cells that show expert 1, 2 disagree and expert 3 agree / relevant f: cells shows expert 1 disagree and expert 2, 3 agree / relevant g: cells that shows expert 2 disagree and expert 1, 3 agree / relevant h: that cell indicating a valid agreement by all three experts. furthermore, a panelist test was conducted to measure the validity construct by asking for opinions and suggestions from 20 doctoral students of educational research and evaluation who are preparing a dissertation. the validity of the constructs is measured by applying the lawshe method as follow. 1 2  n ne cvr ............................................................................................. (2) note : ne = number of panelists who state important or very important, n = number of panelists a limited test was conducted on 10 vocational students to examine the items of the instrument, whether the statement could be understood or not. empirical test was conducted on the students of smk electrical engineering program in bali. the data of empirical test was processed by product moment correlation formula ( ) to know the internal validity of grains with the following formula. yyn xxn yxyxn r n 1j 2 n 1j j 2 j n 1j 2 n 1j ij 2 ij n 1j j n 1j ij n 1j jij yx i                                                             ....................................... (3) note : n = number of respondents, xij = scores of items of i tested for respondents j, yj = total score of respondents j 4 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 the items that have under r_tabel are declared unfeasible to be put on the instrument. furthermore the reliability of the instrument is calculated by the following cronbach alpha (α) formula.                   2 22 1 s sis n n  ;   )1( 22 2     kk xxk si jiji ................................. (4) note : n = number of items, 2 i s = variant item of i, s 2 = total score variant, k = number of respondents, xi j = score item of i for respondent to j the construct reliability (cr) can be calculated based on the standardized loading factor (slf) and standardized error variance (sev) with the following formula.         sevslf slf cr 2 2 ........................................................................ (5) results there are 9 indicators that have been identified and there are 44 statements. based on the result of the content validity test that was conducted by 3 experts, 3 items are declared unfit to be put on the instrument because the items are considered by experts to have double meaning so that they can not be used to represent one indicator. thus vi = 93%. based on the theoretical construct test, that was conducted through the panel discussion, there are 3 items that must be out because the respondent will not understand with the statement, the three items have cvr coefficient smaller than 0.2. so until the panelist test, there are 6 items that are not suitable to measure the intrapersonal ability of the students. furthermore, empirical test was conducted to 110 students of smk electrical engineering program. the data is inputted through spss statistics 22 software. there were 38 items analyzed its validity based on product moment correlation formula. with n = 110 and the significance level α = 0.05 with the 2-tailed test system, the result states that there are 6 items not feasible because p-value of significance are above 0.05 or the coefficient below 0.17 (r table = 0.19). reaching on this stage, there are 32 items those are ready to be analyzed by confirmatory factor analysis. for this analysis, it used lisrel software 8.70. through this analysis we can freely determine the model of constructs that fit the theory. in this analysis there are some minimum requirements that must be fulfilled by the constructed model chosen to be stated that the item is valid construct, which the factor load has a t-count value more than 1.96 and the p-value of chi square is more than 0.05 to declare the chosen construct model in accordance with observational data (empirical data). the first stage, the 32 items are analyzed and the results are in accordance with figure 2. the symbol of the intra_1 to intra_9 is an indicator 1 through indicator 9. the model consists of 32 items, then there are only 18 items are constructed to obtain p-value chi square more than 0 , 05 which is 0.08067 according to figure 2 and the t-count factor is more than 1.96 in accordance with the figure 3. the items have been in accordance with the theory construct. 5 figure 2. constructed model of 18 items and standardized factor loads figure 3. the construct model 18 items and t-count the factor load on an instrument consisting of 32 items furthermore, the researchers assembled the 18 items in to an instrument and tested to 134 students of smk electrical engineering program. each indicator consists of 2 items. the result of the process was obtained by the construct again as shown in figure 4 and figure 5. 6 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 figure 4. 18 items construction models and standardized factor loads on instruments that consists of 18 items. figure 5. the 18 items construction model and the t-count factor load on an instrument consisting of 18 items by selecting the 18 items construct model in an instrument which consists of 2 items of each according to figure 2, yields chi square = 113.8 with p-value chi square = 0.26220 > 0.05, t-count the item factor loads are all more than 1.96 and the goodness of fit index (gfi) = 0.92> 0.9. thus the chosen construct is in accordance with the observed data (empirical), so that the items are declared as valid items for construct. according to figures 4 and 5, the items are selected according to the table 1. 7 table 1. the eligible items represents indicators simbols indicators no. item represents intra_1 emotional stability (self-conscious) 1, 3 intra_2 be able to organize and motivate ownself 5, 8 intra_3 responsible for ownself 10, 12 intra_4 self development 13, 16 intra_5 build self-esteem 19, 21 intra_6 know the strengths and weaknesses of ownself 23, 24 intra_7 reflective thinking 25, 26 intra_8 express selffulfillment appropriately 28, 29 intra_9 self confidence 31, 32 the key analysis in this study was confirmatory factor analysis. this analysis uses maximum likelihood estimation. maximum likelihood estimation on confirmatory factor analysis provides more alternatives for choosing the construct model. the construct model consisted of 18 points above was one of the alternatives. there are still other alternatives to choose that provide different levels of compatibility. the reliability coefficient in this study has a value lower than the attitude coefficient reliability that developed by margono which is 0.710 [8] but, the difference in value is not conspicuous. conclusion the instrument developed is in the form of questionnaires that using the likert measurement scale. based on the results of all 44 item pre test, as the original amount, this study standardized 18 items as an instrument of students’ intrapersonal instrument. the instrument consists of 9 indicators (each item represents 2 indicators). the instrument measures the affective domain. of the students as a further suggestion, this kind of instrument can be meticulous and develop by using different measurement scales. references anderson, l. w. and krathwohl, d. r., et al (eds.) (2000) a taxonomy for learning, teaching, and assessing: a revision of bloom’s taxonomy of educational objectives (complete edition) . allyn & bacon. boston, ma (pearson education group). azwar, saifuddin. (2015). penyusunan skala psikologi. yogyakarta: pustaka pelajar. https://www.amazon.com/gp/product/0321084055?ie=utf8&tag=secondprincip-20&camp=1789&linkcode=xm2&creativeasin=0321084055 https://www.amazon.com/gp/product/0321084055?ie=utf8&tag=secondprincip-20&camp=1789&linkcode=xm2&creativeasin=0321084055 https://www.amazon.com/gp/product/0321084055?ie=utf8&tag=secondprincip-20&camp=1789&linkcode=xm2&creativeasin=0321084055 8 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 bloom, b.s. and krathwohl, d. r., et al.(1956) taxonomy of educational objectives: the classification of educational goals, by a committee of college and university examiners. handbook i: cognitive domain. ny, ny: longmans, green (this is the original work. it is unavailable for purchase, however there are later editions available.) choi, jean, shaila sardar (2011). ”an empirical investigation of the relationships among cognitive abilities, cognitive style, and learning preferences in students enrolled in specialized degree courses at a canadian college,” the canadian journal for the scholarship of teaching and learning: vol. 2 : iss. 1 , article 5. doi: http://dx.doi.org/10.5206/cjsotl-rcacea.2011.1.5 dave, r.h. (1970). psychomotor levels in developing and writing behavioral objectives. r.j. armstrong, ed. tucson, arizona: educational innovators press. (unavailable for purchase) djaali, h., muljono, pudji (2008). pengukuran dalam bidang pendidikan. jakarta: pt grasindo. fletcher, garth j. o. and margaret s (2003). clark. blackwell handbook of social psychology: interpersonal processes, ed. melbourne: blackwell publishers ltd. margono, gaguk (2014). “pengembangan instrumen sikap terhadap statistika menggunakan skala diferensial semantik.” prosiding seminar nasional psikometri. gardner, howard. (2011). frames of mind: the theory of multiple intelligences. new york: howard gardner. gregory, robert j. (2000). psychological testing: history, principles and applications. boston: allyn and bacon. harrow, a. (1972) a taxonomy of psychomotor domain: a guide for developing behavioral objectives. new york: david mckay. hoerr, thomas r. (2000). becoming a multiple intelligences school. alexandria: association for supervision and curriculum development. krathwohl, d.r., bloom, b.s., masia, b.b. (1964). taxonomy of educational objectives, the classification of educational goals. handbook ii: affective domain. new york: david mckay co., inc. naga, d. s. (1992). pengantar teori sekor pada pengukuran pendidikan. jakarta: gunadarma. ____ teori sekor pada pengukuran mental. jakarta: pt nagarani citrayasa. mardapi, djemari (2012). pengukuran dan penilaian & evaluasi pendidikan. yogyakarta: nuha medika. may lwin et al., cara mengembangkan berbagai komponen kecerdasan terjemahan christine sujana (jakarta : pt indeks, 2008), simpson e.j. (1972). the classification of educational objectives in the psychomotor domain. washington, dc: gryphon house. https://www.amazon.com/gp/product/0679302123?ie=utf8&tag=secondprincip-20&camp=1789&linkcode=xm2&creativeasin=0679302123 https://www.amazon.com/gp/product/0679302123?ie=utf8&tag=secondprincip-20&camp=1789&linkcode=xm2&creativeasin=0679302123 https://www.amazon.com/gp/product/b000by2ovi?ie=utf8&tag=secondprincip-20&camp=1789&linkcode=xm2&creativeasin=b000by2ovi https://www.amazon.com/gp/product/b000by2ovi?ie=utf8&tag=secondprincip-20&camp=1789&linkcode=xm2&creativeasin=b000by2ovi 9 suryabrata, sumadi (2005). pengembangan alat ukur psikologis. yogyakarta: andi offset wiersma, william and stephen g. jurs. (1990). education measurement and testing. boston: allyn and bacon. 1 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 9 no 1 (2023) website : http://journal.unj.ac.id/unj/index.php/jisae computer-based standardized testing (cbt) summative assessment: one institution experience naila rajiha1, uin salatiga setia rini2 uin salatiga abstract one tool for measuring the result of learning is the summative assessment using computer-based standardized testing (cbt). the assessment process and the issues that arise in holding are fascinating to be discussed. this research was focused on: how the cbt final examination test is being implemented in a school in pati regency. this study employs descriptive case studies as one of the methods of qualitative research. interviews, observation, and documentation are the data collection techniques for this study's primary and secondary sources. the researchers used a triangulation data source and triangulation technique to check the data integrity. the authors draw the following conclusions: students' learning evaluation processes are through various activity procedures, such as simulating, implementing, overseeing evaluations, processing data, and using evaluation results. moreover, observing student needs and readiness in all forms is an obligation applied in conducting cbt. keywords: summative assessment; cbt address for correspondence: 1nailarajiha@gmail.com 2setiarini.setia@gmail.com introduction it is very crucial to understand why teachers do evaluate their students. because they must make decisions regarding these students, teachers frequently assess language learners. they can make wise decisions based on the evidence they gather. the unanimity of knowledge, skills, and attitudes manifested in a set of intelligent and responsible actions that a teacher has to assume the position of teacher as a professional can be interpreted as the teacher's competence (afriadi & dudung, 2021). for instance, teachers might need to determine whether every student has understood the material they just taught by them. based on green (2013), when evaluating the students in their classes, teachers do so for two main reasons. by ensuring that students are making progress, one goal is to enhance learning. this allows them to choose whether to offer more assistance, try a different explanation, or use different materials when students find something tricky or offer more difficult activities when they are prepared for them. the other goal is to assess how well students have learned a course's material so that parents, administrators, or other educational authorities can be informed. usually, this entails selecting grades or scores. formative assessment, also referred to as assessment for learning, is the first of these purposes. summative evaluation, also known as learning assessment, is the second. summative assessment measures learning, whereas formative assessment provides feedback to enhance learning (ismail et al., 2022) the phenomenon of rapidly advancing technology in the field of education served as the driving force behind this research. students generally welcome using technology in the learning process but not in establishing exams (karibyan & sabnis, http://journal.unj.ac.id/unj/index.php/jisae mailto:nailarajiha@gmail.com mailto:setiarini.setia@gmail.com 2 2021). some higher education institutions and their faculty are urged to adopt new technologies as they become available to provide students of the digital age—often referred to as "digital natives"—with more learning opportunities. green computing strategies such as computer-based testing (cbt) are used to reduce paper consumption. this approach would make it easier to collect individual and class assessment data, meeting the needs of students, the institution, and accreditors. for example, a search revealed that students preferred cbt over ppt and were more motivated to perform another cbt than another ppt. (piaw chua, 2012). another example, the majority of courses in the veterinary professional curriculum are switching from traditional paper-based exams to electronic-based exams. in order to determine the effect of testing methodology on exam performance in a veterinary physiology course, a controlled trial was created and carried out (washburn et al., 2017). cbt has spread to be implemented also among some higher schools. according to the findings of some studies (boevé et al., 2015; mason & andrews, 2014; tseng et al., 2023) cbt benefits include cost-effective administration, ease of administration, increased accuracy, immediate scoring and reporting, and flexible test scheduling and location. furthermore, computer technology has persisted into the twenty-first century as an important and versatile tool for communication and education. students who do not have a positive attitude toward computer-assisted english learning will be at a distinct disadvantage (hosseini et al., 2014). there was lack evidence that using computer-based testing improved student exam performance (pawasauskas et al., 2014). bloom et al. (2018) found in their study that an examination of exam grades revealed that there was no consistent difference in performance between the paper and computer-based formats. faculty and students quickly adapted to computer-based testing. there was limited evidence that using computer-based testing improved student exam performance. the inconsistency of the present studies about cbt encouraged the researchers to do related research in a school around pati regency. here the researchers limit the study to focus on scrutinizing the implementation of cbt summative assessment. besides, most studies in the domain of assessment examined the effects of the summative and formative cbt assessments on the main skills (reading, speaking, writing, and listening) and they did not pay much attention to the reality and challenge in application; therefore, to cover the existing gap this research posed a question how is the cbt final examination test being implemented in a school in pati regency? that including three parts discussion; describing the process of assessing cbt-based learning, identifying the advantages and disadvantages of cbt-based learning assessment, and identifying the recommendation of implementation standard of cbt-based learning assessment in the research site. method this study uses descriptive case studies. the goal set by the researchers is to describe the data as they occur (zainal, 2007). observations here are to know the infrastructure, school environment, and learning activities. documentations include syllabus, lesson plan, question paper, question cards, assessment/report and photos of teaching and learning activities at the research site. interview guidelines are intended to a curriculum staff, ict team or the committee and two students. . 3 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 results and discussion ict team view final assessment of the odd semester 2022 2023 in this research site implements a semi-online cbt mode. it is where the data bank starts, with student data, subject data, and question data stored on the madrasah's local server. considerations for using a semi-online mode and not being fully online include saving on the server (hosting) rental costs, which will be very high considering the large number of examinees, and minimizing server downtime, which will certainly disrupt the comfort of the exam, especially for the examinees. with semi-online student quotas, it's also safe because it doesn't require an internet quota. after all, the exam route uses wi-fi access, which directly leads to a local server. standard operating procedure (sop) for preparing for cbt by a proctor including 1) ensuring local network infrastructure to access the school server with zero errors 2) ensuring the data bank is complete (students, subjects, schedules, and questions) 3) the subject by teacher sends questions and worksheets to the administration, which then sends them to the proctor for entry into the application. moreover, sop during cbt running include 1) proctor make sure the network connection is stable 2) the proctor monitors the participant during the exam 3) release tokens for exam participants (each subject is locked using a token, tokens change every 5 minutes, and if there are students who are found to be cheating such as opening an application other than the exam page, participant browsing will be removed from the exam page and requires a token to re-enter) 4) after the exam subject ends, the proctor downloads the results of student work in the form of a list of numerical and graphic values as well as an analysis of student achievement items. 5) facilitate follow-up for students who are unable to attend scheduled exams. the recommendation for the next cbt as follows: 1) there were several subjects collected on the day of the exam, so the proctor had to enter the questions on that day as well, resulting in a delay in the exam for students 2) some of exam room is not representative, the light is too dim and the room temperature is too hot 3) it is necessary to upgrade/upgrading the school server considering the very large data circulation, for example, 1 exam day consumes at least 400,000 data records 4) there are so many subjects being tested that it takes many days to complete the test, and students look very bored in the last days (hopefully next year the students will utilize kurikulum merdeka so that the written test can be replaced by a project). curriculum staff view along with the progress of information technology and the demands of the times, the school needs to improve the quality of the learning process, including conducting assessments using the cbt model. implementing the cbt learning system is certainly not as easy as turning the palm because this school started pioneering this system starting in 2018, starting with the preparation of human resources for educators and education staff, infrastructure, and mindsets for changing a system, so that by going through several trials to get maximum results, this school have started implementing this cbt-based learning assessment officially in 2020, even though it cannot yet cover all class levels. the advantages and disadvantages of cbt-based learning assessment; in implementing this cbt-based assessment, there are clear deficiencies. here are some of the advantages. for school, educators, and education staff; 1) archiving question files, question papers, scoring rubrics, and other devices is more orderly and easier when needed in various ways, such as when used in accreditation, evaluating 4 the performance of the head of the school, or making it easier for teachers to find assessment files 2) facilitate and speed up the process of processing grades for daily assessments, midterm assessments, or end-of-semester assessments so that deadlines for inputting into report cards are easier and more efficient 3) teachers are used to using assessment applications so that the expectations of school in the teaching and learning process are also expected to leave the classic learning model which is only centralized from the teachers. secondly, for students; 1) learners more easily and quickly access the results of the assessment activities carried out by the teacher 2) equip students to get used to taking advantage of technological advances, so that when they proceed to a higher level, they become accustomed to it. there are some deficiencies; for school, educators, and education staff as follows; 1) some educators and education staff at school with various backgrounds certainly cannot run and adapt to the application instantly, this is because there is a the minority teachers are incompetence at using computers or laptops 2) in the context of preparing question data should be in file form so that it can be sent more quickly to administration, of course, there are also some obstacles, such as some teachers who do not have laptop or computer facilities at their homes 3) some of the teachers at this school are old enough, so it is rather difficult to change the existing habits, namely the method from the paper model to the cbt model. however, for students; most of the students are islamic boarding school students, where one of the rules is not allowed to carry cell phones, so it slows down the cbt-based assessment succession program of learning. identifying the recommended standardization of the application of cbt-based learning assessment in the school include; 1) the standards that have been formulated when compiling the school work program, one of the targets of which is cbt-based assessment learning, begin with the preparation of existing facilities and infrastructure, both in the use of computers and laptops in the computer lab and in strengthening the internet network in each class. the active role of the teachers is indeed a determining factor in the application of this system; the more disciplined they are in preparing questions and sending grade-processing questions, the faster and more successful this program is. apart from the teaching staff factor, another factor that makes it vital is the addition of ict teachers who understand the software and hardware supporting this cbt. 2) considering that this school is already in its second year of using digital report cards (rdm), then it is already a realistic target that all teachers who teach in tenth grade and eleventh grade must be proficient and accustomed to using the application. students view 01 there are three statements; 1) the cbt exam process that was held last semester helped students work on the final semester in modern, but it didn't go well enough. however, the website page that was originally agreed to be used as the cbt exam subject to change. second, the strengths of cbt: it is able to help the students in doing the final examination using technology, it also can reduce the waste of paper, and can prevent cheating by students because when students want to open a new tab, it will automatically exit the question work page. in fact, there are some disadvantages: lots of errors, especially in loading an image. sometimes there is experience about delays in loading questions, so the students need to refresh the page many times. 5 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 thirdly, the application of cbt in last final exam was quite well and helped students to answer the questions efficiently, but the network in unpredictable. hopefully, next midterm using cbt test there is a better signal or network. students view 02 the first description is last cbt exam process went smoothly, but on the first and second day, there were several problems, and in the end the exam was postponed an hour. however, on the third day and next day, the exam was comfortable. however, sometimes there is a trouble in logging in. the advantage of this exam is that it can make students more time-disciplined because the exam page will automatically finish when the specified amount of time is met. in addition, this also reduces the culture of cheating, which is often done by students because the order of questions has been randomized between students. the drawback is that the test page often comes out if the cell-phone screen accidentally turns off. this put us in a bit of a rut, having to go back and forth asking for tokens from the supervisor. in addition, a network that is not good enough often makes questions unable to be shifted, and spends a lot of time on just a few questions. finally, pictures often don't appear, and that takes up a lot of students' time because they have to wait for the pictures to appear, especially in arithmetic subjects (mathematics, chemistry, and physics). the last, the implementation of cbt in class is quite good. but in the future, please try to improve the picture quality so that images can appear in each question properly and there are not some mistakes in writing questions and answer options. in addition, hopefully, in the next moment, the network can be better so that students are more comfortable answering the questions. based on the cbt team view, although the complexity of cbt implementation, the preparedness of the team was extremely great. from the school view, the cbt program was planned some years to get the best implementation. the students view seems they are exiting and engaged to join the next cbt. the students need to complete the exam appropriately hence the risk of technical failure should be anticipated regarding to the necessitates of good protocols. thus, there are some surprising views from students that they support about the school discipline such as the time management, the honesty, and no opportunity in cheating on the test. thus, this result modifies the existing studies that cbt has some benefits (boevé et al., 2015; mason & andrews, 2014; tseng et al., 2023) even though there are some following notes. conclusion from the result above can be concluded that the summative assessment using cbt processes through a variety of activity procedures, such as simulating, implementing, and overseeing evaluations, as well as processing data and using evaluation results. the school should be adapted and be anticipated because cbt have some advantages and a few of disadvantages. the most important point is the school should pay attention to student needs and readiness in all forms is a technique used in learning evaluation using cbt. recommendation for the other school which want to do cbt test this research indicates that more training and sufficient opportunity practice should be increase both for teachers and 6 students. for further studies the researchers recommend to observe the psychological aspect of the implementation cbt among students such as motivation and anxiety. acknowledgment the researchers would like to gratefully acknowledge the rector, director and the vice director of post graduate program, head of english department magister program, all lecturers of salatiga state university, the research site, and the participants for the support and grant gave in conducting this research. reference afriadi, b., & dudung, a. (2021). evaluation of teaching skill practice programs, in the state university education development institution jakarta. 7(2). https://doi.org/10.21009/jisae bloom, t. j., rich, w. d., olson, s. m., & adams, m. l. (2018). perceptions and performance using computer-based testing: one institution's experience. currents in pharmacy teaching and learning, 10(2), 235–242. https://doi.org/10.1016/j.cptl.2017.10.015 boevé, a. j., meijer, r. r., albers, c. j., beetsma, y., & bosker, r. j. (2015). introducing computer-based testing in high-stakes exams in higher education: results of a field experiment. plos one, 10(12). https://doi.org/10.1371/journal.pone.0143616 green, a. (2013). washback in language assessment. international journal of english studies, 13(2), 39–51. https://doi.org/10.6018/ijes.13.2.185891 hosseini, m., abidin, m. j. z., & baghdarnia, m. (2014). comparability of test results of computer based tests (cbt) and paper and pencil tests (ppt) among english language learners in iran. procedia social and behavioral sciences, 98, 659–667. https://doi.org/10.1016/j.sbspro.2014.03.465 ismail, s. m., rahul, d. r., patra, i., & rezvani, e. (2022). formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill. language testing in asia, 12(1). https://doi.org/10.1186/s40468-022-00191-4 karibyan, a., & sabnis, g. (2021). students' perceptions of computer-based testing using examsoft. currents in pharmacy teaching and learning, 13(8), 935–944. https://doi.org/10.1016/j.cptl.2021.06.018 mason, e. c., & andrews, g. (2014). the use of automated assessments in internetbased cbt: the computer will be with you shortly. internet interventions, 1(4), 216–224. https://doi.org/10.1016/j.invent.2014.10.003 pawasauskas, j., matson, k. l., & youssef, r. (2014). transitioning to computerbased testing. currents in pharmacy teaching and learning, 6(2), 289–297. https://doi.org/10.1016/j.cptl.2013.11.016 piaw chua, y. (2012). effects of computer-based testing on test performance and testing motivation. computers in human behavior, 28(5), 1580–1586. https://doi.org/10.1016/j.chb.2012.03.020 7 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 tseng, w. y., hsiang-hua lai, e., wang, t. m., wang, c. y., lin, t. f., lin, l. d., & tsai, y. l. (2023). the multi-factor analysis of computer-based test scores in objective structured clinical examination of clerkship in school of dentistry, national taiwan university. journal of dental sciences. https://doi.org/10.1016/j.jds.2022.12.012 washburn, s., herman, j., & stewart, r. (2017). evaluation of performance and perceptions of electronic vs. paper multiple-choice exams. adv physiol educ, 41, 548–555. https://doi.org/10.1152/advan.00138.2016.-in zainal, z. (2007). case study as a research method. 24 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 the effect of option numbers on the item instruments of belief about mathematics for junior high school students toward the maximum reliability kisastro saragih kisastro.saragih@yahoo.com abstract this study aims to find out the effect of option numbers on the item instruments of belief about mathematics toward the maximum reliability. the method used was experimental method with one-way analysis of variants (anova) design 3x1. the population is all students of state junior high school in medan academic year 2014/2015. sampling was done by multi-stage random sampling in order to obtain a sample 1,050 students of three state junior high schools in medan. study hypotheses were tested using one way anova. study results conclude that: (1) the maximum reliability of the instrument of belief about mathematics with five options is higher than the maximum reliability of the instrument of belief about mathematics with four options and three options; and (2) the maximum reliability of the instruments of belief about mathematics with four options is higher than the maximum reliability of the instruments of belief about mathematics with three options. therefore, the more option numbers on the item instrument are, the higher the maximum reliability will be. keywords: belief about mathematics, option numbers, maximum reliability mathematics is an essential knowledge used to improve human resources. everyone must get in touch with mathematics in their jobs. in the application, mathematics is also regulated to be a students’ subject, it is the subject in junior high school for instance. in learning mathematics, students’ belief affects their learning process a lot. belief about mathematics is a students’ belief on that they could learn mathematics well. their belief contributes their better model and concept in learning mathematics (schoenfeld, 1992: 68). students’ model and concept in learning mathematics will be different if their belief is different one another. therefore, it is necessary to measure students’ belief about mathematics when they learn it. to measure the students’ belief about mathematics needs some instruments to determine their belief about it. the instruments will be used to collect the data. the instruments can consist of test and non-test instruments, but non-test instruments in likert scale will be used in measuring the belief. basically, likert scale consists of five options; they are very approved, approved, doubtful, disapproved, and very disapproved. but in this case, mueller (1986: 12) stated that some scale makers have seven options, and some others have four or five options (without any midpoints). therefore, likert scale can be modified only on the same base. this study uses scales with three kinds of option numbers; they are scales with three options, four options, and five options that are still based on likert scale. the measurement scale with three options has the model that is really closed to likert scale. both of the scales have a midpoint of the attitude but they are different in the option numbers, the measurement scale with three options has fewer options than likert scale. the measurement scale with four options has the model with four options that have no midpoints. and the measurement scale with five options is an original scale of likert scale that has five options with midpoints. choosing the option numbers definitely affects the quality of the instruments. and the quality of the instruments shows reliability and consistency from those instruments. the numbers of the available options will affect the instrument reliability levels. the 25 bigger numbers of the options will produce the higher instrument reliability levels, and the smaller numbers will produce the lower ones (mueller, 1986: 382). relating with reliability, both researchers and practitioners use uni-dimensional reliability more and they use alpha cronbach the most. but this study uses multidimensional reliability because the latent variables are used as the instrument variables. therefore, the compatible reliability is the multidimensional reliability, and in this case, it is a maximum reliability. thus, this study will analyze how big the option numbers affect the belief about junior high school mathematics toward the maximum reliability. the options in this study consist of five, four, and three option numbers which are compared with one another. in etymology, reliable means “andal”. and “andal” in indonesian formal dictionary means “trusted”. reliability in the measurement means that the result of the measurement will be trusted if it is repeatedly used to the measured objects. the result is always constant and never changed even it is repeatedly used to the measured objects. reliability refers to the scores the same person achieves when he is repeatedly examined with the same test on different situations or different equivalent items. in other words, reliability is the consistency of the measurement (anastasi dan urbina, 1997: 63; wiersma dan jurs, 1990: 155). a coefficient of the maximum reliability was introduced by li, rosenthal, dan ubin in 1996 which is an expansion of spearman-brown’s coefficient on k component. this coefficient is called a maximum coefficient because the estimations on reliability are based on a calculating combination for set of items in a linier explaining optimally the measurement construct. the estimations on reliability are carried out by correlating a linier combination (x) to its latent construct (ŋ). by using the algebra manipulation, this concept is finally reduced to be an equality to count the maximum reliability below (widhiarso, 2014).       k i i i k i i i 1 2 1 2 max 1      note: i  = standardized factor loading the … (i) indicator i  = error variance of the … (i) indicator according to oxford dictionary, belief is a power to feel that it is true; to believe that it is true. belief in indonesia language is “keyakinan” or “kepercayaan” (faith). belief or faith is not easy to identify, because someone’s belief is not the same as others’ belief even though they state that their beliefs on something are the same. it matches what matic (2014) stated that beliefs are highly subjective, and they change according to someone’s feelings. it shows that belief can change someone’s consideration, so belief that is changed is really possible to make someone change too. in other words, belief can change someone’s attitude toward something. mathematics is a subject everyone learns since they do not school yet until they are in a university. mathematics has a much closed relation to the daily life because it is 26 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 always available in every activity. in knowledge, mathematics has an important role because most of the philosophers’ backgrounds are from mathematics. students’ belief on mathematics is a self-condition in every student’s thought affecting them to think and learn the subject. schoenfeld (1992: 47) stated that students’ belief about mathematics is formed by students’ metacognition; it is stated so because learning mathematics depends on the logic thinking of the thought on mathematics itself; then it will affect students’ belief about mathematics toward the knowledge of mathematics in the facts. in learning mathematics, belief affects students in developing their knowledge. the higher students’ belief on mathematics subject is, the higher students’ result on that subject will be, and on the contrary, the lower students’ belief is, the lower students’ result will be. like schreiber’s statement by fatade and friends (2014) on students’ mathematics, that the students whose belief about the success on mathematics is high will get the higher result than the students whose belief about the success on mathematics is low. in doing the assessment and study, the researcher needs an instrument. the instrument is a tool to collect the data of the analyzed object. generally the instrument consists of two big components; they are test and non-test components. non-test components are an instrument to collect students’ data, and the data here is students’ affective. in non-test components, students are tending to choose answers or options about their personalities. non-test components are usually called scales. one of the techniques used the most in the scale measurement is likert scale, which is followed with five continuum responses showing attitude levels or feeling intensity from the felt statements (kirkendall, 1980: 382). it means that given statements and options represent respondents’ feeling and attitude. likert scale is a scale that can be used to measure someone’s or communities’ attitudes, opinions, and perceptions about an educational symptom or phenomenon (djaali dan muljono, 2008: 28). therefore, likert scale can measure attitudes, opinions, and perceptions whose statements and options touch respondents’ feeling and attitude so the respondents are expected to choose the options honestly. the statements of attitude scales certainly have options following the given statements. according to mueller (1986: 12), likert items use the category of responses or options that have an interval from very approved to very disapproved. it means that likert scale respondents are demanded to make a decision or to give an assessment on their attitudes. likert scale generally has five options given to respondents; they are very approved, approved, doubtful, disapproved, and very disapproved (naga, 2013: 61). as mentioned above, the option numbers in likert scale are usually five options. but mueller (1986: 12) stated that some scale makers use seven options, and some others use four or six options (without any midpoints). it means that the options in likert scale can be modified. method this study is carried out to the seventh grade in state junior high school 6 medan (smp n 6 medan), state junior high school 36 medan (smp n 36 medan), and state junior high school 4 medan (smp n 4 medan). this study is carried out in the even semester of academic year 2014/2015. this study is included to the experimental study with a one-way anova design or one-way anova 3 x 1. the design used in this study can be seen in this table. table 1. the instrument of belief about mathematics with anava one-way study design 27 5 options (x1) 4 options (x2) 3 options (x3) max 1.1 max 2.1 max 3.1 max 1.2 max 2.2 max 3.2 max 1.3 max 2.3 max 3.3 max 1.4 max 2.4 max 3.4 max 1.5 max 2.5 max 3.5 ... ... ... ... ... ... ... ... ... max 1.20 max 2.20 max 3.20 note: max1.x = maximum reliability value with five options max2.x = maximum reliability value with four options max3.x = maximum reliability value with three options a free variable in this study is the numbers of the test options for belief about mathematics. and the option numbers of belief about mathematics are three, four, and five test options whereas the banded variable is the coefficient value of the maximum reliability. the population in this study is all students of state junior high school in medan. the population reached in this study is all students responding the instruments of belief about mathematics. students given the instruments of belief about mathematics are all students of the seventh grade in three state junior high schools in medan. the number of the compared students filling the three instruments of belief about mathematics is 1050 students, and each instrument of belief about mathematics is filled by 350 students. the sampling technique in this study is multistage random sampling. to choose the school in district levels is also carried out randomly. the procedures in this study are: (1) three groups of the respondents are given the instruments of belief about mathematics with different option numbers; they are 350 students for five options, 350 students for four options, and 350 students for three options, (2) the results of students’ responses for the instruments are given the score, and (3) from the results of the numbers of the respondents in each group, 200 respondents are randomly taken in each group and then the coefficient of the reliability is counted, for instance the value of 1. after that, the data of 200 respondents will be returned again to the groups. the 200 respondents are randomly taken again, and the coefficient of the reliability is also counted, for instance the value of 2, this action will be carried out again and again until it is repeated for 20 times. therefore, the analysis unit in this study is the reliability coefficient instrument. the instruments used in this study are the instruments of belief about mathematics. result data descriptions consist of three groups; they are the group of reliability coefficient for the instruments of maximum belief about mathematics with five options, the group of reliability coefficient for the instruments of maximum belief about mathematics with four options, and the group of reliability coefficient for the instruments of maximum belief about mathematics with three options. 28 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 those three groups will be presented in the form of descriptive statistics in the picture of boxplot, so that data distribution, homogeneity, and data tendency will be identified well. it is shown on the picture below: picture 1. boxplot of the maximum reliability from the picture of boxplot above, we can interpret that the data distribution of reliability coefficient with three options is more homogeneous than the data distribution of reliability coefficient with four and five options; the data distribution of reliability coefficient with five options is more homogeneous than the data distribution of reliability coefficient with four options; the data distribution of reliability coefficient with five options is mostly collected in a low score so the data distribution of reliability coefficient is positive; the data distribution of reliability coefficient with four options is mostly collected in a low score so the data distribution of reliability coefficient is positive; the data distribution of reliability coefficient with three options is mostly collected in a high score so the data distribution of reliability coefficient is negative; the mean of reliability coefficient with five options is 0.88497, the mean of reliability coefficient with four options is 0.843895, the mean of reliability coefficient with three options is 0.82161; the variant of reliability coefficient with five options is 0.0004, the variant of reliability coefficient with four options is 0.001, the variant of reliability coefficient with three options is 0.0006. as the requirements to examine the inferential statistical hypotheses, examining the distribution of the normal and homogeneous data is carried out. examining the normality is carried out to identify that the samples are from the population with a normal distribution. in the data analysis of this study, the normality test of liliefors is carried out on the level of α = 0.05. to calculate the normality, the criteria of the test is accepting h0 if lcounting < ltable. it means that the data is from the population with a normal distribution. to calculate the normality of the reliability coefficient data for the instruments of belief about mathematics with five options shows that lcounting = 0.1319 whereas ltable on the level of α = 0.05 with the data number of 20 is 0.19. it means that lcounting < ltable. therefore, accepting ho means that the data is from the population with a normal distribution. to calculate the normality of the reliability coefficient data for the instruments of belief about mathematics with five options shows that lcounting = 0.1406 whereas ltable on the level of α = 0.05 with the data number of 20 is 0.19. it means that lcounting < ltable. 29 therefore, accepting ho means that the data is from the population with a normal distribution. to calculate the normality of the reliability coefficient data for the instruments of belief about mathematics with three options shows that lcounting = 0.0656 whereas ltable on the level of α = 0.05 with the data number of 20 is 0.19. it means that lcounting < ltable. therefore, accepting ho means that the data is from the population with a normal distribution. the result of examining the homogeneity of the reliability coefficient groups for the instruments of belief about mathematics shows that  2 counting = 3.914 whereas  2 table on the level of α = 0.05 dk 2 is 5.591. therefore,  2 counting <  2 table. it means that the variant groups have a homogeneous data. examining the hypotheses of the study is carried out by one-way analysis of variants (anova) technique; it aims to identify the reliability coefficient difference between the instruments of belief about mathematics with five, four, and three options. the result of calculating data analysis of one-way anova test can be seen in the following table: table 2. one-way anova variant souces jk db rjk fcounting ftable (α = 0.05) note between 0.041 2 0.02066089 30.767 3.16 significant in 0.038 57 0.000672 total 0.079 59 based on the result of calculating one-way anova, it shows that fcounting = 30.767 whereas ftable with db the numerator of 2 and the denominator of 57 on the level of α = 0.05 or ftable (0.05; 2.57) is 3,16. therefore, fcounting > ftable. it means that there is an average difference of the reliability coefficient value for the instruments with five, four, and three options. so, it is continued with examining tukey, and this examining aims to identify which group is higher. based on the tukey test of the reliability coefficient for the instruments of belief about mathematics with five and four options, it shows that qcounting = 7.08 whereas qtable = 3.406. so, qcounting > qtable. therefore, h0 is rejected. it means that there is an average difference of the reliability coefficient value for the instruments of belief about mathematics with five and four options. the average of max1 = 0.88497 whereas the average of max2 = 0.843895. it means that the reliability coefficient for the instruments of belief about mathematics with five options is higher than the reliability coefficient for the instruments of belief about mathematics with four options. based on the tukey test of the reliability coefficient for the instruments of belief about mathematics with five and three options, it shows that qcounting = 10.93 whereas qtable = 3.406. so, qcounting > qtable. therefore, h0 is rejected. it means that there is an average difference of the reliability coefficient value for the instruments of belief about mathematics with five and three options. the average of max1 = 0.88497 whereas the average of max3 = 0.82161. it means that the reliability coefficient for the instruments of belief about mathematics with five options is higher than the reliability coefficient for the instruments of belief about mathematics with three options. based on the tukey test of the reliability coefficient for the instruments of belief about mathematics with four and three options, it shows that qcounting = 3.84 whereas qtable = 30 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 3.406. so, qcounting > qtable. therefore, h0 is rejected. it means that there is an average difference of the reliability coefficient value for the instruments of belief about mathematics with four and three options. the average of max2 = 0.843895 whereas the average of max3 = 0.82161. it means that the reliability coefficient for the instruments of belief about mathematics with four options is higher than the reliability coefficient for the instruments of belief about mathematics with three options. discussion the result of this study shows that there is a difference between the instruments of belief about mathematics with different option numbers; they are five, four, and three option numbers. the difference of the varied belief option numbers affects the difference of the reliability. thus, the more the option numbers are, the higher the variants will be and the higher the variants are, the higher the reliability coefficients will be. it matches things siti muslihah hadi (2013) found; they are (1) there is an effect on the numbers of response categories toward the reliability of mathematics instruments, (2) the reliability of mathematics disposition instruments with seven response categories is higher than the reliability of mathematics disposition instruments with five response categories, (3) the reliability of mathematics disposition instruments with seven response categories is higher than the reliability of mathematics disposition instruments with four response categories, (4) the reliability of mathematics disposition instruments with six response categories is higher than the reliability of mathematics disposition instruments with four response categories. it means that the more the option numbers are, the higher the instruments of the reliability coefficients will be. it matches what mueller stated from guilford’s statement (1986: 386) that the reliability will increase if the option numbers increase. in this study, it is found that there is no significant effect in using the midpoint choice. it can be seen from the difference between the mean reliability with the midpoints (three and five options) and the mean reliability without the midpoints (four options). the mean of five options = 0.88497, the mean of four options = 0.843895, and the mean of three options = 0.822. thus, there is no decreasing significant reliability coefficients by using the midpoint options, it is different from what rungson stated (2010: 399) in his invention that an options with the midpoint options will affect the variants, the variants are smaller because respondents will have more midpoints and they do not have to read or think the instruments they fill. therefore, the reliability will decrease. conclusion the average of the reliability coefficients for the instruments of belief about mathematics with five option numbers is higher than the reliability coefficients for the instruments of belief about mathematics with four option numbers. the average of the reliability coefficients for the instruments of belief about mathematics with five option numbers is higher than the reliability coefficients for the instruments of belief about mathematics with three option numbers. the average of the reliability coefficients for the instruments of belief about mathematics with four option numbers is higher than the reliability coefficients for the instruments of belief about mathematics with three option numbers. thus, the more the option numbers are, the higher the reliability of the instrument will be. reference 31 anastasi anne dan susan urbina. tes psikologi, terjemahan robertus h. imam. jakarta: pt prenhallindo, 1997. djaali dan pudji muljono. pengukuran dalam bidang pendidikan. jakarta: grasindo, 2008. fatade, alfred o., abayomi a. arigbabu, mogari david, dan adeneye a. “investigating senior secondary school students beliefs about further mathematics in a problem based learning context.” bulgarian journal of science and education policy (bjsep). http://bjsep.org/getfile.php?id=153 (accessed on november 19, 2014). kirkendall, don r., joseph j. gruber, dan robert e. johnson. measurement and evaluation for physical educators. california: brown company publisher, 1980. matic, ljerka jukic.” mathematical knowledge of non-mathematics students and their beliefs about mathematics.” mathematics education, 2014, 9(1), 13 24. http://web.a.ebscohost.com/ehost/pdfvie wer/pdfviewer?vid=6&sid=60dc4678-b2a6-43ee-a7bb1fb12656b52f%40sessionmgr4003&hid=4207 (accessed on november 19, 2014). mueller, daniel j.measuring social attitudes. new york: teachers college, 1986. naga, dali santun. teori sekor pada pengukuran mental. jakarta: pt naga rani citrayasa, 2013. rungson, chomeya. “quality of psychology test between likert scale 5 and 6 points.” journal of social sciences. http://thescipub.com/pdf/jssp.2010.399.403.p df (accessed on november 28, 2014). schoenfeld, alan h. “learning to think mathematically: problem solving, metacognition, and sense-making in mathematics.” didalam handbook for study on mathematics teaching and learning, editor. d. grouws (new york: macmillan, 1992). siti muslihah hadi. “perbandingan banyak kategori respon terhadap reliabilitas instrumen disposisi matematika.”tesis, pps universitas negeri jakarta: 2013. widhiarso,wahyu.”koefisien reliabilitas untuk pengukuran multidimensi.” http://elisa1.u gm.ac.id/files/wahyu_psy/zb38uyzu/widhiarso%20 %20koefisien%20reliabilitas %20untuk%20pengukuran%20multidimensi.pdf (accessed on november 23, 2014). wiersma, william dan stephen g. jurs.educational measurement and testing. boston: allyn and bacon, 1990. http://bjsep.org/getfile.php?id=153 http://thescipub.com/pdf/jssp.2010.399.403.pdf http://thescipub.com/pdf/jssp.2010.399.403.pdf http://elisa1.ugm.ac.id/files/wahyu_psy/zb38uyzu/widhiarso%20-%20koefisien%20reliabilitas%20untuk%20pengukuran%20multidimensi.pdf http://elisa1.ugm.ac.id/files/wahyu_psy/zb38uyzu/widhiarso%20-%20koefisien%20reliabilitas%20untuk%20pengukuran%20multidimensi.pdf http://elisa1.ugm.ac.id/files/wahyu_psy/zb38uyzu/widhiarso%20-%20koefisien%20reliabilitas%20untuk%20pengukuran%20multidimensi.pdf 48 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 evaluation of field job p ractice implementation program for the student is state vocational high school 1 jakarta hawa liberna program studi pendidikan matematika, ftmipa, universitas indraprasta pgri jakarta. email: liberna_h@yahoo.com abstrak implementation of hammond model in evaluation of field work practice program of state vocational high school 1 jakarta. the purpose of this study is to evaluate how the implementation of a program that has been selected in accordance with the purpose of information and implementation of a policy to take a decision. this research is taken one example of hammond model implementation in hammond model program evaluation one of program evaluation model that can help change learning to be better seen from 3 aspects that is learning, behavior, and institution. this hammond program evaluation is a very helpful evaluation of the implementation of an existing school program for the better, in terms of these three aspects. in this research, the researcher evaluates the field work practice program in stmn i jakarta which has been running for more than 3 years and after the researcher conducted the research at state vocational high school i many inputs from the researcher about the 3 aspects. and as an acceptable result is the implementation of field work practices in vocational secondary school 1 will change its implementation in the first semester ix in the semester v. because in the semester ix students sufficient knowledge to follow the implementation of field work practices in the field to be better and competence. keywords: hammond model, evaluation of field work practice program, 3 cube dimensions of evaluation. vocational high school as an integral part of the education system in indonesia plays an important role in improving human resources, especially in preparing middle workers. vocational high school is an educational institution in the field of technology that prepares middle-level workers. this is in accordance with the indonesian law on national education system that "vocational education is a secondary education that prepares students primarily to work in a particular field. in accordance with the purpose of the vocational high school, the graduate of vocational high school technical skills program image is expected to master the technical drawings both in theory and practice in order to compete in the application of knowledge obtained in accordance with their field in the field of work. vocational high school as one of the national education subsystem, has a very important position in the function of preparing skilled labor to support the national education system. the effort to prepare skilled manpower according to the needs of business and industry is approached through the "link and match" policy is the implementation of field work practice activities. the field work practices implemented have several objectives: (1) increasing knowledge of students in technology and industry. (2) increase the competence (skill) of students in accordance with the competence of expertise. (3) train students to have a high work ethic and work motivation. train students to have initiative and creativity in performing their duties in the industrial world. based on the above description, one of the most important basic skills in employment for smk graduates of the image and building engineering skills program is the ability to draw buildings. in the second semester students of grade xi state vocational high school 1 jakarta must perform street vendors or conduct field work experience. field work experience or field practice experience was conducted in class xi period 2. 49 this policy requires both parties from the school and the field work together to develop the concept, it is intended that there is a suitability between school and the field. the conformity is intended to ensure that the competencies gained by students in the school is a required competence in employment in conveying technological progress to the school side to synchronize between the world of work in the field with the world at school. this policy is operationalized in the form of implementation of practical work in the field. to implement pkl (field job practice) in accordance with the vision of the school mission, each year sends the building materials engineering student xi class 2nd period for practical work for 4 months. however, in practice the work of this practice is still not as expected and the purpose of the program. until now there are no institutions or individuals who examine specifically the impact of the implementation of the program street vendors, both the impact on alumni themselves and the impact on the work on the field. based on the results of interviews with the field and preliminary observations, practical work image skills program and building smkn 1 jakarta less well. this can be seen from the following indications: (1) planning of field work that should be arranged jointly between the school and the field is not working properly and in fact only implemented unilaterally by the school without interference from the field. (2) in the implementation of street vendors, students are less armed with competence in their field of expertise, because the implementation of street vendors starts class xi semesters 5 and 6 so that many students are less in the field. (3) monitoring conducted by supervisor is only limited to checking the presence of students in the field. (4) after carrying out practical work not all the expected competencies are achieved. (5) the existence of a couple institution is only limited to being a student practice place to carry out street vendors, this is evident from the tracking of the workforce on alumni only a few students work in companies. institution smkn i jakarta should have started to conduct a comprehensive evaluation of the program street vendors. as a form of school accountability to all the success of teaching and learning process in school. it is viewed from the purpose of street vendors can be said that through practical work activities in the field students are prepared to become a skilled workforce as well as professionals in the field. pkl assessment involves assessing the process and results of the students' work while in the field covering aspects of reaction, institution, interaction, behavior and result. this assessment mainly contains how to determine the level of student success in mastering skills and behavior during street vendors. the guidelines for the implementation of street vendors as stated in the curriculum of the program of image and building engineering skills include assessors, assessed aspects, and assessment criteria. according to the curriculum program expertise of drawing and building engineering the guideline for the implementation of the assessment becomes the full authority of the field during the implementation of the street vendors. schools only accept the results of the assessment from the field to then be converted to related subjects. at the end of the street vendors, students will get results in the form of achievement value. the achievement is to recognize the ability possessed by students from the results of development in the field, namely: technical aspects is the level of mastery of students' skills in completing the work (productive ability). non technical aspect is the attitude and behavior of students during the business world and the industrial world that involves among others discipline, responsibility, obedience, and so forth. 50 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 in this evaluation will examine the implementation of pkl programs in relation to education in the program of image and building engineering skills. this research is an evaluative study by using model of hamond at smkn 1 jakarta program of image and building engineering. method implementation of evaluation pkl smk negeri 1 jakarta begins with a study mid-june 2016. to conduct surveys and monitoring of the implementation of field work practice (pkl) to the field. collecting observation data, the necessary interview later for the smooth evaluation of the job training program (pkl) students in smkn i jakarta. the approach used in this research is qualitative research approach. the research method used in this research is the hammond model method. please note, that the subject of research in the description of research results above are students of smk negeri 1 jakarta force 2015/2016 who have implemented street vendors. therefore, it is important to study further through evaluative research on the evaluation of pkl smk n 1 jakarta's program for students who are an integrated part of the pkl's competence. this evaluation will examine the implementation of the field work practice (pkl) program in relation to education in the image and building engineering program. this research is an evaluative study using kirkpatrick and hamond model in smkn 1 jakarta image and building engineering expertise program. by applying a combined model of kirkpatrik and hammond. the kirkpatric model is used to determine effectiveness. both of these evaluation models combined are expected to develop very detailed evaluation questions from the dimensions of the field work practice (pkl) program with each other. in relation to that evaluation is not only aimed at collecting data, analyzing and presenting it, but giving input to the implementation of street vendors in order to improve the street vendors for smkn 1 jakarta in the future, in order to produce alumni in accordance with the needs of agencies (work units). here are the evaluation criteria of smk negeri i jakarta field work practice program: table 1. evaluation criteria of field job practice program (pkl no. aspect component evaluation indicator criteria 1 institutio ns a. participants pkl pkl evaluating requirements that must be filled in writing and clearly by participants pkl  participants who have met persyaratn pkl pkl to enclose the entire file requirements pkl b. administratio n evaluating administrative requirements that can support the ongoing street vendors street vendors in the field  participants of street vendors who have met the requirements to enclose the entire file pkl pkl requirements 51 no. aspect component evaluation indicator criteria c. community relations of cooperation between the guidance counselor at the school and on the field  cooperative relationship between the tutor in the field for the betterment of the participants' activities in the field of street vendors 2 instructio n a. organization evaluate the availability of relevant organizations and schools; teachers in accordance with the competencies that will help the process of implementation in the field of street vendors  an institute of teachers in schools, in accordance with the competencies that will help the process of implementation in the field of street vendors b. method evaluating the right method that draws on the experience of learning that has been planned and written to assist the implementation of street vendors  evaluation questionnaire method c. media evaluate the availability of appropriate media to support the implementation of street vendors in the field  evaluation of media observation autocad 3 behavior a. cognitive psychomotor knowledge test after carrying out street vendors in the field  information psychomotor knowledge assessment tests after the students carry out street vendors in the field 52 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 no. aspect component evaluation indicator criteria b. affective evaluating the behavior that can be shown to participants after completion melaksanakn street vendors street vendors in the field  measuring behavior can be shown to participants after completion carry out street vendors street vendors in the field c.psikomotorik evaluate test residential building simple picture complete  measure assessment test component applications simple drawings of residential buildings results 1. aspects institution: mechanical collection of information by analyzing administrative documents that must be fulfilled by the participants of field work practice (pkl), letter of submission of candidates work practice (pkl), this must be filled and completed by participants work practice (pkl) and unknown by: head of expertise program, guardian class, professor bk / bp, the candidate work practice (pkl) table 2. instrument institution (pupil) respondents participants students work practice (pkl) category frequency percentage very unsatisfactory 0 0% not satisfactory 2 3:39% neutral 11 18.64% satisfy 44 74.58% very satisfactory 2 3:39% based on the conclusions of the questionnaire has been filled 59 participants job training (pkl), the analysis of the results table as follows: sequentially argue about the student gave a positive response with a satisfactory answer for 93.22% (55 respondents who answered satisfactorily from 59 the number of participants work practice (pkl). analysis journal, in the journal there are some participants performance sheet work practice (pkl) which must be filled in and be known bycounselors at the school and in lapangan.jurnal activity in the industrial practice of school counselors know pembmbing in school and on the field and the deputy head of the pr department of the industry. table 3. analysis instrument institution (society) category frequency percentage very unsatisfactory 0 0% not satisfactory 0 0% neutral 2 3:39% 53 satisfy 57 96.61% very satisfactory 0 0% the highest pesentase visible on the question of the involvement of students following the field work practice (pkl) in the field is helping needs of the workforce in the field and give a positive response with a satisfactory answer for 96.61% (57 respondents who answered satisfactorily than 59 the number of participants field work practice (pkl). 2. aspects of instruction (education):availability of the organization in this regard is the teachers who are competent in the field according to their expertise. it is important to help students, to guide work practice (pkl), to determine which documents are appropriate teachers to their expertise of researchers conducted a survey to administration (tu) smkn 1 jakarta to get a list of teachers at smk i jakarta neighborhood. table 4. analysis aspects of instruction (organization) category frequency percentage very unsatisfactory 0 0% not satisfactory 0 0% neutral 3 5:08% satisfy 56 94.92% very satisfactory 0 0% of the 59 students who have participated in field work practice (pkl) in the academic year 2015/2016 which has filled angkett about intruction aspects of the organization, the researchers concluded that, of the six questions presented on the average organization gave a positive response. the highest percentage seen on the question of, role of teachers and counselors in the field in field work practice program (pkl), and give a positive response with a satisfactory answer for 94.92% (56 respondents who answered satisfactorily than 59 the number of participants work practice (pkl), table 5. analysis aspects of instruction (method) category frequency percentage very unsatisfactory 0 0% not satisfactory 0 0% neutral 3 5:08% satisfy 56 94.92% very satisfactory 0 0% the highest percentage seen on the question of, conformity method with exercise / assignment and give a positive response with a satisfactory answer for 99.92% (59 respondents who answered satisfactorily than 59 the number of participants work practice (pkl). 3. aspects of behavior evaluation results: knowledge of psychomotor participants work practice (pkl) in the preparation of field work practice (pkl) in the field. cognitive behavior that will be prepared for the activities of field work practice (pkl) is a cognitive psychomotor. mechanical informing participants psychomotor knowledge field work practice (pkl) is: to provide knowledge questionnaire psychomotor in the implementation of this cognitive aspect, researchers review the aspects of cognitive psychomotor and yes satisfactory results. behavior that can be shown participant work practice (pkl) after completed the field work practice (pkl) 54 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 in the field, the assessment is contained in the journal personality value. implementation of field work practice (pkl) at smk i jakarta, that during the execution of field work practice (pkl) is set at smk i jakarta has achieved good cooperation between the school and enterprises concerned. it is characterized by the existence of an agreement or memorandum of understanding (mou). translation of an assessment of the achievement or success of the program field work practice (pkl) at smk i jakarta, in achieving the goals that have been set, it can be seen from the list of searches graduate students of smk i jakarta, particularly the majors program engineering picture building work in related companies conclusions resources of the syllabus used in smk negeri 1 jakarta is a competency-based syllabus of curriculum 2013. from penulusuran that has researchers get the use of the syllabus at smk negeri 1 jakarta have obeyed the rules. all take advantage of the existing syllabus in curriculum 2013 has been implemented in terms of making the rpp, the processing of the learning activities, the provision of learning resources, and the development of research systems. all have been run well in smk negeri 1 jakarta. then of resources that have been made lesson plan that relies on a syllabus that had been used earlier. all-making lesson plans, learning activities processing, and development assessment system. rpp has been set in referring to the syllabus used in the curriculum, 2013. assessing goal praketk progra field work in memebuhii requirements pkl participant document analysis results based on the requirements of the participants pkl researchers documents that it meets the requirements analysis yng procedure has been established from the institution. administrative resources to researchers analysis to determine the participants who will carry out street vendors practice fields. participants work practice (pkl) must fulfill the administration issued by the institute of street vendors in the schools. analysis of the questionnaire about the student's progress to the researchers conclude that the answers to get a positive response satisfactory, which means that the response from the public was very memuskan to be invited cooperation for the advancement of the implementation of street vendors. book document student progress is reported for students pkl falls spaciousness. existing activities in the field entirely included into the book of student progress. the book of student progress is also very helpful in the process of communication between school counselors and mentors from the field. the book of student progress is also assist students in reporting all activities that have been done in the field. analysis of the organizational aspects of instruction, availability of relevant organizations / schools; teachers in accordance with the competencies that will assist in the implementation of street vendors in the field. then the source of information about the document method, the proper method that draws on the experience of learning that has been planned and written to assist the implementation of pkl is already done. according to the analysis that the researchers can conclude that the method adopted for debriefing, pkl implementation is compliant with the existing competence. pkl participants can accept the teaching and learning process in the classroom, particularly the field of study of building image receives instruction in accordance with the needs on the ground and the method used was in conformity with the theory presented. 55 analysis of psychomotor in the face of this it can be concluded that hasilya pretty good. the participants are always given tests psikomorotik every face, so that the results of questionnaire analysis psychomotor knowledge to researchers concluded that participants pkl gave a positive response on the test that it provides. the participants obtain satisfactory results therefore researchers consider that in the future the participants prepared melaksanakn street vendors street vendors in the field. sources of information affective, behavioral analysis that can be shown in schools pkl participants in the implementation of street vendors in the field. namely, through the practice assessor book, the book is a practical assessment report submarine kegatan participants fulfilling their vendors street vendors in the field. all the work that has been carried out is recorded in the book as a practical assessment of assessment materials for the students carry out street vendors in the field. evaluation of behavior that indicated the participants after completion of the field to carry out street vendors with their certificates. pkl certificate is a sign that students have been carrying out street vendors. this certificate is listed ratings for the participants do street vendors in the field as described in the discussion. resources psychomotor aspects of the analysis, the analysis of aspects of the preparation of students in the field psikomorotik in doing building work is to analyze the residence. in testing the ability of the ability to draw participants pkl then given a test sheet simple drawings of residential buildings. students are asked to make drawings, the picture looks, image snippets and image detail. here the ability of students were tested to where psychomotor abilities of students in the drawing. the results of the assessment of the investigators' analysis showed that students memuskan appreciable results. within the meaning of students were able to complete the simple dwelling house engineering drawings. then the questionnaire analysis to researchers conclude from the assessment of the program's objectives of cognitive, affective, and psychomotor psychomotor knowledge in the form of analysis of a total of 39 questions were undertaken by 59 participants of street vendors, the results show quite satisfactory appraiser. that is, the participants pkl was able to somewhat master the psychomotor knowledge for the provision of street vendors resources that result from the street vendors assess the program's objectives and institutional aspects of the reaction. intruction and behavior, namely the memorandum of understanding (mou), and employment searches. memorandum of understanding (mou) is a form of cooperation by the institutions and the industry. the purpose of the memorandum of understanding (mou) to develop this competency work practice (pkl) in applying his knowledge memorandum of understanding (mou) is a form of cooperation of companies that have cooperated for a certain period means've seen the progress of the participants pkl as well as the seriousness of the participants pkl daalam run the job on the field. memorandum of understanding (mou) is a form of the seriousness of the participants pkl pkl in carrying out work in the field with the aim to develop competencies. memorandum of understanding (mou) can be seen the application into labor search the alumni. labor search is very helpful party institutions to evaluate the presence of the participants of street vendors who have graduated from smk negeri 1 jakarta. as a rule of motivation younger class. references abdus sattar, 2011. training and development strategy and its role in organizational performance. journal of public administration and governance: vol. 1, no. 2 56 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 bada haryadi, 2000. competence students of smk in component cost estimating building. journal of research and evaluation: no. 2, year ii djudju sudjana, 2008. evaluation of school education program. bandung: youth rosdakarya. hammond, robert l, 2001. loval level evaluation at the us department of health, education and welfare office of education. tucson, arizona: project epic, ismail yuksel, 2010. how to conduct a qualitative evaluation program in the light of eisner's educational connoisseurship and critisme model. turkish online journal of qualitative inquiry. lubis grafura, ari wijayanti, 2014. appropriate education curriculum implementation strategy study, 2013 in smk. jakarta: pustaka achievement ms. pallavi, p. kulkarni, 2013. a literature review on training & development and quality of work life. journal of arts, science & commerce: vol. iv, issue 2. raja abdul ghafoor khan, furqan ahmed khan, muhammad aslam khan, 2011. impact of training and development on organizational performance. global journal of management and business research: vol. 11 issue 7. soewarni, labor 2012.kemampuan smk. yogyakarta. wirawan, 2011.evaluasi theory, models, standards, applications, and professional jakarta: king grafindo persada. law of the republic of indonesia no. 20 of 2003 on national education system.bandung, article 1, paragraph 12. 15 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 9 no 1 (2023) website : http://journal.unj.ac.id/unj/index.php/jisae implementation of diagnostic assessment as one of the steps to improve learning in the implementation of the independent curriculum kezia novrina natasari1, sebelas maret university a.g thamrin2, sebelas maret university budi tri cahyono3, sebelas maret university abstract diagnostic assessment is one of the evaluation functions carried out to obtain information on students' strengths and weaknesses, which is used as a basis for planning learning according to student circumstances. this study aims to determine the application of diagnostic assessment in the independent curriculum. the method used is a documentary study, where information is obtained from official government documents and articles from the school's website. then the information obtained is analyzed descriptively and qualitatively to obtain information that follows the purpose of the study. the results of this study show that this diagnostic assessment is carried out at the time before planning learning. the assessment is conducted using interviews, written tests, and previous learning outcomes. this article will present more in-depth information on the results and discussion. keywords: assessment, diagnostic, independent curriculum, implementation address for correspondence: 1 kezianovrina14@student.uns.ac.id. two agtamrin@staff.uns.ac.id three buditricayono@staff.uns.ac.id introduction in law no.20 of 2003, chapter 1 article 1, paragraph 19, the curriculum is a set of plans and arrangements regarding the objectives, content, learning materials, and methods used as guidelines for implementing learning activities to achieve specific education. currently, the curriculum is seen as any activity that can support educational success, either directly or indirectly (hamalik, 2015). curricula considered necessary for educational success must be evaluated innovatively, dynamically, and periodically following the time and science and technology, as well as the competencies needed by the community and graduate users (berlian, solekah, & rahayu, 2022). since indonesia's independence, the curriculum has been evaluated and undergone various changes, including policies in curriculum changes (alhamuddin, 2014). until 2019, the curriculum has been developed and changed up to 12 times (insani, 2019; mufidah, 2018). at this time, a curriculum change has been made from the 2013 curriculum to the independent curriculum, so the curriculum has developed and changed 13 times. this change aims to ensure that the learning process is improving and following the current era. the independent curriculum is currently a policy of the ministry of education, culture, research, and technology to recover from the learning crisis after the covid-19 pandemic during 2022-2024, which will be reviewed in 2024 based on evaluations during the learning recovery period (kemdikbud, 2022b). there are several developments and changes in the independent curriculum, one of which is in http://journal.unj.ac.id/unj/index.php/jisae mailto:kezianovrina14@student.uns.ac.id mailto:agtamrin@staff.uns.ac.id mailto:buditricayono@staff.uns.ac.id 16 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 the assessment that will be carried out. assessment in the independent curriculum includes a development/addition of diagnostic assessment from what was previously only formative and summative assessment (angga, suryana, nurwahidah, & hernawan, 2022). the three assessments must be listed in the independent curriculum teaching module (firmanzah & sudibyo, 2021; kemendikbud, 2021). at the beginning of learning in the independent curriculum, there must be an assessment diagnostic (berlian et al., 2022; kemdikbud, 2022a). diagnostic assessment aims to identify learners' competencies, strengs, and weaknesses. the results can be used for guidance in planning according to the learning needs of learners (suryadi & husna, 2022). in addition to identifying student competencies, diagnostic assessment also aims to obtain information related to family background, learning readiness, learning motivation, student interests, and other factors in a student that can be used as consideration in planning learning under certain conditions (kemdikbud, 2022c). adjusting learning to students' conditions is crucial to achieving optimal learning outcomes (zhu & liu, 2020). diagnostic tests are one of the evaluation functions that require higher procedures and competencies from teachers as evaluators (koroh, lao, tari, & liufeto, 2022). therefore teachers need o know diagnostic principles and skills. teachers are usually not trained to perform diagnostic functions (nurlaelina, 2018). only a few teachers have mastered compiling diagnostic test item assessment and analysis instruments (sayekti, 2022; supriyadi, lia, rusilowati, isnaeni, & suraji, 2022). based on the background described, the researcher wants to examine how this diagnostic assessment is carried out in this independent curriculum. it is hoped that this study will obtain information about the application of diagnostic assessment in the independent curriculum in the field. independent curriculum independent curriculum is a curriculum with diverse extracurricular learning where the content will be more optimal so that students have enough time to explore concepts and strengthen competence, as well as include projects to strengthen the profile of pancasila students (angga et al., 2022). the independent study curriculum is designed and implemented to overcome the learning crisis due to exceptional circumstances, namely the covid-19 pandemic (kemdikbud, 2022b). the implementation of the independent curriculum is not carried out directly for all schools. the government provides options for schools to implement and develop which curriculum is appropriate to use according to each school's needs and context (berlian et al., 2022; kemdikbud, 2020d). the provision of the right curriculum selection obs also aims to facilitate the process of gradually changing the national curriculum and give time to all elements of education to adapt to this new curriculum (kemdikbud, 2022b). assessment in the independent curriculum assessment is an activity to collect information about student learning processes and outcomes systematically and continuously in order to take information about curriculum and programs, educational policies, learning processes, and student grades based on specific criteria and considerations (nasution, 2022). based on the learning and assessment guide (2022), assessment is the process of collecting and processing information to find out the needs, developments, and achievements of student learning outcomes (kemdikbud, 2022c). in the learning and assessment guide (2022) there are 5 principles of independent curriculum assessment (kemdikbud, 2022c), namely: 17 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 1) assessment is an integrated part of the learning process, facilitation of learning, and provision of hyrealistic information, as feedback for educators, learners, and parents/guardians can guide them in determining the next learning strategy, 2) the assessment is designed and carried out in accordance with the function of the assessment, with the flexibility to determine the technique and timing of the assessment implementation in order to effectively achieve the learning objectives, 3) assessments are designed in a transparent, proportionate, valid, and reliable manner to explain learning progress and determine decisions about next steps, 4) the report on the learning progress and achievements of learners is simple and informative, providing useful information about the character and competencies achieved as well as follow-up strategies, 5) the assessment result are used by students, educators, education staff, and parents as reflection material to improve the quality of learning. according to its fuction, the assessment in the independent curriculum (2022) is divided into 3 types (kemdikbud, 2022d; kurka, 2022), namely: 1) assessment as learning, 2) assessment for learning, 3) assessment at the end of the learning process (assessment of learning) based on the principles and fuctions of the assessment that have been mentioned, in this independent curriculum there are 3 assessment that need to be carried out (kurka, 2022), namely: 1) diagnostic assessment includes assessments for the learning process carried out by aducators before compiling learning to know and understand students. 2) formative assessment includes assessments for the learning process and as a learning process. as an assessment for the learning process, formative assessment aims to determine the readiness of the students to learn the teaching material and achieve the planned learning objectives. meanwhile, as an assessment as a learning carried out during the learning process, it aims to find out the development of students and at the same time provide fast feedback. 3) summative assessment includes assessment for the learning process and assessment at the end of the learning process which aims to ensure the achievement of the overall learning objectives which are then used as a reference to design the next learning. diagnostic assessment diagnostic assessment is an assessment is carried out specifically to identify the competencies, strengths, weaknesses of student, so that learning can be designed according to student compencies and conditions (kemdikbud, 2020d). sulastri (2019) states that diagnostic assessments are carried out on an ongoing basis to monitor the process, progress, and improvement of results (sulastri, supriyati, & margono, 2019). diagnosis analysis is very important to be carried out in the independent curriculum in order to analyse the condition of students in a state of learning crisis after the current pandemic, which is then used to design appropriate learning (kemdikbud, 2022c). method the method used in this study is a documentary study with techniques to find information related to the development of research topics through news, official government document or websites, document used for diagnostic assessment by teachers, both teaching modules and/or diagnostic test instruments, which will then be compiled (connaway & radford, 2017). in this study, researcher collected official 18 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 document of the ministry of education and culture related to diagnostic assessment and its application listed on the school's website and result from other researcher. after the documents are collected, they are the analyzed descriptively qualitatively by being strengthened by other references relevant to the research topic, so that information will be obtained in accordance with the research objectives. results and discussion the independet study curriculum is one of the initiative programs of the minister of education and culture, mr. nadiem makarim, who wants to create a happy or pleasant learning atmosphere without burdening educators or students with high achievement in the form of score scores or minimum completion criteria (marisa, 2021). therefore, one of the main points of the new policy that has been conveyed by nadiem makarim in jakarta, december 11, 2019 to the heads of provincial, district/city education offices throughout indonesia is to abolish the national examination (un) and replace it with a minimum competency assessment and character survey which are both part of the diagnostic assessment (nasution, 2022). various socioeconomic conditions, access to technology, and learning styles can affect the process and learning outcomes of students to vary as well, so arsinah argues that it is necessary to conduct diagnostic assessments by teachers at the beginning of the new school year, before starting to enter the discussion of the material (firmanzah & sudibyo, 2021; kemdikbud, 2020e). diagnostic assessment is an assessment that is carried out to determine the competencies, strengths, and weaknesses of students specifically, so that in designing learning can be adjusted to the competencies and conditions of students (kemdikbud, 2020b). arsinah argues that diagnostic assessments need to be carried out by teachers, because there are various socioeconomic conditions, access to technology, and learning styles that cause student learning outcomes to vary greatly. according to him, before entering the discussion of material in the new school year, it is necessary to begin with an assessment to diagnose the influence of learning on student learning achievement (kemdikbud, 2020b). according to gede cahya pradana, diagnostic assessment is an assessment carried out to determine the weaknesses of students to master certain competencies or materials and their causes, and the results of this assessment can be used as a basis for providing further treatment in accordance with student weaknesses so that teachers can plan efficient learning (kemdikbud, 2021). in general, diagnostic assessment is a form of pre-assessment to find out information about students' strengths, weaknesses, knowledge, skills, readiness, interests and learning profiles which can then be used to guide learning and curriculum planning. diagnostic assessment must be carried out before learning to categorize student conditions in psychological and cognitive terms (firmanzah & sudibyo, 2021; maulinda, 2022; miftakhuddin, kamil, & hardiansyah, 2022). even before the independent curriculum, diagnostic assessments were carried out. the difference between diagnostic assessment before and after the independent curriculum is its presence in the lesson plan (2013 curriculum) and the teaching module (independent curriculum) (angga et al., 2022). in the 2013 curriculum, the implementation of diagnostic assessment is not listed in the draft rpp (learning implementation plan) and is only carried out to find out students' knowledge of a subject matter (shofiyah & sartika, 2018). while in the independent curriculum, diagnostic assessment is listed in the teaching module including the instruments it uses and is used not only to find out the cognitive realm but also the non-cognitive realm (kemendikbud, 2021). diagnostic assessment must be carried out before 19 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 learning to categorize student conditions in psychological and cognitive terms (maulinda, 2022) diagnostic assessment based on the purpose of its implementation diagnostic assessment is divided into non-cognitive diagnostic assessment and cognitive diagnostic assessment (kemdikbud, 2020a; mustika & isnaini, 2022; nasution, 2022). according to arsinah, non-cognitive diagnostic assessment aims to measure psychological aspects and emotional condition of children, while cognitive assessment aims to test children's learning skills and skills (kemdikbud, 2020e). 1) non-cognitive diagnostic assessment non-cognitive diagnostic assessment performs a form of initial assessment on the interest and learning profile aspects of students in the classroom(tiraswati, 2020). interest is the biggest factor in a person in motivating to learn. the interest of students is closely related to what students like or dislike and hobbies. meanwhile, the learning profile is related to social / emotional factors, namely language, culture, health, reality in the family, and other specificities, as well as the learning style and multiple intelligences of a student (andini, 2016). it is assumed that the independent curriculum can be implemented properly when teacher is able to identify student learning styles before designing learning (miftakhuddin et al., 2022). in addition, peters dkk (2020) asked teachers for more understand the psychosocial condition of students and their families and inf necessary, take a step beyond the demands of educational standards that are built on the assumption that access to learning is equal (peters et al., 2020). student learning styles can be visual learning styles (looking at pictures and reading), auditory (listening to lectures or discussions), kinesthetic (moving) (miftakhuddin et al., 2022). and for multiple intelligence according to howard gearder includes 8 intelligences, namely logic-mathematic, linguistic, musical, special, bodily kinesthetic, interpersonal, intrapersonal, and naturalis (andini, 2016). 2) cognitive diagnostic assessment the purpose of cognitive diagnostic assessment is to determine students' basic abilities in the subject matter and is usually carried out regularly at the beginning of the teacher introducing a new subject material (kemdikbud, 2020c). cognitive diagnostic assessment is closely related to students' ability and readiness to receive learned knowledge (andini, 2016; kemdikbud, 2020c; mustika & isnaini, 2022) students who have the readiness to learn by already having knowledge of the material to be studied, understanding it, and having good skills, will definitely be able to achieve the task given. vice versa, students who are anxious to understand what they are going to learn, they will find it difficult to understand the learning material and cannot complete the task well. student readiness is closely related to student achievement in the classroom and the development of student understanding (andini, 2016). diagnostic assessment based in how to implement strategies in conducting the assessment, the implementation must be simple and confirm what we want to know about the students (syofyan, 2020). various strategies in conducting diagnostic assessments can be implemented by teachers either in individual form or by carrying out various activities (andini, 2016; trias, rian, putra2, al, & surabaya, 2022)). diagnostic assessments are grouped into two categories, namely informal diagnostic assessments and standard diagnostic assessments (sman9batam, 2022a). 1) informal diagnostic assessment 20 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 diagnostic assessment occurs before the implementation of new learning begins and spontaneously. this assessment is used when teachers need to quickly measure how much students know about a topic (sman9batam, 2022a). so it can be known that informal diagnostic assessment is related to cognitive diagnostic assessment that wants to know students' knowledge both before and after learning to find out the development of student knowledge. 2) standard diagnostic assessment standard diagnostic assessment is a strategy or method using testing methods that have been designed both to evaluate student knowledge and identify existing gaps, as well as to analyze in depth about students' weaknesses and strengths (sman9batam, 2022a). so this assessment is related to cognitive and noncognitive diagnostic assessments (firmanzah & sudibyo, 2021). stages of diagnostic assessment implementation in schools in the independent curriculum, the results of the assessment at the beginning of learning (diagnostic assessment) are used to design learning that is in accordance with the learning needs and stages of student achievement (menteri pendidikan, kebudayaan, 2022). before developing an independent curriculum teaching module, teachers need to pay attention to the criteria, namely interesting, essential, challenging, meaningful, relevant and contextual, and continuous according to the student learning phase, then a diagnostic assessment is carried out (koroh et al., 2022; maulinda, 2022). the assessment consists of 3 stages, namely: 1) preparatory stage in the preparation stage, there are several activities that must be carried out, namely making a schedule, identifying assessment materials based on basic competencies, and compiling simple questions or questions . the implementation of non-cognitive diagnostic assessments is carried out at the beginning before entering the beginning of the semester, while the implementation of cognitive diagnostic assessments is carried out periodically to find out the development of student knowledge (kemdikbud, 2020c). so it is necessary to make a review of the preparation of when to prepare the diagnosis assessment questions and when the diagnosis assessment is carried out, especially the cognitive diagnosis assessment which must be carried out periodically. furthermore, in identifying the assessment material, it is based on simplifying the basic competencies provided by the ministry of education and culture (darwati, 2020; kemdikbud, 2020a) as well as student interest and learning profiles (sman9batam, 2022b). furthermore, what needs to be prepared for diagnostic assessment is to compile simple questions or questions. the creation of diagnostic test questions is carried out through validation and revision based on question analysis by experts, trial 1 and trial 2 in order to produce a standard diagnostic test (hidayati & nugroho, 2013). non-cognitive diagnostic assessments contain questions or questions related to a learner's condition, interest, and learning profile. meanwhile, cognitive diagnostic assessment contains questions related to subject matter. the diagnostic assessment questions made must be easy to understand by students and use standard language (nurlaelina, 2018), because they must be included in the teaching module (kemendikbud, 2021). the diagnostic test assessment rubric in the teaching module discusses aspects, indicators of answers, scores, and answers. each indicator has an aspect, the answer indicator has a score of 4-1 and 0 if you don't answer at all (nurlaelina, 2018). 2) implementation phase 21 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 in conducting diagnostic assessments, subject teachers can work closely with homeroom teachers or counseling guidance teachers. to carry out non-cognitive diagnostic assessments can be carried out by the homeroom teacher or counseling guidance teacher, students are not burdened with having to fill out questionnaires whose core content is the same repeatedly. meanwhile, cognitive diagnostic assessment must be carried out by subject teachers periodically, because the goal is to find out the initial competence and development of students in a subject (darwati, 2020). examples of diagnostic assessments that are often carried out are surveys and questionnaires, checklist pretests, curriculum-based measurements, and entry slips (sman9batam, 2022a). the implementation of non-cognitive diagnostic assessments can be carried out anywhere and anytime before compiling a learning plan using the distribution of questionnaire sheets using electronic devices such as cellphones by accessing the google link of the diagnostic assessment form (sman9batam, 2022b)and cognitive diagnostic assessment can be done with pretests, checklists, curriculum-based measurements in the form of akm, and entry slips, as well as their implementation in the supervision of subject teachers in the classroom (darwati, 2020). in the implementation of diagnostic assessments of independent curricula, ministry of education and culture provides a class akm (minimum competency assessment) application to support its implementation, which can be downloaded via the https://pusmenjar.kemdikbud.go.id/akmkelas/post/download/android link (kemdikbud, 2021). which is included the framework of akm among them is the level of numeracy and luteracy skills (suryadi & husna, 2022). 3) diagnostic analysis and follow-up stage the results of the diagnosis assessment are then analyzed using the planned assessment guidelines, then use the analysis results to map student learning needs and make appropriate learning strategies according to the conditions, interests, learning profiles and average abilities of students (darwati, 2020; kemdikbud, 2020a). in addition, the analysis of daily test results or semester tests can also be used as a diagnostic test by looking at students who do not meet the minimum score that must be achieved, and followed up with additional learning and remedial tests to improve grades and deepen the material (nurlaelina, 2018). stages of diagnostic assessment implementation in schools the main benefit of diagnostic assessment is to highlight and address students' knowledge and physiocological gaps (rosnawati, 2021). when there is a clear picture of the student's level of knowledge, the teacher will be able to plan a learning program to address the most pressing issues (rivai, 2021). in addition to the main benefits, here are some of the advantages that have been felt when conducting diagnostic assessments in the classroom (sman9batam, 2022a): 1) helps to guide learning outcomes with goals and objectives in accordance with the desired learning outcomes, 2) obtain substantial data to design an effective curriculum to improve learning outcomes, 3) make the teaching and learning process more efficient by focusing on the material that needs to be studied more deeply, 4) the creation of a friendly learning environment for teachers and students, 5) assist teachers to map out efficient and meaningful learning plans during established learning time, 6) become the basis of summative assessment at the end of learning. teachers can compare the level of knowledge of students at the beginning of learning with https://pusmenjar.kemdikbud.go.id/akmkelas/post/download/android https://pusmenjar.kemdikbud.go.id/akmkelas/post/download/android 22 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 at the end of learning, and note whether there is an increase in student knowledge or not. 7) help the teacher to dividualize the instructions. diagnostic assessment data helps teachers identify students who need additional tutoring on a particular subject or course (nasution, 2022). similarly, teachers can also find students who have mastered most of the material, so teachers can design activities that allow those students to get learning beyond curriculum standards through enrichment. based on the implementation strategy, diagnostic assessment is carried out informally and standardized. conclusion diagnostic assessment is a form of pre-assessment to find out information about students' strengths, weaknesses, knowledge, skills, readiness, interests and learning profiles which then this information can be used to guide learning and curriculum planning. the implementation of diagnostic assessment in the independent curriculum is not only used to determine the cognitive realm but also the non-cognitive realm and is included in the teaching module that must be made by the teacher. based on the implementation strategy, diagnostic assessment is carried out informally and standardized. the implementation of diagnostic assessments is carried out from the planning, implementation, diagnostic analysis, and non-advanced stages. various advantages are felt in the implementation of diagnostic assessment in this independent curriculum. the main advantage is that the teacher can clearly know the knowledge and psychological gaps of the learners, so that the teacher can plan a learning program to address the most pressing problems in the classroom. reference alhamuddin. (2014). sejarah kurikulum di indonesia (studi analisis kebijakan pengembangan kurikulum). nur el-islam, 1(2), 48–58. andini, d. w. (2016). “ differentiated instruction ”: solusi pembelajaran. jurnal pendidikan ke-sd-an, 2(3), 340–349. angga, suryana, c., nurwahidah, i., & hernawan, a. h. (2022). komparasi implementasi kurikulum 2013 dan kurikulum merdeka di sekolah dasar. jurnal basicedu, 6(4), 5877–5889. berlian, u. c., solekah, s., & rahayu, p. (2022). implementasi kurikulum medeka dalam meningkatkan mutu pendidikan. journal of educational adn language research, 1(12), 2105–2118. connaway, l. s., & radford, m. l. (2017). research methods in library and information science (6th id) (6th ed.). library unlimeted. darwati. (2020). implementasi kurikulum merdeka: asesmen diagnostik. firmanzah, d., & sudibyo. (2021). implementasi asesmen diagnostik dalam pembelajaran ipa pada maa pandemi kovid-19 di smk/mts wilayah menganti gersik. pensa e-jurnal : pendidikan sains, 9(2), 165–170. hamalik, u. (2015). kurikulum dan pembelajaran (1st ed.). jakarta: bumi aksara. hidayati, t., & nugroho, s. e. (2013). pengembangan tes diagnostik untuk mengidentifikasi keterampilan proses sains dengan tema energi pada pembelajaran ipa terpadu. unnes science education journal, 2(2). https://doi.org/issn 2252-6609 insani, f. d. (2019). sejarah perkembangan kurikulum di indonesia sejak awal kemerdekaan hingga saat ini. as-salam i, viii(1), 43– 23 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 64. kemdikbud. (2020a). asesmen diagnostik. kemdikbus. kemdikbud. (2020b). asesmen diagnostik. retrieved october 12, 2022, from ditpsd.kemdikbud.go.id website: https://ditpsd.kemdikbud.go.id/artikel/detail/asesmen-diagnostik kemdikbud. (2020c). buku saku asesmen diagnosis kognitif berkala. badan penelitian dan pengembangan dan perbukuan, kemendikbud. kemdikbud. (2020d). buku saku tanya jawab kurikulum merdeka. kemdikbud. (2020e). terdampak covid-19, guru perlu melakukan asesmen diagnostik terhadap siswa. retrieved october 25, 2022, from ditpsd.kemdikbud.go.id website: https://ditpsd.kemdikbud.go.id/artikel/detail/terdampak-covid-19-guru-perlumelakukan-asesmen-diagnostik-terhadap-siswa kemdikbud. (2021). pentingnya asesmen diagnostik agar guru tahu kelebihan dan kelemahan murid. retrieved october 20, 2022, from ditpsd.kemdikbud.go.id website: https://ditpsd.kemdikbud.go.id/artikel/detail/pentingnya-asesmendiagnostik-agar-guru-tahu-kelebihan-dan-kelemahan-murid kemdikbud. (2022a). keputusan menteri pendidikan, kebudayaan, riset, dan teknologi republik indonesia nomor 56/m/2022 tentang pedoman penerapan kurikulum dalam rangka pemulian pembelajaran. jdih.kemdikbud.go.id. kemdikbud. (2022b). kurikulum merdeka sebagai upaya pemulihan pembelajaran. retrieved october 2, 2022, from ditsmp.kemdikbud.go.id website: https://ditsmp.kemdikbud.go.id/kurikulum-merdeka-sebagai-upaya-pemulihanpembelajaran/ kemdikbud. (2022c). panduan pembelajaran dan asesmen pendidikan anak usia dini, pendidikan dasar, dan menengah. badan standar, kurikulum, dan asesmen pendidikan. kemdikbud. (2022d). pantau perkembangan peserta didik melalui 3 jenis asesmen pembelajaran. retrieved october 10, 2022, from ditsmp.kemdikbud.go.id website: https://ditsmp.kemdikbud.go.id/pantau-perkembangan-peserta-didikmelalui-3-jenis-asesmen-pembelajaran/ kemendikbud. (2021). modul ajar agenda sesi. modul ajar guru penggerak. koroh, l. i. d., lao, h. a. e., tari, e., & liufeto, m. c. (2022). workshop implementasi kurikulum merdeka di smp muhammadiyah ende. jurnal nauli, 2(1), 10–16. https://doi.org/10.1234/jurnal nauli.v%vi%i.1028 kurka. (2022). karakteristik asesmen kurikulum merdeka, jenis dan fungsinya. retrieved october 10, 2022, from kurikulummerdeka.com website: https://kurikulummerdeka.com/karakteristik-asesmen-kurikulum-merdekajenis-dan-fungsinya/ marisa, r. (2021). inovasi kurikulum “merdeka belajar” di era society 5.0. jurnal sejarah, pendidikan dan humaniora, 1(1), 66–78. maulinda, u. (2022). pengembangan modul ajar berbasis kurikulum merdeka. tarbawi, 5(2), 130–138. menteri pendidikan, kebudayaan, r. dan t. (2022). salinan keputusan menteri pendidikan, kebudayaan, riset dan teknologi republik indonesia nomor 56/m/2022 tentang pedoman penerapan kurikulum dalam rangka pemulihan pembelajaran. miftakhuddin, kamil, n., & hardiansyah, h. (2022). implikasi empat modalitas belajar fleming terhadap penerapan kurikulum merdeka di sekolah dasar. journal the elementary school teacher education, 1(2), 38–49. retrieved from https://e24 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 journal.upr.ac.idindex.phpsangkalemoarticleview5110 mufidah, e. (2018). perkembangan kurikulum menjadi rujukan peningkatan mutu pendidikan di indonesia. cendekia: media komunikasi penelitian dan pengembangan pendidikan islam, 10(01), 53–68. mustika, i., & isnaini, h. (2022). workshop dan penyuluhan asesmen kognitif dan nonkognitif kurikulum prototipe kepada guruguru di kabupaten subang. adimas siliwangi, 5(3), 527–542. https://doi.org/http://dx.doi.org/10.22460/as.v5i3.10666 nasution, s. w. (2022). assesment kurikulum merdeka belajar di sekolah dasar. prosiding pendidikan dasar, 1(1), 135–142. https://doi.org/10.34007/ppd.v1i1.181 nurlaelina. (2018). pengembangan tes diagnostik dan pembentuk pembelajaran remedial pada materi sistem imun kelas xi ipa sma negeri 1 watangpone. jurnal pgsd, 2(2), 3–4. peters, m. a., rizvi, f., mcculloch, g., gibbs, p., gorur, r., hong, m., … misiaszek, l. (2020). reimagining the new pedagogical possibilities for universities postcovid-19: an epat collective project. educational philosophy and theory, 0(0), 1–45. https://doi.org/10.1080/00131857.2020.1777655 rivai, a. h. (2021). modul ajar dasar teknik mesin semester 1. in pusat asesmen dan pembelajaran badan penelitian dan pengembangan dan perbukuan. rosnawati, l. (2021). oleh-oleh mengikuti pelatihan: asesmen diagnostik. sayekti, s. p. (2022). systematic literature review : pengembangan asesmen pembelajaran kurikulum merdeka belajar tingkat sekolah dasar. seminar nasional pendidikan guru sekolah dasar, 2, 23– 28. retrieved from https://prosiding.pgsd.uniku.ac.idpublisharticleview21 shofiyah, n., & sartika, s. b. (2018). buku ajar mata kuliah asesmen pembelajaran. sidoarjo: umsida press. sman9batam. (2022a). 3 jenis asesmen dan cara menggunakannya pada pembelajaran sesuai kurikulum merdeka. retrieved october 23, 2022, from www.sman9batam.sch.id website: https://www.sman9batam.sch.id/berita/detail/427167/3-jenis-asesmen-dancara-menggunakannya-pada-pembelajaran-sesuai-kurikulum-merdeka/ sman9batam. (2022b). asesmen awal dalam mendesain pembelajaran differensiasi sesuai prinsip pembelajaran pada kurikulum merdeka dan berbagai aplikasi online untuk asesmen awal. retrieved november 2, 2022, from www.sman9batam.sch.id website: https://www.sman9batam.sch.id/berita/detail/425378/asesmen-awal-dalammendesain-pembelajaran-differensiasi-sesuai-prinsip-pembelajaran-padakurikulum-merdeka-dan-berbagai-aplikasi-online-untuk-asesmen-awal---/ sulastri, s., supriyati, y., & margono, g. (2019). peningkatan hasil belajar siswa melalui asesmen diagnostik dalam pembelajran lintas minat kimia. prosiding seminar nasional pendidikan kaluni, 2(1), 722–733. https://doi.org/https://doi.org/http://doi.org/10.30998/prokaluni.v2 supriyadi, s., lia, r. m., rusilowati, a., isnaeni, w., & suraji, s. (2022). penyusunan instrumen asesmen diagnostik untuk persiapan kurikulum merdeka. journal of community empowerment 2, 2(1), 67–73. suryadi, a., & husna, s. (2022). a macro diagnostic assessment as a preparation of kurikulum merdeka implementation in mtsn 28 jakarta asesmen diagnostik makro persiapan penerapan kurikulum merdeka mtsn 28 jakarta. journal of education, 25 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 administration, training, and religion, 3(2), 74–89. https://doi.org/http://dx.doi.org/10.38075/jen.v3i2.273 syofyan, h. (2020). modul evaluasi pembelajaran. universitas esa unggul. tiraswati, d. m. (2020). rancangan asesmen diagnostik non kognitif. trias, h., rian, j., putra2, s., al, s., & surabaya, h. (2022). refleksi diri guru bahasa indonesia dalam pembelajaran berdiferensiasi di sekolah penggerak. lingua franca:jurnal bahasa, sastra, dan pengajarannya, 6(2), 224–232. https://doi.org/httpdx.doi.org10.30651lf.v6i2.14701 zhu, x., & liu, j. (2020). education in and after covid-19: immediate responses and long term visions. postdigital science and education, 2, 695–699. https://doi.org/https://doi.org/10.1007/s42438-020-00126-3 34 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 efectiviness on training program of integrating character education in learning at mgmp pkn smp in tapin fatimah program studi pendidikan pancasila dan kewarganegaraan fakultas keguruan dan ilmu pendidikan universitas lambung mangkurat banjarmasin, kalimantan selatan, indonesia fatimah@unlam.ac.id abstract the main goal of this research is to analyzed the efectiviness of the implementation of on training program integrating character education in the learning of civic education for the learning teacher community of civics education subyect of yunior high school in tapin district. the research in evaluative research by using an evaluation model in mesuare the efectiviness of the program kirkpartrick. data are collected techniques using qualitative approach with technichques observation, interviews, and documentation., also questionerres. the reactions showed a high level of response categories and efective, learning level is efective, level behavioral is efective and very useful, because it change behavior in teachers attitude, skill and knawledge, and resuls level showed a responsibility of civics education teachers giving positive response as seen from their working effectiveness as the manifestation of qualities of working and creativity. keywords: training integrating ,character education, learning civics education, the learning teacher community ofcivics education, junior high school, in tapin district, kirkpartrick evaluation model. introduction development program of teachers’ profesionality is a program of improving competences through working group, individually or in group, sustainably conducted, for management, improvement, teachers’ development of knowledge and competence according to their expertise, in order to present an impact on the learning process. implementation of sustainable development of teachers’ profesionality has been conducted in the working group of mgmp (musyawarah guru mata pelajaran/subject teachers’ learning community) for junior high school (smp/mts) teachers and also senior high schools (sma/smk/ma), including teachersinvolved in mgmp of civics education; while the teachers’ profesionality has been conducted in the working group of kkg (kelompokkerja guru/ teachers’ working group). teachers have duties to sustainably improve their competencies as a part of the sustainable profesionality development. in this relation, it is necessary to empower kkg and mgmp as the learning community that is very strategic for teachers’ competence and their working performance. therefore, the empowerment of kkg and mgmp must be sustainably conducted, among other things, through training, improvements of facilities and infrastructure, and managerial quality of kkg and mgmp (dirjen pmptk, 2010) based on the educational policies, especially on indonesian character education, civics education (pkn) have to specially integrate character values in the learning and teaching process. character education has been conducted in a long period of time at schools, from pre-school education(tk/paud), primary school (sd), junior high school (smp), senior high school (sma/smk), special need-based school, and pkbm.skb, as it has been conducted at the pilot school for south kalimantan since 2010, namely the pilot school of banjar district, but there have been many problems faced by the teachers in its implementation. mailto:fatimah@unlam.ac.id 35 the results of interview to the teachers of civics education (pkn) and observation on the learning and teaching process of civics education at the grade viii of smp negeri 1 rantauwith the material of globalization impact toward nation and country of indonesia in the learning and teaching on character values such as religious, disciplinary, honest, tolerant, democratic, curious, nationalism, social and environment care, self-control, responsible, and appreciative to achievementvalues, show that the lesson plans were not designed well based on the character values. in relation to development of learning material, the character values were not well developed. this is to say that the learning material did not present the integration of civics education material and relevant character values. in relation to the case, mgmp of civics eduaction of junir high school in tapin disctrict conducted training on integration of character education in learning and teaching of civics education for civics education of junior high schools. the program has been running for a long time, however researches to examine effectiveness of the program execution have not much cunducted. therefore, it is necessary to study how is reaction, learning and teaching, and result of integration training execution of character education in learning and teaching on civics education for mgmp of junior high schools in tapin disctrict. theoritically civics education refers to character education, for the charater education is in the same quality as civics education (milson, a. j& b. chu, 2002),in percieving toward crisis in society (silay, nur, 2014), motivationg the learners to be appreciative, and simphatic based on values approach (gorand, l. davies. s. & n. mcguinn, 2005). a part of character education taxonomy relies on civics (revell, l, 2002). character education covers civics, and civics education factually needs the foundation of character education (hoge, j. d, 2002). in the context of civics education, character education determines to improve civic virtue, namely: good citizenship behavior(milson, a. j& b. chu, 2002).based on the education policy, especially education character of indonesia, civics education must specially integrate character values in the process of learning and teaching (samani, muchlasdanhariyanto, 2012). integrated character education in the process of learning and teaching is related to introduction to values, facilitation on how values awareness are achieved, values internalization into students’ daily behavior through direct and indirect learning and teaching process. there are two subects that are directly related to the development of ethique and morality, namely: the subjects of religious education and civics education. these two subjects directly introduce values, and make the students have a care and internalize values into daily behavior through learning and teaching process, from the steps of planning, execution, and evaluation (samani, muchlasdanhariyanto, 2012). lesson plans are constructed based on syllabus, teaching program planning, relevant teaching material, implementation of learning and teaching process, and evaluation based on the contextual learning and teaching principles.implementation of the learning and teaching consists of preliminary, core, and closing activities. in addition the behavior of teachers throughout the learning process should be a model of implementation of the values for students presenting the character building through the implementation of learning and teaching. the educational program consists of planning, implementation, and evaluation. this is say that evaluation is a systematic process of collecting and analyzing information on the 36 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 quality of education (stufflebeam, danield l. and anthony j.shinkfield, 2007). in addition, the evaluation is conducted for making decision (gronlund, norman e, and robert l. linn, 2000), meanwhile isaac and michael state evaluation as a form of activity in order to see the feedback and improve continually for the sake of enlightenment, accountability, program improvement, clarification programs, program development, and symbolic reasons (gronlund, norman e, and robert l. linn, 2000). one of the forms of evaluations is the program evaluation. according to joint commette, as quoted by brinkerhoff, that the program evaluation refers to a process of evaluation toward a program or activity (brinkerhoff,robert o, et.al, 1986). evaluation model used in this research is an kirkpartrick”s evaluation modelthat consists of four evaluation of evaluation, namely: evaluation of reactions, evaluation of learning, evaluation of behavior, and evaluation of results (kirkpatrick, donal l. and james d. kirkpatrick.2005).the four levels of evaluation describe a series of ways for evaluating the programs. in relation to kirkpatrick’s model, the evaluation must be started from the first level (reaction), the second level (learning and teaching), the third level (behavior), up to the fourth level (result). information found from each level is used as a basic line for executing the next level of evaluation. this means that each level of evaluation presents an accurate measurement of effectiveness on training and its analysis. the main objective of this research is to analyze the levels of reaction, learning and teaching, behavior, and results of the participants of character education training program from mgmp of civics education in tapin disctrict. method this research is designed to evaluate training of integrating character education in the learning and teaching of civics education for the learning teacher community of civics education subject of junior high school in tapin disctrict. the research on program evaluation of traing refers to kirkpartick’s evaluation consisting of four levels of evaluation, starting from evaluation of reaction, learning and teaching, behavior, up to result/impact, with the orientation improving the training program. this research uses a qualitative approach. this is to say that the researcher collect qualitative data, namely: those are in the form of manuscript, narration of interview result, pictures/video taken in the process of observation, field notes, ducuments, memo, and personal documents, and also the other documents relevant to the object of research. quantative data are also collected in this research, such as the results of pretest-posttest, and those of questionary instrument, as the initial data. validation of instrument is done through the process of preparing a research instrument consulted to and guided by the promoter commission. then, the research instrument constructed based on the consultation and guidance will be used to collect the quantitative data, validated by several experts to assess the suitability of the items constructed based on a framework to measure indicators of the variables to be measured (djaali dan mulyono, puji, 2000) data collecting techniques used in this research are : observation, indept interview, documentation, and questionnaire. furthermore, qualitative data are validated through triangulation. data are qualitatively analyzed by using the miles and huberman’s data analysis 37 technique, namely; data reduction, data presentation, conclusion drawing. quantitative data are justified toward the result of quatitative data analysis based on the percentage of achievement scores of assessment results obtained from comparison between empirical scores of assessment results and theoretical maximum scores (sugiyono. 2002). in addition, analysis of quantitative data derived from the questionnaire results are presented in the tabular form of frequency and data interpretation, and data analysis based on justification are categorized from the evaluation results. the categorial justification of evaluation results on actuality decison making at each level of evaluation is done by measurement at each focus to be summarized in the form of matrix, and to be adapted into case-order effect matrix (djaali dan mulyono, puji, 2000). results 1. purpose and target of training the purpose of the training is to achieve the same perception on character education for the teachers of civics education of junior high school in tapin district to follow. having the same perception on character education, the teachers of civics education will be able to maximize the improvement of insight and quality of competence, so as to become professional teachers, namely having improved knowledge, skills and attitudes as the professional teachers. the target of training is to present civics teachers who have the competence, professionality, and good teaching performance. in particular, the target of training is to present the teachers of civics education of smp / mts in tapin district to be educated teachers, having increasing competence, performance and professionalism. 2. evaluation on training program a. level of reaction evaluation of reaction level for the training participants on perception, material, instructor, means and infrastructure can be categorized as being effective and in high qualification, as can be seen inthetable i below table i.evaluation of reaction no. aspect of reaction scor total score 1 material of training 561 660 2 training instructor 687 990 3 training means 371 440 total 1619 2090 percentage of score 77.46% based on the table above, it can be seen that the ratio of total score of the evaluation results of civics education teachers of smp/mts’ reactionto total of theoretical maximum is equal to 77.46%, as a percentage score is 77.46%, based on quartile distribution, is above q³; it can be justified that the resultof evaluation is in a high evaluation category. therefore, it can be said that the participants’s reaction is high. interview results also support the teachers’ reaction. it can seen from the statements relating to perception; "it is positively responded”; the material presented is “appropriate", " the schedule is in accordance with the execution"; instructors’ presentation is "easy to understand", they are "charming and humorous"; they are '"easy in communication"; we are "comfortable to ask”, "i am pleased"; we "understand"; "i amvery grateful i can 38 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 understand"; and the infrastructures are "adequate”. b. level of learning and teaching evaluation on learning and teaching conducted by the training participants covers the aspects of knowledge, attitude and skill, observation toward activities of learning and teaching, documentation of learning and teaching after attending the training. from the aspect of knowledge, it is effective; it shows a maximum score, 86.73%; attitude, 66.18%; skill, 77.27%. meanwhile, the result of observation toward learning and teaching, the civics education teachers of grade vii achieve the score of 86.42%; those of grade vii,82.26%, and those of grade ix, 90.94%. the result of observation toward learning and teaching conducted by the civics education teachers, viewed from the percentage achieved and based on quartile distribution, shows that the position is above q³. thus, it can be justified that it is in a high category. besides, the documentation of the students’ learning achievement in civics education shows a significant improvement, namely: 75% for grade vii, 83% for grade vii, and 61.54% for grade ix. the whole evaluation result of learning and teaching conducted by the training participants can be seen in the table iiias follow. table ii.evaluation on learning and teaching no . aspects of learning and teaching scor e total score 1 learning and teaching process 660 880 2 skill 440 660 total 1100 1540 percentage of score 71.43 % the evaluation result on the level of learning and teaching conducted by the training participants shows a theoritic maximum score total of 71.43%. referring to the quartile distribution, it can be categorized as the moderate achievement. this is because the percentage of 71.43% is below q³.thus, it can said that the learning and teaching conducted by the training participants is in the moderate category. this result is caused by the fact that there are some training participants who have not seriously attended the training, meanwhile the training material, training instructors, and training equipments are sufficiently prepared. the learning and teaching has been well conducted so the changes happened just for the serious training participants. meanwhile, the interview result shows that the training participants can improve their knowledge. they have improved their “knowledge insight, especially in constructing plan of learning and teaching program in charater-based civics education”; they have got knowledge from the training as in the staments: “there is knowledge gotten from the training”, “in the past time, we did not know plan of learning and teaching program in charater-based civics education, and now we understand it”; “we have got much knowledge from the training”; and “our knowledge have been increasing”. from the aspect of attitude, there are some statementssuch as : “love feeling to the students becomes better”, “there are creativity and innovation, and become more active”, “trying to find the material via di internet”, “to be impressed that character values are implemented in our own attitude and behavior”, “there are changes in attitude and behavior, either as teachers or participants”, “personally i think this training is useful” 39 from the aspect of skill; “the teachers have ability to implement it”, “it is implemented throuh habit”, “skill to integrate character values according to the material of civics education, and implementative skil in learning and teaching of civics education in the classroom....the next is to try to implement character values in attitude and behavior for the daily activities at school, at home and in society”; “we observe their daily activties at school, we give them homework”; “it is needed the various assessments”, “it is needed to assess the affective and psychomotoric aspects, other than the cognitive aspect” c. level of behavior evaluation on the level of behavior towad the training participants covers the aspects of usefulness, attachment, and communication; the indicator is a behavioral change. the result of evaluation is presented in the table iii below table iv.evaluation on behavior no behavioral aspects σsco re % maximu m scores 1 usefulness 288 87.27 2 establishment 475 86.36 3 communication 465 84.55 4 behavioral change after training 478 86.91 score total 1706 86.27 evaluation result on the level of behavior toward the teachers of civics education shows masimum score total of 86.27%. referring to the quartile distribution, it can be categorized as a high category. this is because the percentage of score is 86.27 % positioning above q³. this can be explained that after they have attended the training and came back to their working places, they show the changes in their attitude and behavior. at their schools, they politely behave, condusive, and are willing to share their ideas to their friends; they also try to improve tactically their mistakes; they can transfer their knowledge gotten during the training, and then implement it in their working palces, so that they can improve their working quality. the interview result also indicates the behavioral changes, such as “charater values are implemented in our own [teachers and students’] attitude and behavior”, “the teachers’ creativity in completing the material beyond the classroom”, “ the teachers have plan of learning and teaching program of civics education, and then it is implemented in learning and teaching process“. this condition “gradually changes in the teachers’ attitude and behavior” to be able “to construct plan of learning and teaching program of civics education based on character values” and “to implement it in the learning and teaching process”, and “its result can be written to be a scientific work”. there are changes in the teachers’ and the students’ behavior. these changes can be seen from the facts that they “become accustomed to be low profile, polite, and respective to one and another”, and one of the teachers declares “i communicate it to the teachers of other subjects”. d. level of rasult/ impact evaluation on the result/impact toward the training partcicipants covers the aspects of working effectiveness, working quality, and working responsibility. the evaluation result on result/impact can be seen in the table v below. 40 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 table v.evaluation on results evaluation on the level of result/impact toward the teachers of civics education shows score total of 84.55%. referring to the quartile distribution, it is categorized as the high achievement. this is because the percentage of score, 86.27 %, is above q³. the indicator is the height of score and it is supported by the result of interview. the quotations of review as follows. “ it is effective if it is seen from the viewpoint of result such as the character-based plan of learning and teaching program. the teachers are able to construct it by themselves; they are able to implement it in the classroom. besides, they are able to be instropective toward themselves; they are aware when they give advice to the others, at the same time, they give advice to themselves.the other statements are:“achievement of aspects of knowledge, attitudes and skills can be known after conducting the assessment of learning achievements, both learning achievement of the semester test and that for grade promotion. these three aspects can be seen in the test grating that i determined, so that i can identify the levels of difficulties of questions, distinguishing point, validity, and reliability of the tests i presented” conclusions conclusions that can be drawn from the research resluts are as follows: 1. effectiveness of training on integration of character education in learning and teaching of civics education for civics education of junior high schools in tapin district is seen from the level of reaction based on the aspects of perception, training material, training instructors, and training equipments; these are justified as the high category; 2. effectiveness of training on integration of character education in learning and teaching of civics education for civics education of junior high schools in tapin district is seen from the level of learning and teaching based on the aspects of knowledge, attitude, skill, learning and teaching process; these are justified as the high category. the learning achievement significantly increases. however, overall the level of learning and teaching is justified as the moderate category. 3. effectiveness of training on integration of character education in learning and teaching of civics education for civics education of junior high schools in tapin district is seen from the level of behavior based the aspects of usefulness, behavioral changes, attachment, and communication; these are justified as the high category; 4. effectiveness of training on integration of character education in learning and no aspect of result/impact σ score % maximu m score 1 working effetiveness 475 86.36 2 working quality 470 85.45 3 working responsibilty 336 76.36 score total 1281 84.55 41 teaching of civics education for civics education of junior high schools in tapin district is seen from the level of result/impact based on the aspects of working effectiveness, working quality, and working responsibility; these are justified as the high category. references a.j. milson &b. chu,“character education for cyberspace: developing goods netizens.” the socialstudies, 93 (3), 2002. d.l. kirkpatrick and j.d. kirkpatrick. evaluating training program: the four levels, san fransisco: library of congress berretkochler publisher, inc, 2006. d.l. stufflebeam and a.j. shinkfied, evaluation: theory, models, & application. san fransisco: jossey-bass, 2007. direktoratjenderalpeningkatanmutupendidikdantenagakependidikanramburambupengembangan kkg dan mgmp. jakarta: direktoratjenderalpeningkatanmutupendidikdantenagakependidikan, 2010. djaali and p. mulyono, pengukuran dalam bidang pendidikan. jakarta: pps-unj, 2000. j.d. hoge, ”character education, citizenship education, and the sosial studies.” the social studies, 93(3),2002. l.gorand, s. davies, &n. mcguinn, “citizenship education and character education; similarities and constrasts.” british journal of educational studies, 53 (3), 2005. l.revell, “children’s responses to character education.” educational studies, 28(4), 2002. m. samani and hariyanto. pendidikankarakter;konsepdan model. bandung: pt. remajarosdakarya, 2012. n. silay,“another type of character education; citizenship education. international journal of education. volume 6, nomor 2, 2014. n.e. gronlund and r.l. linn. measurement and evaluation inteaching. new york: macmillan publishing, co, 2000. r.o. brinkerhoff, program evaluation a practitioner’sguide fortrainers and educators. boston: kluwer nijhpf publishing, 1986. sugiyono. metodepenelitianadministrasi, making sense data. bandung: cv alphabeta, 2002 57 the implementation of innovative learning models towards the skill of students science process on physiology class supramono & rita rahmaniati, supardi biology education program, department of pmipa, faculty of teacher training and education, university of palangkaraya, palangkaraya, indonesia supramono40@yahoo.co.id study program: teacher education of elementary school, faculty of teacher training and education, muhammadiyah university of palangkaraya, indonesia rahmaniatirita@yahoo.co.id abstract this study aimed to examine: (1) the influence of the implementation of inquiry model toward the skill of student science process of biology education students of palangka raya university, (2) the influence of pbm model toward the skill of student science process of biology education students of palangka raya university, (3) the influence of gi type cooperative learning toward the skill of student science process of biology education students of palangka raya university, (4) the difference of influence of inquiry model, pbm, gi toward the skill of student science process of biology education students of palangka raya university. the design of the research used of pretest and posttest control group design. the sample of the research was the students who take the plant physiology class. the data were collected by written tests and observations about the students' science processes. unovariate of covariance analysis (anacova) was used in data analysis of learning outcome of science process. the research results showed that there are a significant influence of innovative learning models toward the student science process, which are of inquiry model of score f = 34.978; p = 0.000; pbm model of score f = 24.636; p = 0.000; and cooperative learning model of type inquiry group of score f = 9.361; p = 0.030. keywords: inquiry, pbm, gi, kps trianto (2007) states some of innovative learning models based on constructivist paradigm, they are: (1) reasoning and problem solving model; (2) inquiry training model; (3) problem-based instruction model; (4) conceptual change learning model; (5) cooperative learning of group investigation type; (6) problem-based learning model; (7) jurisprudential research model; and (8) social research model. creativity needs to develop through a good learning situation where teachers encourage the curiosity of students in creating and imparting a new function toward something that exists, students are trained to master self-inquiry techniques and are given the opportunity to conduct experiments (depdiknas / national education board, 2003). the inquiry model, problem based learning (pbm) and cooperative learning of group investigation type or group investigation are models of learning activities that can improve the students' science process because the students are given opportunity to have experiments. the inquiry model begins with a confusing phenomenon that encourages the individual to find out the means of the phenomenon. they naturally desire to understand the phenomenon. to understand to the phenomenon, they go through the process of thinking and more skillfully connect the data into concepts and how to use these concepts into identification of causal principles. so, in the case, it is more emphasis on the process of inquiry and inquiry strategy and is not on the content and explanations of the problematic situation (rampengan, 1981). and then, the choosen of inquiry model is appropriate in a science learning process because students go through many stages of the science process. 58 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 group investigation is one of cooperative learning that emphasize the students participation and activities to find out their own learning materials (information) that will be learned through the available materials, such as textbooks or the internet. students are involved since the planning, both in determining the topic and how to learn through investigation. the learning model requires students to have good communication skills and group process skills. cooperative learning of group investigation type is able to train the students to improve the ability of independent thinking. active student involvement may be monitored since the first stage until the final stage of learning (kiranawati, 2007). cooperative learning of group investigation type requires students to have good communication skills and group process skills. problem-based learning on its application emphasizes on active student involvement, is more inductively orientated than deductive, and discovery the knowledge by students or their own development. it does not give ideas or theories about the world, which is the way teachers do when using direct learning, but teachers use inquiry or problem-based learning approaches, deliver questions to students, and allow students to arrive at ideas or their own theories (nur, 2011). all the stages of students do in the pbm may not be separated from the process skills, and able to improve the skill of student science process. method the research was quasi experimental research, with the design of pretests and posttests control group design. the research design format is presented in table 1. table 1. pretest-posttest control group design group pretest variable posttest experiment i 0 x1 p experiment ii 0 x2 p experiment iii 0 x3 p where: o : pretes of experimental group of i, ii, iii and control p : posttes of experimental group of i, ii, iii and control x1 : lecturing using inquiry learning model x2 : lecturing using pbm learning model x3 : lecturing using cooperative learning of type gi variables in the study consisted of independent and dependent variables. there were three independent variables, which are (x1) inquiry learning model in experimental group i, (x2) problem based learning model on learning in experimental group ii, and (x3) cooperative learning type of group investigation on learning in experimental group iii. the dependent variable consisted of six skills of the science process, which are (y1) observing, (y2) classifying, (y3) using the tool, (y4) experimenting, (y5) predicting, and (y6) communicating. the control variables consisted of the students' initial abilities and the same of learning materials in teaching for all groups. the population of the research was all students of biology education of fkip unpar (faculty of teacher training and education, university of palangkaraya). the sample of the research was the students of biology class who take the plant physiology 59 class. results the research results on the implementation of inquiry model, problem based learning, cooperative learning of group investigation type toward the student science process in the lecture of plant physiology obtained the scores’ skill data of science process that measured on skills, involve: observing, classifying, using tools, experimenting, predicting and communicating. the score of each group of students is described as follows. 1. the influence of implementation of inquiry model on plant physiology class towards the skill of student science process based on the calculation of the total score of science process obtained average score of postest in the inquiry model of 6.73 with the category of medium and the control class obtained score of 5.09 with the category of less. the calculation results of the pretest posttest of students’ science process are presented in table 2. table 2. calculation of average score of pretest-posttest of student science process in inquiry class and control inquiry model control u1 u2 u1 u2 average score 3.203 6.734 3.814 5.086 description bad medium bad less increasing 3.531 1.271 effectiveness (%) 52.44 24.99 where: u1 = pretest and u2 = posttest increasing the score (e) is the difference between pretest and posttest score (u2-u1). the effectiveness level of the learning model is the increasing of the scores of each model and minus to the increasing of score in the control class or (e/u2) x100%. table 2 shows that there is a difference in the score increasing between the experimental class i and the control class by score of 3.531 for inquiry model and 1.271 for control class. and then, the results of pretest and posttest in control class and experimental class were analyzed using the anacova statistic test, by controlling the pretest, shows that there is a significant effect of the learning model on the science process (f = 34.978; p = 0.000). the result of the difference significance test of the influence of inquiry model compare to control class is presented in table 3. table 3. results of significance test of model influence to science process class sig description experiment i (inquiry) control 0.001 significant table 3 shows that there is a significant difference between the experimental class i (inquiry) and the control class by the p score less than 0.05. the effectiveness test result of the difference of learning model toward the science process shows the inquiry model is significantly more effective compare to the control class. 60 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 2. influence of implementation of pbm model to student science process based on the calculation of the total score of science process obtained the average score of posttest on the pbm learning model of 6.83 with the category of medium and control class obtained score of 5.09 with the category less. the calculation results of the pretest posttest of students’ science process are presented in table 4. table 4. calculation of average score of pretest – posttest of student science process in pbm class and control model of pbm control u1 u2 u1 u2 average score 3.625 6.839 3.814 5.086 description bad medium bad less increasing 3.214 1.271 effectiveness (%) 46.99 24.99 where: u1 = pretest and u2 = posttest increasing the score (e) is the difference between pretest and posttest score (u2-u1). the effectiveness level of the learning model is the increasing of the scores of each model and minus to the increasing of score in the control class or (e/u2) x100%. table 4 shows that there is a difference in the score increasing between the experimental class ii and the control class by score of 3.214 for pbm model and 1.271 for control class. and then, the results of pretest and posttest in control class and experimental class were analyzed using the anacova statistic test, by controlling the pretest, shows that there is a significant effect of the pbm model on the science process (f = 24.636; p = 0.000). the result of the difference significance test of the influence of pbm model compare to control class is presented in table 5. table 5. results of significance test of model influence to science process class sig description experiment ii (pbm) control 0.001 significant table 5 shows that there is a significant difference between the experimental class ii (pbm) and the control class by the p score less than 0.05. the effectiveness test result of the difference of learning model toward the science process shows the pbm model is significantly more effective compare to the control class. 3. influence of implementation of cooperative learning of group investigation type to student science process based on the calculation of the total score of science process obtained average score of postest in the cooperative learning of group investigation type of 6.73 with the category of medium and the control class obtained score of 5.09 with the category of less. 61 the calculation results of the pretest posttest of students’ science process are presented in table 6. table 6. calculation of average score of pretest-posttest of student science process in cooperative learning of group investigation type and control cooperative learning of group investigation type control u1 u2 u1 u2 average score 3.597 6.226 3.814 5.086 description bad medium bad less increasing 2.629 1.271 effectiveness (%) 42.23 24.99 where: u1 = pretest and u2 = posttest increasing the score (e) is the difference between pretest and posttest score (u2-u1). the effectiveness level of the learning model is the increasing of the scores of each model and minus to the increasing of score in the control class or (e/u2) x100%. table 6 shows that there is a difference in the score increasing between the experimental class i and the control class by score of 2.629 for cooperative learning of group investigation type and 1.271 for control class. and then, the results of pretest and posttest in control class and experimental class were analyzed using the anacova statistic test, by controlling the pretest, shows that there is a significant effect of the cooperative learning of group investigation type on the science process (f = 9.361; p = 0.000). the result of the difference significance test of the influence of cooperative learning of group investigation type compare to control class is presented in table 7. table 7. results of significance test of model influence to science process class sig description experiment iii (cooperative learning of group investigation type) kontrol 0.030 significant table 7 shows that there is a significant difference between the experimental class iii and the control class by the p score less than 0.05. the effectiveness test result of the difference of learning model toward the science process shows the cooperative learning of group investigation type is significantly more effective compare to the control class. discussion the average score of posttest in inquiry group obtained an average score of 6.734 higher than the average score of control group of 5.086 with a significant difference (p = 0.000 <0.05). based on the data, it may take conclution that the implementation of inquiry model has a significant influence on the skill of students' science process. in other words, the inquiry model is more effective than the traditional model in improving the students' science process on the concept of nutrient food. the results of the study are appropriate to 62 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 the research results conducted by nurjanah & suwarna (2011) that the inquiry group score (6.561) is higher compare to control class (5.473) toward the skill of science process on the concept of heat with significant differences (t count = 4.35> t table = 2.00). the inquiry model is the concept of constructivism where the students are encouraged to build their own knowledge based on the knowledge they possess. merrill (1991) and smorgansbord (1997) in yulaelawati (2010) argue the constructivism is knowledge that builds based on the prior experience or knowledge. the constructivist characteristic is; learning is an active process where the knowledge is developed on the basis of experience and meaning negotiation through sharing information or seeking agreement from various perspectives through interaction or cooperation with others. the average score of posttest of science process skill on the pbm model obtained of 6.84 higher than the average score of control group of 5.09 with significant difference (p = 0.000 <0.05). based on the data, it may conclude that the pbm model is more effective when compare to the traditional model in improving the students' science process on the concept of nutrient food. the results of the study are appropriate to the research results conducted by inel & balim (2010) that the average score of pbm group (25.55) is higher than control group (16.67) with significant difference (p = 0.017 <0.05). schafersman (1999) in inel & balim (2010) found that the learning with problemsolving approaches on math and science subjects is able to improve the students' critical thinking skills. the components of critical thinking skills that must be learned by students; include the skills to (1) formulating problem, (2) giving argument, (3) making deductions, (4) making induction, (5) evaluating, and (6) deciding and implementing. by the learning activities in the pbl model and the critical thinking skills component, the pbl model may train the students' critical thinking skills. the argument supports the research results by proulx (2004) in inel & balim (2010) states that the stages of critical thinking are the same as the stages of the implementation of the scientific method, and by train the implementation of scientific method or scientific process which is the core of the pbl model, and then the learning may train the critical thinking skills. characteristic of the problem-based learning is; the students deliver questions or problems, and according to yazdani (2002) in nur (2011) problem-based learning makes the problem-solving skills of students. in the pbm syntax, students conduct activities through the stages of producing a real work, and then display the work, in the implementation of the pbm model, the work of students is tables of observations result that made by students. student activities in making the observation table requires a higher order thinking skills for elementary school students, it is appropriate to the learning outcomes based on the problem according to nur (2011) states that the learning outcomes is students' critical thinking skills. the average score of posttest on science process skills on cooperative learning of group investigation type obtained a score of 6.23 higher than average score of control group of 5.09, with significant difference (p = 0.030 <0.05). based on the data, it may conclude that cooperative learning of group investigation type is more effective when compare to the traditional model in improving the students' science process on the concept of nutrient food. the results of the study are appropriate to the results of a study conducted by muhibbah (2009) that the average score of cooperative learning of group investigation type (7.61) is higher than the average score of control group (7.01) with significant difference (t = 5.20> t table = 2.02) on the subject matter of physics, chemical and mixture separation. the similar research results also conducted by doymus (2009) that the average 63 score of cooperative learning of group investigation type (6.80) is higher than the average score of control group (6.24) with significant difference (p = 0.018 <0.05). the cooperative learning of group investigation type is more effective than the traditional model because cooperative learning of group investigation type is able to more actively engage the learners in working together to investigate the problems and information related to the material concept. since the introduction stage of learning process, students have been actively involved by way the teachers and students identify the topics of problems that will solve through the stages of investigation. an important element of cooperative strategy that able to train students' critical thinking skills is learning of social skills related to leadership, decision making, trust building, communication, and problem solving. the cooperative learning of group investigation type is the most complex of cooperative strategy. the strategy is appropriate to projects that are integrated with problem solving. in the cooperative learning of group investigation type, students choose their topics drawned from the general theme, and then decide the way to conduct the investigation. thus, the cooperative learning of group investigation type is appropriate to train the critical thinking skills. the argument supports the opinion of slavin (1995) argue that cooperative group investigation strategies are very good to train the students' abilities, which are analysis, synthesis, and information collecting to solve the problems. and, the cooperative learning of group investigation type may use to train the students' high order thinking skills. however, the effectiveness of cooperative learning of group investigation type is lower when compare to inquiry model and pbm in the score of students' science process. it is because the cooperative learning of group investigation type emphasizes more on cooperative process in groups than the skill development to process the information with science process skills. the best suggestion is merging the inquiry or pbm model with cooperative learning of group investigation types, and then, the students' skills of processing information and cooperation is able to develop simultaneously. conclusion based on the research results and discussion about the influence of implementation of inquiry model, problem based learning, cooperative learning of group investigation types toward the student science process, concluded: 1. there is significant influence of implementation the inquiry model to the student science process (f = 34.978; p = 0.000). 2. there is significant influence of implementation the pbm model to the student science process (f = 24.636; p = 0.000). 3. there is significant influence of implementation of cooperative learning of group investigation types to the student science process (f = 9.361; p = 0.030). based on the conclusions, it is suggested to further researchers who want to replicate the research on the influence of inquiry model, pbm and cooperative learning of group investigation types, needs a measurement technique that combines the written test and the practice assessment of the science process in order the obtained data is complete and accurate. references badan standar nasional pendidikan (bsnp). panduan penyusunan kurikulum tingkat satuan pendidikan jenjang pendidikan dasar dan menengah. jakarta: depdiknas. 64 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 2006. (national board of education standard. guidance to arranging the kurikulum tingkat satuan pendidikan (ktsp curriculum) of primary and secondary school. jakarta: national education board. 2006.) badan penelitian dan pengembangan. penguatan metodologi pembelajaran berdasarkan nilai-nilai budaya untuk membentuk daya saing dan karakter bangsa. jakarta: kementerian pendidikan nasional. 2010. (agency for research and development. strengthening the learning methodology based on culture values to form the competitiveness and character of the nation. jakarta: ministry of national education. 2010.) carin dan bass. teaching science as inquiry, new jersey: merril prentice hall. 2001. (carin and bass. teaching science as inquiry, new jersey: merril prentice hall. 2001.) departemen pendidikan nasional. peraturan menteri pendidikan nasional no 41 tahun 2007 tentang standar proses. jakarta: depdiknas. 2007. (national education board. minister of national education regulation (permendiknas) no 41 year 2007 about the process standard. jakarta: national education board. 2007) doymus. journal of turkish science education. volume 7, issue 2, june 2010. elfis. model pembelajaran group investigation dan kooperatif (http://ahmadsyahbio.com/2010/02/model-pembelajaran-groupinvestigation.html,diakses 2 agustus 2011). 2010. (elfis. learning model of group investigation and cooperative. retrived from http://ahmadsyahbio.com/2010/02/model-pembelajaran-group-investigation.html, accessed on 2 agustus 2011. 2010.) endahsari, triana. karya ilmiah. (http://karyailmiah.um.ac.id/ index.php/biologi/article/view/6237. diakses 2 juni 2011). 2009. (endahsari, triana. scientific work. retrieved from: (http://karyailmiah.um.ac.id/ index.php/biologi/article/view/6237. accessed on 2 june 2011. 2009. hadnyana, putra gede. penerapan model pembelajaran berdasarkan masalah. http://putradnyanagede.blogspot.com/2011/04/penerapan-model-pembelajaranberbasis.html. 2011. (hadnyana, putra gede. the implementation of problem based learning. retrieved from: http://putradnyanagede.blogspot.com/2011/04/penerapanmodel-pembelajaran-berbasis.html. 2011.) hibbard, michael. performance assessment in middle school science. new york: glencoe. 1995. ibrahim, muslimin. (http://herfis.com/2009/07/pembelajaran inkuiri.html. diakses 24 oktober 2009). 2007. (ibrahim, muslimin. (retrieved from: http://herfis.com/2009/07/pembelajaran inkuiri.html, accessed on 24 october 2009. 2007.) inel, didem & balim, ali günay. asia-pacific forum on science learning and teaching. volume 11, issue 2, article 1 (dec., 2010). (2010) johnson, d.w & johnson, r.t. 2002. meaningful assessment. a manageable and cooperative process. boston: allyn & bacon. 65 kunandar. guru profesional: implementasi ktsp dan persiapan menghadapi sertifikasi guru. jakarta: raja grafindo persada. 2011. (kunandar. professional teachers: ktsp implementation and preparation for teacher certification. jakarta: raja grafindo persada. 2011.) kiranawati. metode investigasi kelompok (group investigation). http: //gurupkn.wordpress.com/ 2007/11/13/ metode-investigasi-kelompok-groupinvestigation/. diakses tgl 13 november 2007). 2007. (kiranawati. group investigation method. retrieved from http: //gurupkn.wordpress.com/ 2007/11/13/ metode-investigasi-kelompok-group-investigation/, accessed on 13 november 2007,. 2007. nur, mohamad. model pembelajaran berdasarkan masalah. surabaya: universitas negeri surabaya. 2011. (nur, mohamad. model of problem based learning. surabaya: surabaya state university. 2011.) nurjanah & suwarna. pengaruh penerapan model inkuiri terhadap keterampilan proses sains. (http://iwanps.wordpress. com/2011/01/04/ -model-pembelajaran-inkuiriterhadap-keterampilan-proses-sains-kps-pada-konsep-kalor. diakses 23 september 2011). 2011. (nurjanah & suwarna. pengaruh the influence of implementation of inquiry model to science process skill. (retrieved from: http://iwanps.wordpress. com/2011/01/04/ -model-pembelajaran-inkuiri-terhadap-keterampilan-proses-sainskps-pada-konsep-kalor, accessed on 23 september 2011). 2011.) nurhadi dkk. pembelajaran kontekstual dan penerapannya dalam kbk. malang: universitas negeri malang. 2003. (nurhadi et al. contextual learning and its implementation on kbk. malang: malang state university. 2003.) romanesca. keterampilan proses sains. (http://romanescareyza.com/2011/04/ketrampilan proses-sains.html diakses senin, 18 april 2011). 2011. (romanesca. skill of science process. (retrieved from: http://romanescareyza.com/2011/04/ketrampilan proses-sains.html accessed on monday, 18 april 2011). 2011.) rossi,p.h, lipsey, m.w & freeman,h.e. evaluation: a systematic approach. usa: sage publications. 2004. sampson & gleim. argument-driven inquiry to promote the understanding of important concepts & practices in biology. jurnal the american biology teacher oktober 2009. 2009. science education quality improvement project team (tim seqip). buku ipa guru kelas v. jakarta: depdiknas. 2000. (science education quality improvement project team (seqip team). book of science teacher of class v. jakarta: national education board. 2000.) slavin, robert e. cooperative learning. diterjemahkan oleh nurulita. bandung: nusa media. 2013. (slavin, robert e. cooperative learning. translated by nurulita. bandung: nusa media. 2013.) http://romanescareyza.com/2011/04/ketrampilan%20proses-sains.html http://romanescareyza.com/2011/04/ketrampilan%20proses-sains.html 26 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 9 no 1 (2023) website : http://journal.unj.ac.id/unj/index.php/jisae evaluative study: literacy outreach program based on local wisdom at sdn 1 apuan bangli i wayan widana universitas pgri mahadewa indonesia i wayan sumandya universitas pgri mahadewa indonesia ni putu restu trinadi asih universitas pgri mahadewa indonesia abstract this study evaluates literacy achievement programs based on local wisdom at sd negeri 1 apuan. the evaluation model used is the cipp (context, input, process, and product) with a qualitative descriptive approach. the research data source documents are education reports and local wisdom-based literacy achievement programs—data collected by interview, observation, and document study. the research respondents were the headmaster, teachers, and students. data were analyzed by descriptive qualitative. the results of the study show that: (1) context evaluation, the scope of the school literacy movement includes the school's physical environment, social and affective environment, as well as the academic environment; (2) input evaluation, including human resources for school principals, teachers, education staff, and supporting infrastructure; (3) process evaluation, program implementation includes three activities namely habituation, development, and learning; and (4) product evaluation, including students' understanding of local wisdom, is getting better, literacy skills in educational report cards are still low, teachers' concern for improving students' literacy outcomes is increasing, and school members are actively involved in school literacy program activities. keywords: evaluative study; literacy; local wisdom address for correspondence: iwayanwidana@mahadewa. ac.id introduction the new civilization is characterized by rapid technological developments, much information in all aspects of life, and the unstoppable flow of globalization (abdurakhmonova et al., 2021). to increase the competency of students in this digital era, academic units need to equip students with the ability to: (1) think critically in solving problems; (2) be creative in facing challenges; (3) communicate skillfully, and; (4) able to collaborate effectively. these four fundamental abilities need to be developed in elementary education through literacy activities in elementary schools (setiawan et al., 2019). therefore, the government issued an independent learning policy episode 22 which focused on changing the national selection system for admitting new students to state universities through literacy and numeracy tests. the policy was carried out to harmonize the learning process at the secondary education level and the quality of higher education. in addition, the purpose of the 22nd independent learning program is to ensure that the input synergy of students entering tertiary institutions must be integrated in a fair, inclusive, and holistic way to be able to jump into the future and catch up with all that is left behind in the field of education. the development of literacy skills is not only the responsibility of language teachers but also all subject teachers. all teachers in schools are required to grow and strengthen students' character by cultivating the school literacy ecosystem so that they become lifelong learners (darmada et al., 2020). some of the roles of the teacher in the literacy movement in schools are the teacher as a role model, motivator, facilitator, http://journal.unj.ac.id/unj/index.php/jisae mailto:iwayanwidana@mahadewa.ac.id mailto:iwayanwidana@mahadewa.ac.id 27 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 and creator, providing facilities and infrastructure, as well as providing rewards and punishments. efforts to civilize the school literacy ecosystem are carried out through various forms of activities aimed at: (a) fostering a culture of literacy in schools; (b) increasing the literacy skills of school members; (c) making the school a fun and childfriendly learning park; (d) maintaining the continuity of learning by presenting a variety of learning media and various strategies that involve multimodal texts (sudiarta & widana, 2019). literacy ability is defined as the ability to access, understand, and use information intelligently. literacy is the ability to interpret information critically so everyone can access science and technology to improve their quality of life (widana, 2020). in this case, literacy is not only limited to the ability to read but the ability to analyze a reading and understand the concepts behind the writing. literacy can also be interpreted as the ability to access, understand, and use multimodal information through various activities that improve the ability to read, see, listen, write, and speak. thus, literacy is closely related to the human capacity to use various resources for a quality life. in developing literacy skills, there are three main components teachers need to pay attention to the measured cognitive level, context, and content. the cognitive level shows the thought processes needed in literacy to solve problems or questions (widana & ratnaya, 2021). cognitive processes in literacy are divided into three levels: (a) finding information, (b) interpretation and integration, and (c) evaluation and reflection. the context shows aspects of life or situations for the content used. the context for literacy development is divided into three, namely: (a) personal, related to personal self-interest; (b) socio-cultural, related to inter-individual interests, culture, and social issues; and (c) scientific, relating to issues, activities, and scientific facts both that have been carried out and are futuristic. while content in literacy shows the type of text used, in this case it is divided into two groups, namely: (1) informational text, namely text that aims to provide facts, data, and information in the context of developing scientific insights and knowledge; and (2) fictional texts, namely texts that aim to provide readers with the experience of getting entertainment, enjoying stories, and contemplating (meijer et al., 2020). local wisdom is one of the contexts for developing socio-cultural and community-based literacy. there are several advantages in developing local wisdombased student literacy (suhartini et al., 2019). first, local wisdom has character values originating from religion, tradition, customs, art, culture which students often see and even experience contextually. for students in elementary schools, this context is very suitable because they generally live in rural areas that are thick with local wisdom in that area. this is able to link the learning done in class with the context of real situations in everyday life (widodo et al., 2020). second, learning based on local wisdom is a very effective strategy for preserving and developing noble character values that have grown and developed in society for generations. through the learning process, students are able to build understanding of their ancestral heritage so that awareness will grow to care for and develop it so that local wisdom persists and develops over time (hidayati et al., 2020). third, being able to provide space for community leaders to be directly involved in the educational process at school. involving the community in education is very important to optimize the existing potential in accordance with the area of expertise they have (darmadi, 2018). the minimum competency assessment aims to measure the basic competencies needed by all students in the cognitive domain, to be able to develop self-capacity and participate positively in society (pusmenjar, 2020). there are two 28 basic competencies that are measured by minimum competency assessment, namely literacy and numeracy skills. for both literacy and numeracy skills, the competencies assessed include logical-systematic thinking skills, reasoning skills using learned concepts and knowledge, skills in sorting and processing information. the minimum competency assessment presents problems in various contexts that students are expected to be able to solve using their literacy and numeracy competencies. the minimum competency assessment is intended to measure competency in depth, not just content mastery (wijaya & dewayani, 2021). the minimum competency assessment produces skills maps about students' literacy and numeracy that can be used to improve the learning process at the education unit level (kemdikbudristek, 2022). with the minimum competency assessment, students can improve literacy and numeracy skills, stimulate students to think critically, and be able to solve problems in various contexts. provide references and a framework for developing a conducive school climate and improving the learning process in educational units. the minimum competency assessment results are reported in four groups representing different competency levels. the order of competence level from the least is: 1) needs special intervention, 2) basic, 3) proficient, 4) proficient. explanation of each level of competence in literacy is described in table 1 below (pusmenjar, 2020). table 1. description of literacy competence levels ability description proficient students are able to integrate some cross-text information, evaluate the content, quality, way of writing a text, and be reflective of the content of the text competent students are able to make interpretations of implicit information in the text; able to make conclusions from the integration of some information in a text basic students are able to find and retrieve explicit information in the text and make simple interpretations need special intervention students have not been able to find and retrieve explicit information in the text or make simple interpretations in learning, there are three important components, namely curriculum (what goals are expected to be achieved), learning (how to achieve these goals) and assessment (how to know the goals have been achieved). assessments are carried out to obtain information on student achievement of the expected competencies (wiggins & mctighe, 2005). the minimum competency assessment is designed to produce information that triggers improvements in the quality of teaching and learning, which in turn can improve student learning outcomes. reporting on the minimum competency assessment results is designed to provide information about the level of competence of students. this level of competence can be used by teachers of various subjects to develop effective and quality learning strategies according to the level of student achievement. thus teaching at the right level can be applied (prasojo et al., 2018). learning that is designed by taking into account the level of achievement of students will make it easier for students to master the content or competencies expected in a subject. method this research is an evaluative study aimed at evaluating local wisdom-based literacy achievement improvement programs at sd negeri 1 apuan, bangli regency, bali province. the evaluation model used is the cipp model (context, input, process, and product) with a qualitative descriptive approach (widoyoko, 2014). the main documents used as sources of research data are: (1) education report for sd negeri 1 apuan, (2) the school's annual work program, (3) literacy achievement improvement 29 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 program based on local wisdom, and (4) school literacy movement program. data collected by interview, observation, and document study. the research respondents were headmaster, teachers, and students. data were analyzed descriptively qualitatively with the following stages: (a) data reduction, (b) data presentation, and (c) drawing conclusions or verification. test the validity of the data using triangulation techniques (worthen & sanders, 1981). results and discussion context evaluation. sd negeri 1 apuan is located in apuan village, susut district, bangli regency, bali province. since 2021 schools have developed a school literacy movement program which aims to improve students' abilities in the field of literacy. the scope of the school literacy movement that has been implemented includes (dewayani et al., 2021): (1) the physical environment of the school, including schools that are safe, clean, comfortable and fun, filled with text-rich materials and provide space for students to explore in intra-curricular, co-curricular and extracurricular activities; (2) the social and affective environment, namely school members who respect, respect, love, and give appreciation, especially for literacy achievements in intra-curricular, co-curricular, and extra-curricular activities; and (3) the academic environment, with regard to an academic atmosphere that is supported by a collaborative spirit so as to generate innovation and creativity in creating literacy in intra-curricular, co-curricular and extra-curricular activities at school. the school literacy program implemented at sd negeri 1 apuan uses the context of local wisdom. utilization of the context of local wisdom is felt to be very suitable for the school environment in rural areas. local wisdom which is used as the context for the implementation of the school literacy movement program uses a variety of content including information texts based on religious rituals where the majority of students are hindus (ramdani, 2018). likewise, balinese art and culture, which has been rooted for generations, is also a very rich content with information as material for developing students' literacy. dance and percussion arts are very rich in information content which is well known in foreign countries. even apuan village has a legend that has high historical value regarding the existence of the ancestors of apuan village, currently it is a historical relic of a mortar (a place for pounding rice) made of wood that is hundreds of years old but the shape and texture of the wood have not changed with time, era, season, temperature, and weather. the mortar is believed to have magical powers, so it was placed on top of a large banyan tree located in the middle of apuan village. even though the school literacy program has been implemented optimally, the literacy achievements of sd negeri 1 apuan students are still low. education report card data shows that the literacy achievement of sd negeri 1 apuan students only reached 1.75 (on a scale of 1-3) education report cards issued by the ministry of education, culture, research and technology. less than 50% of students have achieved the minimum competency for reading literacy. this achievement is still low because the percentage of students based on their ability to understand, use, reflect on, and evaluate various types of texts (informational texts and fictional texts) is still low. the literacy achievements of the students of sd negeri 1 apuan in 2021/2022 can be seen in table 2 below (gtk, 2022). 30 table 2. literacy achievements of students in sd negeri 1 apuan no. category persentage (%) 1. proficient 5 2. competent 45 3. basic 40 4. need special intervention 10 input evaluation. sd negeri 1 apuan is currently implementing two curricula, namely the 2013 curriculum and the merdeka curriculum, which aims to prepare indonesia's young generation to have the ability to live as individuals and citizens who are faithful, productive, creative, innovative and effective, and able to contribute to social life, nation, and state. for students in grades 2, 3, 5, and 6, they use the 2013 curriculum. meanwhile, students in grades 1 and 4 use the merdeka curriculum. this is in accordance with the changing status of the school as the executor of the implementation of the merdeka curriculum, merdeka berubah types. thus, the school also organizes co-curricular activities of the pancasila student profile strengthening project as a basis for developing character education. the implementation of literacy achievement improvement programs is supported by human resources including school principals, teachers, education staff, and students. there are 9 teachers at sd negeri 1 apuan consisting of 4 government employees, 4 non-permanent teachers, and 1 honorary teacher and 4 education staff. teachers who already have educator certificates are only 55.56% with a teacherstudent ratio of 1:16. currently sd negeri 1 apuan manages 144 students. the infrastructure owned includes: (a) 6 study group study rooms, (b) 1 unit of library room, (c) 3 units of toilets, (d) 1 unit of worship room, and (e) 1 unit of warehouse. the school has been accredited, with a b accreditation grade. all teachers of sd negeri 1 apuan come from apuan village, so they really understand the characteristics of the apuan community very well, including the local wisdom that exists in apuan village. apart from being teachers at school, several teachers are also "prajuru" (community administrators/leaders) in the "banjar dinas" where they live. this has a positive impact on the school because the presence of the teacher can facilitate the relationship between the school and the surrounding community. the activities carried out at the school can be fully supported by the surrounding community. including literacy activities that require community support and participation can easily be carried out because of the psychological closeness of teachers to the surrounding community. likewise students, most of them come from apuan village so that the closeness of students to the surrounding environment is not new, especially with regard to local wisdom in their area which is very appropriate to use as content for school literacy activities. the psychological relationship between school members looks very harmonious. this is because the headmaster, teachers, education staff, and students come from the same area, namely apuan village. the school implements the 7s culture (senyum, salam, sapa, sopan, santun, sabar, dan semangat). all school members are required to implement the 7s culture in order to support the implementation of the literacy movement, especially within the scope of the social and affective environment, to develop an attitude of mutual love, to give appreciation for achievements or achievements that have been achieved by school members including students. the headmaster as a learning leader shows a polite and authoritative attitude, so that he deserves to be a role model in behavior and action by teachers, students, and other school members (safitri & dafit, 2021). 31 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 process evaluation. the implementation of the local wisdom-based literacy achievement program at sd negeri 1 apuan has been carried out in accordance with the program plan that has been prepared. the procedure for implementing the program can be seen in the following scheme (setiawan et al., 2019). figure 1. program procedure schematic the local wisdom-based literacy achievement program begins with a teacher council meeting to select the school literacy team (slt) which comes from elements of teachers and education staff. the slt is determined through the decree of the principal of sd negeri 1 apuan. the slt is a special team (can be part of the school education quality assurance team) that is directly responsible to the school principal. the slt tasks are: (a) designing and evaluating school literacy activities; (b) ensuring the continuity of the 15 minutes of reading activity every day; (c) ensuring the availability of a collection of enrichment books in the library and reading corner at school; (d) managing the school library and reading corners in the classroom and other school areas; (e) schedule the implementation of activities in the school library for at least 1 hour a week (can be carried out during relevant class hours or special literacy hours); (f) coordinating the holding of literacy festivals, book weeks, or celebrations of other literacy-based holidays; (g) coordinating efforts to develop literacy activities through fundraising for business people or other funders outside the school environment; (h) coordinate efforts to promote school literacy activities for parents/guardians of students, reading books aloud, parenting training, and promotion of reading activities at home; (i) publish literacy activities in schools in print, audiovisual and online media in order to obtain wider support from the community; (j) network with stakeholders related to literacy, the slt in other schools, and literacy activists to work together to strive for the sustainability of literacy activities in schools. furthermore, the slt compiled a program of activities and identified supporting infrastructure including a library room, availability of reading books, reading corner, and stationary and office equipment (astuti, 2021). after the preparation of the program was felt to be ripe, the slt carried out outreach to all school members including the parents of the students. socialization activities were also carried out to the community, especially religious leaders, artists, humanists and prajuru in apuan village. it's just that community involvement in literacy activities is not running optimally, due to various reasons, including the busyness of the community carrying out their daily activities and several community leaders living outside apuan village. in accordance with the activity program previously prepared, schools carry out literacy activities through three types of activities which can be described as follows (dewayani et al., 2021). selection and determination of slt develop programs and identify supporting sarpras conducting program socialization implementing the program habituation developern learning program evaluation 32 habituation activities. before the learning activities begin, students and the class teacher carry out reading activities together. the main activities carried out include: (1) students read books together with the teacher; (2) students listen to stories in books read by the teacher and discuss them, but the results of the activities in this discussion are not assessed/evaluated; (3) students take turns reading books while their friends listen; (4) students listen to folklore told by the teacher and students also tell stories for their friends; (5) books that are read/read are books that are of interest to students and are not followed by tasks of memorizing stories, writing synopsis, etc.; (6) reading/reciting books at this habituation stage takes place in a relaxed and pleasant atmosphere. this habituation activity is carried out in the classroom, in the library, or in the school yard which is comfortable for students; (7) to get around the limited number of enrichment books, teachers vary them with other activities that involve the ability to read, listen, write, create, speak, sing, and appreciate works of art. other activities carried out in habituation activities are creating an atmosphere in the school environment that is comfortable and enjoyable, safe to explore, has textrich material in the form of information on utilization and contains invitations to foster a culture of literacy in schools. literacy facilities in elementary school include the school library, classroom reading corner, reading area outside the classroom, the school health, school canteen, teacher and student toilets, garden/school yard, teachers' and principal's rooms and parents' waiting room. to foster a culture of literacy, these areas need to be decorated with text-rich materials. based on the results of observations, the arrangement of the school environment has not been carried out optimally as a means of supporting literacy activities. the writings that are displayed in several places are not well done and interesting. likewise, the management of the library is carried out soberly, with a very minimal number of reading books. the arrangement of reading corners in each class has not been able to create a comfortable atmosphere for students. the school canteen is only used for students' shopping needs, not much text is installed in the canteen. the school health room has also not been laid out properly, there is very little information in the room. development activities. to accommodate the diverse interests of students, literacy activities at sd negeri 1 apuan explore a variety of activities according to students' preferences. activities that explore this interest are accompanied by teachers, education personnel, parents, or professionals. some things that need to be considered in development activities include: (a) the reading material used is material that fosters pleasure in reading or recreational reading, such as non-textbooks; (b) literacy activities can be part of extracurricular activities or mandatory visits to the school library; (c) literacy activities can include drawing, writing, crafts, movement arts and roles in responding to reading, which are adjusted to the level and ability of students; (d) the assessment of students' literacy activities is non-academic and focuses on students' attitudes in participating in activities. this non-academic assessment can be accommodated in student report cards; (f) the teacher's suggestions and comments on students' work are motivating for them; and (g) literacy activities take place in a pleasant atmosphere and in accordance with the interests of students. teachers and education staff at sd negeri 1 apuan monitor and pay attention to the growing interest of students in books and reading activities as measured by indicators of attitude, seriousness and behavior of students. this literacy-based award emphasizes the process of learning and reading, not just skills and quality of work. appreciating the learning process of students is proven to be able to foster learning 33 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 motivation and foster their curiosity and enthusiasm to work together. the teacher's assessment of the literacy results of students at sd negeri 1 apuan in development activities was not encouraging. there are still many students participating in literacy activities less seriously. guidance and firmness of coaching teachers need to be increased to carry out this activity program. learning activities. the development of literacy outcomes at sd negeri 1 apuan refers to the principles of learning activities that use literacy strategies, including: (1) using a variety of learning models to ensure the active participation of students and their various learning styles (auditory, visual, or kinesthetic). literacy strategies can be combined with participatory learning models such as problem based learning, project based learning, discovery learning, etc.; (2) held in comfortable classrooms, having a variety of text-rich materials, learning media, and seating arrangements that allow active participation of students in the learning process; (3) using a variety of learning media that are made by involving the participation and creativity of teachers and students; (4) utilizing local wisdom, and in accordance with the culture of the school environment; (5) accompany students to improve their ability to understand texts through strategies before, during, and after reading to improve students' critical thinking skills. several indicators of literacy strategies in learning used in sd negeri 1 apuan can be presented in table 3 below (dewayani et al., 2021). table 3. literacy strategy indicators for learning activities no. activity indicator 1. introduction understand the purpose of learning/reading make predictions on learning materials discuss learning materials through fun media (enrichment books, teacher stories/tales, films, etc.) study the features of learning media (book titles/authors/film titles, etc.) 2. core activities (lower class) identify new vocabulary and guess its meaning using text features (pictures/sentence context) pronounce repetitive words with the correct intonation, pronunciation, and rhythm drawing of a simple concept map role playing/singing/retelling to express understanding of the learning material discuss with friends and work in groups in the learning process core activities (high class) identify new vocabulary and guess its meaning using the text feature (image/sentence context) make a concept map/graphic organizer to understand the text make notes/summaries while reading think aloud while reading and discussing their understanding with the teacher/friends present understanding verbally/written/image/digitally 3. closing activities draw conclusions about learning materials and relate them to everyday life. reflect on the learning process confirm the predictions/questions made in the preliminary activities product evaluation. after the implementation of the local wisdom-based literacy achievement improvement program at sd negeri 1 apuan, the results achieved included: (1) students' understanding of their local wisdom is getting better, concern for maintaining, preserving and developing local wisdom is increasing; (2) students' literacy skills have increased, even though literacy achievements in educational report cards are still low; (3) the teacher's concern for improving students' literacy outcomes 34 increases. this can be seen from the seriousness of the efforts made by the teacher to find new breakthroughs both in habituation, development and learning activities; (4) school members are actively involved in school literacy program activities; and (5) the commitment of school members to improve students' literacy achievements in the following year is very high. this can be seen from the activities outlined in the activity plan and school budget which show a preference for the literacy achievements of students. in general, the efforts made by sd negeri 1 apuan to increase students' literacy achievements have been maximized. although the results are not as expected. this does not dampen the enthusiasm of the school community to continue to strive to improve students' literacy achievements. the recommendations obtained from the evaluation of the program to improve students' literacy outcomes at sd negeri 1 apuan are used as guidelines for reflection so that students' literacy achievements can be increased. support from the community continues to be increased through various activities, as a form of community involvement in the implementation of education in schools. conclusion based on the evaluation carried out on the literacy achievement improvement program for students at sd negeri 1 apuan, it can be concluded: (1) the local wisdombased literacy achievement improvement program at sd negeri 1 apuan is in line with government policies to improve the quality of education, especially in the field literacy; (2) the procedure for implementing the program is in accordance with the activity plan which refers to the guidelines for the movement for school literacy in elementary schools; (3) students' literacy achievements in educational report cards are not in line with expectations, still in the low category; (4) students' understanding and concern for preserving and developing local wisdom is increasing through formal learning conducted in schools; (5) the involvement of parents of students in programs to improve local wisdom-based literacy outcomes is very high through voluntary support and funding. recommendations that can be conveyed through this research are: (1) programs to improve local wisdom-based literacy achievements to continue to be carried out with improvements to the parts that are not optimal; (2) school members to continue to reflect and evaluate program implementation; and (3) school members to remain enthusiastic and maintain a commitment to improve students' literacy achievements, even though the current results are not as expected; (4) the support of stakeholders to be increased including religious leaders and community leaders so that they care about the efforts made by schools to improve the quality of education. acknowledgment the highest thanks and appreciation are conveyed to: (1) rector of pgri mahadewa indonesia university who has financed research activities that have provided funding, so that this research can be carried out according to plan; (2) headmaster, teachers, education staff, and students of sd negeri 1 apuan who have supported this research activity by providing data and information needed for research. reference abdurakhmonova, m., mirzayev, m. a., karimov, u., & karimova, g. y. (2021). information culture and ethical education in the globalization century. the american journal of social science and education innovations, 03(03), 384–388. https://doi.org/10.37547/tajssei/volume03issue03-58 35 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 astuti, e. (2021). seminar dan lokakarya: kemahiran berbahasa. badan pengembangan dan pembinaan bahasa, kemdikbudristek. darmada, i. m., widana, i. w., suarta, i. m., & suryaabadi, i. b. g. (2020). penguatan pendidikan karakter di sekolah dasar kabupaten tabanan bali indonesia. widyadari, 21(2), 394–411. https://doi.org/10.5281/zenodo.4059735 darmadi, h. (2018). educational management based on local wisdom (descriptive analytical studies of culture of local wisdom in west kalimantan). jetl (journal of education, teaching and learning), 3(1), 135–145. https://doi.org/10.26737/jetl.v3i1.603 dewayani, s., retnaningdyah, p., susanto, d., ikhwanudin, t., fianto, f., muldian, w., syukur, y., setiakarnawijaya, y., & antoro, b. (2021). panduan penguatan literasi dan numerasi di sekolah. dirjen paud, dikdas, dan dikmen kemendikbud. gtk, d. j. (2022). rapor pendidikan sd negeri 1 apuan, kabupaten bangli, provinsi bali. hidayati, n. a., waluyo, h. j., winarni, r., & suyitno. (2020). exploring the implementation of local wisdom-based character education among indonesian higher education students. international journal of instruction, 13(2), 179–198. https://doi.org/10.29333/iji.2020.13213a kemdikbudristek. (2022). buku saku rapor pendidikan indonesia untuk satuan pendidikan. kemdikbudristek. meijer, h., hoekstra, r., brouwer, j., & strijbos, j. w. (2020). unfolding collaborative learning assessment literacy: a reflection on current assessment methods in higher education. assessment and evaluation in higher education, 45(8), 1222– 1240. https://doi.org/10.1080/02602938.2020.1729696 prasojo, l. d., kande, f. a., & mukminin, a. (2018). evaluasi pelaksanaan standar proses pendidikan pada smp negeri di kabupaten sleman. jurnal penelitian dan evaluasi pendidikan, 22(1), 61–69. https://doi.org/10.21831/pep.v22i1.19018 pusmenjar. (2020). akm dan implikasinya dalam pembelajaran. kemdikbud. ramdani, e. (2018). model pembelajaran kontekstual berbasis kearifan lokal sebagai penguatan pendidikan karakter. jurnal pendidikan ilmu-ilmu sosial, 10(1), 1–10. safitri, v., & dafit, f. (2021). peran guru dalam pembelajaran membaca dan menulis melalui gerakan literasi di sekolah dasar. jurnal basicedu, 5(3), 1356–1364. https://jbasic.org/index.php/basicedu/article/view/938 setiawan, r., nurani, d., mardianto, a., misiyanto, komalasari, & islamiyah, a. (2019). panduan gerakan literasi sekolah di sekolah dasar. direktorat pembinaan sekolah dasar, direktorat jenderal pendidikan dasar dan menengah, kementerian pendidikan dan kebudayaan. sudiarta, i. g. p., & widana, i. w. (2019). increasing mathematical proficiency and students character : lesson from the implementation of blended learning in junior high school in bali. journal of physics: conference series. https://doi.org/10.1088/1742-6596/1317/1/012118 suhartini, s., sekarningrum, b., sulaeman, m. m., & gunawan, w. (2019). social construction of student behavior through character education based on local wisdom. journal of social studies education research, 10(3), 276–291. widana, i. w. (2020). the effect of digital literacy on the ability of teachers to develop hots-based assessment. journal of physics: conference series, 1503(1). https://doi.org/10.1088/1742-6596/1503/1/012045 widana, i. w., & ratnaya, g. (2021). relationship between divergent thinking and 36 digital literacy on teacher ability to develop hots assessment. journal of education research and evaluation, 5(4), 516. https://doi.org/10.23887/jere.v5i4.35128 widodo, a., maulyda, m. a., fauzi, a., sutisna, d., nursaptini, & umar. (2020). tolerance education among religious community based on the local wisdom values in primary schools. advances in social science, education and humanities research, 465(access 2019), 327–330. https://doi.org/10.2991/assehr.k.200827.082 widoyoko, s. e. p. (2014). evaluasi program pembelajaran: panduan praktis bagi pendidik dan calon pendidik. pustaka pelajar. wiggins, g., & mctighe, j. (2005). understanding by design (ubd). association for supervision and curriculum development. wijaya, a., & dewayani, s. (2021). framework asesmen kompetensi minimum (akm). pusat asesmen dan pembelajaran, badan penelitian pengembangan dan perbukuan, kementerian pendidikan dan kebudayaan. worthen, b. r., & sanders, j. r. (1981). educational evaluation: theory and practice. charles a. jones publishing company. 58 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 9 no 1 (2023) website : http://journal.unj.ac.id/unj/index.php/jisae education dilemma and challenges of the creative industry craftsmen in placed purwakarta achmad siswanto1 universitas negeri jakarta nika arundina lusty2 universitas mercubuana abdul hakim syafi’i3 ipb university abstract this study aims to describe the challenges and dilemmas in the gerabah craft business as a sub-sector creative industry. this study uses a qualitative approach with a case study method as a strategy of inquiry—primary data collection by indepth interviews and observations. meanwhile, secondary data was collected through document studies and analyzed using qualitative and in-depth literature studies. the results of this study indicate that pottery artisans in kampung lio, kecamatan plered, and purwakarta have the opportunity to reach the digital market and develop a home industry which can be projected to become a pottery tourism village. however, these opportunities are difficult to reach because they are faced with several challenges, namely low level of education and surrender mentality, and limited financial capital make it difficult for them to develop. keywords: education dilemma, challenges, creative industries address for correspondence: 1achmadsiswanto@unj.ac.id 2nikaarundinalusty@mercubuana.ac.id 3abdulhakimsyafii@apps.ipb.ac.id introduction currently, creative industries synonymous with the creative economy are projected to become the backbone of the national economy. this reality is motivated by the continued increase in indonesia's economic income and gross domestic product (gdp) from 2015, amounting to idr 852 trillion, rising to idr 1,105 trillion in 2018 (bekraf, 2019: 40). basically, the creative industry/creative economy focuses on how to make money through ideas and creativity. so that the creative industry is an economic sector that does not require production on a large scale like the manufacturing industry, but the creative industry places more emphasis on the quality of its human resources (dwi seyati, et al., 2020: 1-2). the creative industry can be categorized into fifteen sub-sectors: advertising, architecture, the art goods market, crafts, design, fashion, video and film, interactive games, music, and arts. show (showbiz), publishing and printing, computer services and software (software), television and radio (broadcasting), research and development, and culinary. based on these categories, crafts made from various materials such as wood, metal, glass, textiles, and pottery or clay crafts are the leading sub-sectors that significantly boost the national economy (bekraf, 2019: 24). as a leading sub-sector of the creative industry, pottery-based or clay-based crafts in indonesian society have two critical values. first, clay-based crafts (gerabah) have cultural and historical value because they have been known in indonesia since the neolithic era (prehistoric times around 3000-1100 bc) (https://www.kompas.com). second, clay-based crafts have high economic value because they are supported by many creative artists and have adequate raw materials (https://kemenperin.go.id). http://journal.unj.ac.id/unj/index.php/jisae mailto:achmadsiswanto@unj.ac.id 59 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 although clay-based crafts have historical value and have the support of material resources, several regions in indonesia, such as lampung, jombang, and jember, are now facing challenges and opportunities. the challenges of the potterybased creative industry in lampung are starting to lack consumers. hence, the artisans or creative actors switch professions to become tofu and tempeh makers (reisa maharani et al., 2017: 6). whereas in the jombang region, the pottery craft sector encounters three challenges that prevent the pottery craft from developing, namely, the limited availability of clay, the low quality of human resources for pottery artisans and work as pottery craftsmen only to fulfil short-term needs, not for the long term. furthermore, in jember, pottery craftsmen began to optimize technological opportunities to market their grenade-based handicrafts such as pots, glasses and teapots through social media (dwi setyati, et al, 2020). then the results of silfiana's study (2019) regarding the gerabah-based creative industry in serang have tourism potential that can be developed to attract tourists. the narrative of the results of the study above illustrates that pottery as a leading sub-sector of the creative industry is faced with different challenges and opportunities, from one region to another. then the question is what about the existence of pottery-based crafts in the area of lio village anjun plered district purwakarta regency at this time? what are the dominant challenges that arise among pottery craftsmen in running their business in the region? this question is an important part of this research. this research is interesting because it takes the subject and research locus in the lio village area, purwakarta, which made pottery with clay long before indonesia's independence (rosadi, 2018). thus, the variation of the data obtained can later update new findings and knowledge that can contribute to the development of potterybased creative industry businesses in the future. method this study uses a qualitative approach with a case study method as a strategy of inquiry. the subject and locus of this research were conducted among pottery craftsmen in lio village, anjun, plered district, purwakarta regency. data collection was carried out using in-depth interviews supported by extensive observation and document studies. after the data has been collected, the data analysis process is carried out according to each type of data. the results of the in-depth interview analysis are processed in a matrix and visual flowchart. with this technique, patterns or trends are obtained that can be compared between the information of one informant and another. while the results of the analysis of observational data (in the form of photographs and field notes) are needed to complement the primary data (results of in-depth interviews) and secondary data. the results of the analysis of observational data also serve as a test for the validity and validity of data from primary and secondary sources. results centers for processing earthenware crafts based on clay or earthenware are located in the village areas of lio-anjun, citeko and pemayonan which are located in the plered area, purwakarta, west java. socio-historically, the existence of handicrafts processing clay in this area has existed since the era of the banten kingdom (rosadi, 2018). of course, the history of the journey of the pottery craft has interesting dynamics to discuss, especially with regard to the condition of its human 60 resources, challenges and opportunities for business development, as well as the aesthetic and artistic inherent values. the development of the pottery business in the citeko and pemayonan areas has begun to recede. the current condition of the pottery business for the purposes of making bricks and tiles is slowly decreasing in production and has begun to close. this reality can be seen from the existence of several buildings that were former factories for making pottery-based materials for bricks and tiles that have changed their function to become educational facilities. this is because the market share for brick and tile needs has been rivaled by cheaper building materials such as hebel and aluminum tiles which are more in demand by the community for building their houses. the development of the clay processing business in the citeko and pemayonan areas has slowly started to go out of business. now there is only anjun village left that still survives with limited human resources and financial capital to continue to pursue the pottery business as a livelihood for the community's economy. based on the population aspect, the anjun area, plered district, purwakarta regency is a densely populated area. most of the population belongs to the low-income group and works in the informal sector. with the presence of pottery as a local wealth, many people take advantage of opportunities for their daily economic life. in general, the earthenware-based business structure in the anjun region has various types, from large businesses to small craftsmen. sociologically, the development of pottery in the anjun plered-purwakarta village area can be seen in the context of three types of business (interview, 2022). first, there is a large-scale pottery business model or a large factory that has workers in a structured manner, such as a division for making soil, a section for molding products, and for making pottery with various shapes for flower pots, as well as a kiln and a place for painting the ceramics itself. second, there are small-scale pottery businesses, namely home industries with craftsmen supported by small capital, so they only sell raw materials that must be further processed by factories, such as burning and coloring. so, the business being sold is land and creativity forms the land until it is dry. then these handicraft products can be brought to a factory to be burned in a kiln. third, there are land cultivators who do not sell any products except for selling only milled land. table 1: types and scale pottery business in anjun plered village purwakarta type of business scale characteristics factory of large • have adequate workers and financial capital • mastering the distribution network of goods • have a national and international market network home industry moderate • human resources with low education • small financial capital. • mastering the distribution network of goods in the local market. clay processing workers small • human resources low educated • selling milled land, limited financial capital (source: processed from interview results, 2022) the categorization of the types of pottery business above has implications for the utilization of people's everyday economic opportunities. the economic opportunity for a pottery-based business relies on a diverse division of labor, from working as a large to small scale business owner, craftsman and daily wage laborer. usually, the 61 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 utilization of economic opportunities in pottery-based businesses relies on the division of labor as follows: table 2: distribution work in the pottery business in anjun plered village purwakarta type of work method of work income pottery craftsmen shaping clay into various shapes (pots, jars, barrels and others) low pottery motives making patterns of various pottery products low pottery coloring services making pottery color motifs low pottery transporter services (kuli ari) transporting goods (such as clay, firewood, and finished pottery products), drying pottery, and unskilled other low pottery burning services setting pottery in a kiln and burning pottery medium (source: processed from fgd results, 2022) the relation of the work-sharing system in the pottery-based business in the table above is complementary. this means that the division of labor between pottery craftsmen and other work services has a strong and complementary relationship in the mechanism of pottery-based craft production, both in large-scale businesses and small-scale home industry businesses. this reality can be seen from the existence of labor services to transport pottery production, known as porters. apart from lifting pottery products, the porters also work to dry the pottery and carry firewood. of course the existence of coolies is very important for pottery production. because of the location of the small-scale home industries in the anjun village area, they are generally located in a narrow alley and protrude slightly inward. so the owner of this small-scale home industry needs transport services to carry his pottery products. work that relies on the power of labor performed by porters can generate idr.30,000idr. 50,000 for one day. next is the role of the services of pottery craftsmen who also occupy an important position in the production flow of pottery crafts. a pottery craftsman can earn idr. 50,000 in one day with finished pottery products. in addition to pottery craftsmen, the role of pottery motif and coloring services also has an important position in the production flow of pottery crafts. because with charming motifs and coloring, it can be a bargaining power as well as attracting consumers to buy it. in one day the services of pottery motifs and dyes can generate income of idr 50,000-idr 100,000. if you are lucky, a pottery motif and coloring service worker gets a wholesale job to provide motifs and color pottery in large quantities, then in one week his income can reach idr 1,500,000. then an equally important role in the production of pottery-based handicrafts is the service of firing the pottery. the process of burning pottery cannot be done haphazardly. if it is careless, it will usually have an impact on the poor quality of pottery products such as broken, undercooked pottery and of course you will suffer losses because it cannot be sold to consumers. to avoid pottery production failures, the pottery firing process requires competence, especially in relation to the technique of preparing pottery and determining the temperature level for firing it. it is important to carry out procedures and techniques for burning pottery during the burning process, so that the resulting pottery products are of high quality. usually, in the process of firing pottery, there is a system of wholesale work for individuals who are known to be proficient in setting up pottery in a furnace and carrying out burning. 62 a person who has the skills to work in a burning service can get a wage idr. 200,000 with a work process for one day and one night. the narrative on the dynamics of the division of labor above is the reality of the socio-economic life of everyday residents in anjun village, plered, purwakarta. the socio-economic life of pottery craftsmen often feels that their work is not enough to cover their daily needs. there is a kind of anecdote from pottery craftsmen that pottery crafts will not guarantee a life to be rich or to be able to live successfully without relying on pottery income. this statement is a reflection of the reality of the complex economic life of the pottery business. some of the pottery activists really feel that the business in the world of pottery is complicatet. while the results obtained are also not comparable to the production process which takes a long time and is done by involving many parties. the process of making pottery takes longer when faced with a prolonged rainy season. drying pottery during the rainy season is very difficult, because the process uses the sun as the main power to dry the pottery. when the rainy season continues, it automatically causes pottery production to stall. the implication is that the wage schedule, which should be running, also often experiences congestion. this condition makes the pottery craftsmen's income cannot be used for savings or investment, but only used as expenses to simply survive. the lack of income among pottery craftsmen has forced some of them to switch professions to become farmers cultivating rice fields and construction workers. for craftsmen who still want to focus on clay, they try to open their own business, namely making clay and selling it in its raw condition, which is known as goods mentahan (clay that has been formed but is still wet, has not gone through any process, only the shaping process). so the buyer must continue the process of drying, burning and painting process). for pottery craftsmen who have a kiln, they usually prefer to burn it themselves and sell it in the form of biscuits (raw materials), namely pottery that has been burned but has not been painted. selling earthenware and earthenware biscuits each has different risks. selling biscuit-type pottery, if the combustion results are not good, it will make its own losses. however, for craftsmen who sell raw materials, the risk is not too great because the condition of the goods is still raw. the dynamics of the production process among pottery craftsmen, especially home craftsmen and small craftsmen in the anjun plered area, purwakarta, are vulnerable with limited income and difficulty developing. one of the reasons for this reality is the low level of education among pottery craftsmen. this fact can be seen from the level of education they only graduated from elementary school, and some of them did not graduate from elementary school. low education has an impact on their capacity for knowledge and the use of network marketing products through digital technology is also low. this condition can be seen from the results of observations and interviews with researchers showing that the ability to seize opportunities in the digital economy arena has never been tried and there is no idea of how the internet and smart phones can be used as expansion media to market their products. they tend to work in "comfort zone" and do not seek to expand. this condition was caused by some of them being very afraid of failure due to the complexity of the pottery industry itself. so is wrong, if it is done wrong, it is likely to cause losses. the results of the researchers' observations showed that all types of cellphones, on average, were still using non-android types, or conventional cellphone models that could only make calls and send messages. it is very rare to find artisans using android-type mobile phones, even though some of them use android, usually they cannot use it for the purposes of marketing a pottery business. thus the 63 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 marketing of pottery-based handicraft products in the plered-purwakarta region tends to be carried out conventionally, namely selling pottery products from producers to consumers through the means of shops that are lined up along jalan anjun, plered, purwakarta. based on information in the focus group discussion (fgd), it was explained that the market share of pottery-based handicrafts in the plered purwakarta area was based on two important schemes that continue to this day. table 1 scheme marketing of pottery products in plered-purwakarta region target market mechanism of marketing international marketing conventional direct marketing network between pottery producers and foreign consumers. local distributing and selling products directly to consumers through pottery handicraft shops along jalan anjun, plered purwakarta. (source: processed from fgd results, 2022) limited educational capital among pottery craftsmen has an impact on their mentality of life which tends to surrender to accepting a narrow economic life as destiny. their low educational background means they do not have access to financial capital to develop their businesses through economic institutions such as banks and cooperatives. this reality is a form of educational dilemma among pottery craftsmen in lio-anjun village, plered, purwakarta. on the one hand, they need progress in their business, but on the other hand, limited education means they do not have the skills to seize opportunities for access to capital or progress and convenience of digital markets, both for developing their business during the covid-19 pandemic and projecting economic life in the new normal era to front. discussion the existence of a clay-based craft industry in kampung lio anjun plered, purwakarta has a long historical track record. as the results of previous studies explain that the existence of this clay-based business has existed since 1904 until now (rosadi, 2018). this means that creativity-based businesses cultivate clay and the people who work on it as craftsmen have long existed in the region. clay-based industrial businesses still exist today because people still need objects made of clay, such as flower pots and jugs for birth ceremonies and other tools to support traditional rituals (mahendra, et al, 2020; faqih bahtiar, 2020). in addition, the existence of natural clay resources and human resources that make pottery their livelihood has made this business exist until now (badriah firdiyanti, 2016; silfiana, et al, 2019). currently, the clay-based industry and its craftsmen still exist in the kampung lio anjun plered area, purwakarta. however, the existence of this business is faced with a complicated dilemma. on the one hand they are required to survive and be able to advance their achievements, but on the other hand they tend to switch professions to other informal jobs and close their businesses. this is in line with the results of research which explains that the shift of pottery craftsmen to other jobs is caused by several things, namely their income cannot meet household needs, the difficulty in obtaining clay materials and digital marketing that is not yet optimal. pottery products are difficult to progress because of low-educated human resources (maharani, 2017). low education causes a person to be unable to seize opportunities in an advanced era (subasman, 2015). 64 the results of maharani's research (2017) confirms that the existence of skilled human resources and adequate education is an important factor who can advance the pottery-based business itself. of course, pottery craftsmen with an adequate educational background can strengthen the business flow of the clay-based industry, starting from production, distribution, to expanding marketing to their consumers. in this context, the adequate educational background of the actor as a craftsman can reach the digital market through his technological skills. thus the economic welfare of business craftsmen made of earthenware can increase. the creativity of actors with adequate educational capital certainly makes it easier for the pottery-based products they produce to reach consumers through the digital market with various available platforms. the digital market is an important institution that bridges pottery products produced by artisans to the general public. this is because handicrafts made from pottery in the era of globalization are no longer sufficient to be seen as a product of the creativity of the creators or craftsmen. however, handicrafts made from pottery in the era of globalization are a reality that needs to be produced and reproduced in a sustainable manner so that they are able to exist and continue to be consumed by society. this understanding confirms that pottery-based crafts as cultural products need to involve important institutions in a system that is based on the progress of globalization (such as support from the development of technology and communication tools). in the current context, handicrafts made from pottery as a cultural identity and have economic value can develop and continue to be consumed by society if important institutions in the cultural industry (such as communication media, marketing and social media) are involved in their production and distribution flow. conversely, the economic value of handicrafts made from earthenware as a product of economic value will find it difficult to develop if it does not involve various important institutions in the cultural industry system. discourses about creative products made from pottery and other cultural products such as music, dance, painting in today's modern society have a lot of contact with the industrial system. the relationship between pottery-based handicrafts as a cultural product and industrial system is getting stronger along with the growth of capitalism in developing countries, including indonesia. conceptually the relationship between culture and the industrial system is discussed by paul hirsch (in wendy griswold, 2008: 74-75) through a specific scheme that describes how cultural products and their consumers in the industrial system work continuously to form a relationship that is mutually responsive between one institution and another. other institutions. paul hirsch's ideas were actually heavily influenced by the thoughts of richard peterson (wendy griswold, 2008: 74) who explained that: this production-of-culture approach, in the words of richard peterson looks at the "complex apparatus which is interposed between cultural creators and consumers" (this apparatus includes facilities for production and distribution; marketing techniques such as advertising, coopting mass media, or targeting; and the creation of situations that bring potential cultural consumers in contact with cultural objects). the conceptual narrative above emphasizes that the cultural production approach is a description of the relationship between culture creators and consumers connected through complex inter-institutional relationships (such as production and distribution facilities, marketing techniques, communication media, and consumer needs) in the dynamics of industrial system relations. from this explanation, paul hirsch created a detailed scheme to explain how culture is produced, distributed to the 65 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 recipients of culture. to facilitate the description of the cultural industry system formulated by paul hirsch, it can be seen in the following figure: figure 1 the flow of production, distribution and reception of culture sumber: (wendy griswold, 2008: 74) based on the scheme above, it can be concluded that the forms of culture consumed by society do not come automatically from the creators of culture, but are the result of intertwined relationships between institutions from starting from the technical subsystem, managerial subsystem, institutional subsystem, consumers to feedback given by the customers. the following is an explanation starting from the picture on the left. based on this cultural idea, an initial screening process was carried out by cultural industry organizations to be selected and adapted to market needs. this process is carried out by the managerial subsystem (organizations) as an institution in the culture industry system. this managerial subsystem takes various forms, such as galleries, recording studios, publishers, studios or similar institutions that have the function of being a production house. in the context of the pottery industry, the managerial subsystem can be seen in the form of factories, home industries and the land for processing the earthenware. then production institutions in the form of managerial subsystems (organizations) carry out the second stage of filtering/selection to be ready to be marketed to the public through institutional subsystems (media) in various forms such as (television, radio, youtube, social media, and digital trading platforms and various kinds other forms of performance media). for example, in the production of goods made of clay, a craftsman will choose the best product to be made into goods that are promoted through social media, youtube, and the like. after that, a craftsman can display it in its entirety through a digital trading platform to be marketed to consumers. this logic aims to maximize a product of economic value so that it is ready to compete in the market area. it is through this description of the flow of production and distribution of culture in this industrial system that various cultural products, including pottery, reach consumers. in this context, cultural consumers can provide feedback in various forms, such as the number of product purchases, the number of subscribers on the youtube channel and the like, which have a function as a means of assessing the level of popularity of cultural products so that they are worthy of being re-produced. the description above is the flow of production, distribution, until goods with economic value reach their consumers. through this mechanism, the creative industry business made from clay can develop forward by utilizing the relations between 66 institutional systems built in the culture industry system. in the context of this research related to the creative industry business made from clay in kampung lio plered, purwakarta, it seems difficult to develop. this reality is due to the low educational background among craftsmen as product creator actors making them unable to seize opportunities in the flow of production and distribution in the cultural industry system itself. through the perspective of paul hirsch (in wendy griswold, 2008), it can be analyzed that on the part of the creative artists who create products made of clay have low education, so that managerial subsystem institutions such as small-scale home industries produce pottery with limited shapes and forms. then the limited educational background causes craftsmen to be unable to reach the institutional subsystem or the media to promote their pottery products via youtube or social media and digital trade platforms. they tend to promote and market their pottery products conventionally. thus, the pottery craftsmen received less feedback from their consumers, so that the pottery business seemed stagnant and even decreased the amount of production. efforts to advance the pottery industry in the modern era certainly require the creativity of the craftsmen to be involved in the flow of production and distribution in the cultural industry system. however, their limited educational background makes them unable to reach it to the fullest. therein lies the dilemma of the pottery industry in the anjun region, plered, purwakarta. on the one hand, pottery craftsmen are demanded to be able to seize economic opportunities through various promotional media and digital trade platforms. on the other hand, the low level of education makes them have minimal knowledge of technology. even though adequate technological skills can be useful for market expansion and promotion flexibility both during the covid-19 pandemic, and in the new normal period going forward. conclusion based on the results of this study it can be concluded that the handicraft industry business made from earthenware in the contemporary context is no longer sufficient to be seen only as a creative product of the creator for craftsman. however, handicrafts made from earthenware are products of economic value in the current era that need to be produced and reproduced in a sustainable manner so that they can exist and continue to be consumed by the public. industrial craftsmen made of clay are faced with a business dilemma. on the one hand, the demand for pottery-based crafts as a cultural product is to involve important institutions in a system that is based on the progress of globalization (such as media promotion and support for the development of technology and communication tools). however, the low level of education makes pottery craftsmen unable to reach them. so that the handicraft industry made from pottery which is carried out by craftsmen is difficult to develop. references chris barker, 2013, cultural studies: theory & practice, student library: yogyakarta griswold, wendy. 2013. cultures and societies in a changing world (4th edition). london: sage publications ltd. resti karmila, 2017. social studies of kasongan pottery craftsmen's communities in the perspective of character education in 2017. graduate school of pgri yogyakarta university in http://repository.upy.ac.id/1643/ maharani raisa, et al, 2017. socioeconomic characteristics of pottery craftsmen switching livelihoods to making tofu tempe. in the journal geographic http://repository.upy.ac.id/1643/ 67 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 research, vol. 5, no. 3. open access: http://jurnal.fkip.unila.ac.id/index.php/jpg/issue/view/741 hendy rosadi (2018) plered ceramics, purwakarta, west java your history now. in the journal dimensi, vol.14no.2. silfiana, 2019. strategy for developing village potential to become an educational tourism village in bumi jaya village (case study of pottery crafts centers in bumi jaya village, ciruas district, serang regency). journal of regional development policy, vol.3, no.1, june 2019, p. 13 – 32. badriah firdiyanti, 2016. the strategy for survival of pottery craftsmen as an effort to meet needs in kademangan village, mojoagung district, jombang regency. swara bumi journal vol 1 no.2. faqih bahtiar (2020) study of pottery women in klipoh hamlet, karanganyar village, borobudur district, magelang regency mahendra, et al., (2020) pottery crafts in penujak village, west praya district, central lombok regency, west nusa tenggara province. https://www.kompas.com skola/read/2020/11/06/150000669/ understanding–and – examples – results – pottery craft? page = all. https://kemenperin.go.id/artikel/20565/ekspor-tembus-usd-25-juta,-ikm-gerabahdan-keramik-hias-masih-prospektif subasman, i. (2015). program evaluation toward millennium development goals in education aspect at kuningan regency west java. jisae: journal of indonesian student assessment and evaluation, 1(1), 40-64. http://jurnal.fkip.unila.ac.id/index.php/jpg/issue/view/741 http://jurnal.fkip.unila.ac.id/index.php/jpg/issue/view/741 http://jurnal.fkip.unila.ac.id/index.php/jpg/issue/view/741 https://kemenperin.go.id/artikel/20565/ekspor-tembus-usd-25-juta,-ikm-gerabah-dan-keramik-hias-masih-prospektif https://kemenperin.go.id/artikel/20565/ekspor-tembus-usd-25-juta,-ikm-gerabah-dan-keramik-hias-masih-prospektif 68 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 9 no 1 (2023) website : http://journal.unj.ac.id/unj/index.php/jisae development of strengthening good character education scale as a need assessment instrument for guidance and counseling teachers awaluddin tjalla1. wirda hanim2*, 12. bimbingan dan konseling, universitas negeri jakarta, jakarta abstract discussions about morals have been long and have strengthened in indonesia in the last ten years, marked by character education. since then, educational institutions have tried to formulate concepts and directions for their implementation. however, there is no scale capable of measuring good character. therefore, this study aims to develop a scale of good character strengthening penguatan karakter baik (spkb). this scale consists of three aspects: moral knowing, feeling, and action. penelitian using research and development (r & d) methods. the respondents of the study were 2468 respondents. the results showed that the moral knowing, feeling, and action instruments were 21 items that met the validity and, at the same time, the item difference value with a cronbach's alpha score of 0.816, so the instrument with 21 items is acceptable as a scale with high reliability. keywords: group guidance, virtual, online, digital comics address for correspondence: awaluddin-tjalla@unj.ac.id wirdahanim10@gmail.com introduction humans have innate potentials that can be inherited genetically, although the environment also has a big role in developing their character. research by cingel, d. p., & krcmar, m. (2017), children's morality can be positively influenced by prosocial television shows through the promotion of perspective, justice, and attention. this suggests that parents with good character have the potential to have good children, and interaction with the environment determines the development of their character. the environment actively in the interaction process plays a role in character formation, and the individual determines the result by internalizing his experience. moral education strategies improve the effectiveness and efficiency of moral education (meindl, p., quirk, a., & graham, j, 2017). in addition, cultural factors shape the character or condition of a person's morals. in his research jing li (2020) considers cultural differences in the development of the origins of children's intention-based moral judgments and moral behavior in the context of indirect reciprocity. the process of internalizing values is actively encouraged by educational institutions in character education programs. education aims to help achieve national goals that want to make the indonesian nation or individuals have noble values with dignity and character. judging from its history, character education efforts with various programs continue to be carried out along with the development of the curriculum. in the 60s, there were ethics subjects in the basic education curriculum. in the new order era under bp4, it held a p4 upgrade after the new order government ended to realize n the nation's character did integrate with a curriculum based on science and technology and imtaq. it starts from the ktsp 2006 curriculum, which is equipped http://journal.unj.ac.id/unj/index.php/jisae mailto:1awaluddin-tjalla@unj.ac.id mailto:1awaluddin-tjalla@unj.ac.id mailto:1awaluddin-tjalla@unj.ac.id mailto:2wirdahanim10@gmail.com 69 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 with a character curriculum through self-development activities in routine, spontaneous, exemplary, and conditioning activities. from 2010 until now, character education has been integrated with the curriculum in various subjects and school activities. calculated from the integration period, it has been approximately ten years since this was done, so it is necessary to make efforts to make achievements with reliable instruments. so far, there are still very few such efforts, and this indication can be seen from the availability of publications on character education success research that are difficult to find in reputable journals l l. this encourages this research to be carried out so that the results can be used as recommendations for implementing character education in the development and sustainable phases. character, in the context of character education, is developed based on the principle of lickona (1997), which associates character with morals. character aspects are divided into moral knowing (knowledge), moral feeling (affection), and moral action (psychomotor), so that character measurements can be seen from the moral aspect. the moral aspect of the individual does not stand alone but is influenced by many things. research by simpson, a., piazza, j., & rios, k. (2016) states that people's support for moral principles is related to their life experiences, war experiences, family experiences, or religious status. in addition to cultural contr abuse, the character is judged based on moral rules. these rules can be useful for regulating individuals in refraining from selfish behavior and preventing them from lying, deceiving, or stealing from others (ellemers, 2017). it is menu njukkan that the salesperson's moral action or behavior is related to the verbalized social order. moral judgments maintain social order, depend on complex explanations, and require verbal exchanges to communicate moral tones as a code of conduct (kagan, j., 2018). the character cannot ignore its moral aspects. the importance of behavioral reality and emotional experience to understand how orang reflects general principles and moral ideals (tapp, c., & occhipinti, s., 2016). people tend to be motivated to protect their self-view as moral (pagliaro, s., ellemers, n., barreto, m., & di cesare, c ., 2016). it shows that the measurement of character conditions cannot ignore the internal motivations associated with the cultural attributes of the individual. the evaluation of the success of character education so far is not carried out with reliable instruments and considers cultural factors as an important attribute of character building. sumardiyani (2017) developed an evaluation model but only focused on one location and did not develop instruments to measure the success of character education achievement. the results showed that character education in indonesia has a positive impact on developing student character (zurqoni, 2018). in this study, fgd was used in data collection. the limitations of this method reach only a small number of samples in research. the euro-mcd 2.0 instrument covers three domains: moral competence, teamwork, and moral action (de snoo-trimp, 2020). method there are various kinds of research models and development or r&d developments put forward by experts like dick and carey, borg and gall, and sugiyono (2016). the r&d model, although sub-stance, is similar in that it consists of phases of development, testing, revision, finalization, and publication, when each model has its peculiarities and goals. the development model put forward by azwar (2012) was chosen because it is specific and appropriate for research on the development of psychological instruments. the r&d procedure is described in the flowchart as follows: https://journals.sagepub.com/doi/full/10.1177/1088868318811759 70 figure 1. research chart flow 1. identify measuring objectives definitions of variables to be developed in measuring instruments. the concepts developed in the research are moral aspects of knowing, feeling, and action. 2. measure domain restrictions from moral knowing, feeling and action have many attributes. in this study, the most relevant attributes to the conditions of character education in indonesia will be selected. 3. aspect operationalization made dimensions from the result of restriction into a grid (blueprint). at this stage, scale specifications and scaling methods are also selected. the method used is fgd with several instrument experts. 4. writing items at this stage is observed grammar and rules of formation of instrument items or tools are with a linguist. 5. language trial this trial was carried out by involving linguists and a small number of users to obtain hypothetical data. if there is still an error between the researcher's intention regarding the legibility of the item and the expert and potential users, then they will re-write the item or enter it into the revision stage. 6. field test this trial was carried out by involving high school students in padang and dki jakarta. 7. select item /reliability test after the field test, the item is declared appropriate or improved through the justification of suitability with cronbach's alpha coefficient (whiston, 2013). 8. validation of research item items the researcher conducts a test of the validity of the instrument grains 9. final compilation 71 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 at this stage, the merger of all items into a whole instrument is carried out time and respondents this research was conducted from august to november 2021. this study involved two people as expert examiners and 2468 students as respondents. result validity test the validity that will be assessed in this study is the validity of the construct (construct validity). construct is the framework of a concept; construct validity is validity related to the ability of a measuring instrument to measure the meaning of a concept it measures. according to jack r. frankl, construct validation (determining the validity construct) is the widest in scope compared to other validations because it involves many procedures, including the validity of the content and the validity of the criteria (siregar, 2010). when viewed in the table above, only item no 32 is included in the invalid item (drop). meanwhile, the rest of the item is valid with a significance of 0.01. table 1. instrument validity no aitem method total score 1. i feel confused as to how behavior is said to be immoral pearson correlation .410** sig. (2-tailed) ,000 n 2469 2. i regret many actions i have taken because i have harmed others a lot pearson correlation .216** sig. (2-tailed) ,000 n 2469 3. it is difficult for me to choose the most appropriate course of action to respond to an event pearson correlation .421** sig. (2-tailed) ,000 n 2469 4. i am trying to figure out which actions follow the values of life that society expects. pearson correlation .312** sig. (2-tailed) ,000 n 2469 5. i discussed with others which actions were moral pearson correlation .252** sig. (2-tailed) ,000 n 2469 6. i care about the principles held by others pearson correlation .183** sig. (2-tailed) ,000 n 2469 7. i have limited information regarding life values pearson correlation .474** sig. (2-tailed) ,000 n 2469 8. i have a hard time distinguishing how universal values are applied in everyday life pearson correlation .509** sig. (2-tailed) ,000 n 2469 9. i understand that when someone acts, they carry out the morals they believe in pearson correlation .249** sig. (2-tailed) ,000 n 2469 10. i know of an acceptable form of kindness in all cultures. pearson correlation .300** sig. (2-tailed) ,000 n 2469 11. when someone gives a good or bad rating, i try to understand how they give that assessment pearson correlation .419** sig. (2-tailed) ,000 n 2469 12. when i see someone depressed in a situation, i try to understand how they feel pearson correlation .437** sig. (2-tailed) ,000 n 2469 13. i have a hard time understanding why someone responds with a good or bad attitude pearson correlation .462** sig. (2-tailed) ,000 n 2469 14. i know the reason why someone should keep their promise. pearson correlation .430** sig. (2-tailed) ,000 n 2469 72 no aitem method total score 15. everyone needs to fight for their rights pearson correlation .415** sig. (2-tailed) ,000 n 2469 16. i weighed my behavior before deciding to do it pearson correlation .418** sig. (2-tailed) ,000 n 2469 17. i was thinking of responding to something with a behavior that i hope others would also do pearson correlation .198** sig. (2-tailed) ,000 n 2469 18. i am confused about finding alternative behaviors in response to a situation pearson correlation .430** sig. (2-tailed) ,000 n 2469 19. it is difficult for me to choose the action that has the lowest moral risk pearson correlation .278** sig. (2-tailed) ,000 n 2469 20. i regret doing something that does not match the good grades in life pearson correlation -.186** sig. (2-tailed) ,000 n 2469 21. i am principled that something that has passed does not need to be looked back on pearson correlation .114** sig. (2-tailed) ,000 n 2469 22. i am trying to fix a mistake i made pearson correlation .469** sig. (2-tailed) ,000 n 2469 23. i know the weaknesses and strengths of making a decision pearson correlation .395** sig. (2-tailed) ,000 n 2469 24. i feel sorry when i do not do the good i can do pearson correlation .413** sig. (2-tailed) ,000 n 2469 25. when doing something that is not my conscience, i feel that "this is not me." pearson correlation .310** sig. (2-tailed) ,000 n 2469 26. there is no need to regret the fallacy that has occurred because everyone has done it pearson correlation .183** sig. (2-tailed) ,000 n 2469 27. i will convey my dislike of an act that is not commendable pearson correlation .226** sig. (2-tailed) ,000 n 2469 28. i choose to be silent in the face of the ugliness that occurs around the pearson correlation .356** sig. (2-tailed) ,000 n 2469 29. stating personal principles, although it will invite the dislike of others pearson correlation .110** sig. (2-tailed) ,000 n 2469 30. it is difficult for me to understand the feelings of others who are oppressed because they defend their principles pearson correlation .437** sig. (2-tailed) ,000 n 2469 31. i find it difficult to understand other people's conditions that i have never experienced pearson correlation .406** sig. (2-tailed) ,000 n 2469 32. i feel i have to help others who fight for their principles pearson correlation -,012 sig. (2-tailed) ,550 n 2469 33. i will try to do good despite feeling overwhelmed pearson correlation -.100** sig. (2-tailed) ,000 n 2469 34. i will do a good thing even if it sacrifices some of my self-happiness pearson correlation .191** sig. (2-tailed) ,000 n 2469 35. i will uphold goodness even if i have to sacrifice some of my happiness pearson correlation .221** sig. (2-tailed) ,000 n 2469 73 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 no aitem method total score 36. it's hard for me to accept criticism from others about the ugliness i did pearson correlation .485** sig. (2-tailed) ,000 n 2469 37. why should others comment on my mistakes when he also has a bad side pearson correlation .169** sig. (2-tailed) ,000 n 2469 38. i will consider criticism from others to improve myself pearson correlation .349** sig. (2-tailed) ,000 n 2469 39. i try to carry out the principles that i believe to be correct pearson correlation .336** sig. (2-tailed) ,000 n 2469 40. when the principles i believe to be a true clash with the principles of others, i better not carry them out pearson correlation .384** sig. (2-tailed) ,000 n 2469 41. when i think about one good thing, i try to find a way to make it happen pearson correlation .435** sig. (2-tailed) ,000 n 2469 42. i will do good with a true effort pearson correlation .454** sig. (2-tailed) ,000 n 2469 43. i do not waste the opportunity to do good pearson correlation .402** sig. (2-tailed) ,000 n 2469 44. i will allow others to do good even though i can do it pearson correlation -.091** sig. (2-tailed) ,000 n 2469 45. i am excited to do good because others know it pearson correlation .376** sig. (2-tailed) ,000 n 2469 **. correlation is significant at the 0.01 level (2-tailed). *. correlation is significant at the 0.05 level (2-tailed). note: red: invalid green: valid in significance 0.01 yellow: valid in signifier 0.05 results of reliability test and aitem discrimination power test reliability is an effort to determine the consistency, reliability, trustworthiness, stability, accuracy and so on that describes the condition of the tool and the test results. siregar (2010) states that "reliability aims to determine the extent to which the measurement results remain consistent when two or more measurements are made of the same symptoms by using the same measuring device." in addition to reliability, the item discriminatory power index is also an indicator of the alignment or consistency between an item's function and the scale's function as a whole, known as the consistency of the total item. item discrimination power testing requires the computation of the correlation coefficient between the distribution of the item score and a relevant criterion, namely the distribution of the scale score itself. table 2. item discrimination table no item corrected itemtotal correlation cronbach's alpha if item deleted 1. i feel confused as to how behavior is said to be immoral ,326 ,767 2. i regret many actions i have taken because i have harmed others a lot ,118 ,777 74 no item corrected itemtotal correlation cronbach's alpha if item deleted 3. it is difficult for me to choose the most appropriate course of action to respond to an event ,346 ,767 4. i am trying to figure out which actions are by the values of life that society expects. ,264 ,770 5. i discussed with others which actions were moral ,197 ,773 6. i care about the principles held by others ,127 ,775 7. i have limited information regarding life values ,394 ,765 8. i have a hard time distinguishing how universal values are applied in everyday life ,440 ,763 9. i understand that when someone acts, they carry out the morals they believe in ,201 ,772 10. i know of an acceptable form of kindness in all cultures. ,255 ,771 11. when someone gives a good or bad rating, i try to understand how they give that assessment ,375 ,767 12. when i see someone depressed in a situation, i try to understand how they feel ,399 ,766 13. i have a hard time understanding why someone responds with a good or bad attitude ,383 ,765 14. i know the reason why someone should keep their promise. ,386 ,766 15. everyone needs to fight for their rights ,373 ,767 16. i weighed my behavior before i decided to do it ,366 ,766 17. i was thinking of responding to something with a behavior that i hope others would also do ,147 ,774 18. i am confused about finding alternative behaviors in response to a situation ,359 ,767 19. it is difficult for me to choose the action that has the lowest moral risk ,194 ,773 20. i regret doing something that does not match the good grades in life -,261 ,789 21. i am principled that something that has passed does not need to be looked back on ,021 ,780 22. i am trying to fix a mistake i made ,430 ,765 23. i know the weaknesses and strengths of making a decision ,353 ,767 24. i feel sorry when i do not do the good i can do ,365 ,767 25. when doing something that is not my conscience, i feel that "this is not me." ,253 ,771 26. there is no need to regret the fallacy that has occurred because everyone has done it ,090 ,777 27. i will convey my dislike of an act that is not commendable ,166 ,774 28. i choose to be silent in the face of the ugliness that occurs around me ,270 ,770 29. stating personal principles, although it will invite the dislike of others ,015 ,780 30. it is difficult for me to understand the feelings of others who are oppressed because they defend their principles ,358 ,766 31. i find it difficult to understand other people's conditions that i have never experienced ,323 ,768 33. i will try to do good despite feeling overwhelmed -,194 ,787 34. i will do a good thing even if it sacrifices some of my self-happiness ,140 ,775 35. i will uphold goodness even if i have to sacrifice some of my happiness ,173 ,773 36. it's hard for me to accept criticism from others about the ugliness i did ,408 ,764 37. why should others comment on my mistakes when he also has a bad side ,071 ,779 38. i will consider criticism from others to improve myself ,304 ,769 75 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 no item corrected itemtotal correlation cronbach's alpha if item deleted 39. i try to carry out the principles that i believe to be correct ,295 ,769 40. when the principles i believe to be a true clash with the principles of others, i better not carry them out ,298 ,769 41. when i think about one good thing, i try to find a way to make it happen ,401 ,766 42. i will do good with a true effort ,418 ,765 43. i do not waste the opportunity to do good ,362 ,767 44. i will allow others to do good even though i can do it -,176 ,785 45. i am excited to do good because others know it ,270 ,770 items with low discriminatory power will be eliminated, and only retained items with a discriminatory power r ix ≥ 0.30 (azwar, 2012). in the table above, rix ≤ 0.30 is marked in red. if you look at these results, the remaining items are 21. discussion measurements of character are complex. the results showed a positive correlation between the basic values of individuals with post-conventional moral reasoning hyemin han & kelsie j. dawson (2021). this suggests that potential moral measurements need to take into account aspects of the values that individuals have. in addition, measurement does not need to emphasize whether it succeeds or fails, but the condition of a person's character is a process. moral progress does not imply the idea of a final state: the individual's moral progress is best understood as the development of schinkel, a., & de ruyter, d. j. (2016). the development of character education in indonesian schools is synonymous with the concept of lickona. lickona is a concept of character education whose concepts color various other concepts. lickona divides the character into three aspects: moral knowing, feeling, and action. the concept of looking at the character from a comprehensive perspective. lickona (2013) divides the character-forming components into three parts: moral knowing, feeling, and action. moral knowing is the first aspect of a person's character. moral knowing is divided into several parts. the aspects of moral knowing are moral awareness, moral values, and understanding the perspective of others: moral reasoning (moral reasoning), decision-making, and self-knowledge (self-knowledge). moral feelings are the emotional aspects of a person's character that can develop. the moral feeling is related to the affection of the sector and character. the aspects of moral feeling are conscience, self-esteem, empathy, empathy, loving the good, self-control, and humility ( humility). moral action or behavior is a side of a person's character that is easy to observe. moral action is concerned with the expression of an individual's self-character. there are three main aspects, namely competence, will, and habit. people are categorized as having a strong character, moral knowing, moral feeling, and moral acting or action. these three aspects work in a balanced and harmonious manner with one another. many factors influence the development of each aspect of a person. based on the research results, family education indicates directly and indirectly that the family environment, pre-employment environment, and soft skills affect holistic character education (ratnawati, 2015). in addition to non-formal education in the family, other factors that can influence the formation of a person's moral character are formal education (hedberg, p. r. (2017) and cahayaningsih (2016 ). 76 conclusion the conclusion of the research results on the development of moral knowing, feeling, and action instruments to measure the success of strengthening the character education of high school students in dki jakarta and padang shows that the instruments of moral knowing, feeling, and action as many as 45 items, declared valid as many as 44 items. one item, i.e., item no 32, is declared invalid. the results showed that 21 instruments of moral knowing, feeling, and action that met the value of item difference with rix ≥ 0.30 (kapplan and saccuzzo, 2008) were tested for item difference power. the results of the study showed that the instruments of moral knowing, feeling, and action, as many as 21 items that met the value of the item differences were tested for reliability and obtained a cronbach's alpha score of 0.816 so that the instrument with 21 items could be accepted as a scale with high reliability acknowledgments thank you to all parties who have supported us, especially the leaders and colleagues of lecturers at the faculty of education, state university of jakarta. references arikunto, s. (2005). manajemen penelitian: edisi revisi. jakarta: rineka cipta azwar, saifuddin. (2012). metode penelitian. yogyakarta. pustaka pelajar. azwar, saifuddin. (2012). penyusunan skala psikologi: edisi 2. yogyakarta: pustaka pelajar cingel, d. p., & krcmar, m. (2017). prosocial television, preschool children's moral judgments, and moral reasoning: the role of social moral intuitions and perspective-taking. communication research, 009365021773384. doi:10.1177/0093650217733846 de snoo-trimp, j. c., de vet, h. c. w., widdershoven, g. a. m., molewijk, a. c., & svantesson, m. (2020). moral competence, teamwork, and moral action the european moral case deliberation outcomes (euro-mcd) instrument 2.0 and its revision process. bmc medical ethics, 21(1). doi:10.1186/s12910-02000493-3 ellemers, n., van der toorn, j., paunov, y., & van leeuwen, t. (2019). the psychology of morality: a review and analysis of empirical studies published from 1940 through 2017. personality and social psychology review, 108886831881175. doi:10.1177/1088868318811759 hamid, said hasan. (2010). bahan pelatihan penguatan metodologi pembelajaran berdasarkan nilai-nilai budaya untuk membentuk daya saing dan karakter bangsa. jakarta: pusat kurikulum, balitbang kemdikbud. hanim, wirda. (2016). konseling kelompok adlerian dalam pengembangan karakter siswa sd. disertasi. bandung: upi. hedberg, p. r. (2017). guiding moral action through a reflective learning practice. journal of management education, 41(4), 514–538. doi:10.1177/1052562917695199 hyemin han & kelsie j. dawson (2021) improved model exploration for the relationship between moral foundations and moral judgment development using bayesian model averaging, journal of moral education, doi: 10.1080/03057240.2020.1863774 kaelan. (2002). filsafat pancasila. yogyakarta: paradigma. 77 |jisae (journal of indonesian student assessment and evaluation) |volume 9 number 1 kagan, j. (2018). three unresolved issues in human morality. perspectives on psychological science, 13(3), 346–358. doi:10.1177/1745691617727862 kapplan, r.m., & saccuzzo, d.p. (2008). psychological testing: principles, applications, and issues (7th ed). belmont, ca: wadsworth. klein, n., & o'brien, e. (2016). the tipping point of moral change: when do good and bad acts make good and bad actors? social cognition, 34(2), 149–166. doi:10.1521/soco.2016.34.2.149 kvamme, o. a. (2017). the significance of context: moral education and religious education facing the challenge of sustainability. discourse and communication for sustainable education, 8(2), 24–37. doi:10.1515/dcse2017-0013 lemeshow, stanley, hosmer, david w, klar, janelle, lwanga, stephen kaggwa & world health organization. (1990). adequacy of sample size in health studies / stanley lemeshow ... [et al.]. chichester:wiley. https://apps.who.int/iris/handle/10665/41607 lickona, thomas. (1991). educating for character: how our schools can teach respect and responsibility. new york: auckland bantam books. lickona, thomas. (1997). the teacher's role in character education. journal of education, 89 (5), 315 – 322. meindl, p., quirk, a., & graham, j. (2017). best practices for school-based moral education. policy insights from the actional and brain sciences, 5(1), 3–10. doi:10.1177/2372732217747087 nasehuddien & budi manfaat. 2015. dasar-dasar metodologi penelitian. cirebon: edu vision. pagliaro, s., ellemers, n., barreto, m., & di cesare, c. (2016). once dishonest, always dishonest? the impact of perceived pervasiveness of moral evaluations of the self on motivation to restore a moral reputation. frontiers in psychology, 7, 586. https://doi.org/10.3389/fpsyg.2016.00586 schinkel, a., & de ruyter, d. j. (2016). individual moral development and moral progress. ethical theory and practice, 20(1), 121–136. doi:10.1007/s10677016-9741-6 simpson, a., piazza, j., & rios, k. (2016). belief in divine moral authority: validation of a shortened scale with implications for social attitudes and moral cognition. personality and individual differences, 94, 256–265. doi:10.1016/j.paid.2016.01.032 siregar, sofyan. 2010. statistika deskriptif untuk penelitian. jakarta: pt. rajagrafindo persada. sugiyono. (2016). metode penelitian dan pengembangan (research and development). bandung: alfabeta. sumardiyani, l., reffiane, f., ayu, n. & lestari, s. (2017). model of monitoring and evaluation of character education at universitas pgri semarang. international journal of active learning, 2(2), 112-119 tapp, c., & occhipinti, s. (2016). the essence of crime: contagious transmission from those who have committed moral transgressions. british journal of social psychology, 55(4), 756–772. doi:10.1111/bjso.12153 tjalla, awaluddin., & siswantari, & unggul sudrajat. (2020). "the influence of the prevention, advocacy, distribution, repair, and adjustment functions of teacher guidance and counselling on the psychosocial conditions, selfreliance, and competence of high school," international journal of education and practice, conscientia beam, vol. 8(1), pages 174-189. 78 tjalla, awaluddin. (2020) penerapan asesmen layanan bimbingan dan konseling dalam kurikulum 2013. makalah disampaikan dalam seminar iibkin 2020. zurqoni,, retnawati, h, apino, e, anazifa, rd. (2018). impact of character education implementation: a goal-free evaluation. journal problems of education in the 21st century, 76(6), 881-889. doi: 10.33225/pec/18.76.881. whiston, susan c. (2013). principles and applications of assessment in counseling. fourth edition. canada: nelson education, ltd. 8 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 employers baitul arqam program evaluation in muhammadiyah university of palangkaraya nurul hikmah kartini elementary school teacher education, faculty of teachers training and education (fkip), muhammadiyah university of palangkaraya palangkaraya, indonesia nurul.kartini@umpalangkaraya.ac.id abstract muhammadiyah university of palangkaraya is conducting certain members recruitment program for its employers on every ramadhan, which is called baitul arqam. issue found in this institution is that not all employers comprehend what is al islam and the muhammadiyah-ism to be implemented in everyday life and worship. this baitul arqam program is one of implemented solution as the answer. as the program has been conducted for more than 3 (three) years, evaluation is necessary. this evaluation aims to identify employers baitul arqam program in muhammadiyah university of palangkaraya effectivity. this study applies cipp evaluation model. cipp evaluation model created by stufflebeam focuses on four aspects, ie.: context, input, process, and product. data sampling is performed through interviews, observations, and documentation. study subjects as human information resources are university chancellor, 1 st vice chancellor, 2 nd vice chancellor, islamic muhammadiyah-ism development institution (lppkk) director, trainers, and trainees/ employers in muhammadiyah university of palangkaraya, by taking samples of 80 individuals. evaluation categorizations are divided into five ratings: very good, good, fair, bad, and very bad. evaluation result shows that: 1) program requirements as well as its purposes and targets analysis regarding context component is categorized as very good.; 2) planning strategy which includes material, human resources, means and infrastructure, fund, and learning method regarding inputs component in the bbtha program in muhammadiyah university of palangkaraya is categorized as good; 3) in term of process component executed on the employers baitul arqam program is categorized as good; 4) in term of product as the result of employers baitul arqam program is categorized as good. the conclusion is, this program can be proceed forward followed by some improvements. keywords: program evaluation, employer baitul arqam the expectation toward education written on the legal rules focusing on all educational aspects, these include educational resources as well as students, to proceed learning process. regarding first purpose which is to build a religious and faithful human being to the god almighty, muhammadiyah university of palangkaraya by its slogan “the green islamic campus” attempts to straighten islamic indicator to reinforce education expectation as well as education objectives according to the constitution. as the incarnation on islamic indicator, there are many things that may have role as our lifetime program. one of islamic indicator incarnation to develop lecturers as well as educational human resources is by mean of member recruitment process which is called baitul arqam. the importance of this member recruitment process is starting from deeper insight on muhammadiyah. baitul arqam is formed by two words: bait (home) and arqam (inspired by arqam bin abil arqam, a youth group who were pioneers to convert to islam during rasullullah era). baitul arqam is one of muhammadiyah recruitment system focusing in ideology development (al islam and muhammadiyah-ism) and leadership within an union. it is aim to create attitude, integrity, perception and way of thinking uniformity and homogeneity within muhammadiyah alliance and charity effort. mailto:urul.kartini@umpalangkaraya.ac.id 9 this program as a manifestation of consentient in mindfulness and action for muhammadiyah sustainability and progress in the near future. since this employers baitul arqam is one of the program, so an evaluation is required to see the program successful level. purwanto said, there are three reasons why program evaluation is important, ie. 1) as a review of accomplishment existence and funding, 2) as a basic to decide whether the program should continue or suspended, 3) as a tool to collect information on how to develop the program in the future. it is expected that evaluation result a decision will be determined whether the program should proceed or being canceled. based on this background, some concerns can be defined as follow: 1. how are requirements, purposes and targets analysis on the context level of employers baitul arqam in muhammadiyah university of palangkaraya? 2. what is the planning strategy which consists of materials, human resources, means and infrastructure, funds, and learning method on the input level of employers baitul arqam program in muhammadiyah university of palangkaraya? 3. what are activities schedule, learning activities, as well as monitoring and evaluation on the process level during the proceeding of employers baitul arqam program in muhammadiyah university of palangkaraya? 4. how is participants competency on the product level of employers baitul arqam program in muhammadiyah university of palangkaraya? regarding these concerns, this study aims to find out the evaluation of employers baitul arqam in muhammadiyah university of palangkaraya. significantly, this study aims to: 1. discover the requirements, purposes and targets analysis on the context level in employers baitul arqam in muhammadiyah university of palangkaraya. 2. discover the planning strategy which consists of materials, human resources, means and infrastructure, funds, and learning method on the input level in employers baitul arqam program in muhammadiyah university of palangkaraya. 3. discover the activities schedule, learning activities, as well as monitoring and evaluation on the process level during the proceeding of employers baitul arqam program in muhammadiyah university of palangkaraya.4. discover the participants competency on the product level of employers baitul arqam program in muhammadiyah university of palangkaraya. program evaluation models have been recognized and improved by the experts. basically, each model has its pros and cons. regarding a program evaluation, there are some evaluation models defined by the expert. purwanto differentiates eight evaluation models, i.e: 1) scriven's formative-sumative model, 2) cipp model, 3) cse-ucla model, 4) stake's countenance model, 5) tyler's goal attainment model, 6) provus' discrepancy model, 7) scriven goal free model, 8) kirkpatrick model. based on the above models, cipp evaluation model is explained as the following. cipp evaluation model is developed by stufflebeam. basic concept of the cipp evaluation model is to proceed evaluation of the: context, input, process, and product. context evaluation assists in developing a program goal. input 10 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 evaluation assists in program preparation. process evaluation assists in represent program proceeding, and product evaluation is an evaluation of the out put as a study material regarding on board program decision making. this evaluation model is appropriate to evaluate a program execution effectivity (daniel l. stufflebeam, 2007: 345). method this cipp evaluation study was conducted in muhammadiyah university of palangkaraya, located in jalan rta milono km 1,5 palangkaraya, central kalimantan. the study duration was four months, from january to april 2017. cipp evaluation model study design is represented on table 1: employers baitul arqam program in muhammadiyah university of palangkaraya components indicators result context input process product program compatibility with institution and society necessity analysis available legal basic conformity program goal and target conformity with vision, mision, and aims of the institution. material content clarity trainers and trainees meet the requirements means and infrastructure availability as accordance with standards funds support availability varied and innovative method availability bbtha schedule availability activities implementation limited funds issue baitul arqam participans have competency regarding islamism and muhammadiyah-ism understanding quality improvement of the employers baitul arqam program in muhammadiyah university of palangkaraya applied research method is qualitative study, which is a study of collected data and describe in words and images. words are arranged in sentence, such as, sentences of an interview between researcher and informant. qualitative study is based on constructivism philosophy which assumes that the study is multidimentional, interactive, and a social experiment exchange interpreted by individuals. study subjects consist of every elements involved in employers baitul arqam program in muhammadiyah university of palangkaraya, ie: 1) chancellor; 11 2) lppkk director; 3) program trainers; 4) employers/ program trainees. in this case, informants from the chancellor side are chancellor, 1 st vice chancellor, and 2 nd vice chancellor of the muhammadiyah university of palangkaraya. vice chancellor as the employee of the lppkk institution director is expected to notice evaluated program policy direction. program trainers are person who interact directly with trainees during the program, in this case they consisted of muhammadiyah regional leaders in central kalimantan. program trainees are muhammadiyah university of palangkaraya employers of all workforce unit representations. sample is taken from at least 80 respondents. methods applied in this study are interviews, observations, and document studies. result concluded result of the “employers baitul arqam program in muhammadiyah university of palangkaraya” presented evaluation findings of four model evaluations, ie: context, input, process, and product. this result study is obtained from data collecting technique of interviews, documentations, and observations. after data sampling was done, researcher verified data validity of each evaluation models. the result are shown as follows. table 3.1 context evaluation result evaluation criteria evaluation findings conclusions there is necessities analysis of employers baitul arqam program consistent with institution and society necessities analysis there is necessities analysis before employers baitul arqam program created in accordance with instution and society necessities 100% accomplished with “very good” category the conformity of employers baitul arqam purpose and target with muhammadiyah university of palangkaraya and lppkk workforce unit visions, missions, and purposes 1. there is conformity between employers baitul arqam program purpose and target with the university visions 2. there is conformity between employers baitul arqam program purpose and target with the university missions 3. there is conformity between employers baitul arqam program purpose and target with the university purposes 100% accomplished with “very good” category 12 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 evaluation criteria evaluation findings conclusions 4. there is conformity between between employers baitul arqam program purpose and target with the lppkk visions 5. there is conformity between employers baitul arqam program purpose and target with the lppkk missions 6. there is conformity of program purpose and target with lppkk purposes table 3.2 input evaluation result evaluation criteria evaluation findings conclusions 1. baitul arqam i group material content clarity 2. baitul arqam ii group material content clarity baitul arqam i and ii program materials are convenient 100% accomplished with “very good” category 1. employers baitul arqam trainers have specified requirements qualifications 2. employers baitul arqam trainees have specified requirements qualifications 3. there are workforce units who manage the program 1. employers baitul arqam human resources already meet the requirements as set by proceeding and technical guidance book consisted of muhammadiyah central directors, muhammadiyah regional directors and aisyiyah regional directors 2. trainees have been qualified appropriately, in basic and advance level 3. there is special workforce unit who managed the program, ie. lppkk evaluation criteria fulfilled, 61-80% achievement with “good” category 13 the availability of means and infrastructure in accordance with government standards 1. the availability of means and infrastructure has meet the standards and very helpful for employers baitul arqam program 2. worship practice media still limited evaluation criteria fulfilled, 61-80% achievement with “good” category 1. the availability of sufficient funding 2. there is significant increasing in university income and expense plan (apbu) 1. university funding is already fulfilled the employers baitul arqam program needs 2. there is change in numbers then stable 100% accomplished with “very good” category the availability of varied learning methods learning methods applied in employers baitul arqam program given in theories, practices, using significant medium such as videos evaluation criteria fulfilled, 61-80% achievement with “good” category table 3.3 process evaluation result evaluation criteria evaluation findings conclusions 1. trainees discipline in following the set schedule 2. as minimum as 80% of schedule 1. half of trainees indisposed the set schedule, as it was on monday-friday working days 2. generally, meeting frequencies are accomplished evaluation criteria fulfilled, 61-80% achievement with “good” category 1. the compatibility between theory and practice 2. post-test existed 1. 90% respondents answered that there is no difficulty in following baitul arqam materials 2. 90% respondents answered deceased burial is the most interesting 3. 100% respondents answered that they followed pro-test in the end of the meeting, even some of them have forgotten what was the pro-test content 4. 90% respondents indisposed if baitul arqam is conducted at night outside the campus area evaluation criteria fulfilled, 61-80% achievement with “good” category 14 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 there is limited monitoring and evaluation on bbtha program as long as 1 semester 1. monitoring is performed by lppkk 2. limited evaluation is performed in lppkk and chancellor meeting anually before ramadhan activities evaluation criteria fulfilled, 61-80% achievement with “good” category table 3.4 product evaluation result evaluation criteria evaluation findings conclusions employers baitul arqam participants have both competencies in theory and practice regarding al-islam and muhammadiyah-ism based on passing decree, it is known that most of baitul arqam participants are passed evaluation criteria fulfilled, 61-80% achievement with “good” category commentary is an activity to compare between the findings and specified evaluation criteria. this study consists of 4 (four) major evaluation sections, ie: context, inputs, process, and product. the commentary will be based on these four sections. each components findings commentaries based on questions definition will be explained as follow. 1. context evaluation regarding context evaluation, there are two aspects to evaluate: 1) necessities analysis and; 2) program objectives and targets. a. first compponent ie. necessities analysis, in accordance with evaluation result is in very good category. b. second component ie. program purposes and targets, based on evaluation result is in very good category. regarding of its relevance with university visions, missions, and strategic plans. muhammadiyah university of palangkaraya is holdings its vision ie.: highly sophisticated in science and technology based on faith and religious. regarding of islamism, lppkk workforce unit is created as an institution to manifest the university vision. this is can be seen from the conformity between university vision and lppkk vision ie: to develop an islamic college and academic society. the relevance between university and institution vision and mission is reinforced within muhammadiyah university of palangkaraya strategic plan 2012-2016. since the beginning, muhammadiyah university of palangkaraya has consolidated its determination and role as higher educational institution as well as the frontline of muhammadiyah movement endeavor. this determination will always be the color of muhammadiyah university of palangkaraya development plan definition. regarding to manifest this role, muhammadiyah university of palangkaraya is 15 projected to be able to face local, regional, as well as global challenges. key of success on a competition is human resources quality, not natural resources abundance potency. as to enter the competition era, anticipation steps is a must. one of the anticipation step, significantly in higher education is the availability of strategic planning to answer challenges and society life issues, at least for the next ten years. lppkk as a workforce unit to build university strategy plan in islamism muhammadiyah-ism field holds a mandate to perform working plan which is one of its programs is to build union recruitees. this is also in accordance with second section of university mission ie: to develop human resources based on islamic values and to project change direction to build indonesians as premier people. lppkk not only cultivate and develop lecturers, employers islamism muhammadiyah-ism, but students as well. in order to increase employers quality in al islam and muhammadiyah-ism, a recruitment program called baitul arqam is created. employers baitul arqam execution only perform once a year during ramadhan. the program started since 2012 until present. this program is devided into two basic and advance groups. islamic values aspects basically can be defined into three categories, aqidah values, worship values, and moral values. these values are considered to succeed in bring human into happiness, prosperity, and security, on earth and afterlife as well (muhtadi, 2006:25). data finding result will be validate further through triangulation data technique by digging information from other related party. in this case, information is received from muhammadiyah university of palangkaraya chancellor as said on an interview below: regarding vision, all road to success is passing through a process. there is short-term target, mid-term target, and long-term target. the same goes with any relation in mission execution. the nurture of obstacles or problems to face require central leadership role to solve the same mindset issue for the university progress. this is what all academic society, from the top to bottom echelons, must have. the uniformity in visions and missions will be accomplished if followed by continuous socialisation. just like the wise man says, “keep going to find a way.” as presented by philosophy expert in leadership management, the ideal ratio is 20/80. 80% of the ability to become a leader and 20% of the ability to motivate. an important thing such as employers baitul arqam program must be proceed continuously by the help of communication media, clear sop, as well as consistency in performing employers baitul arqam program. the clarity of documents availability supported by interviews with the existed evaluation result/ findings, so this aspect can be categorized as very good. 2. input evaluation input evaluation is consisting of five components, which are: materials, human resources, means and infrastructure, funds, and method. each of these will be explained below: 16 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 a. materials based on findings result, based on existed hand-book, the materials given are clear enough but have not well documented neatly in one standard book. based on interviews, >75% of participants are interested in funeral proceeding, starting from wash, shroud, to pray for the deceased. as of difficult materials to comprehend, only a few participants answered hadits material, also different rite of worship since not all of the employers are coming from muhammadiyah circle. there are difficulties in changing wudhu rite and certain shala readings. other than theory, participants ask for more worship practice. but this has been an issue since there is lack of time allocation for direct practice. so it is recommended to allocate additional time slot for deceased burial practice. b. human resources human resources components are divided into two aspects, ie.: employers baitul arqam trainers and trainees. based on the findings, researcher found that employers baitul arqam program trainers are coming from muhammadiyah central director and regional director, as well as aisyiyah regional director of central kalimantan. evaluation result concludes that for 4 years of employers baitul arqam enforcement, trainers didn't rotate much each year based on their competencies and qualifications. only 10% of the trainers candidate are just nominated right in the current year. next thing to discuss is related to employers baitul arqam trainees. all employers of the muhammadiyah university of palangkaraya is obligated to join the program, and so the program consists of basic group and advanced groups. basic group is a group for employers who were joining in the first year. while advanced group is a group of employers who passed the basic group a year earlier. baitul arqam passing certificate even becomes one of requirements for lecturers or educational employer to promote their careeers. c. means and infrastructure basically, means and infrastructure owned by muhammadiyah university of palangkaraya is very appropriate, both of means and infrastructure. based on educational minister instruction number 49 on higher education national standards of education national means in means and infrastructure, such as: places, class rooms, library, laboratory/studio/workshop, production unit, exercise room, art room, students activities unit rooms, higher education director office, lecturers office, administration office, and public facility. from the set standards, infrastructures to support employers baitul arqam program in muhammadiyah university of palangkaraya are: 1) mosque; 2) auditorium; 3) class rooms; and 4) library. while on the clause 35 on learning tools which are at least consist of: furniture, educational equipment, educational media, books/e-books/repositories, information and communication technology means, experimental instrument, sports means, art means, public facility, disposal materials, and maintenance, dafety, and security infrastructure. tools to support the program are: 1) furniture; 2) educational equipment; 3) educational media; and 4) books. 17 based on evaluation result, means and infrastructure are very appropriate to promote employers baitul arqam program enforcement. the massive infrastructure development in the muhammadiyah university of palangkaraya is very reliable to support coaching process. regarding tools availability, lcd screen in the auditorium is very helpful on the learning process. the trainers are occasionally use learning media by playing related videos on worship practice like deceased burial. but there is a weakness in this component, since learning media for practicing deceased shroud like mannequin is not available yet. all this time, special trainer on how to shroud a deceased ie. the ladies of asyiyah regional director brought the media by themselves. this will be a recommendation to the workforce unit related to proceed learning media availability on fiqih term. d. fund fund support from the university for the employers baitul arqam program is stated clearly and in details each year on university income and expense budget planning (apbu). reviewing budget amount in the for years of employers baitul arqam program enforcement, it is known that there is change in numbers. in 2013, available budget was rp 15 million. in 2014 to present it was increasing to be rp 30 millions. this is because the evaluation result of the earlier year based on accomplished budget and the planning readiness created by institution director who manage the program. this shows that consecutive program readiness and implementation is succeeded, so that there's no obstacle in funding support. e. methods certain methods are implemented through speeches, discussions, q&as, and practice enforcement. based on evaluation result, there is less time slot for worship practice. researcher recommends to expand the session for worship practice on certain days. 3. process evaluation process evaluation review consists of three components ie: schedule, activities and monitoring, as well as evaluation. the components are discucced below respectively: a. schedule baitul arqam program is enforced once a year in ramadhan. on the early enforcements on 2012 and 2013, baitul arqam was held since after subuh until tarawih. but the enforcement was ineffective in practice since most of participants stay far away from the campus. based on interview result, most of participants indisposed if baitul arqam was held in the evening, even only 10% agreed if the program was held outside the campus. since 2013 to present the program is held in accordance with business hours in muhammadiyah university of palangkaraya. in 2014, the institution decided to set 2 days for baitul arqam enforcement and invited trainers from central muhammadiyah director, so all workforce services were off duty since most of employers were on advanced level of baitul arqam. it has been proven that after this policy participants attendance and interest 18 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 on materials became better. in 2015 to 2017, the off duty services policy is no longer exist, thus several participants were absent in one or two session of the program. since most of participants if the basic and advanced group of the consecutive year are also lecturers, they found it was difficult to allocate their times if there's any thesis or practice examination. some of baitul arqam participants were passed in condition since they have lack of time to follow the schedule. based on this finding and discussion, it is recommended that baitul arqam participants are considered structural responsibility and students service free. this result is supported by interviews of >90% participants intent to focus on the program and expect that they are not burdened by structural responsibility, and this can be stated by an official specified memo. b. learning activities basically, learning activities which are about to be evaluated is from baitul arqam participants' side. based on evaluation result, the enforcement of the program is in accordance with the the required criteria. based on the findings there were certain participants who were unable to attend all of the session, so they were categorized pass in condition. this is related with other structural schedule as has been discussed earlier. based on the evaluation result, it can be seen that learning activities components are all in proper way as the requirements, so this aspect can be categorized under good rating. c. monitoring and evaluation based on monitoring and evaluation, it can be said that these two aspects have been performed. monitoring is conducted by lppkk as the consecutive program manager most of the time, customized with the provided presence list. limited evaluation has been performing annually in a routine meeting before ramadhan, as a media to present anything things that have been done and not. the meeting attended by lppkk and chancellor parties were going well. but deeper evaluation like spreading questionnaire related to responds has not been enforced by the lppkk due to lack of human resources. this makes researcher recommends personnel recruitment in lppkk based on the existed organization structure. on this present time, lppkk still consists of two members, a director and a staff. the organization itself does not have a secretary which is why it cannot performing its maximum function. other than routine meeting, evaluation is also held by the end of program enforcement period. the program has benn documented in the program report presented to chancellor, accompanied by some important notes for program improvement in the future. 4. product evaluation product evaluation review includes employers baitul arqam participants competency in al islam and muhammadiyah-ism, in theory as well as in practice. based on the data it is known that in each coaching period >90% participants are passed. passing grade in this case applies when a participant fulfill 19 >7 post-test grade, or in good category and attend as minimum as 80% of materials session. however, several participants were passed in condition, since their absents in material session is less than 80% presence because they had other responsibilities from the campus. but they were still able to follow post-test. they who have passed in condition will be considered as passed officially if they already attend the postponed sessions in the mext period of baitul arqam program or similar baitul arqam program held by muhammadiyah autonomous organization. as of the implementation in daily life, based on interviews, most of participants said to perform worship practice and theory maximally. even based on subjective observation, there are several employers who performed their old rite worship 3 months after ramadhan. a continuous baitul arqam is required in order to refresh our religion knowledge. as all level are passed, lppkk will issue a baitul arqam performance decree and all of passed participants are allowed to get employers baitul arqam program cerrtificate. in order to support data validity, reseearcher performed conformability by extending the research duration, as well as performed data triangulation through interviews with telated parties who support employers baitul arqam program. the collected data is supported study result data in general, which has been explained earlier. conclusion study conclusions can be compiled are as follow: 1. necessity analysis as well as program purposes and targets in context component is classified as very good. this is also reflects that before designing a program, muhammadiyah university of palangkaraya is performing necessity analysis on institution and society needs. on the other hand, bbtha program purposes and targets fits with muhammadiyah university of palangkaraya and lppkk workforce unit vission, mission, and targets. 2. planning strategy includes materials, human resources, tools and infrastructure, fund, and learning method of the bbtha program inputs component is classified as good. the details will be presented as follows: (a) emloyers baitul arqam material is in accordance with the requirements, ie. :al islam, muhammadiyah-ism, fiqih, and worship practice can be classified as good. (b) human resources to support employers baitul arqam program is meet the requirements based on handbook, consist of muhammadiyah central director, muhammadiyah regional director, and aisyiyah regional director of central kalimantan, so it can be classified as good. (c) tools and infrastructure availability is in accordance to the standard and very helpful to support employers baitul arqam program, so it can be classified as good. (d) funding support from the university already fulfilled employers baitul arqam program needs, so it can be classified as good. (e) learning method applied in employers baitul arqam program is varied in theory which is followed by practice, so it can be classified as good. 3. process component performed during employers baitul arqam program is 20 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 classified as good, ie: (a) program schedule enforcement is following the plan, so it can be categorized as good. (b) learning activities performed is in accordance with instructions on the available guidance, therefore it can be categorized as good. (c) monitoring and evaluation have been performed, therefore it can be classified as good. 4. product component as employers baitul arqam program can be categorized as good. it means that participants competencies in al islam and muhammadiyah-ism is being accomplished in maximum effort. the final conclusion of context, input, process amd product evaluation process of the employers baitul arqam program in muhammadiyah university of palangkaraya is in good classification. it means that the program can be performed continuously with some improvements. based on the above conclusions, researcher determines some recommendations to improve employers baitul arqam program in muhammadiyah university of palangkaraya as follows: 1. as of context, a consistency is required to perform the plicy as in accordance with necessities analysis as well as program purposes and targets to improve human resources quality. 2. as of input, improvements are required in: a. trainers from the muhammadiyah central director must be given extended coaching duration. b. with respect to the stakeholder, 2 nd vice chancellor in this case, it is required to provide learning media tool to support worship practice. 3. as of process, it is required some improvements as follows: a. with respect to the lppkk director, an additional duration for worship practice is required. b. monitoring and evaluation should be improved by conducting a routine and periodic monitoring and evaluation. 4. as of product, a thing to recommend is consistency in performing final assessment in case of post test as well as participant discipline while attending all program sessions. references daniel l.stufflebeam dan anthony j. shinkfield. (2007). evaluation theory, models, & applications. united states of america: a wiley imprint. darmadi, hamid. (2013). metode penelitian pendidikan dan sosial. bandung: alfabeta. daryanto. (2012). evaluasi pendidikan. jakarta: pt. rineka cipta. djaali&pudji muljono. (2008). pengukuran dalam bidang pendidikan. jakarta: pt. grasindo. emzir. (2008). metodologi penelitian pendidikan. jakarta: pt. rajagrafindo persada. furqan, arief. (2000). pengantar penelitian dalam pendidikan. surabaya: usaha nasional. hartoyo. (2006). pengembangan instrumen kompetensi penilik dan penerapannya di 21 kabupaten musi rawas. jurnal penelitian dan evaluasi pendidikan, nomor 1, tahun viii. mardapi, djemari. (2012). pengukuran penilaian & evaluasi pendidikan. yogyakarta: nuha medika muhtadi, ali. (2006). penanaman nilai-nilai agama dalam pembentukan sikap dan perilaku siswa sekolah dasar islam terpadu luqman al-hakim yogyakarta. jurnal penelitian dan evaluasi pendidikan, nomor 1, tahun viii. muyasaroh, sutrisno. (2014). pengembangan instrumen evaluasi cipp pada program pembelajaran tahfiz alqur’an di pondok pesantren. jurnal penelitian dan evaluasi pendidikan, volume 18, nomor 2, 215-233. purwanto dan atwi suparman. (1999). evaluasi program diklat, jakarta: stia-lan press. 30 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 evaluation of basic school program in paser regencyeast kalimantan sri nawati dinas pendidikan dan kebudayaan kabupaten paser rinahumaira.paser@gmail.com abstract this study aims to determine the success of the program through the correct mechanism for the preparation of supervision programs, supervision and supervisory reports conducted by elementary school supervisors in paser regency east kalimantan. this is an evaluation research using formativesummative model by scriven, the subjects in this study are school supervisors, supervisor coordinators, teachers, and principals. selection of informants in this study was conducted by purposive sampling of teachers and principals while supervisors became the main object in the study. data analysis was done by qualitative descriptive analysis. the conclusion of the elementary school supervisory program in paser regency east kalimantan is specifically through formative evaluation there has been deviation on the preparation, implementation, and reporting of the program results so that the result of summative evaluation shows the failure of the supervisor in conducting the supervision. in general, it can be concluded: 1) elementary school supervisor in paser regency has performed its duty in accordance with the regulation of the functional position of supervisor that is at least 10 schools. 2) obstacles in the implementation of supervision of the supervisor have not been able to develop the program well. 3) overall results of the implementation of the supervisory program cannot be used to formulate the success of education in paser regency east kalimantan. keywords: program evaluation, supervisor, formative-summative model introduction paser regency is currently seeking maximum development in the field of education. head of paser district education office through the education department strategic plan (2016: 5) with its vision and mission to improve access and equity of education service, quality, and competitiveness, transparent and accountable education system governance and develop local culture and customs. this goal can be realized if the supervisor of the school supervises well. one of the things to be done is to change the habit of primary school supervisor in paser regency which tends to be instructional in carrying out their duties so that the purpose of the expected supervision has not been achieved. instructional in terms of supervision that supervisors have not tried to develop the existing program programs, that is to adjust to the conditions/objectives of supervision. hasan basri (2012: 131) in a journal wrote that the conditions of supervision in turkey have similar problems that are still structural supervision conditions. structural supervision is only control-oriented but does not provide guidance or counseling. sometimes the role of the supervisor is contrary to the workload, the instrument is considered standard and the negative attitude of the supervisor in the context of the subsystem becomes polemic. the weakness of the existing surveillance system both in turkey and in paser regency is the reason of the researchers to see if the problem is indeed the same polemic so that researchers feel the need to evaluate the elementary school mailto:rinahumaira.paser@gmail.com 31 supervisory program in paser regency east kalimantan. stufflebeam and shinkfield (2007: 4) state that evaluation is a process that can provide an overview, produce and provide information to make decisions. this evaluation activity is in the form of system so it is appropriate if used to determine a policy or program. while the program according to arikunto, et al (2014: 4) states there are two definitions for the term "program", the program can be defined "plan", apart also interpreted as an activity or unit that is realized or implemented from a policy, proceeds continuously, takes place within an organization and involves many people so that it is often said to be a program evaluation. program evaluation has a purpose to see how far the realization or implementation of program activities. the evaluator will know which components have not been reached and trace the causes and find the solution so that the program can run in accordance with the expected goals. method this research was conducted at the office of education and culture of paser regency from october 2017 to january 2018 and the preparation of the report conducted since the research conducted. the research method of evaluation of primary school supervision program in paser regency uses formative-sumatif model. according to sriven in wirawan's book (2012: 104) states that this evaluation is a loop that can be used to improve a product or program. as an evaluation, formative evaluation is designed to improve an object, product or program being developed. the subjects of this research are school supervisor, supervisor coordinator, principal and elementary school teachers in paser district and some people who are involved in elementary education in paser regency, east kalimantan. after the preliminary study, it can finally be determined by the parties who become the subject of research in which the selection of informants is all the primary school supervisors, amounting to 20 people, one person korwas. a total of 20 teachers and principals as respondents supporting data sources. techniques in collecting data in this study are through interviews, field observation, questionnaire assessment, document review and focus group discussion. while to validate qualitative data can be done by the triangulation method, either triangulation of data or information source, triangulation technique or extension of time research. triangulation technique of data in this evaluation research that is plan triangulation, carry out triangulation and communicate the results of triangulation. in the planning process, the researcher can improve the focus or scope of the evaluation hypothesis, then identify the sources of information. the researcher also determines the triangulation techniques to be used, constructs instruments to capture the data and calculates the amount of cost and time required for this evaluation. in triangulation of data, besides qualitative data, the researcher also use some quantitative data as supporting the completeness of research data to be evaluated. result the number of school supervisors for the elementary school level in paser district the lesson year 2016-2017 there are 21 people. of the 21 people, 20 people served as supervisors of class teachers and one teacher supervisor of islamic 32 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 religious education subjects. of the 20 supervisors who cultivate classroom teachers, six of them oversee schools of more than ten target schools. this has been in accordance with the standards of school supervision for the elementary level that is at least ten schools targeted. the composition of a division of supervisor's work is that there is 223 number of primary schools that are distributed to each supervisor in accordance with the guidelines of the supervisory workbook that is at least the primary school supervisor has 10 target schools. some of the school supervisors foster up to 14 schools targeted due to the limited number of supervisors in paser district. preparation of monitoring program the evaluation of the work program of elementary school supervisors conducted in paser district is more emphasis on the achievement of goals based on the success of planning and implementation of the program. in this study, an evaluation of the existing elementary school supervisory program in the district of paser uses a summative-formative model to look at the series of programs both from the preparation, implementation and overall results of supervisory program activities. the series of formative evaluation results through questionnaires to supervisors regarding the preparation of the program obtained data in the following table: table 1 formative evaluation results 1 the results of this supervisory program table illustrate that the supervisor has done his duty in planning a good oversight seen from the acquisition of the results that refer to the good results.to know the quality of the content of the program that has been made, the researcher conducted a review of the documents of the existing supervision programs. this study was conducted to see the supervisor's ability to develop monitoring programs. the results of the document review program taken from three sample program documents with the following results: no completeness of contents program % (percentase) 1 have a scheduled visit 96,67% 2 creating prota 88,33% 3 designing strategies, methods, and techniques of supervision 91,67% 4 create an academic supervision plan (rpa) 85,83% 5 creating a managerial supervisory plan (rpm) 83,09% 33 table 2 formative evaluation results 2 identity doc 1 doc 2 doc 3 completeness systematically according to the guidebook 81,40% 81,40% 81,40% quality of program content 33,33% 33,33% 33,33% from the formative evaluation conducted, the first evaluation is more to the success of the supervisors instructional that is making the program in accordance with the existing manual will be on the document review, the results obtained the quality of the program content can not describe the achievements or objectives to be achieved from supervision activities to be performed. implementation of supervision program implementation of the supervisory program is an implementation of planning or programming. implementation of this program requires the ability of supervisors in developing the contents of the program. to be able to perform good supervision supervisors need to have adequate competence so that the program can run with the maximum. according to syaipul sagala (2010: 160), competence is a collection of knowledge, skills, and behaviors that must be possessed, experienced, and discussed by someone in order to perform the task professionally. in other words, competence is a collaboration of the mastery of knowledge, skills values and attitudes are reflected in the form of habits of thinking and acting when carrying out duties or jobs. the competence of the supervisor will affect the results of the supervisory exercise.the results of the supervisory execution in this research are sourced from the document of supervisory program report and travel report document of supervisory office completed with interview result, teacher questionnaire, and principal.from some data obtained a result that is in the document of result report of supervisor, from ten sample of document examined there is no attached instrument result of supervision so that can not be a measured result of supervision which has done. percentage of program success recorded in report document is still global not measuring based on target or target schools. as for the report of field trip supervisor to the field, there are some activities that have been in accordance with the planning but its more to the instructional or situational. activities such as the monitoring of kbm have been carried out but the monitoring results are not included in the monitoring report. whereas situational activities are often done such as supervisory visits when the school final examination or side absorption test. the results of the implementation of supervision based on the questionnaire of teachers and principals, in general, have shown the existence of supervisory activities to schools, be it from the supervision of academic and managerial. for formative evaluation, the principal 82.03% of the principals stated that supervisors have done managerial oversight only perceived less that supervisors have not helped in the design of annual school programs. 34 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 as for the field of academic supervision, 81.38% of teachers have implemented academic supervision in schools. from the data and information on the implementation of supervisory activities in paser regency in general, supervisors have performed a supervisory role in both academic and managerial supervision. however, the activities undertaken are not supported by good planning and are not supplemented with data or reports on the results of visits, so that a series of supervisory activities undertaken cannot measure the successful implementation of the supervision. barriers in control the result of an interview with korwas, mr. dali indra mulya some obstacles in supervision that supervisor has not been able to develop the existing program by adjusting the condition of each of the target schools, so the program is not well planned. while the results of interviews with the head of the field of quality improvement, the office of education has made efforts to improve the competence of supervisors through both socialization and training, but data on the results of supervision has not been able to measure the level of education development in paser regency. other obstacles according to the primary school supervisor, mr. suyitno that too many schools and the lack of supervisory schools so that not all schools have the opportunity to visit or supervise. formative evaluation result -summative working program supervisor formative and summative evaluations conducted on monitoring program documents have been carried out for a long time either through observation of documents of supervision documents, questionnaires or discussions or conversations. according purwanto (2009: 28) through agustanico in the journal "evaluation model of programs in evaluation research suggests that the model designed by scriven is a summative-formative model stipulates that formative evaluation can be implemented when the program is still under development and refinement on the basis of evaluation results. submit a summative evaluation is an evaluation carried out after the program has completed its testing and refinement. so the researcher did on this evaluation is to observe the existing documents and provide input to the deviation and then observed all reports resulting from the implementation of the program. 35 figure 1 evaluation workflow overall of the evaluation of elementary school supervisory programs, there are some weaknesses in terms of programming and implementation so that the success of the program can not be measured. conclusion based on the exposure on the results of research can be concluded that elementary school supervisors have been systematically able to prepare the program but have not been able to package the content of the program well. implementation of supervisory program has not been implemented in accordance with the planning so that the visits made tend to be instructional and situational and the results achieved are not maximal. overall supervision objectives have not been achieved and the results of program implementation can not be used as a benchmark of education development in paser district. recommendation to the office of education and culture through the supervisory coordinator to conduct training on programming and providing program development materials for elementary school supervisors. formative evaluation (there are differences in outcomes between assessment through questionnaire and review of program documents) korwas conducts a special meeting to discuss formative results on the programming and completeness of the program to be prepared at the end of the year) sumatif evaluation results (supervision report results have not shown the results of planned supervision and implementation of the maximum in supervision) 36 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 references arikunto, suharsimi dan cepi safruddin abdul jabar. evaluasi program pendidikan: pedoman teoritis praktis bagi mahasiswa dan praktisi pendidikan. jakarta: bumi aksara, 2014. agustanico dwi muryadi. model evaluasi program dalam penelitian evaluasi, jurnal ilmiah penjas, tahun, 2013. basri, hasan. journal of curriculum and supervision vol.18, no.4, 2012. https://www.pegem.net/akademi/3-132192-cagdas-egitim-denetimimodeli-olarak-ogretimsel-denetimin-turk-egitimsistemindeuygulanabilirligi.aspx dinas pendidikan kabupaten paser. renstra dinas pendidikan. tana paser, 2016. sagala, syaiful. supervisi pembelajaran dalam profesi pendidikan. bandung: alfabeta, 2010. stufflebeam, daniel. l and anthony j. shinkfield. evaluation theory, model and application. san fransisko: jossey-bass, 2007. wirawan. evaluasi: teori, model, standar, aplikasi dan profesi. jakarta: rajawali pers, 2012. 22 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 program evaluation of the free education in balangan regency akhriani effect on the decrease of the numbers of drop outs in the regency of balangan. keywords: free education, education, the cipp evaluation model development of education is one of the pillars to form human capital (human capital) in regional development which is no longer an investment in the long term. the achievement of educational development goals, in turn, can improve the quality and productivity of the population, where the population productivity growth is the engine of growth of economic growth and the welfare of the population itself. through educational investment will be able to improve the quality of human resources shown by increased knowledge and skills that will encourage increased productivity of one's work, and ultimately someone who has high productivity will gain better welfare and avoid poverty. improving the level of education is a form of human resource investment. the level of education also affects the level of poverty because education is one component that is emphasized in the cause of the vicious cycle of poverty. one way to overcome this is through basic education, which the government translates into a twelve-year compulsory education program. this 12-year compulsory education program is a continuation of the 9-year compulsory education program. therefore, the economic access of indonesian society is not sufficient to be able to complete education. in fact, for the indonesian nation's education is actually a commitment between the government and society, as stated in the 1945 constitution that the purpose of the state is to educate the life of the nation. the 12year compulsory education policy is in line with the spirit to liberate the indonesian people from the confines of ignorance and poverty, the only way is education. article 31 of the 1945 constitution stipulates that "(1) every citizen is entitled to receive education", and badan penelitian dan pengembangan daerah, kab. balangan, kalimantan selatan akhriani.balangan@yahoo.co.id abstract the research is aimed to investigate and analyze the contexts, input, process, and product of the free education program in the regency of balangan. the research is an evaluative study by employing a cipp model of program evaluation by daniel l. stufflebeam.the data of the study is collected from various sources which include the education department, headmasters, teachers, school committees, parents, students, and school documents. the data is collected by utilizing observation, interview, questionnaire, and documentation.the results of the program evaluation show that: 1) the component of context which include the needs, goals, foundations, and program targets have met the evaluation criteria; 2) the component of input which consists of program plan, program structure, program management, and availability of the finance have met the evaluation criteria however the aspect of manpower particularly in the announcement of the finance that the schools have received, the use of the budget, and the announcement of free education through banners have not met the evaluation criteria; 3) the component of process have not met the evaluation criteria particularly the aspect of check clearing which include the indicator of accuracy of financial revenue to the school account, and the involvement of the school committees in designing the raps. on the aspect of budget use is the school’s announcement on the plan of financial use in the early of academic year. meanwhile, on the aspect of budget responsibility is the school’s announcement on the use of the bos/bosda in the school announcement boards. on the aspect of monitoring, the bos/bosda management in the regency has analyzed the results of the monitoring whereas on the aspect of supervision the bos/bosda management in the regency has carried out supervision to schools; and 4) the component of product involves the decrease of the numbers of the drop out children have met the evaluation criteria because the free education program has caused a significant mailto:akhriani.balangan@yahoo.co.id 23 "(2) every citizen is obliged to attend basic education and the government shall be obliged to finance it." in fact, the free education program accommodates the spirit of education internationally. the recognition that education is the right of every human being is contained in the universal declaration of human rights, which in article 26 paragraph 1 reads "everyone has the right to education. education should be free, at least for low school and basic education. low education should be required. technical and vocational education in general should be open to everyone and higher education must be accessible in the same way, based on propriety. "as is known, that the implementation of development so far more emphasis on the concept of economic growth, with the assumption that economic growth will benefit humans. but in reality it is not always the case, in the long term high economic growth is important, but what economic growth and for whom. therefore, in the implementation of development in line with the implementation of regional autonomy, there needs to be a new paradigm that is development that prioritizes aspects of human development. according to the united nations development program (undp), human development is a development model aimed at expanding the choice for people who can be grown through empowerment efforts. this can be achieved through development programs that focus on improving the basic human capability of increasing the health status, in the form of longevity and healthy living, having sufficient knowledge and skills to be used to enhance participation in productive economic activities and earn sufficient income with purchasing power worthy. based on the above concept, building human means to increase human resources (hr) in a broad sense covering physical and spiritual aspects, material and spiritual in the individual and social scale which in the end must be able to become a comprehensive development resources. as with economic development, human development requires the availability of data analysis for planning and policy-making to be appropriately targeted, as well as to evaluate the extent to which the development implemented can improve the quality of human life as a development object. one measuring tool commonly used is the human development index (hdi) given the vastness of human development, but at least hdi can describe the results of human development implementation according to the three components of a very basic human capacity indicators. these measurements have been used both at the national and international levels in view of the development results of each province or country. furthermore, this measurement tool is expanded to a lower level at the district / city level. departing from the importance of education for all citizens whose estuary is on increasing the number of literacy which is one of the compilers of hdi, then education becomes one of the important priorities in the regional medium term development plan (rpjmd) balangan district year 2011-2015. one of the efforts taken in the framework of improving the quality of human resources is through the implementation of free education program in balangan regency. free education program has been implemented since the year 2009 until now. many things have been achieved and also a challenge in the future in an effort to increase literacy rate in balangan regency. the district literacy rate in south kalimantan in 2011 shows that the literacy rate of balangan regency is still below the average literacy rate of south kalimantan province, which means that balangan regency is still a negative contributor to the average provincial literacy rate. literacy figures for 2011 and 2012 are still diutering 95.66, which means no increase. in addition, this literacy rate significantly correlated positively with the hdi of balangan regency, where in 2012 the balangan regency balangan was 67.71 and was in 13th out of 13 districts / cities in 24 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 south kalimantan. this becomes a challenge for all stakeholders of balangan regency to prioritize the improvement of education quality of balangan regency. based on the above preliminary data exposure, it is deemed necessary to conduct a more in-depth evaluation of the implementation of free education program related to its effectiveness in the improvement of human development index (hdi) in balangan regency. method based on the program evaluation approach that has been selected and the focus of research that has been established, the method used in this study is qualitative research methods. according sugiyono qualitative research is a research method based on postpositivism philosophy, is used to examine the condition of natural objects in which the researcher is as a key instrument, the collection of data sources is done purposively, data collection techniques triangulation, data analysis is inductive / qualitative and more emphasizing the meaning of the generalization (sugiyono, 2009). according to bogdan and taylor as quoted by moleong argued that the qualitative method as a research procedure that produces descriptive data in the form of written or oral words of the people and behavior that can be observed (moleong, 2007). meanwhile, according to moleong qualitative research is a study that intends to understand the phenomenon of what is experienced by research subjects such as behavior, perception, motivation, action, etc., holistically, and by way of description in the form of words and language, a unique natural context and by utilizing natural methods (moleong, 2007) further described by williams as quoted by moleong that qualitative research is the collection of data in a natural setting, using natural methods, and done by people or researchers who are naturally attracted (moleong, 2007). qualitative research aims to obtain a complete picture of a thing according to the views of the human being studied. qualitative research is related to the ideas, perceptions, opinions or beliefs of the people studied and all can not be measured by numbers. sudjana said that the evaluation of a program using a qualitative approach has characteristics: (a) the subject being evaluated or the source of data is a natural context, (b) the evaluator being the main instrument, (c) descriptive and narrative, (d) finding meaning behind the behavior and (f) prioritizing the acquisition of data from the source directly (primary); and (f) the triangulation effort, ie checking the validity of the data by obtaining data from other sources and using various instruments (sudjana, 2008) based on the information obtained from the evaluation results, it is expected to provide input for improving the character education program in schools, especially in primary schools. as anderson cited by komarudin suggest that evaluation aims to help refine or develop better programs and assess their impacts for policy determination (komarudin, 2012). in line with the above understanding, the final goal to be achieved in this research is to improve the free education program in balangan regency so that it can improve the human development index (hdi) in balangan regency. in accordance with the substance to be studied, the evaluation model used is the cipp model developed by stufflebeam. stufflebeam as quoted widoyoko said that cipp stands for context, input, process, and product (widoyoko, 2009). 25 result 1. context the results obtained through interviews with parents of learners about the need for a free education program show that parents learners are in need of financing assistance for their son / daughter. they hope the local government holds the responsibility in handling and fulfilling the cost of tuition fees (spp), school uniforms, textbooks, school equipment, honorariums for non-civil servant teachers. principally learners expect that parents to send their children / parents are no longer free of charge. the community's need for free education program in balangan regency is inseparable from the society's perception on the importance of education for their son / daughter. this is understandable as their knowledge and experience gained from various sources increases with the development of information and communication technology. parents' perceptions of children's formal education are related to their needs and life goals and past experiences. this happens to parents of learners with weak economic backgrounds as well as learners' parents from a strong economic background. results of field research indicate that the families or parents of learners from middle to lower economic background have a high need for free education program in balangan regency. thus it can be concluded that the needs of the community balangan district free education program is very high. on the side of the local government of balangan regency itself, the community's need for education has been responded with the issuance of local government regulation no. 2/2010 on education in balangan regency. (2) people with physical, emotional, mental, intellectual, and / or social impairments are entitled to special education, (3) population in the area isolated or underdeveloped, and remote indigenous peoples are entitled to special service education, (4) people with special intelligence and talents are entitled to special education, (5) every citizen is entitled to the opportunity to promote lifelong education. the local government's response to the demands (needs) of the community for education is further underscored by prioritizing local government obligations related to education sphere. it is stated in the local regulation that (1) the local government has the obligation to provide services and facilities, and ensure the implementation of quality education for every citizen without discrimination, (2) the local government shall ensure the availability of funds for the implementation of primary and secondary education for every population aged seven up to eighteen years (regional regulation of balangan regency number 2 year 2010 (article 13)). as well as a responsive public policy, the balangan district regulation no. 2 of 2010 is in line with what frank fischer has stated, "accounts that broadly fall under the responsive government label point to the different ways in which the government responds to external pressure for change. governments take some form of opinion as a 'thermostat' and respond by seeking to establish congruence between public demands and policy outputs. (fischer, et al., 2007) responsive government refers to different ways in which governments respond to external demands for change. governments need to build links between public demand and policy outcomes. in the public policy perspective of the nature of policy responsiveness, martin lodge mentions there are three approaches (fischer, et al., 2007). first, in a purely responsive form of government, policy is seen as a response to the importance of the public. thus, a broader anti-tax majority coalition within the broader voter layer is said to push for a longterm shift toward different mixed-on policies of inflation and acceptable levels of unemployment. on the other hand, governments that are responsive to public demands are 26 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 directly perceived as bad, for example in the field of risk management where criticism focuses on short-term moral panic responses. this is seen in the low interest in continuing education on school-age children found in some communities in balangan district even though it has been facilitated by the local government through the balangan district free education program at the beginning of the policy of school operational assistance grant. however, as the policy progresses gradually the community's need for adequate education increases. second, and arguably represents the most established research tradition in comparative public policy, is a matter of concern to interested parties. research in this tradition has traditionally focused on macro-economic trends of both left and right parties rather than central parties (hibbs 1977; castles 1982; blais et al. 1996; berry and lowry 1987) (in fisher, 2007) or on whether party policy impacts on the ultimate government policy (laver et al., 2003) (in laver and benoit, 2003). with regard to the former, there is only limited evidence, for example, richard rose more than two decades ago emphasized that an exaggerated inheritance, in the form of marginal change of party that government can make (rose 1990). others show changes in boundaries that provide clear evidence of partisan preferences. third, it is "as a rule [...] acquired by industry and designed and operated primarily for its benefit side" (stigler 1971, 3). although statements such as universal law have been modified from time to time, it still refers to established traditions in political science that emphasize the importance of special interests in the development of public policy, across sectors and countries. similar interests, though based on a very different research approach, relate to the literature within the policy network and claims about the importance of features of the policy network (such as the difference between problem networks and the policy community). another type of special interest is "coalition advocacy" (sabatier 1988) and other forms of coalitions from various organizations and individuals. comparative public policy is united by this general policy belief system. it seems that the community's need for free education program in balangan regency does not need a complex explanation that traces to the interests of political parties that actually display contestation of political interests but not so far. in simple terms it can be interpreted that the launch of the free education program policy is solely on the first model of the policy responsive nature of education. this can be read through the process of implementation of the free education program policy in kabupaten balangan which does not involve elements of political parties. 2. input public policies such as the free education program in kabupaten balangan are not independent of the academic process of policy in order for the policy to be effective. at the level of implementation of socialization policy to the stakeholders becomes a necessity. research data indicates that the socialization of the free education program has taken place with results that can be understood by the stakeholders. the data also shows that schools as education providers are able to apply the knowledge of the results of socialization into activities that are in compliance with the guidelines for the provision of free education program assistance in the form of financing items that are permitted in the provision of funds for free education program. but in the socialization of free education program, there are still some parents of learners who have not fully understand the existence, purpose, allocation of funds, and the nature of the free education program. the result is that parents are unable to distinguish 27 which costs are being assisted by the local government and where the costs of education are personal, such as the purchase of supporting books, internet access outside the school. the socialization of public policy is the dissemination of information (programs, regulations, policies) from one party (program maker) to other parties (stakeholders and the general public) and empowerment process, which is expected to increase knowledge, foster critical awareness, change attitudes, and the behavior of the party targeted by the socialization. judging from its objectives, socialization in general aims to make the public understand and able to interpret the 'meaning' of the concepts and objectives of government policy, the wider community knows and understands the progress of the implementation of government programs as part of the responsibility to the public, empowerment activities contained in the program cycle of government policy. while the specific objective of socialization is for the existence of commitment and cooperation between the district government and the community to plan, implement and monitor / supervise jointly, it can stimulate the interest of strategic groups and caring groups to take action both in cooperation and establish community-based oversight, and disseminating the results of the development of government programs to the wider community. relying on the nature of socialization, if one element of the target group (in this case the parents of learners) has not fully understood the nature of the program offered, then the objectives of socialization may be achieved but not perfect. the parents of learners in addressing the free education program in balangan regency can not be expected to explore the meaning of the program. they also have a perception that expectations for free education have not received a positive response from the local government of balangan regency. the final group of free education program objectives-in this case parents and students-is reflected also from the information of the free school management program management team who stated that the socialization of the program is presented to the school committee which is considered as a representation of the parents of students by phone or sms (short message service). this short service medium via mobile phone has a level of effectiveness that is less effective given the limitations of communication messages that can be delivered. in addition, the school considers that the parents of learners is not an urgent need because in the end parents of learners will know the policy of this free education program when students are not charged education fees. this finding suggests that there has been no effective policy communication between policy makers and public policy parties. whereas communication between policy makers and policy-makers is an important element in every policy implementation. this is inseparable from the concept of community policy. policies are determined by the most influential, the most concerned, the most expert, or the most psychologically minded of policy issues, whether they want to continue the status quo or intend to radically change. the policy community signifies a policy process in which interests are organized and government actors play a major role in shaping the direction and outcomes of public policy. the policy community is neither a market nor a hierarchy, but a pluralistic societal policy environment. based on this, the targeted party (the parents of the students) should be positioned in the main priority of the socialization of the free education program for the direction and the expected policy outcome when the policy is formulated. in other words, the socialization of free education program needs to reach the main target of the policy in the 28 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 form of the program so that the parent learners also fully understand the core message of free education program in balangan regency. 3. process free education program in balangan regency welcomed by the community will meet the effectiveness of the policy if the elements of the policy process of the program takes place in an orderly manner. the process of free education program policy highlighted in this study includes the disbursement of funds in accordance with the time set, the school receiving free education program has a school development plan (rps), the school successfully developed school budget activity plan (rkas) by using rps as a consideration , the school succeeded in making the rkas by involving the school committee, the free education program taking was done by the principal and treasurer known by the school committee, and the school managed to collect data on poor students. the disbursement of free education program funds is made referring to the funding instructions for free education program. procedures undertaken for it are through actions with stages of data collection, determination of allocation of free education program for budgeting in apbd, determination of allocation for each school, preparation of fund disbursement, fund distribution, and fund raising. viewed from the aspect of the program's disbursement time schedule, the free education program is highly dependent on the schedule of funds disbursement of free education program from the central government because the free education program is not fully funded by the local government. the central government itself every year always makes a schedule of funds disbursement free education program that is communicated to the regions so that regions can prepare themselves in terms of mechanisms, personnel, funds from the region itself. however, the schedule that has been submitted is not fully in accordance with the distribution. this is because in the early days of the revolving funding policy of the free education program of the region hampered the technical constraints of disbursement of regional funds for the program, many schools that do not have accounts, reporting data of recipients of free education program funds have not done or less complete, related data not match. the delay in disbursement of free education program funds for 2015 occurred in the first quarter which occurred not only in balangan district in south kalimantan province but also in other districts / cities. any delay in payment of this program resulted in disruption of the process of education in schools because operational costs can not be overcome by schools that do not have operational funding outside the free education program fund. a number of schools are forced to take steps by seeking debt either through teachers or principals. but some are forced to use other postal funds to cover school operating costs. as revealed by the head of smpn 1 paringin. he confirmed that until now there has been no clarity when the disbursement of free education program funds for the 2015 quarter. "there has been no outflow at all for the quarter this year, if in 2014 smoothly," he said. school efforts to cover operational costs that usually use the free education program funds are forced by teachers. teachers commit unjustifiably to cover the shortage of school operational costs and when the program funds are disbursed, some of them are used to be returned to teachers who bail the funds. 4. product evaluation of minimum service standards education in the district of balangan, referring to the regulation of the minister of national education ri no. 15 year 2010. results of research on minimum service standards in balangan regency can be described 29 as follows: based on the data in table ... it can be seen that the average achievement of spmbp for sd / mi is 60.04%, the achievement of spmbp for smp / mts is 62.29%, and the achievement for sd / mi and smp / mts is 58.81% all of which have not achieved results in accordance with the minimum service standards for education (spmbp). associated with the free education program these achievements show that the free education program has not succeeded in boosting educational services in balangan regency. indeed free education program funded by free education program fund is not solely aimed at providing educational services according to the standards set by the government because the allocation of funds free education program mainly is to help alleviate the burden of costs that must be borne by parents of learners so that children, school-aged children may receive education up to the level of primary education and keep children in school to remain in school until graduation. that is, with free education program funds no more school-aged children are not in school and no children drop out of school due to economic reasons. nevertheless, central and local government funding previously allocated to finance education services and the operation of schools with the free government education program funds can improve education services with more funds. in fact, so far the minimum standard of educational service has yet to be achieved. whereas with the standard services made possible the quality of education and equity of education will be improved. the results of the research on spmbp can then be used to: formulate a comprehensive plan on (1) free education program of education unit: efforts to support the adequacy of school operational needs provided by the government based on the method of calculating operational cost of education unit to achieve the standard of service determined in accordance with the price (2) dgp (proportional teacher distribution): efforts to implement the arrangement and equity of civil servant teachers to ensure the availability and qualification of teachers in each school can meet established service standards, (3) sbm (school based management) : efforts to improve the management of school management / educational units to be more transparent, accountable, participatory and responsive so as to provide good services and make sustainable improvements. the free education program in kabupaten balangan was held for the purpose of assisting the school's operational costs which were expected to free the parents of the students from the school fees and keep the students to school until they finished their education. however, from the data of the research results it is still seen that the drop out rate still exists (2.4% for sd / mi and 3.22% for smp / mts). this shows that the free education program has not fully achieved the goals associated with the elimination of drop out rates in primary education in balangan district. it is known that the dropout rate is not all due to economic problems, especially the inability of parents to pay for their children, but in addition to economic problems there is still a reason that boys should help make a living in their families and this is considered natural for the weak economic community. children used by parents to share the burden of the needs of the whole family if the family income, both father and mother, is not sufficient to cover expenses to buy daily necessities. the presence of a child in the family is valued for some of the values described in the concept of value of children (voc) by hoffman, l.w. and hoffman, m.l (in suckow & klaus, 2007) that the value of the child is a parent's view and expectation of the child related to the needs of the parents (zulfitri, 2013). cagitcibasi (in zulfitri, 2013) describes some of the values that the parent possesses can be summarized into three types, 30 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 among others; a) utilitarian value, which is related to the material benefit of the child, both when the child is young and when the child is mature; b) psychological value, which is related to satisfaction such as happiness, pride, compassion and togetherness that children give to parents; and c) social value, that is, referring to the social acceptance gained by married couples when having children (zulfitri, 2013). in the context of free education program, the problem of drop out children with the reason to help families in earning a living outside the scope of the program because the program funding assistance through the free education program is intended to finance the operational of schools which is only able to overcome the cost of education for the child concerned. meanwhile, the family's daily needs are assumed to have been addressed by the family. this needs to get the attention of local policymakers in trying to address education services for all residents and improve the quality of education in the regions. the problem is also in the free education program is the absence of drop out rates due to the absence of fees for children to keep children in school. at a glance this is contradictory between the availability of funds to provide free education from local government and not yet covered all school-age children who are still active school to continue their education. however, when viewed from the drop out rates due to the proximity of the child's distance to school, this can be understood. a great distance from home to school leads to additional costs for parents for transporting from house to school. for poor families, the burden of transport costs is so burdensome that they have no choice but to choose their children to drop out rather than divert their daily expenditures that are no longer possible to use for the transportation of children in school. this means that the free education program fund has not reached transportation expenses for school children overall. conclusion based on the results of evaluation and discussion that have been described in chapter iv can be found some findings and conclusions as follows: firstly, based on the policy context component of the free education program in kabupaten balangan has been implemented in accordance with the needs, objectives of the drafting and policymakers, the community and schools as the providers of education, both early childhood education (paud), primary education (primary and secondary schools / mts), and secondary education (sma / mi / smk / smalb). this is in line with the juridical foundation of the implementation of free education program in balangan regency. implementation of the free education program policy has also been able to accommodate the aspirations of the developing community in terms of the mindset and progress of the times. the free education program policy in kabupaten balangan has been able to raise public awareness of the importance of education, so this policy needs to be continued in order to improve educational equity and broader education quality. secondly, the overall input component of the free education program has been able to deliver program implementation to the achievement of results and to solidify the foundation of an aspirational free education program. the accumulation of results from the aspects of the policy input component of the free education program can be said to encourage effective and efficient program management. aspects of the policy input components of the free education program, such as planning, implementing structures, management, human resources, and costs have been the support of robust program implementation with few weaknesses such as fulfillment of achievements that are not fully conformed to the formulation of concepts in program design. 31 third, the components of the process in which the aspects are evaluated, ie the disbursement of funds, the use of funds, the accountability of the use of funds, monitoring, and overall supervision proceeds well in the sense that the process component is practiced in earnest has been able to make the policy of free education program give meaning educative in all walks of life and bureaucratic ranks as program implementers, although at the implementation level the program faces several obstacles and shortcomings. fourth, the product components whose aspects of minimum service standards for education and drop-out rates have taken place with tangible results. minimum service standards the field of education provides constructive feedback to policymakers, policy implementers and stakeholders so as to serve as a material and comprehensive evaluation consideration of the free education program. some obstacles and shortcomings and problems arise when the implementation process of the program progresses, but has been able to overcome and underlined by the parties concerned about the running of free education program in balangan regency with the intention of becoming valuable input if the government later balangan regency want to continue and improve this free education program. based on the results of the evaluation, data analysis, and findings in this study, the recommendations are given to the policy makers in this case the regional government and central government, the implementing organization of policy in balangan regency, the implementing organization of the school program, and the school committee. based on the results of the evaluation of the overall free education program which has been going on with some strengths, weaknesses, opportunities and threats but has achieved good results with some notes, it is recommended that the free education program in balangan district continues with various ways that can be done to reduce the weaknesses and threats to the implementation of free education program in balangan regency. some more concrete suggestions are given, namely the intention and commitment to achieve the goal of free education program needs to be maintained and improved so that efforts made for it can also improve the efficiency and effectiveness of achieving the goals. implementing organization of free education program is a party whose position is very strategic in order to achieve the goal of free education program itself. therefore, some suggestions need to be addressed, namely the need for active involvement among all implementing personnel so that the tasks and responsibilities can be met optimally. filling the positions in the district education program free management team and the free school management program management team need to be upgraded and followed according to the strongly formulated indicators that have not been done optimally. school-level implementing organizations (in this case the school management team free education program) spearhead the success of the free education program as a whole. therefore, some suggestions are submitted, namely the need to improve the discipline of the process in carrying out the stages of activities in accordance with technical guidelines in order to avoid mistakes in the implementation of the free education program implementation. the school committee is a partner of formal education that can play a more important and qualified role towards the realization of a successful free education program. therefore, some suggestions are given, namely the need to increase the active role in guarding the policy in the form of inputs, complaints, and suggestions for the free education program in balangan regency. 32 jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 references anderson, scarvia b., samuel ball, dan richard t. murphy. the profession and practice of program evaluation. san fransisco: jossey-bass publisher, 1978. arikunto, suharsimi dan cepi syafrudin abdul jabar. evaluasi program pendidikan. jakarta: bumi aksara, 2008. arikunto, suharsimi. dasar-dasar evaluasi pendidikan. yogyakarta: bumi aksara, 2008. belasen, 2008 dalam ongkane sombounkhanh, 2014. “strategic stakeholder communication within international organization: the case of asean, laos and the implementation of the asean’s strategic plan.” thesis. unitec institute of technology. biro pusat statistik. balangan dalam angka. biro pusat statistik kabupaten balangan, 2012. bluntschli, johan kaspar. 2000. the theory of the state. first published in german in 1875 as lehre vom modernen stat. first english edition published 1895. this edition published 2000, by batoche books, 52 eby street south, kitchener, ontario, n2g 3l1. canada djaali dan pudji muljono. pengukuran dalam bidang pendidikan. jakarta: grasindo, 2000. dunn, william n. public pulicy analysis: an introduction. 4th edition. new york: pearson education, 2011. egon g. guba dan lincoln, yvonna s. effective evaluation, improping the evaluation result trough responsive and naturalistic approach. california: jossey-bass publisher, 1981. fidler, et al. 1997. choices for self-managing schools – autonomy and accountability. london: paul chapman publishing ltd. fischer, et al., 2007. public administration and public policy: a comprehensive publication program. new york: crc press. kaufman, roger dan susan thomas. evaluation without fear. london: new viewpaints,1980. kementerian pendidikan dan kebudayaan. petunjuk teknis penggunaan dan pertanggungjawaban keuangan dana bos tahun anggaran 2014. jakarta: kemendikbud, 2013. komarudin. ”evaluasi program dan pengembangan pelaksanaan ktsp di sman 68 dan sman 50 jakarta.” disertasi, universitas negeri jakarta, 2012. laver, michael and kenneth benoit. 2003. “ extracting policy positions from political texts using words as data”. american political science review vol. 97, no. 2 may 2003 miles, mathew b., dan a. michael huberman. analisis data kualitatif, terjemahan tjetjep rohendi rohidi. jakarta: universitas indonesia press, 1992. moleong, lexi j. metode penelitian kualitatif. bandung: remaja rosdakarya, 2007. 33 oecd, 2002. glossary of key terms in evaluation and results-based management. paris: oecd/dac. oecd, the definition and selection of key competencies. <https://www.oecd.org/pisa/35070367.pdf > diakses 7 agustus 2015. peraturan daerah kabupaten balangan nomor 2 tahun 2010 tentang pendidikan di kabupaten balangan. peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 161 tahun 2014 tentang petunjuk teknis penggunaan dan pertanggungjawaban keuangan dana bantuan operasional sekolah tahun anggaran 2015 romo, soemitro. perlukah sekolah gratis. jakarta: rineka cipta, 2007. sevilla, consuelo g,jesus a. ochave, twila g. punsalan, bella p. regala dan gabriel b. uriarte. pengantar metoda penelitian, terjemahan alimuddin tuwu. jakarta: universitas indonesia, 1993. stufflebeam, daniel l., dan anthony j. shinkfield. systematic evaluation: a selfinstuction guide to theory and practice. boston: kluwer nijhoff publishing,1986. sugiyono. metode penelitian bisnis: pendekatan kuantitatif, kualitatif, dan r & d. bandung: alfabeta, 2009. tayibnapis, farida yusuf. evaluasi program dan instrumen evaluasi. yogyakarta: rineka cipta, 2008. tow, charlene, 2006. the effects of school funding on student academic achievement a study of california school districts 2000-2004. university of california, berkley. united nations development programme, 2009. handbook of planning, monitoring and evaluating for development results. new york: undp. widoyoko, s. eko putro. evaluasi program pembelajaran: panduan praktis bagi pendidik dan calon pendidik. yogyakarta: pustaka pelajar, 2009. worthen, blain r., james r., sanders, dan jody l.fitzpatrick, program evaluation alternative approach and practical. new york: longman, 1997. zulfitri, nurvita meisakh. “studi deskriptif : nilai anak bagi orang tua yang memiliki anak tunggal”. jurnal ilmiah mahasiswa universitas surabaya vol.2 no.2 (2013). https://www.oecd.org/pisa/35070367.pdf 62 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 the effectiveness of development of science teaching materials with vision of science, environment, technology and society (sets) in the natural resource competency class iv of elementary school ummu jauharin farda universitas wahid hasyim semarang jaufaummu91@gmail.com abstract the aim of this study was to develop science teaching material that feature science, environment, technology, and society (sets) vision which covers some criteria namely effective. the study employed research and development (r&d) design. the r&d four steps were simplified in to three steps, those were define, design, and develop. the subject of this study was fourth grade elementary school of sdn kalibanteng kidul 03. the techniques of data collections were interview, test, observation, and questionnaire. in analyzing data, the study used descriptive qualitative and quantitative. the result of the developed printed material was effective: 1). the result of study, 2). increasing the result of study 3). teacher’s activity, 4). and student’s activity. based on the result of this study the learning material has reflected the sets vision and approach. as such, the science teaching material developed has been justified as effective. therefore it can be used for extended study to produce a much better product as the supplement for learning science in the competency of natural resources. keywords: effective, the development of science teaching material sd, sets approach teaching materials are all the things that can be used to channel the teaching matarials, mind stimulation, thinking and feelings, attention and ability of learners, so that it can encourage the process of learning (rusman, 2010). the highly technical training material with too many terms to memorize directly can make learners get tired quickly. teaching matarials links contextual learning. in other words, it should be linked between the concept of science and the environment beside that it should be supported by the drawing and attractive skills that is arranged for an effective learning process (rosario, 2009). if the collaboration between elements of the material with the environment will not be appropriate it will affect the meaningfulness of learning for learners. collaboration that is incompatible with active elements in the environment can greatly affect the process of meaningfulness of learn in learning, affecting cognitive and metacognitive characteristics of proses itself (viola, s 2007). science studies in elementary school aims to learners to have the following abilities; (1) to gain belief in god almighty based on the existence, beauty and order of the nature of his creation, (2) to develop knowledge and understanding of useful and applicable ipa concepts in everyday life, (3) developing curiosity, positive attitude and awareness of a mutually influencing relationship; between ipa, enviroment, technology and society (4) develop process skills to investigate the environment, solve problems and make decisions, (5) increases awareness to participate in maintaining, preserving and preserving the nature and environment, (6) increases awareness to respect nature and its regularity phenomena as one of god's creations, (7) obtain knowledge of science concepts and skills as the basis for continuing education of junior high schools/ mts (depdiknas, 2006). mailto:jaufaummu91@gmail.com 63 teaching materials are a source of learning, which is everything that allows learners gain some in-formation of knowledge, experience, and skills in the process of learning and teaching. while the selection of teaching materials with sets approach is based on the needed factor of teaching materials which is still very minimal to be developed and less varied, with using of teaching materials with sets approach expected from learners to understand the concept that delivered and understand the impact of the process being studied both for the environment and her/his self. the compilation of this instructional material will affect the complexity of the non-teaching materials obtained by learners in each learning, thats why it is necessary to develop teaching materials in accordance with contents and contextual standards. this association is known as science learning science, environment, technology, and society (sets). sets provides the opportunity to learn about the nature of science, technology, and its interrelationship with the environment and society. basically it can be said that through the sets approach it is expected that learners will have the ability to see things in an integrated way by paying attention to the four elements of sets, thus gaining a deep understanding of their knowledge (binadja, 1999). basically in human life, the elements of science, environment, technology, and society are related to each other. this reinforces the statement that learners learn as a provision to live in society. learners must live sociel and as part of the community they must interact with nature. from learning, learners recognize the concept of nature which is known as science and used to fullfil the needs in the form of technology to gain easnies or usefulness in the process of life of individuals and society. through this research, it is expected that teaching about natural resource materials can help learners to clarify their conceptual concepts in the real world, to really understand the phenomena that occur in the environment, be able to understand the living environment, useful for their life and apply the result of acquisition of knowledge which of course still be with teacher guidance. through learning activities learners are expected to think critically, under any circumstances. the effectiveness of printed materials is in one way with the research of rusilowati (2009) draws the following conclusion: that the use of natural mindedness learning tools with the vision of sets integrated in science is developed effectively to explore natural disaster and science. this can be seen from the completeness of learning at the end of lessons, as well as increased understanding of science and natural disaster. the above activities have been conducted by saputro (2011) with the title influence of poe approach with vision of sets on the subject of redox reaction to learning outcomes of class x students at home schooling kak seto semarang 2010/2011 academic year. the results concluded that the average learning outcomes of the experimental class were 89.9, while the control class was 75.3. the result of data analysis shows the influence of the use of poe with vision of sets on chemistry lessons result. the concept of redox reaction of learners is shown by the correlation number of 0.602, with the influence of 36.24% for learning outcomes, while the psychomotor aspect of learners practicum is 9.85 affective aspects of learners is 140, 1825 and the aspect of the learners activities is 43, 175. the effects of development also affect the way the natural science subjects are taught. learning can be explained through science, technology, society and environmental education approaches (stse). lessons are not enough to be done in the classroom but 64 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 there is a need for time extension to complete the tasks related to the environment and society outside of study time (yoruk, 2009). based on the observations made by researcher specailly at sdn kalibanteng kidul 03 semarang, that sets is a learning approach that connects the environment, technology, and society, this approach is well known but not fully implemented. natural resource science teaching materials are materials related to nature and everyday life. another problem is the priority of lessons on the target of completing all the materials of the subject without connecting it with daily life, eventually it cause the low result of learning of learners. the next problem is the lack of primary school teachers' efforts to develop good teaching materials.this becomes a classic problem, and it needs to endeavor the pursuit of encouragement and motivation from various parties. because there is nothing wrong if the teacher tries to develop teaching materials that meet the criteria of teaching materials grade iv primary school. from the above problems, it needs solution in order to minimize problems that arise in the learning process, one of them is with the development of teaching materials ipa vision of sets. the grade iv primary school developed teaching materials will be an important source and reference for learners. based on the above background, the writer is interested in conducting research entitled "development of science teachings matariels based on sets in natural resource competence of class iv primary school". the purpose of this research is to produce effective printed science material of sets in natural resource competence for class iv of elementary school. method the research method used in this research is research and development (r & d). the product developed and examined in this research is a textbook of printed material that contains teaching material of science seminar sets class iv of elementary school. the research procedure used a simplified 4-d model (four d model) to 3-d (three d model). the 3-d model consists of three stages. results the results of the 4-d model are to define, design, develope and disseminate but are simplified by only three stages. this research and development aims to produce printed ipa material with vision of sets on effective natural resource material. define stage (defining) the results of the define stage based on the interviews indicate that the teaching materials used are just the handbook from the government and the teachers are very willing to develop teaching materials sets approach because in sdn kalibanteng kidul 03 has never been development of teaching materials with vision of sets so they don't know about this approach. the result of observation of requirement analysis toward the development of ipa printed science material with vision of sets in grade 4 elementary school natural resource competence that the teacher has not used syllabus, rpp, lkpd and teaching materials with vision of sets. design stage (design) 65 the developed teaching material is a science-printed textual material sets in the competence of natural resources. the design stage is derived from the initial information on the required analysis at the define stage. steps of the design stage is to design learning strategies and develop research instruments. the developed learning strategy useses sets approach related to natural resource competence. results of first analysis. there is no printed material that applies the sets elements to the printed material. the steps in designing instructional materials are; 1) the definition of the title, 2) guidance on the content of the study, 3) the basic definition of the indicator material, 5) designing the support contents, 6) the exercises, 7) designing the work instruction, 8) arrange the glossary and 9) arrange evaluation. the next step is to compile the data instruments of the effects of printed materials consisting of; a) test questions and b) observation sheet of learners activity and observation of teacher activity. printed materials that have been designed in accordance with the validation sheet of printed materials, then the researchers determine the validator. develope stage (development) this development stage is obtained from the activities of learners, teachers activity, improvement of learning outcomes and learning outcomes of learners which is given at the end of lessons is in the form of a matter of posttest. posttest is given after the discussion of the material. discussion this study aims to produce printed teaching materials ipa visionary sets in competence of natural resources class iv of primary school which is effective. the developed teaching materials are implementing sets elements (science, environment, technology and society). design stage researchers that contrive learning strategies and arrange the instruments needed in conducted research. the learning strategy used is a learning strategy that implement the sets vision designed with lets plan vegetable movement. the next step is to design a printed teaching material that implements sets. printed teaching materials are prepared so that learners know and be able to apply in daily life. information and content materials which are made interesting, are easy to understand and learners can learn. this research, according with its objectives, produces printed teaching materials ipa visionary sets in competence natural resource class iv in primary school which is efective. the developed teaching material make efforts to implement the sets vision (science, environment, technology and society). printed teaching materials structured so that learners know and be able to apply the science that learned in daily life. information and material contents thst have been made interesting, are easy to understand and can be learned.also provided instructions for the use of the book so that learners get easy to use it. at the end print teaching materials are available in content glossary or a small dictionary that contains important terms. the size of printed teaching material is designed so that learners easily carry it and easily inserted into the bag. the teaching material is printed using b5 paper (17.6 cm x 25 cm) consisting of 73 pages. the effectiveness of printed science teaching materials ipa in vision of sets 66 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 the effectiveness of printed teaching materials can be seen from learning outcomes, improvements in learning outcomes, activity of teacher and students activity. the instrument which is used to measure learning outcomes and increase learning outcomes is a matter of test. learning outcomes were analyzed using one sample t test while improvement of learning outcomes was analyzed using the n <gain> test. success criteria if there are at least 23 students who completed or scored above the kkm, which is 70 and improvement of the results of learning in the medium category. activity of teacher and activity of learners is obtained from observation sheet instrument of activity of teacher and learner. teacher activity and learner activity were analyzed using descriptive statistic which then consulted with indicator on the mentioned instrument. learners activity are said succeed if there are at least 23 students in the high category. analysis of learning outcomes of learners showed pretest value obtained there are 9 out of 30 learners who score> 70 . complete learning outcomes pretest control class can be found it 8 out of 30 learners who score> 70. the result of pretest data test can be seen that the data is normal distributed, homogeneous and there is no difference between the experimental class, thus it can be known that both classes at the beginning of the research have the same ability. normality test results show significant value .control class and experimental class on column kolmogorov-smirnova is 0,200 and 0,82 if in consult with α = 0,05 then significant value control class = 0,82> α = 0,05 and significant value experiment class = 0,200> α = 0.05 so it can be concluded normal distributed data. the homogeneity test of pretest data shows acquisition significant value of 0.235> α = 0,05 which means both classes, that is experiment class and control class have equal or identical variance. the result of basic assumption test (normality and homogeneity test) is used as the basis for performing the test of average difference (independent sample test) to know the two classes have differences or not. t test done to know completeness of result of learning. the result of one sample t test shows that the price of t count is 6.74> t table = 1,729 thus h0 is accepted and ha is rejected. so it can be concluded that the number of learners who scored 70 is true. the next analysis is the analysis of posttest data. the step of analysis to posttest data, that is determining both class have normal distribution and have the same variance with assumption test base normality test and homogeneity test, furthermore to know difference of result of study conducted by independent sample test . normality test results show significance value. control class and experimental class on column kolmogorov-smirnova is 0,165 and 0,158 if in consult with α = 0,05 then value significant control class = 0,165> α = 0,05 and value significant experiment class = 0,158> α = 0,05 so that it can be concluded normal distributed data. homogeneity test showed significant value of 0.235> α = 0,05 which means that both classes, that is experiment class and control class have equal or identical variance. the results of the difference test in posttest data show acquisition significant . (2-tailed) 0.000 <0.05 so it can be concluded that the average difference test results in the posttest data shows that the ability of the control class learners are different or not the same with experimental classes . the exhaustiveness of the experimental class learning outcomes shows the lowest score of 57 highest score of 90 the average score 79 and the total number of learners completed (kkm 70) as many as 26 students.completeness data of control class learning outcomes showed the lowest score 47 highest score 87 average score 70 and total number of learners complete (kkm 70) as many as 17 students. complete analysis of learning outcomes can 67 be said to be complete because the number of students who completed the experiment class 26> 23. exhaustive test of learning result using one sample t test. t test done to know completeness of learning outcomes. the result of one sample t test shows the price of t count 6.74> t table = 1.729 thus h0 is accepted and ha is rejected. so it can be concluded that the number of learners who scored 70 is correct. increased learning outcomes of both classes were measured using the test n <gain>. the increase result of the experimental class learning result obtained score <g> = 0,40 in medium category and control class <g> = 0,15 in low category. increased learning outcomes are said to be successful if the score is obtained at least in the medium category. the result of the effectiveness test printed learning materials can be concluded effective, can be seen from the test result of learning there are 23 learners complete, gain score 0,40 in medium category and test one sample t test show t count 6,74> t table = 1,729. the next effectiveness indicator is the activity of the learner. the activities of learners are the behaviors that appear to be observed when the research activities. the result of observation students activity that get score in high category at meeting i is 28, meeting ii is 29 and meeting iii is 29. the observation of learners' activity shows a very high score in line with the characteristics of learning visionary sets. according to binadja (2000:6) a number of characteristics of learning the vision of sets is; (1) keep teaching science; (2) learners are brought to a situation to utilize the concept of science to the form of technology for the benefit of society; (3) learners are asked to think about the possible consequences of the transfer science to technology; (4) learners are asked to explain the interrelationships between the elements of science discussed with other elements in the sets that affect the interrelationship between the elements when changed in the form of related technology and (5) in the context of constructivism learners can be invited to talk about sets of various the starting point depends on the basic knowledge held by the learners concerned. the last effectiveness indicator is teacher activity. teacher activity was observed through teacher activity observation sheets. teacher activity observed from pre-activity, introduction, core activities, closing activities, approaches and learning strategies, use of learning resources, learning, process assessment and learning outcomes and language usage. the observation result of teacher activity during three meetings obtained scores in sequence, namely; 34; 35; 35 with an average score of 34.7 included in the range (29 ≤ sa <38) with a very good category. sets visionary learning is a vision or perspective toward a problem. the vision of sets is very suitable with the developed material, which is the material of natural resources. teachers invite learners in solving problems based on the elements of science, technological environment and society. in addition, learners are facilitated and invited to practice it with movement activities lets plant vegetables. the movement activities of lets plant vegetable implemented in the environment around the school, learners are invited directly apply the elements of sets, that is 1) learners learn what plants will be planted, 2) learners identify the impact and what prerequisites are required in accordance with environmental conditions, 3) learners identify the technology that used in cultivating and 4) the influence of vegetable growing activities on the school environment. the above lessons are very suited for developing process skills in learners associated with sets. learning in the context of sets as in sts learning begins with the discovery 68 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 of problems and then uses the environment and society as learning resources and active learners in solving problems (yager, 2009). learning is not sufficiently implemented in the classroom, but requires new experiences in improving learning outcomes. learning should be carried out with multiple senses as howard gardner points out in (armstrong, 2005) eight basic intelligences are (1) linguistic smartness, (word smart) (2) logical-mathematical intelligence (numbering smart), (3) spatial intelligence ( picture smart), (4) kinesthetic intelligence (body smart), (5) musical intelligence, ( musical smart ) (6) personal intelligence (people smart), (7) intra personal intelligence (self smart), (8) naturalist intelligence (naturalist smart). learners need the facilitiy to express thier intelligence. the movement activities of let's plant vegetables by students in this research is a motor activity that can increase cognitive and affective values. learners are asked to identify ways of farming and then take care of it and invited to have a caring attitude towards the environment. vegetable planting activities along with their maintenance train students discipline. for example, students regularly watering and fertilize, cleaning plant weeds filling the maintenance table is an example of activities that build the character of discipline. games is an environment-based learning that is associated with sets elements. randall (1999) argues that environmental education focuses on helping learners in developing knowledge and skills and responsible attitudes. conclusion development of instructional materials printed ipa visionary sets in natural resources competency class iv primary school declared effective: 1) print teaching materials can be concluded effectively, can be seen from the test results of learning there are 23 learners are thorough. 2) the increase result of the experimental class learning result obtained score <g> = 0,40 in medium category and control class <g> = 0,15 in low category. increased learning outcomes are said to be successful because the scores are obtained in the medium category. 3) the next effectiveness indicator is the activity of the learner. the result of observation students activity that get score in high category at meeting i is 28, at meeting ii is 29 and meeting iii is 29. observation result of learners' activity showed very high score in line with the characteristics of learning visionary sets. 4) the last effectiveness indicator is teacher activity. teacher activity was observed through teacher activity observation sheets. teacher activity observed from pre-activity, introduction, core activities, closing activities, approaches and learning strategies, use of learning resources, learning, process assessment and learning outcomes and language usage. the observation of teacher activity during three meetings obtained scores in sequence, namely; 34; 35; 35 with an average score of 34.7 included in the range (29 ≤ sa <38) with a very good category. conclusion armstong, t. 2005. setiap anak cerdas. jakarta: pt gra-media pustaka utama binadja, achmad. (1999). hakekat dan tujuan pada sets (science, environment, technology, and society) dalam konteks kehidup-an pendidikan yang ada. makalah seminar loka-karya pendidikan sets 14-15 desember 1999. semarang: unnes 69 depdiknas. 2006. kurikulum tingkat satuan pendidikan (ktsp). jakarta: departemen pendidikan nasional. randall, l., weisenmayer and peter a. r. 1999. “the effect of sts issue investigation an action versus traditional life science instruction seventh grade students citizenship behaviours”. journal of science education and technology. 8 (2) : 137-144. rosario, b.,i, (2009). science, technology, society, dan evironment (stse). approach in environment science for non science student in a local culture. issn: 209941064 ched accredited research journal, categoryb. 6 (1). rusilowati, a, binadja, a. 2009. mitigasi bencana alam berbasis pembelajaran kebencanaan alam bervisi sets terintegrasi dalam beberapa mata pelajaran. laporan penelitian hibah. semarang: universitas negeri semarang rusman. 2010. model-model pembelajaran. jakarta: pt. raja grafindopersada saputro & hadi yanuar., 2011. pengaruh pendekatan poe bervisi sets. tesis. semarang: unnes viola, s. r., giretti, a., & leo, t. 2007. detecting differences in “meaningful learning” behaviours and their evaluation: a data driven approach. international journal of computing & information science. 5 (2) : 63-73. yager, r. e. 2009. “a comparation of students learning in sts vsthose in directed inquary classes”. journal of science education and technology. 13 (2) : 187. yörük, i̇nci morgil, nilgün seçken. 2009. “the effects of science, technology, society and environment (stse) education on students’ career planning”. journal us-china education review, issn 1548-6613, 6 (8) : 57. 1 analysis of measures items in development of instruments self-assessment (rasch modeling application) lailiyah1 1zamzam syifa boarding school yetti supriyati2, and komarudin3 23state university of jakarta lailiyah011@gmail.com abstract this analysis aims to determine the quality of the instrument items that have been developed in the empirical test phase one. tests were carried out on 46 items to 219 respondents in sma ksatrya jakarta. the item quality is seen from the fit or not fit and the level of difficulty of the item that has been developed. the fit or unfit criteria are seen in infit and outfit, both mnsq and zstd, and pt-measure correlation values. the level of difficulty of the item is seen in the entry number column which is indicated by the magnitude of the logit value and has been sorted from the hardest to the easiest. based on the results of analysis with the help of software winstep obtained 39 items statement fit with the model and the number of respondents 194, the three criteria above (mnsq, zstd, and pt.measure correlation) has been met. this means that 39 items are valid. the result of the analysis also shows the most difficult item sequence is item 5 with logit value 63,32, and the easiest item is item 44 with logit value 36,13. the resulting fit instrument must have gone through several stages of analysis. when there are items that are not fit, the item is issued, as well as the respondent. so that obtained a set of measuring instruments that are valid / fit with the model and can be used for the purposes of assessment. keywords: self-assessment, infit, outfit,zstd, and rasch model. introduction the opinions of experts and researchers discussing self-assessment vary. the self-assessment concept in the literature can be summarized into three ways, namely: 1) self-assessment is considered as a personal ability or skill to evaluate a person's or student's knowledge, skills, and performance. 2) self-assessment is used as one type of summative assessment. 3) self-assessment for the purpose of formative assessment acts as a learning strategy or process to improve the quality of student learning (ziyan: 2016). self-assessment is an assessment of learning that if embedded in students how to do self-assessment in the practice of learning, it can be very effective at motivating students to keep moving forward in their own learning (jayne bartlett, 2015: 149-150). consists of two highly related skills, namely self-regulated and self-refletion (dana s dunn et al., 2004: 103). self-assessment is an innovative assessment in improving learning (benny.a pribadi, 2009). involving students to monitor and assess the process and learning outcomes (burgess a. angus: 2009). self-assessment is currently a major component in the concept of assessment in the classroom, especially in formative assessment. using selfassessment techniques gives teachers more time to plan their next learning better or more intensively with small groups of students. because of the results of the selfassessment the teacher can find out more about the development of student 2 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 learning, especially the weaknesses and strengths of their students (siobhan leahy, 2005: 19-24). self-assessment can involve two descriptions, which are about the characteristics of self-employment and evaluation to find out how good the job is and how valuable it is. in this case the accuracy of self-assessment can be determined by comparing students' self-assessments with assessments made by teachers or peers (gavin t.l. brown, 2015). the explanation of these two opinions when compared with previous opinions has in common, basically self-assessment is done to improve learning and the quality of student learning outcomes. but both opinions also suggest that the positive impact of self-assessment is felt by the teacher, because the teacher can find out more information about his students. in addition, teachers have time to better prepare for the next teaching and learning process when students do self-assessment. in this case to note is the extent to which the truth of self-assessment, which means to know the honesty of students is not an easy thing, so it is necessary to do the assessment between friends as a comparison. therefore, more studies related to self-assessment are needed because the positive impact of self-assessment is quite positive. self-assessment is one of the non-test assessment techniques conducted by students themselves so that students can monitor themselves, and know what aspects have been and have not been known related to the learning. students identify the extent to which their learning outcomes are achieved, and determine whether they are good or must be corrected. students target the achievement of subsequent learning and determine how to achieve it, and students identify weaknesses and their excesses with self-reflection. associated with the process of preparing instrument items the author uses a modern approach namely modeling rasch. rasch modeling for the first time by dr. georg rasch is a mathematician from denmark. in the 1950s. georg is faced with an analysis of the results of the examination of elementary students at different grades. the exam questions are used the same and are not based on the material according to the class. this is where the discovery of model rasch begins that begins with the idea of the problem facing it (bambang sumintono, 2015: 35). rasch measurement is quantitative but also qualitative. researchers who use rasch measurement are aware that the measurement results that have been carried out require qualitative reflective, not just a number of numbers that appear after the analysis using winstep software. analysis using modeling gets quite a lot of information such as person map items, statistical items: misfit order, item statistics: measure order, scalogram, person statistics: misfit person, person statistics: measure order, unidimensionality, statistical summary, and still more. (william j. boone et al., 2014). but in this article only the item measure analysis is discussed. item measure is one of the analysis results that inform the fit or not a statement and grain difficulty points indicated premises logitnya magnitude. methodology methodology in this research uses a modern approach to modeling rasch (item respon theory). the research design was descriptive with the research subjects 219 respondents' response patterns to the instruments given, which were 46 items. the study was conducted at the ksatrya high school in jakarta. selection of sample locations based on school accreditation, namely schools with an a 3 accreditation. after the data is collected, it is then analyzed quantitatively with winstep software. the analysis was carried out several times until the results of the analysis were fit with the measurement model, namely rasch modeling. after that, the results are interpreted qualitatively and support with tables and graphs to facilitate the reader. results analysis of the quality of the items in the instrument can be seen in the statistics item table: item measure to find out the items are valid or not. to know the validity of the instrument by looking at three criteria ie infit value and outfit mean square, infit and outfit zstd, and pt.measure correlation with the following criteria. interpretation of parameter-level mean-square fit statistics > 2.0 distorts or degrades the measurement system 1.5 – 2.0 unproductive for construction of measurement, but not degrading 0.5 – 1.5 productive for measurement < 0,5 less productive for measurement, but but not degrading. may produce misleadingly good reliabilitas and separation interpretation of mean-square fit statistic values (reprinted with permission from wright &linacre, 1994) standardized value implication for measurement ≥ 3 data very unexpected if they fit the model (perfectly), so they probably do not. but, with large sample size, substantive misfit may be small. 2.0 – 2.9 data noticeably unpredictable -1.9 – 1.9 data have reasonable predictability ≤ -2 data are too predictable. other “dimension” may be constraining the response patterns. guidelines for the interpretation of zstd values from linacre (2002) based on the above criteria table will be known items that are valid and invalid (fit with the model). the following table item statistic: measure order, from the analysis of 46 items and 219 respondents. this analysis provides the fit or nonfit information of an items, as well as the degree of difficulty of the item. table 13.1 c:\users\laili\documents\final uji em zou643ws.txte jul 9 5:44 2018 input: 219 person 46 item reported: 219 person 46 item 5 cats winsteps 3.73 ------------------------------------------------------------------------------- person: real sep.: 2.71 rel.: .88 ... item: real sep.: 7.29 rel.: .98 4 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 item statistics: measure order ------------------------------------------------------------------------------------------ |entry total total model| infit | outfit |pt-measure |exact match| | |number score count measure s.e. |mnsq zstd|mnsq zstd|corr. exp.| obs% exp%| item | |------------------------------------+----------+----------+-----------+-----------+------| | 5 553 219 59.88 .81| .84 -1.8| .84 -1.8| .52 .43| 48.9 44.3| b5 | | 12 553 219 59.88 .81| .84 -1.8| .84 -1.8| .52 .43| 48.9 44.3| b12 | | 21 553 219 59.88 .81| .84 -1.8| .84 -1.8| .52 .43| 48.9 44.3| b21 | | 23 553 219 59.88 .81| .84 -1.8| .84 -1.8| .52 .43| 48.9 44.3| b23 | | 27 553 219 59.88 .81| .84 -1.8| .84 -1.8| .52 .43| 48.9 44.3| b27 | | 42 553 219 59.88 .81| .84 -1.8| .84 -1.8| .52 .43| 48.9 44.3| b42 | | 20 595 219 57.16 .81|1.44 4.0|1.44 4.0| .29 .43| 39.3 47.9| b20 | | 34 606 218 56.23 .81| .99 -.1| .98 -.1| .35 .43| 52.8 49.1| b34 | | 29 612 219 56.06 .81| .89 -1.2| .89 -1.1| .43 .43| 57.1 49.1| b29 | | 1 628 219 55.01 .81| .91 -.9| .90 -1.0| .41 .43| 55.3 51.1| b1 | | 7 628 219 55.01 .81| .91 -.9| .90 -1.0| .41 .43| 55.3 51.1| b7 | | 8 628 219 55.01 .81| .91 -.9| .90 -1.0| .41 .43| 55.3 51.1| b8 | | 14 628 219 55.01 .81| .91 -.9| .90 -1.0| .41 .43| 55.3 51.1| b14 | | 2 638 219 54.36 .81|1.15 1.5|1.15 1.5| .31 .43| 53.0 51.7| b2 | | 3 638 219 54.36 .81|1.15 1.5|1.15 1.5| .31 .43| 53.0 51.7| b3 | | 6 638 219 54.36 .81|1.15 1.5|1.15 1.5| .31 .43| 53.0 51.7| b6 | | 19 638 219 54.36 .81|1.15 1.5|1.15 1.5| .31 .43| 53.0 51.7| b19 | | 35 638 219 54.36 .81|1.15 1.5|1.15 1.5| .31 .43| 53.0 51.7| b35 | | 33 664 219 52.67 .81|1.19 1.8|1.18 1.7| .30 .43| 45.2 51.4| b33 | | 13 681 219 51.57 .80|1.41 3.7|1.41 3.7| .42 .43| 37.4 50.7| b13 | | 9 724 219 48.81 .80|1.30 2.9|1.34 3.2| .42 .43| 35.2 48.2| b9 | | 16 724 219 48.81 .80|1.30 2.9|1.34 3.2| .42 .43| 35.2 48.2| b16 | | 11 726 219 48.68 .80| .99 .0|1.02 .2| .27 .43| 49.8 48.1| b11 | | 41 730 219 48.43 .80|1.11 1.2|1.16 1.6| .32 .43| 50.7 47.8| b41 | | 45 749 219 47.23 .79|1.16 1.6|1.16 1.6| .34 .43| 40.2 45.4| b45 | | 4 767 219 46.10 .79| .92 -.9| .91 -1.0| .60 .43| 45.7 43.4| b4 | | 25 767 219 46.10 .79| .92 -.9| .91 -1.0| .60 .43| 45.7 43.4| b25 | | 28 767 219 46.10 .79| .92 -.9| .91 -1.0| .60 .43| 45.7 43.4| b28 | | 30 767 219 46.10 .79| .92 -.9| .91 -1.0| .60 .43| 45.7 43.4| b30 | | 31 767 219 46.10 .79| .92 -.9| .91 -1.0| .60 .43| 45.7 43.4| b31 | | 32 767 219 46.10 .79| .92 -.9| .91 -1.0| .60 .43| 45.7 43.4| b32 | | 36 767 219 46.10 .79| .92 -.9| .91 -1.0| .60 .43| 45.7 43.4| b36 | | 37 767 219 46.10 .79| .92 -.9| .91 -1.0| .60 .43| 45.7 43.4| b37 | | 39 767 219 46.10 .79| .92 -.9| .91 -1.0| .60 .43| 45.7 43.4| b39 | | 43 767 219 46.10 .79| .92 -.9| .91 -1.0| .60 .43| 45.7 43.4| b43 | | 10 774 219 45.66 .79| .73 -3.3| .74 -3.1| .35 .43| 50.7 42.9| b10 | | 18 774 219 45.66 .79| .73 -3.3| .74 -3.1| .35 .43| 50.7 42.9| b18 | | 15 796 219 44.29 .79| .91 -1.0| .91 -1.1| .35 .42| 49.8 40.9| b15 | | 22 796 219 44.29 .79| .91 -1.0| .91 -1.1| .35 .42| 49.8 40.9| b22 | | 24 796 219 44.29 .79| .91 -1.0| .91 -1.1| .35 .42| 49.8 40.9| b24 | | 38 796 219 44.29 .79| .91 -1.0| .91 -1.1| .35 .42| 49.8 40.9| b38 | 5 | 26 808 219 43.54 .79|1.27 3.0|1.47 4.9| .27 .42| 40.6 40.1| b26 | | 46 823 219 42.60 .79|1.09 1.1|1.10 1.2| .33 .42| 32.4 38.3| b46 | | 17 876 219 39.20 .81| .99 .0|1.04 .5| .32 .40| 42.5 35.9| b17 | | 40 876 219 39.20 .81| .99 .0|1.04 .5| .32 .40| 42.5 35.9| b40 | | 44 876 219 39.20 .81| .99 .0|1.04 .5| .32 .40| 42.5 35.9| b44 | |------------------------------------+----------+----------+-----------+-----------+------| | mean 706.3 219.0 50.00 .80|1.00 -.1|1.00 -.1| | 47.4 45.3| | | s.d. 94.9 .1 6.08 .01| .17 1.7| .18 1.8| | 5.7 4.5| | ------------------------------------------------------------------------------------------ based on the above analysis, it is known that 7 items do not meet the fit criteria. they are number of 20 (4,0) ,9 (2,9), 16 (2,9), 13 (3,7), 10 (-3,1), 18 (-3,1), and 26 (4,9). the seven items have zstd value greater than 2 and less then -2 which means data can not be predicted. item nonconformities can also be seen in icc's expected score pattern graphs, such as points 9 and 26 as follows. 6 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 the graph above informs that there is a response pattern that is too far with the ideal model line curve. therefore, further analysis must be carried out, namely by issuing items that are not fit in a row until the results of the analysis are obtained where all items fit the model. in the advanced analysis also issued respondents who are not fit as many as 25 respondents. so that the results of the analysis are fit with the following model. table 13.1 c:\users\laili\documents\final uji em zou117ws.txte mar 9 6:55 2018 input: 194 person 39 item reported: 194 person 39 item 5 cats winsteps 3.73 ------------------------------------------------------------------------------- person: real sep.: 2.73 rel.: .88 ... item: real sep.: 8.39 rel.: .99 item statistics: measure order ------------------------------------------------------------------------------------------ |entry total total model| infit | outfit |pt-measure |exact match| | |number score count measure s.e. |mnsq zstd|mnsq zstd|corr. exp.| obs% exp%| item | |------------------------------------+----------+----------+-----------+-----------+------| | 5 482 194 63.32 .97| .85 -1.5| .85 -1.6| .51 .45| 54.6 49.8| b5 | | 10 482 194 63.32 .97| .85 -1.5| .85 -1.6| .51 .45| 54.6 49.8| b12 | 7 | 15 482 194 63.32 .97| .85 -1.5| .85 -1.6| .51 .45| 54.6 49.8| b21 | | 17 482 194 63.32 .97| .85 -1.5| .85 -1.6| .51 .45| 54.6 49.8| b23 | | 20 482 194 63.32 .97| .85 -1.5| .85 -1.6| .51 .45| 54.6 49.8| b27 | | 35 482 194 63.32 .97| .85 -1.5| .85 -1.6| .51 .45| 54.6 49.8| b42 | | 22 537 194 57.99 .99|1.13 1.2|1.15 1.3| .42 .45| 58.8 55.5| b29 | | 27 539 193 57.47 1.00|1.18 1.6|1.17 1.5| .37 .45| 55.4 55.9| b34 | | 1 557 194 56.01 1.00|1.09 .8|1.09 .8| .39 .45| 53.6 57.5| b1 | | 7 557 194 56.01 1.00|1.09 .8|1.09 .8| .39 .45| 53.6 57.5| b7 | | 8 557 194 56.01 1.00|1.09 .8|1.09 .8| .39 .45| 53.6 57.5| b8 | | 11 557 194 56.01 1.00|1.09 .8|1.09 .8| .39 .45| 53.6 57.5| b14 | | 2 563 194 55.42 1.00|1.28 2.0|1.30 2.0| .32 .45| 54.1 57.9| b2 | | 3 563 194 55.42 1.00|1.28 2.0|1.30 2.0| .32 .45| 54.1 57.9| b3 | | 6 563 194 55.42 1.00|1.28 2.0|1.30 2.0| .32 .45| 54.1 57.9| b6 | | 14 563 194 55.42 1.00|1.28 2.0|1.30 2.0| .32 .45| 54.1 57.9| b19 | | 28 563 194 55.42 1.00|1.28 2.0|1.30 2.0| .32 .45| 54.1 57.9| b35 | | 26 572 194 54.53 1.00|1.53 1.0|1.52 1.9| .28 .45| 44.8 57.5| b33 | | 9 642 194 47.83 .96|1.14 1.3|1.12 1.1| .30 .46| 50.5 53.7| b11 | | 38 646 194 47.47 .95|1.36 1.2|1.37 1.1| .35 .46| 42.3 52.8| b45 | | 34 655 194 46.66 .95|1.14 1.3|1.17 1.5| .39 .46| 46.9 51.7| b41 | | 4 686 194 43.94 .93| .75 -1.9| .73 -2.0| .68 .47| 51.5 46.9| b4 | | 19 686 194 43.94 .93| .75 -1.9| .73 -2.0| .68 .47| 51.5 46.9| b25 | | 21 686 194 43.94 .93| .75 -1.9| .73 -2.0| .68 .47| 51.5 46.9| b28 | | 23 686 194 43.94 .93| .75 -1.9| .73 -2.0| .68 .47| 51.5 46.9| b30 | | 24 686 194 43.94 .93| .75 -1.9| .73 -2.0| .68 .47| 51.5 46.9| b31 | | 25 686 194 43.94 .93| .75 -1.9| .73 -1.0| .68 .47| 51.5 46.9| b32 | | 29 686 194 43.94 .93| .75 -1.9| .73 -1.0| .68 .47| 51.5 46.9| b36 | | 30 686 194 43.94 .93| .75 -1.9| .73 -1.0| .68 .47| 51.5 46.9| b37 | | 32 686 194 43.94 .93| .75 -1.9| .73 -1.0| .68 .47| 51.5 46.9| b39 | | 36 686 194 43.94 .93| .75 -1.9| .73 -1.0| .68 .47| 51.5 46.9| b43 | | 12 708 194 42.07 .92| .97 -.3| .98 -.1| .39 .47| 49.5 44.0| b15 | | 16 708 194 42.07 .92| .97 -.3| .98 -.1| .39 .47| 49.5 44.0| b22 | | 18 708 194 42.07 .92| .97 -.3| .98 -.1| .39 .47| 49.5 44.0| b24 | | 31 708 194 42.07 .92| .97 -.3| .98 -.1| .39 .47| 49.5 44.0| b38 | | 39 722 194 40.90 .91|1.22 1.4|1.25 1.5| .32 .47| 33.0 42.3| b46 | | 13 779 194 36.13 .92|1.03 .4|1.09 1.0| .30 .46| 43.8 41.1| b17 | | 33 779 194 36.13 .92|1.03 .4|1.09 1.0| .30 .46| 43.8 41.1| b40 | | 37 779 194 36.13 .92|1.03 .4|1.09 1.0| .30 .46| 43.8 41.1| b44 | |------------------------------------+----------+----------+-----------+-----------+------| | mean 622.5 194.0 50.00 .96|1.00 -.2|1.00 -.2| | 51.0 50.2| | | s.d. 91.3 .2 8.47 .03| .21 2.1| .22 2.1| | 4.7 5.6| | ------------------------------------------------------------------------------------------ based on the above table it is known that the difficulty level of the items shown in the measure column and sorted from the hardest item to the easiest point. the most difficult item is item 5 with a 63.32 logit value. then point 12, 21, and so on until the easiest ie item 44 with a logit value of 36.13. another information is the following icc graph which shows that the item statement can produce optimal 8 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 information if given to respondents who have medium ability. conclusion analysis of item measure on testing of empirical instrument of stage one is executed with total item 46 and respondent 219. based on result of analysis obtained that item instrument developed according to model after done several times analysis, that is by issuing outlier respondents counted 25 people and item invalid as many as 7 items. so that the total number of fit 39 points. instrument can provide more accurate measurement results if given to medium-ability respondents. acknowledgement this research was supported by the education fund management institute (lpdp) of the ministry of finance of the republic of indonesia. thanks to state university of jakarta and the promotors who have given support so that this article can be resolved properly. references bartlett,jayne outstanding assessment for learning in the classroom. routledge. new york. 2015. hal 149-150. benny.a pribadi. model desain sistem pembelajaran. jakarta.dian rakyat. 2009. 9 boone, wiliam j & john r. staver, dkk. rasch analysis in the human sciences. 2013. angus. burgess a. jean dan green. digital media dan society series. cambridge.policy press. 2009. brown,gavin t.l. heidi l. andrade & fei chen. accuracy in student selfassessment: directions and cautions for research. assessment in education: principles, policy &practices, 2015. dunn,dana s chandra m. mehrotra, dan jane s. halonen. measuring up educational assessment challenges and practices for psychology. american psychological association. washington dc. 2004. hal.173. leahy, siobhan et. al., classroom assessment: minute by minute, day by day. educational leadership. vol 63. no. 3. novemver 2005. p.19-24. sumintono bambang, wahyu widiyatmoko. aplikasi pemodelan rasch pada assessment pendidikan.trim komunikata:2013. yan.zithe self-assessment practices of hongkong secondary student: findings with a new instrument. juornal of applied measurement. 21 november 2016. 22 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 the effect of problem solving model and scoring type of multiple-choice formative tests on student high order thinking skills (hots) ability andi taufiq umar 1)*, nurjannah2)*, agus dudung3)* 1)universitas cokroaminoto palopo 2) 3)universitasnegeri jakarta 1)anditaufiq847@gmail.com abstract this research is a type 2x2 factorial design that aims to see the correlation between problem solving model and scoring type of multiple choice formative test in improving students' hots capability in chemistry lesson. type of scoring test is divided into two sub-variables that scoring by scores and scores are appropriate while the learning model consists of problem solving model and direct learning model. the student's hots capability consists of three stages of cognitive namely analysis, evaluation, and synthesis by using choice of choice test with several hots answer choices that have been validated by experts and panelists. the population in this study is all students of sma negeri in east luwu regency. sampling was done by cluster random sampling with total sample of 80 students who were integrated into empathy groups consisting of 20 samples per group. the result of analysis shows that fo value in main effect test and interaction effect is bigger than ftable value is 3,968 which show the influence of interacation between problem solving model and scoring type to students’s hots ability. keywords: problem-solving model, scoring type, hots capability introduction education is the transform of intellectual, spiritual and humanist values that must be structured constructively and actualized in reality. but in reality, the quality of education in indonesia is still relatively low. there are many things that cause the low quality of indonesian education, among others, the low quality of teaching devices, uneven teacher welfare, lack of educational opportunities for some, irrelevant educational needs, and the high cost of education in indonesia (kholid, 2013). chemistry subjects are one of the disciplines that teach about the composition, structure, nature and changes of a material with a high level of understanding and analysis so that the low quality of teachers, infrastructure in learning can affect the low learning achievement of students in chemistry subjects. the low achievement of student learning can be seen in a study on chemistry subjects on the mastery of the chemical material concepts in the national examination due to many concepts that fail to be mastered, students fail to interpret tables of ph indicators, diagrams and difficult to understand the problem of multiconcept (adlim, 2017). the other factors that cause students difficulty in learning chemistry are the low curiosity of students during the learning process, the low motivation of students in learning new material, the low strengthening of basic concepts of chemistry, learning methods, and less varied test instruments. therefore, it takes a practical handling in providing solutions to this problem. one alternative that is able to provide an improvement to student achievement in learning is to provide an mailto:anditaufiq847@gmail.com 23 effective learning model in accordance with the abilities and characteristics of students. according to cratwohl anderson, the ability of students in mastering teaching material is classified based on the level of students' cognitive levels, namely the level of knowledge, understanding, application, analysis, evaluation and synthesis. the first three levels are included in the cognitive category of low order thinking skills (lots) while the next three levels are included in the category of high order thinking skills (hots). analytical and abstract chemistry studies require students to be able to solve problems at the hots-type cognitive level. one learning model that is considered effective in improving students' hots chemistry is by applying problem solving learning models. according to latifah, the problem solving model is basically a learning model that directs students to learn to use scientific methods or think systematically, logically, regularly, and thoroughly. the goal is to acquire cognitive abilities and skills in problems solving rationally, straightforwardly, and thoroughly. for that, the ability of students in mastering concepts, principles, and generalizations and insight (deep understanding) is needed. this learning model is more oriented towards students during the learning process takes place. the stages of learning this model are starting with identifying problems, setting goals, exploring problem solving strategies, implementing the right strategies, and seeing and learning from the results obtained. (susiana, 2014) there are two types of scoring in the multiple choice test form used in this study, namely the correct score and scoring with punishment score. the type of scoring used by the teacher is the correct score where the scoring only sums up the whole correct answer. this type of scoring will allow students to speculate to guess the correct answer. so most students assume that multiple choice tests are easier to work than other test forms. there are two things that become factors so that students can guessing in multiple choice tests, the first is inability of students to choose the right answer as a result of the failure of mastering the material by students. secondly, the mismatch of difficulty level questions about their ability. guessing behavior is one of the sources of measurement errors in tests, especially the test of achievement of learning outcomes. in addition, with correct score scoring it would be difficult to distinguish between students who answered the questions correctly because of their thinking and students who answered the questions correctly because of the guessing behavior (kusaeri, 2010). to overcome these problems, other types of scoring that can be used to minimize guessing are punishment scores. penalties are a type of scoring that provides penalties in the form of a reduction in the value of the wrong answer choice by students with the formula -1 / n-1. (naga, 2012) because of the importance effective learning models such as problem solving learning models on students 'hots abilities and the suspicion that punishment scores are scaled up to improve students' hots abilities, further research is needed on the effect of problem solving models and scoring type of multiple-choice formative tests on student’s hots abilities. 24 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 methods this research is experimental research with factorial design type 2x2, with the aim to know the difference the effect of problem solving model and scoring type of multiple-choice formative tests and sub variable consistency in variable to dependent variable that is high order thinking ability of students in chemistry subject. this research was held in state senior high school 1 (sman !)luwutimur and state senior high school 12 (sman 12) luwutimur in luwutimurregancy. the time for conducting research begins in april may 2018, even semester 2017/2018 school year. the main characteristic of experimental research is the treatment. there are two forms of treatment that become independent variable in this research that is model of learning which is divided into 2 types, that is problem solving model and direct learning, and scoring type of multiple choice formative tests which consist of two kinds of scoring that is punishment score and correct score. experimental with 2x2 factorial design. table. 1. 2x2 factorial design soring type of multiple choice formative test (b learning model (a)) problem solving (a1) direct (a2) punishment score (b1) a1b1 a2b1 correct score (b2) a1b2 a2b2 the population in this research is all students of state senior high school in malili districts, east luwu regency. students who were sampled in this study were students of class xi of sman 1 luwutimur and sman 12 luwutimur. the sample of the research was conducted by cluster random sampling technique, is sampling was done by taking samples from the population unit by taking into account all groups in the population with no attention to the individual. the determination of the sample size in each class that was sampled in this study had a number of students between 28-29 students in each class. in order to maintain the level of data homogeneity, 20 students were taken randomly in each class of study so that the total number of students sampled in this study were 80 students. validity of instruments used validated by 3 experts and 20 panelists. experts and panelists will provide assessment, correction, crosscheck of research instruments used by looking at the suitability between each item with the cognitive level at the hots level is c4, c5 and c6, and see how far the instrument is representative of the material and the level of student ability in accordance with prevailing standards. expert analysis and critics and panelists were used as 25 references to improve and refine the contents of this research test instrument. analysis of expert correction results and panelists is determined using the lawshe (cvr) formula. test data analysis techniques of research results are carried out in two types of testing, including: 1. prerequisite test analysis this analysis is done to see the normality and degree of homogeneity of the data obtained after the study. in this test is divided into two types of test is the normality test and homogeneity test. the normality test of the data was performed by using liliefors test at the 0.05 level. this test is carried out to prove that the data obtained is normally distributed. and testing homogeneity of data is done with the aim to know that the data obtained is homogeneous. homogeneity test was performed by using barlett test at 0.05 level. 2. hypothesis testing analysis after the data is known to be normal and homogeneous distribution, the research hypothesis will be tested by using analysis of variance 2 road or anava 2 road. in this test it will be known that the variables studied have interaction or not. the direction of this test consists of three types of main effects, interaction effect, and will be continued with the t-dunnet test if there is any interaction between the independent variables studied to the dependent variable to test the simple effect. results and discussion the data obtained in the form of scores based on the results of research in the field, will be described in accordance with the variables studied are the dependent variable of students’s hots ability on chemistry subjects, and independent variables consisting of problem solving learning model and the type of scoring pro formative multiple choice test. the scores of students's learning outcomes obtained are then integrated into each group of data based on previous research designs. this study is composed of two independent variables, namely learning model (a) which consists of problem solving learning model (a1) and direct learning model (a2), and scoring type of multiple choice formative test (b) consisting of two types of scoring is punishment score (b1) and correct score (b2). based on the combination of these variables, there are 4 (four) groups in this study that is group with problem solving learning model to scoring by punishment score (a1b1), group with problem solving learning model with correct score scoring (a1b2), group with learning model directly to the punishment score scoring (a2b1), and the group with direct learning model with correct score scoring (a2b2). each group took 20 random students who will be sampled in this study so that the total sample of this study was 80 students. based on the data of chemistry’s students learning outcomes at hots level that has been obtained from the experiments that have been done, it is known that the students' lowest score is 26 and the highest score is 70. the general frequency distribution tabulation can be seen in the following table. table 2. analysis of hots chemical ability results of students 26 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 distribution of experiment group data a1 a2 b1 b2 a1b1 a2b1 a1b2 a2b2 mean 52,68 47,25 52,58 47,35 58,5 46,65 46,85 47,85 st. deviation 11,44 12,04 11,08 12,41 8,275 10,47 11,34 13,68 max score 70 67 70 67 70 63 63 67 min score 30 26 30 26 44 30 30 26 before the data are analyzed through hypothesis analysis test, then the test is done by the analysis of prepaid test. this test is divided into two parts, namely data normality test and data homogeneity test. this test aims to determine whether the data obtained from the study results derived from the population is normally distributed or not. normality test used in this study using liliefors test at significance level α = 0.05 while the homogeneity test data is done to determine whether the data has the same variance value. in this research homogeneity test is done by using f-test and barlett-test. here is the prerequisite test in this research. table 3. data normality test results number group number of sample l calculate l table conclusion 1 a1 40 0,071 0,14 normal 2 a2 40 0,128 0,14 normal 3 b1 40 0,081 0,14 normal 4 b2 40 0,123 0,14 normal 5 a1b1 20 0,098 0,19 normal 6 a1b2 20 0,147 0,19 normal 7 a2b1 20 0,122 0,19 normal 8 a2b2 20 0,136 0,19 normal table 4. homogeneity test results on research data numb. group f value 𝑥2 value conclusion f calculate f table 𝑥count 2 𝑥table 2 1 a1 dan a2 1,108 1,70 homogeneous 2 b1 dan b2 1,255 1,70 homogeneous 3 a1b1, a1b2, a2b1, a2b2 4,778 7,82 homogeneous 27 hypothesis testing analysis is carried out with the aim to prove the truth of the research hypothesis that has been made previously. hypothesis testing in this study uses a two-way variance analysis (anava 2-road) technique which includes three components of testing, namely the main effect, interaction effect, and simple effect. the main effect test is oriented toward the students's learning result data at the hots level in the student group by using the learning model (a), the problem solving model (a1) and the direct learning model (a2) and the students's chemical hots ability in the group with scoring type formative test (b) by punishment score (b1) and correct score (b2). the effect of interaction is done by observing the influence between the two variables to the dependent variable that is the application of learning model (a) and the type of scoring of multiple choice formative test (b) to the chemistry student's hots ability. when there is an interaction between the independent variables compared to the dependent variable then proceed to testing the simple effect (simple effect) by using the t-dunnet test to determine groups that have higher results compared to other groups. the criteria used in this test at the significance level α = 0.05 is that if the fcalculated value is greater than the ftable value, the research’s hypothesis is accepted, on the contrary if the fcalculated value is smaller than the ftable value, then hypothesis is rejected. the following table results of anava test calculations that have been made in this research. table 5. anava test results 2 road source of variance jk db rjk fo f table α = 0,05 between a 588,613 1 588,613 4,769 3,968 between b 546,013 1 546,013 4,424 3,968 interaction ab 825,612 1 825,612 6,689 3,968 inside 9380,650 76 123,430 total 11340,888 79 based on anova test result analysis in the above table, it can be seen that the interaction between variables at significance level α = 0,05, fo = 6,689 >ftab = 3,968 which means there is interaction between learning model and scoring type of multiple choice formative test against the students’s high order thinking skills ability on chemistry lessons. other results that are also seen based on the anava test results in the table above, show that at the significance level α = 0.05, the value of fo = 4.769 >ftab = 3.968 which means that there are differences in students’s hots abilities taught using problem solving learning models and students are taught using the direct learning model. after a one-party test with the formula t0 (a) = √4,769 = 2.183>ttab = t (0.05; 76) = 1.667 which means h0 is rejected. this means the value of hots ability is higher by using problem solving learning model than by using direct learning model. this happens because the use of problem solving model is able to give 28 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 positive effect to students such as improving students's learning motivation in class, able to enliven learning atmosphere in the class through a series of learning stages that in principle require students to be proactive to the material being taught. in learning, students are able to communicate actively and massively between students and teachers with regard to the learning problems being discussed. it is then gives awareness of learning to students, encouraging students in learning and trying to understand each indicator of the material in each learning is done so that the results obtained can increase as expected. the findings are then in accordance with the results of research conducted by maharani (2015), which explains that learning with problem solving model can develop positive influence among students and also able to develop learning activities in the classroom to give emphasis to students in order to participate actively in class. another research which is also similar to the results of this study is the results of research conducted by widha (2015), which explains that learning with problem solving model is not only able to involve students actively in understanding the concept but also increase student involvement in responding to answers, responding, and solve problems through discussion activities conducted, so that students not only skilled in answering questions, but also skilled in providing reasons for the results obtained. the results of the analysis on the second variable, namely the type of scoring based on the anova test results in table 4, shows that at the significance level α = 0.05, the value of fo = 4.424> the value of ftab = 3.968, which means that there is a difference in hot chemical ability between students with formative test scoring by the punishment score and the student with the scoring formative test by correct score. next is tested by one party with the formula t0 (a) = √4,424 = 2,103>ttab = t (0,05,76) = 1,667 which means h0 is rejected. this means higher hot capability results by using formative test scores on a punishment score rather than by using a correct score formative test. this is because the scoring by punishment score is able to motivate students in learning because of the emphasis in the form of reduction of the value of the wrong answer when answering the question so that students are more careful in answering questions. other things found were the students in the group with the scoring by punishment score, tend to be longer in doing the questions than the students in the group with correct score scoring so that the impact on the strengthening of student concentration in working on the problem. this is consistent with the findings by khaeruddin (2016), which explains that punishment scores can make students focus more on the test items, be more careful in working on answers, and try to keep the emotional situation of the students under control so that they do not affect students’sstudents’s concentration when choosing the right answer option. other research that is relevant to the results of this study is a research conducted by slamet (2014), which explains that the assessment in punishment score has a positive impact on students themselves, including forming the personality of students so that discipline in answering questions, reducing students's bad habits in guessing answers and awaken the students to the mistake when working on the problem. unlike correct score scoring, this scoring does not emphasize the students to 29 be careful in answering the problem because the scoring is likely to trigger students to do speculation in guessing the answer. this is then affects the teachers also, because teachers are not able to distinguish between students who answered the matter correctly with the results of analysis of his thoughts with students who answered the problem because guessing so that the impact on the tendency of students do not learn to understand the material given. the presence of scoring by punishment score gives different colors to the students in answering the problem because it is able to minimize the shortcomings in scoring correct score in improving students hot ability on chemistry lesson conclusion based on the results of the calculation analysis of hypothesis testing and discussion, there are several conclusions in this study, namely (1) problem solving learning models are more effectively applied than direct learning models in enhancing hot students's abilities in chemistry lessons, (2) punishing scoring score is more effective in improving the ability of hot students in chemistry lessons than scoring by correctly score and (3) there are the effect of interaction between problem solving learning models and scoring type of multiple choice formative tests on hot ability of students in chemistry subjects. refference kerlinger, freed n. principles of behavioral research. yogyakarta: gajah mada university press, 2014. khaeruddin, "scoring techniques of multiple choice model objective tests," journal madaniah, vol. 2, edition 11, 2016 kusaeri.eliminating the guessing element in the multiple choice test. jogjakarta: limas, 2010. latifah, sitti. "study on the use of problem solving methods," journal of chemical education, vol. 3, 2014. maharani hr, "humanistic matematic learning with problem solving assisted interactive compact disk to improve creative thinking ability," international journal of education research, vol. 3, no.1, 2015 naga, dali santun. theoretical sector on mental measurement. jakarta: pt nagaranicitrayasa, 2013. slamet and samsulbmaarif, "the influence of multiple choice association test forms with reward and punishment score on high school students's mathematics learning," scientific journal of mathematics, vol. 3, no.1, 2014 widhanursanti, "the effectiveness of problem solving and problem posing models with cooperative settings in mathematics learning," journal of mathematics education research, vol. 2, no.1, 2015 1 analysis of student’s book on fourth grade based on curriculum 2013 themes "my heroes" subtema "the struggle of the heroes" bernadine ajeng indriasari universitas katolik musi charitas indriasari@ukmc.ac.id abstract the purpose of this research is to know stundent’s book of four grade student based on curricullum 2013 on theme “pahlawanku” subtheme “perjuangan para pahlawan” on lesson 3with kompetensi dasar, purpose, indicator, learning activity, materials, tool and learning resources. research method is descriptive method by analyze document is student book of four grade student based on curricullum 2013 on theme “pahlawanku” and teacher book of four grade student based on curricullum 2013. the analize revolves on the rule of menteri pendidikan dan kebudayaan nasional, an article discussing about the implementation of curricullum 2013 and article from badan nasional standar pendidikan (bsnp) website. the result of this research are found that some kompetensi dasar do not appear in indicators and materials that are less in line with the mapping of kompetensi dasar. from the analysis it is conclude that the student’s book of four grade student based on curricullum 2013 on theme “pahlawanku” subtheme “perjuangan para pahlawan”needs much improved with the discrepancies inlesson 3. keywords: analyze, student book, curricullum 2013 learning resources can be interpreted as everything that can be utilized to help achieve the goal of learning. according to wasita quoted prastowo (2014: 126) learning resources are divided into two kinds, its: (1) learning resources by utilization and (2) learning resources by design. learning resources are utilized is everything that is around us that can be utilized for learning purposes. for example: newspapers, television broadcasts, markets, museums, zoos, mosques and religious leaders. while the source of learning is designed is a learning resource that is intentionally planned and made to achieve certain learning goals. examples: package books, worksheets, modules, manuals, transparencies, films, encyclo-pedias, brochures, strip films, slides, and vidio. textbooks or commonly known as a book are the most commonly used learning resources. textbooks are learning resources designed deliberately to achieve specific learning goals. achievement of learning objectives carried out through learning activities every day. in the learning activities delivered learning materials or often referred to as teaching materials. this collection of materials is usually the content of the textbook. the teaching materials themselves have certain criteria in the selection. quality criteria of teaching materials include feasibility (validity), practicality, and effectiveness (furidaniyah and mersigit, 2012). eligibility criteria refers to the validity of a material to be displayed. the material must be completely valid and validated. practical criteria are easily understood material. effective criteria means that material must be able to give a deep impression when taught. since july 15, 2015, a new curriculum has been introduced as the curriculum 2013. the implementation of curriculum 2013 in elementary school is conducted in class i, class ii, class iv and class v (bnsp: 2014). in connection with this, the ministry of national 2jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 education and culture in cooperation with the center of curriculum and books (puskurbuk) has published a book based on curriculum 2013 based on teacher books and student books. the 2013 curriculum-based package book is expected to help students achieve learning purpose. but after its use for two years, textbooks that have been published by puskurbuk not meet the demands in curriculum 2013. the statement by harta is disclosed in an article on 5 october 2013 on the official website kompasiana. "this book (red: student book) in meeting the curriculum of the 2013 curriculum that the book should be work based (seen from the teacher's book), because the student's book contains the theory." "there are a lot of misconceptions and obscure concepts .....". in another article found complaints related to basic competence (kd) and indicators. "there is a kd in the syllabus and the book curriculum 2013 is not in accordance with the ministerial regulation ..... there are kd that is not contained in the syllabus or book curriculum 2013 ... kd charge per subprocessor is not proportional .. weak in understanding kd and formulating indicators .. . "this statement was delivered by prastica on october 22, 2014 on the official website kompasiana. minister of education and culture anies baswedan in an article on the official site of sindo newspaper revealed that "...... mistakes are so severe, such as not synchronizing kd material with what is in the hands of students." curriculum observers, retno listysarti also revealed the similar in the same article "..... between the syllabus document, kd and the book is out of sync." the purpose of this research is to know the appropriateness of fourth grade student’s book based on curriculum 2013 on theme "my heroes" with kd, indicators, activities, materials, tools and learning resources. the book of the fourth graders based on the 2013 curriculum on the theme "heroes" is divided into 3 sub themes with 6 lessons in each subtemanya. so this research is limited to the book of fourth grade students based on curriculum 2013 on theme "the heroes" subtema 1 "struggle of heroes" on lesson 3. this is done to improve research accuracy and maximize research result. method this research is a descriptive method by analyzing the contents of documents related to the research problem, namely: the fourth grade student’s book theme "my heroes" based on curriculum 2013 and the fourth grade teacher’s book theme "my heroes" based on curriculum 2013. analysis refers to the regulation of the minister of education and culture national no. 65 year 2013 on standard process of primary and secondary education, attachment of regulation of minister of national education and culture no. 67 of 2013 on the basic framework and curriculum structure of elementary school / madrasah ibtidaiyah, regulation of the minister of national education and national culture no. 11 of 2005 on textbook lessons, law no. 20 of 2003 on national education system, articles related to the implementation of curriculum 2013 and official articles from the bsnp website. the variables in this study are kd incompatibility, indicators, objectives, activities, materials, tools and learning resources in the fourth grade students book based on curriculum 2013 on the theme of "my heroes". data is collected through the following steps. the first thing researchers do is to create a suitability analysis format along with a description of conformity. furthermore, the researcher collects research documents in the form of: fourth grade student’s book theme "my heroes", book teacher grade iv theme "my heroes", regulation of minister of education and national culture no. 65 year 2013 on 3 standard process of primary and secondary education, regulation of minister of education and national culture no. 67 of 2013 on basic framework and structure of elementary school curriculum / madrasah ibtidaiyah, regulation of the minister of national education and culture no. 11 of 2005 on textbook lessons, law no. 20 of 2003 on national education system, articles related to the implementation of curriculum 2013, and articles from the official website of bsnp. after the required documents are collected the researcher begins to analyze the suitability and incompatibility of each kd, indicators, objectives, activities, materials, tools and learning resources on each lesson in a fourth grade student book based on the curriculum 2013 "heroes" theme, referring to the official documents collected earlier. after the analysis is done, compliance and non-conformity are sorted. the incompatibility of each learning is collected and tabulated in three tables according to each subtheme of the lesson. table 3.1 assessment grid primary domain attention description basic competency 1. kd used in learning. 1. kd is the true kd of the subject. 2. numbering kd as stated in curriculum 2013. 2. compatibility of kd mapping. 1. hierarchical based on the concept of science or the degree of difficulty of matter. 2. kd related based on teaching materials, themes, both in one subject and between lessons. indicators 1. indicators of each lesson. 1. meet the demands of kd. 2. hierarchy based on the level of competence to be achieved. depart from bloom's c1-c6 taxonomy. 3. includes measurable competencies. 4. using operational verbs. 2. the order of indicator usage of each kd. hierarchical based on the level of competence to be achieved. depart from bloom's c1-c6 taxonomy. 3. compliance indicators with kd. indicators include competencies in kd. learning objectives conformity of learning objectives with predefined indicators. 1. objectives include components in the indicator. 2. use a phrase that describes the indicators specifically. learning activities the suitability of learning activities with goals that hedak achieved. 1. learning activities accommodate all learning objectives. 2. the flow of activity is clear. 3. in accordance with the scientific learning step. material 1. material compatibility with learning objectives. 1. materials meet the demands of learning objectives, not widened and not narrowed. 2. the order of presentation of the material in accordance with the learning activities. 2. material depth of each meeting 1. the portion of the presentation of the material according to the degree of difficulty of the material. 2. presentation of materials in accordance with the needs of learning activities, does not depend on the availability of materials from other sources. tools and learning resources 1. the types of learning tools and resources that are used to support learning the presence or absence of supporting tools and resources. 2. conformity of learning tools and resources with learning materials. tools and resources support the delivery of material. 3. the suitability of learning tools and learning resources with learning activities. tools and resources facilitate learning activities. the following is the format of the suitability analysis of fourth grade students book based on curriculum 2013 theme "the heroes". 4jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 table 3.2 format analysis subtheme : leasson learned : no section to be analyzed the results of the analysis conformity non-conformity 1 basic competence 2 indicators 3 learning objectives 4 learning activities 5 content 6 learning tools and resources result table 3.1 results analysis of 4th grade student book theme "the heroes" subthemes "struggle of the heroes" lesson 3. lesson 3 n o n c o n fo rm a n c e 1. kd 4.2 does not appear in indicators and materials. 2. preferably kd is concerned with ordering fractions on the subject of matermatics to be added to emphasize material interrelations. 3. ips materials do not provide a discussion of the initial activities of learning as a whole 1. discussion based on the results of the analysis in table 3.1 point 1 states that kd 4.2 does not appear in the indicator and the material. kd 4.2 is a kd of mathematics subjects about declaring fractions in decimal and percent form. while the material that appears in direct learning refers to the operation of addition and subtraction of fractions. indicators only relate to the reduction and addition of decimal numbers while in the process also carried out the process of addition and reduction of the percent. preferably if not used in learning activities, kd does not need to appear in the mapping. moreover, if we look at previous learning, the learning materials about converting ordinary fractions into new decimal fractions revolve around numerators and denominators worth tens. students also have not learned to compare two decimal fractions. so this material is too high while the exercise is too little. figure 3.1 kd mapping on subtema 1 the heroes struggle in lesson 3 5 if you want to adjust to the material. there is an activity of sorting the decimal fractions from the smaller to the larger and vice versa. so it is important that the relevant kds need to be added in the mapping until they can appear in the indicators and formulated in the learning objectives. figure 3.2 can support the explanation that the learning activity should only contain solving the problem of addition and subtraction of decimal fractions. while in the process there is the activity of converting ordinary fractions into decimal fractions and sequencing pecaha. afterwards the new students do the counting in the addition and subtraction operations. figure 3.2 learning activities and competencies developed in subtema 1 the struggle of heroes at lesson 3 in table 3.1 point 3 it is said that the ips material is not discussed thoroughly. the related ips material containing the history of gajah mada should be an ingredient of deep reviews in the process of reading, retelling, and discussing. but there is no linkage with previous learning using the same kd. while the kd has been mapped, as well as in previous learning, students must understand change and sustainability in time. then the material appears disjointed and does not become a unified whole so that students do not study the overall material that should be interconnected and support the formation of student concepts. 6jisae. volume 3 number 2 september 2017. copyright © ikacana publisher | issn: 2442-4919 figure 3.3 learning objectives in subtema 1 the struggle of heroes on lesson 3 conclusion based on the results of this study it can be concluded that the fourth grade student's book "heroes" theme "the struggle of the heroes" on the lesson 3 still found many discrepancies. these mismatches include non-emergent kds, materials that are too narrow and incomplete material discussions. with regard to the above conclusions the researcher suggests improving the book of fourth grade students based on the curriculum 2013 on the theme of "heroes" subtheme "struggle of the heroes" on the lesson 3 course as described in the discussion. in addition, the researcher suggests to teachers of book users to first analyze the content and suitability of the material before using the package book. teachers should provide tools and resources to improve the meaningfulness of learning activities. reference alamsari. 2013. “menanti implementasi kurikulum 2013”. mgmp bahasa indonesia. rabu, 18 desember 2013. www.oganilir.com, diakses pada tanggal 29 november 2014. alawiyah, faridah. 2014. kesiapan guru dalam implementasi kurikulum 2013. pusat pengkajian, pengelohan data dan informasi (p3di), hal. 9. bsnp. 2006. panduan penyusunan kurikulum tingkat satuan pendidikan jenjang pendidikan dasar dan menengah. jakarta: bsnp. bsnp. 2014. pemaparan wakil menteri pendidikan nasional di jakarta, 14 januari 2014. desta, mahesa pranata. 2013. pengaruh sumber belajar terhadap prestasi belajar siswa pada mata pelajaran akuntansi universitas pendidikan indonesia. www.perpustakaan.upi.edu, diakses pada tanggal 5 januari 2015. e-journal bina darma. analisi buku teks. www.eprints.binadarma.ac.id. harta, idris. 2013. kesalahan buku matematika smp kurikulum 2013. 5 oktober 2013. www.kompasianaedu.com. 7 ibrahim & syaodih. 2010. perencanaan pengajaran. jakarta: rineka cipta. imam, taufik. 2011. perencanaan pembelajaran. bandung: pt remaja rosdakarya. inlow, gail m. 1966. the emergent in curriculum. new york: john willey. kementrian pendidikan dan kebudayaan. 2014. pahlawanku. buku guru-edisi revisi. jakarta: kementrian pendidikan dan kebudayaan. kementrian pendidikan dan kebudayaan. 2014. pahlawanku. buku siswa-edisi revisi. jakarta: kementrian pendidikan dan kebudayaan. kurniasih & sani. 2014. panduan membuat bahan ajar. buku teks pelajaran sesuai dengan kurikulum 2013. surabaya: kata pena. linggasari, yohannie. tim evaluasi kurikulum 2013 temukan dua masalah utama. 22 januari 2015. www.cnnindonesia.com. mat bodok, ed: sudarwan. 2013.” masih banyak guru di oki belum paham kurikulum 2013. senin, 29 september 2014. www.sripoku.com, diakses pada tanggal 29 november 2014. peraturan menteri pendidikan dan kebudayaan nasional no. 56 tahun 2013 tentang standar proses pendidikan dasar dan menengah. peraturan menteri pendidikan dan kebudayaan nasional no. 67 tahun 2013 tentang kerangka dasar dan struktur kurikulum sekolah dasar/ madrasah ibtidaiyah. peraturan menteri pendidikan dan kebudayaan nasional no. 11 tahun 2005 tentang buku teks pelajaran. prastica, herna selvia. implementasi kurikulum 2013 menyelamatkan kebijakan vs menyelamatkan anak didik. 22 oktober 2014. www.kompasianaedu.com, diakses tanggal 29 oktober 2014. prastowo, andi. 2014. pengembangan bahan ajar tematik. tinjauan teoretis dan praktik. jakarta: kencana. ramly, ishak. 2004. inilah kurikulum sekolah. malaysia: pts media group. sudjana & rivai. 2003. teknologi pengajaran. bandung: cv sinar baru. sugiyono. 2012. metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. sukmadinata, nana syaodih. 2005. pengembangan kurikulum, teori, dan praktek. bandung: pt remaja rosdakarya. syaodih, nana. 2010. metode penelitian pendidikan. bandung: pt remaja rosdakarya. tim pengembang ilmu pendidikan fip-upi. 2009. ilmu dan aplikasi pendidikan. bagian i: ilmu pendidikan teoretis. bandung: pt imtima. undang-undang no. 20 tahun 2003 tentang sistem pendidikan nasional. warsita, bambang. 2008. teknologi pembelajaran, landasan dan aplikasinya. jakarta: rineka cipta. zubaidah, nenen. 2014. kurikulum 2013 terlalu dipaksakan. 20 november 2014. www.sindonews.com, diakses tanggal 29 november 2014. 70 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 the effect of tutoring and creativity against student achievement of class xii students sma negeri 2 serang city cipocok jaya district asri yulida universitas sultan ageng tirtayasa email: asri.yulida@gmail.com abstract this study aimed to determine (1) effect of tutoring on student achievement, (2) influence of creativity on student achievement, (3) effects of tutoring and creativity of student achievement at the same time. the results of the analysis of hypothesis (1) the correlation value of x1 with y was 0.6341 with the coefficient of determination was 40.21 %, (2) the correlation value of x2 with y was 0.5981 with the coefficients of determination was 35.77 %, (3) the correlation value of x1 and x2 with y was 0.7188 with the coefficients of determination was 51.66 %. thus, h0 is rejected and h1 is accepted or there was influence of tutoring and creativity on student achievement. keywords: tutoring, creativity, and student achievement introduction in the world of education, learning is a major activity to gain mastery in science. mastery in this science can be expressed in the value of student achievement obtained in the final year study results. the high value obtained by the students in the report card is influenced by the quality of the students' learning throughout the year that will have an impact on their ability to take the semester exam and the final exam of the school / un. in this case, students' creativity to digest knowledge and solve problems quickly and accurately will be helpful. however, in reality, not all students are hooked on their creativity to be able to find and use quick ways to solve the problem. for example in ips lessons, when students are required to be able to recall chronologically a historical event, they still remember one by one the important part. in fact, with the development of creativity, they can gather important points of an event in a memorable or imaginary sentence, as dorothy and jerome singer have done research and wrote an imaginative game of the child, they believe that imagination is essential for the development of capabilities intellectual and linguistic. children remember the ideas and words they have experienced because they can combine ideas with images in their mind (rahmawati, 2012: 54). in this case, teachers have a very important role to guide students specifically because the time in the class is not enough to identify the learning difficulties students may have with their own complexity. especially for some special subjects such as mathematics, physics, chemistry, biology in science programs and the rest such as indonesian, english and civics. among the solutions provided to overcome these problems is to provide student learning guidance. that way, teachers can diagnose students' learning difficulties and provide the best problem solving. the 71 process of learning guidance can also explore and develop the potential and creativity of students to finally improve student achievement. as found in sma negeri 2 serang city that provides learning guidance services to students to overcome learning difficulties that students have and improve creativity and student achievement in learning. but to know how much influence the guidance of learning, there must be data that can state it. therefore, conducted research with the title "the influence of tutoring and creativity to student achievement class xii sma negeri 2 serang cipocok jaya. literature review tutoring guidance has two meanings: general counseling, which has the same meaning as educating or inculcating values, fostering morals, directing students into good people. while the meaning of guidance in particular, that is as an effort or program that is done to help optimize student development. this guidance is provided through the help of problem solving faced, as well as the impetus for the development of the potentials owned by each student (sukmadinata, 2005: 233). guidance is the process of helping the individual through his own efforts to discover and develop his ability to gain personal happiness and social benefit (hamalik, 2010: 7). guidance can also be interpreted as an effort to provide assistance to learners in order to achieve optimal development (yusuf and juntika, 2005: 82). according to shah (2011: 68), learning is the process of obtaining meanings and understandings and ways of interpreting the world around students. learning in this sense is focused on achieving the power of thought and quality action to solve problems that are now and will be faced by students. according to witherington (yudhawati and haryanto, 2012: 32), learning is a change in personality that is manifested as new response patterns in the form of skills, attitudes, habits, knowledge, and abilities. smaldino (2012: 11) reveals that learning is the development of new knowledge, skills or attitudes when one interacts with information and the environment. from some understanding above, it is concluded that the guidance of learning can be interpreted as a process of providing assistance from teachers or tutors to students to avoid learning difficulties, which may arise during the learning process, so that students can achieve optimal learning outcomes. optimal in the context of learning can be interpreted as an effective student, productive and prestative along with gradual changes to become better this guidance process is very necessary because sometimes students can have difficulty in learning. there are several kinds of learning difficulties as explained by yudhawati and haryanto (2011: 143), namely: learning dissorder or learning disorder, is a state where a person's learning process is disrupted due to the emergence of conflicting responses; learning disfunction is a symptom in which the learning process undertaken by students is not functioning well, although in fact the student does not indicate any mental subnormality, impairment of sensory devices or other psychological disorders; under achiever is a student who actually has an intellectual potential that is above normal, but the learning achievement is 72 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 low; slow learner or slow learning is a slow student in the learning process, so it takes a longer time than a group of other students who have the same intellectual potential level; learnig disabilities or learning disabilities are symptoms where students are not able to learn or avoid learning, so the learning outcomes are below their intellectual potential. with the emergence of some of these problems, teachers need to do learning guidance with several functions including: understanding, that is helping students to have an understanding of themselves (potential) and the environment; prevention, which is an attempt to constantly overcome various problems that may occur and strive to prevent it so as not to be experienced by learners; development, which is always to create a conducive learning environment, which facilitates student development; improvement (healing), which is providing assistance to students who have experienced problems. the technique that can be use is counseling, and remedial theaching; distribution, which helps students to choose extracurricular activities that match their interests, talents, and expertise; adaptation, which helps educators to adapt educational programs to the educational background, interests, abilities and needs of students; adjustment, which helps students to adapt dynamically and constructively to educational programs, school rules, or religious norms (yusuf and juntika, 2005: 16). creativity edward de bono (1992: 3) reveals a simple notion of creativity: "... bringing into being something that was not there before" which means that creativity is the process of bringing something that did not exist before. thus, the result of creativity is something new and original, which is a distinctive product of the maker itself and has certain characteristics previously not owned by others. in simple language, creativity can be interpreted as a mental process that can give birth to new ideas or concepts (yudhawati and haryanto, 2012: 168). furthermore suryosubroto (2009: 191) explains that creativity is a person's ability to give birth to something new, in the form of ideas and real work, in the form of aptitude and non aptitude, in new works as well as in combination with existing things that are relatively different from what has been there, because creative does not always have meaning only for something that is purely new, but also can to make modifications from existing ones. based on the above definition it can be concluded that creativity is an individual mental process that gives rise to effective, effective aesthetic, flexible, integration, succession and differentiation ideas in various fields to solve a problem or to give an update solution of something that has become commonplace. to be able to help students discover something new, a teacher must be able to create a learning situation established to generate student creativity, should facilitate discussion, question and answer, between students and teachers or students, encourage students to give ideas and opinions in each examples of problems given. as thorne (2007: 54) reveals that creative thinking is not just about creative arts, but applies also in the application of the curriculum, helping students to identify alternatives and provide support as they make choices. according to oliver (2006: 45) in general, creativity has three commonly found models, namely: congenital, something attached to a person, usually something intuitive, something to be activated or executed. capacity for creativity is not described as being the same for everyone; fostered, something that can be 73 developed, perhaps through training or education. creativity can involve everything, and people can learn whatever they want; a potential, people have some limit to their capacity for creativity, but they can work to achieve this. this is called a process of discovery. the existence of these three models shows the origin of various creativity. accordingly, lubart and guignard (2004: 51) stated that based on studies of creativity development and attention to things that support, creativity is something that can be trained. thus, creativity not only belongs to the lucky people who have had it since birth, because creativity can also be trained with several stages and processes. thorne (2007: 140) reveals a simple idea to accumulate creativity by doing the following steps: ponder for a moment to know exactly what self-inspires, where to go to stimulate creativity, how long we spend time just thinking, what opportunities capable of taking, to participate, or creative activities. try to visit art galleries, museums, theaters and concerts. next find someone different to know what we can learn from it. recall the last time we did creative things, took the opportunity to be creative, explore creative actions and show something different. then exchange ideas with others, get new information to increase knowledge. begin to think laterally, use different techniques to help the brain think creatively. do not keep looking at the past, try to do something new and experiment with different ways. express our ideas to the closest people by showing different ways of thinking, try to work together and create something new. do not give up when it fails. until finally everyone believes that we can do it better later. all of these explanations confirm that there are many ways to stimulate creativity because each person must have a different dream, so the way to do to make it happen is different. this is where creativity will play an important role to provide the best and easiest solution. furthermore, because creativity is an ability that exists in the creative person. so to measure a person's creativity can be seen from how creative the person. the first study in indonesia on creative personality traits was conducted in 1977 by utami munandar by comparing the opinions of three groups, namely groups of psychologists, teachers and parents. the results of this study found differences in groups of highly creative people and groups of people who are less creative. in the study, psychologists (munandar, 2012: 37) suggested 10 personal creative traits, namely: 1) imaginative; 2) having the initiative; 3) has broad interest; 4) independent in thinking; 5) melit (curious); 6) nice adventure; 7) full of energy; 8) confidence; 9) willing to take risks; 10) brave in the establishment and belief. everyone is possible to have different characteristics. learning achievement in indonesian dictionary (2007: 895), learning achievement is defined as the result achieved (from what has been done, done, and so on). this implies that learning achievement is a result obtained by students in the learning effort it does and this means that learning achievement is a product of a process. this learning achievement is usually expressed in the form of value or achievement index obtained from the results of the measurement of learning achievement that has become an important program officially declared in the results of report cards obtained by students. measurement of learning achievement can be either test or test. 74 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 phye (1997: 4) states that academic achievement is acquired knowledge or skills developed in school subjects, usually judged by the tests or grades given by the teacher, or by both. yet more identical assessments for learning achievement are those expressed in certain values based on previously established provisions for measuring student success in learning. arifin (2011: 12) reveals that the achievement of learning is the result of the efforts of students who are generally concerned with aspects of knowledge. in other words, the cognitive aspect more dominates the learning achievement. thus, learning achievement is the result of student learning after following a certain learning program that is stated by score or value. these results are obtained periodically to determine the development of students or commonly known as mid term semester (uts) and final exam of the semester (uas), but, expected in the learning achievement is the improvement made in the material taught. according to ahmadi and supriyono (2004: 138) learning achievement is influenced by several factors, namely: internal factors that include motivation, ideals, desires, memories, attention, experience, and motives that encourage student learning; external factors that include weather conditions, time (morning, afternoon, afternoon, or night), places, tools used for learning such as stationery, books, props, and the presence of others (family, friends, or teacher) at the time a person is studying. learning achievement has several main functions (arifin, 2012: 15), among others: learning achievement as an indicator of quality and quantity of knowledge that has been mastered by learners; achievement learn as a symbol of desire satisfaction curiosity. psychologists usually refer to this as "a tendency of curiosity and a common human need"; learning achievement as an information material in educational innovation. the assumption is that learning achievement can be a driving force for students in improving science and technology, and serves as feedback in improving the quality of education; learning achievement as an internal and external indicators of an educational institution. internal indicator in the sense that the learning achievement can be an indicator of productivity level of an educational institution. the assumption is that the curriculum used is relevant to the needs of the community and learners. external indicators in the sense that the high level of achievement can be used as an indicator of the success rate of learners in the community. the assumption is that the curriculum used is relevant to the needs of the community; learning achievement can be used as an indicator of the absorption (intelligence) of learners. in the learning process, learners become the main focus that must be considered, because learners are expected to absorb all the subject matter. high learning achievement can show the ability of students to absorb the subject matter. methods the method used in this study is a survey method with the type of research expose facto because in this study was not made treatment on the object of research, but only reveal the facts on self respondents. surveys are used to collect data or information about large populations using relatively small samples 75 (sukmadinata: 2010: 82). there are three main characteristics of the survey. first, information is gathered from a large group of people to describe certain aspects or characteristics such as: abilities, attitudes, beliefs, knowledge of the population; secondly, information is collected through the submission of questions (usually termed, orally) from a population; third, information is obtained from the sample, not from the population. the approach used is a quantitative approach where all the information or research data is manifested in the form of numbers analyzed with statistics and the results described to obtain correlation between the following variables and then calculated the determinant coefficient to determine the level of significance of the influence value of independent variables. the population in this study is all students of class xii sma negeri 2 serang city ipa program that has followed the guidance of learning since class xi amounted to 320 people, consisting of 8 classes, each class amounted to 40 people. the sampling technique used is simple random sampling technique by taking one class from the population randomly (drawn) on condition that the population should be homogeneous. in this case seen from the educational program they take and the guidance of learning they have lived from class xi. in this study, the data was collected by using several instruments, namely for the variables of student learning and creativity using a questionnaire whose preparation has been adjusted to the indicators and characteristics of each variable. while for the variable of learning achievement, the data obtained from the average value of student report cards in class xi semester 2. assessment of student questionnaire results done dengna using likert scale 1-5. further data analysis is done with several tests, namely test validity and reliability, normality test, homogeneity test, correlation test and coefficient of determination. results the result of validity test showed that for learning guidance variable with 24 questions, 21 items are valid and 3 items are not valid with standard error of 1% or 0.01 ie 0.463 and reliability value of 0.925, this means instrument has high reliability . as for the creativity variable with the number of questions as many as 30 items, 24 items are valid and 6 items are not valid with the standard error of 5% or 0.05 of 0.361 and the reliability value of 0.905, this means the instrument has high reliability. the data normality test was performed using spss 18 with the following results. one-sample kolmogorov-smirnov test bimbel kreativitas prestasi n 40 40 40 normal parameters a,b mean 75.88 78.43 80.60 std. deviation 10.034 9.142 1.411 most extreme differences absolute .084 .080 .190 positive .061 .080 .190 76 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 negative -.084 -.052 -.115 kolmogorov-smirnov z .530 .503 1.200 asymp. sig. (2-tailed) .941 .962 .112 a. test distribution is normal. b. calculated from data. result of normality test of learning guidance variable obtained by sig value. = 0.941. by setting a critical value of 0.05, then the value of sig. greater than the critical value, so that the data declared normal distribution. the result of normality test of creativity variable obtained sig value. = 0.962. by setting a critical value of 0.05, then the value of sig. greater than the critical value, so that the data declared normal distribution. the result of normality test of learning achievement variable got sig value. = 0.112. by setting a critical value of 0.05, then the value of sig. greater than the critical value, so that the data declared normal distribution. the calculation of homogeneity test is done by f-test two-sample for variances technique using microsoft excel 2007 with the following provision: if the value of f arithmetic <(smaller) than the critical f value, then the data is declared homogeneous. the following is the acquisition of homogeneity test data. variabel y with x1 y x1 mean 80.6 75.875 variance 1.989744 100.6763 observations 40 40 df 39 39 f 0.019764 p(f<=f) one-tail 0 f critical one-tail 0.586694 from the table above can be seen that the value of f arithmetic (0.019764) is smaller than the critical f value (0.586694). thus, can be stated that the data is homogeneous. variabel y with x2 y x2 mean 80.6 78.425 variance 1.989744 83.58397 observations 40 40 df 39 39 f 0.023805 p(f<=f) one-tail 0 77 f critical one-tail 0.586694 from the table above can be seen that the value of f arithmetic (0.023805) is smaller than the critical f value (0.586694). thus, it can be stated that the data is homogeneous. to know the influence of independent variable to dependent variable is done correlation test and coefficient of determination test. 1. effect of tutoring teachers on student achievement in learning the first hypothesis proposed is: h0: there is no influence from the learning guidance on student achievement h1: there is influence from the guidance of learning to student achievement a. correlation calculation for learning guidance variables with student achievement obtained value 0.6341, it can be concluded that the guidance of learning with learning achievement has a strong correlation. b. the calculation of coefficient of determination of learning guidance variables on student achievement obtained value of 40.21%. thus, it can be dismpulkan that learning guidance gives influence to learning achievement as much as 40.21%, and the rest can be influenced by other factors. because there has been such influence, then h0 which states there is no influence from the guidance of learning on student learning achievement is rejected and h1 which states there is influence of the guidance of learning on student achievement is accepted. the value has shown great influence. this means learning guidance helps students improve their performance in school. this is in accordance with one of the learning guidance functions disclosed by yusuf and juntika (2005: 15) that one of the functions of learning guidance is to help students develop themselves and their potential and prepare students to face exams and improve student learning achievement. given these results, it can be stated that the function of the guidance has been done well. 2. effect of creativity on student achievement the second hypothesis proposed is: h0: there is no effect of creativity on student achievement h1: there is an influence of creativity on student achievemen a. correlation calculation for creativity variable with student achievement obtained value 0,5981, hence can be concluded that creativity with learning achievement have enough correlation. b. the calculation of determination coefficient from learning guidance variable to student achievement is 35,77%. thus, it can be dismpulkan that creativity gives influence to learning achievement as much as 35.77% and the rest can be influenced by other factors. because there has been such influence, then h0 which states there is no influence of creativity on student learning achievement is rejected and h1 which states there is influence from creativity to student achievement is accepted. the value has shown great influence. this means that students' creativity is very important to improve their learning achievement, both in terms of receiving the material delivered, understanding the questions given, and the accuracy and speed of students in answering the questions given in both daily and test exams. this is in accordance with the notion of creativity that states that creativity is an individual mental process that gives rise to new ideas, processes, methods or new products 78 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 that are effective, aesthetic, flexible, integration, succession, and efficient differentiation in various fields to solve a problem or to provide an update solution of something that has become commonplace. given these results, it can be stated that the theory that reveals that creativity is a mental process that can give birth to something new has been proven by the ability of students to do the problem more easily. 3. the influence of student learning guidance and creativity alongside student learning achievement the third hypothesis proposed is: h0: there is no effect of counseling learning and creativity simultaneously on student learning achievement h1: there is influence from counseling learning and creativity simultaneously to student's learning achievement a. correlation calculation for learning guidance variables with creativity of students obtained value of 0.473, it can be concluded that the guidance of learning with creativity has enough correlation. b. the calculation of coefficient of determination from learning guidance variable to creativity of students obtained the final value of 22.37%. thus, it can be dismpulkan that learning guidance gives influence to creativity as much as 22.37% and the rest can be influenced by other factors. c. correlation calculation for the variables of learning and creativity guidance with student achievement obtained value of 0.7188, it can be concluded that the guidance of learning and creativity with student achievement has a strong correlation. d. the calculation of coefficient of determination of the variables of learning and creativity guidance on student achievement obtained a value of 51.66%. thus, it can be concluded that the guidance of learning and creativity give influence to the learning achievement of 51.66% and the rest can be influenced by other factors. because there has been such influence, then h0 which states there is no influence from the guidance of learning and creativity to student learning achievement is rejected and h1 which states there is influence from the guidance of learning and creativity to student achievement is accepted. while for the calculation of significance, it is obtained that f arithmetic is 19.7715, while from f table obtained the number 19.48. since f arithmetic is bigger than table, the correlation value of x1 and x2 to y is significant. the value has shown great influence. this means the guidance of learning and creativity into two supporting elements that should not be separated from efforts to improve student achievement. both simultaneously give effect to the increasing of student achievement. tutoring provides students with an easy way to solve problems and provide new, broader insights for students with more time to exchange ideas. conclusion based on the results of the research that has been done, it can be concluded that the guidance of learning has an important role to explore the potential of students both in terms of learning in classes maupaun in everyday life with a great contribution to the process of learning in the classroom so that students can gain more achievement good. 79 suggestion for the teacher as a facilitator should pay more attention to the students. the teacher's learning and evaluation needs to consider how to train student actualization by convergent or divergent thinking. process evaluation should also provide opportunities for students to develop themselves. teachers are expected to provide more motivation in accordance with its role as a motivator and attention to the uniqueness of students so that the creativity of students is increasing. for students are expected to study more actively and dare to reveal all the positive things that exist in him, because everyone must have a great potential that may have been unconscious because of the lack of potential development of self. for the next researcher who will carry out similar research, to further reinforce the results of research, to be done with a wider population and involves other factors that are suspected to affect student achievement and use more complex methods in order to get more data. references ahmadi, a. & supriyono, w. 2004. psikologi belajar. jakarta: rineka cipta. arifin, z. 2012. evaluasi pembelajaran. jakarta: direktorat jenderal pendidikan islam kementrian agama. de bono, e. 1992. serious creativity. new york: harper collins. depdiknas. 2007. kamus besar bahasa indonesia. edisi ke-3. jakarta: balai pustaka hamalik, o. 2010. psikologi belajar dan mengajar. bandung: sinar baru algesindo lubart t, guignard hj. “the generality-specificity of creativity: a multivariate approach” dalam creativity from potential to realization. edited by stenberg r, grigorenko e, singer j. washington dc: american psychological association. 2004. p 51. munandar, u. 2012. pengembangan kreativitas anak berbakat. jakarta: rineka cipta. oliver, m. “students’ experiences of creativity” dalam developing creativity in higher education: an imaginative curriculum. edited by jackson . usa: routledge. 2006. p 44. phye, d gary. 1997. handbook of classroom assesment: learning, adjustment and achievement. usa: academic press. rachmawati y, euis k. 2012. strategi pengembangan kreativitas pada anak. jakarta: kencana predana media group 80 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 smaldino e s, dkk. teknologi pembelajaran dan media untuk belajar (instructional technology and media for learning). diterjemahkan oleh arif rahman. jakarta: kencana, 2012. sukmadinata,n s. 2005. landasan psikologi proses pendidikan. bandung: pt remaja rosdakarya. sukmadinata,n s. 2010. metode penelitian pendidikan. bandung: pt remaja rosdakarya suryosubroto, b. 2009. proses belajar mengajar di sekolah. jakarta: rineka cipta syah, m. 2011. psikologi belajar. jakarta: rajawali pers. thorne, k. 2007. essential creativity in the classroom: inspiring kids. usa: routledge. yusuf s., juntika n. 2008. landasan bimbingan dan konseling. bandung: remaja rosda karya yudhawati r., haryanto d. 2011. teori-teori dasar psikologi pendidikan. jakarta: prestasi pustakaraya. 25 a study of 7 th grade sudent’s views on student-teacher relationship and its effect on academic grades at school level in quetta district seema azeem baluchistan university of information technology, engineering, and management sciences quetta, pakistan uzairkhan313@gmail.com khadija jaffar baluchistan university of information technology, engineering, and management sciences quetta, pakistan abstract the study explores the views of students, and investigates the effect of their views on their academic performances in the form of grades. the hypothesis tested in this study was thatthe positive relationshipbetween teacher and students leads to a high academic achievement. this research was conducted in elementary schools of quetta. the sample used for this study was 6 elementary schools, both of male and female and the sample consisted of 200 students. the students were selected randomly from the chosen 6 schools. the nature of the study was quantitative and questionnaire was used for the collection of data. the outcomes of the study reveal that a correlation exists between student relations with their teachers and the findings of the regression test show that positive relationship of teachers with their student impact student achievement. keywords: academic performance, student/teacher relationship, effect, grades in the teaching learning process, the communication between teachers and students is necessary, and is the essential part of their relationship. teachers normally form a strong student-teacher relationship. the teacher serves as a guide and tutor and brings out the best in the student. for teachers, the relationships provide a foundation for pedagogical and curricular activities and lead to their increased investment in students‟ growth, development, and academic success. students who have such relationships feel more comfortable in their learning environment, interested in the material, and motivated to perform well. a healthy relationship between a teacher and a student can inspire, motivate and positively influence the growth of the student. on the other hand, any relationship between a teacher and student that is perceived inappropriate, can have a bad effect on the student's progress. student-teacher relationship can have a healthy future when both individuals respect the role they agreed to play. there was a time when only the teacher had the authority to run the education system. they were called the authoritarian teachers. these teachers were rigid and had control 26 jisae. volume 5 number 1 february 2019. copyright © ikacana publisher | issn: 2442-4919 of the students. the use of corporal punishment was very common and was used by many teachers. finkelstein stated that at that time “for the maintenance of any rule and order the teachers relied on force and fear”. in the early 20th century, the industrialization and urban life began and the condition of classrooms seemed quite different. though the teachers continued the authoritarian nature, but at some point corporal punishment disappeared. classrooms became a little bit safer for students. nowadays, the most common problem faced by students everywhere is the lack of student‟s achievement which has greatly affected the education system as a whole.[1] the two objectives of the study were to investigate and explore the relationship between the two components of this triangle namely, teacher, student and academic grades by assessing students‟ views and its effect on the academic achievements of the students. what are the views of students regarding their relationship with their teachers and how it affects student‟s achievements and grades? the relationship between teacher and student is ever-present in the classroom and is considered important to improve students‟ achievement. in the classroom environment the interpersonal relationship between teacher and students is an important element contributing to the learning process of students. earlier studies have investigated the associations between interpersonal relationships. the student out comes have shown that particular teacher-student relationships are more effective for student achievement and attitudes than others. the teacher–student relationship is one of the most powerful elements within the learning environment. a major factor affecting students‟ development, school engagement and academic motivation, form the basis of the social context in which learning takes,is teacher–student relationships.[2] different researches have been conducted in this regard and review of literatures shows that belongings and relationship in ordinary life and in educational settings are very essential. the “capability of developing relationship and maintaining those relationships is the important characteristic of humanity, without it, no one will be able to survive, learn, work and live happy and relaxed life [3]. though the education system, infrastructure, administrators, staff, students and teachers of any institution are different from one another but the requirements for the relationship or interaction remains the same. the interaction is not only better for good communication but also for emotional and academic enhancement of students [4].positive relationships between student and teachers are particularly beneficial, as it has been found that stronger the relations higher will be the academic grades. [5] the importance of connectedness between teacher and students in educational settings, and its effect on student‟s adjustment to the school has been discussed extensively in research at all levels of education (whether in kindergarten, primary and secondary education) and this need has been felt that there should be good interactions between teachers and students at higher level also. [6] 27 corelation exists between student teacher relationship, academic result and engagement of students [7].when student started going to high school then student– teacher relationship is considered important for academic performances and school engagement, especially when it is positive in nature, butif there is negative relationship then academic performance is strongly affected [5] niebuhr conducted a research and pointed out the opinions of 7th grade students about the student teacher interaction. the results showed that this interaction has its own significant value besides the best quality condition of the classroom. teachers have given the opportunities to the students to know about them and develop good interactions with them, motivate the students towards hard working and as a result academic achievements improve [8]. students spend many years in school. social psychologists feel that the relationship between teacher and student can impact the development of the individual. it is essential to avoid social categorization between teacher and student. both parties need to be cooperative as a team to help their educational goals are successfully achieved [9]. student-teacher relationships are not only important but are necessary. the students must be placed in the situation to think critically. engaging them in thinking that push them at the highest levels of bloom‟s and challenged them at the highest degree of application when students are required to think and work [10]. positive teacherstudent relationships play an equally important role in students' success across all subjects [11].relationships, whether positive or negative in nature, have had great effects on the quality of students‟ life. it was reported that the lack of high quality relationships resulted in negative effects among students, including depression, anxiety, and poor health in general [12]. method the study was quantitative in nature involving survey method through questionnaire.the students of 7 th grade of government schools for the year 2014-2015 in district quetta were taken as population for the study. multistage sampling technique was used. total six schools and 200 students were selected through convenient sampling and simple random sampling techniques respectively. the questionnaire was distributed and data were collected. the results of the same students were obtained from the school authorities for further analysis. the instrument used for the study was a questionnaire. there were about 50 questions in the questionnaire. using expert opinion, the instrument has been validated. the instrument for the study has a good internal consistency, with a cranach alpha reliability coefficient (.842). the variables used in this study were independent and dependent variables. the independent variable was the student teacher relationship and the dependent variable 28 jisae. volume 5 number 1 february 2019. copyright © ikacana publisher | issn: 2442-4919 was their academic grades. keeping all the extraneous variables constant, the effect of students‟ teachers‟ relationship on academic grades of students was assessed. results the data were collected and analyzed. it was first analyzed by descriptive statistics and was interpreted. then two tests were applied to that data. the correlation was applied to find out the relationship between student and teachers. and regression was applied to find out the effect of that relationship on student‟s academic grades. table 1. mean and standard deviation of students’ views about student teacher relationship mean scores standard deviation students views about tstudent teacher relationship 2.73 .44 the table 1 highlights the overall mean score and standard deviation of the students‟ views about their relationship with their teachers. the mean score 2.73 (sd=.44) shows that students have different types of views about relationship with their teachers. and these views are the main variable of the study. the aggregate mean score support that students have better understandings of student teacher relationship in their classroom and school. they like their teacher‟s care, support and encouragement for them. the researcher claims that though students are afraid of their teachers, but they try to make good relations with them and this will lead to success. table 2:mean and standard deviation of behavior/attitude of teachers towards their students. mean scores standard deviation behavior/attitude of teachers towards their students. 2.98 .357 table 2. highlights the overall mean score and standard deviation of the statement of teacher‟s attitude towards their students. the mean score 2.98(sd=.357) is the aggregate of teachers behavior and attitude towards their students. this shows that students are happy with the friendly behavior of their teachers. they show their 29 agreement that their teachers are helpful in and outside of the class and they treat every student equally. it supports the researcher allege that the teacher has good behavior towards their students and this has a positive effect on students performance which is that they come to the school happily and enjoy their stay there. table 3: mean and standard deviation of students’ views about teaching methodology mean scores standard deviation teaching methodology 3.25 .344 the total mean score and standard deviation of the teaching methodology used in institution is highlighted by table 3. the mean score is 3.25(sd=.34). this cumulative mean score shows that the teaching method used by the teachers is supported by the students. students like encouragement, reinforcement and interactive method of teaching. this has make students able to express their views freely in classroom. as it has been stated that those teachers who use different methods and help students during teaching have good results. table 4: mean and standard deviation of relationship of teacher with the students with in the classroom. mean score standard deviation relationship of teacher with the students within the classroom. 3.13 .42 table 4 points out the overall mean score and standard deviation of the views of students about the relationship of teachers with the students and classroom. the total mean score 3.13(sd=.42) is the aggregate of the views of students those say that they have good relation with their teacher and class. the mean score shows clearly that teachers have good relations with the students and they control the classroom disruptions easily. as attendance is very important in any educational settings, students agree that relationship with teachers affect their attendance in the class. table 5: mean and standard deviation of teacher’s characteristics mean score standard deviation teacher characteristics 3.21 .407 teacher student‟s relationship is very necessary for running the education system. table 5 shows the mean score and standard deviation which is 3.21(sd=.407). this aggregate has shown clearly those teachers who bear good moral character are liked by the students. students trust them and have good relationship with them. 30 jisae. volume 5 number 1 february 2019. copyright © ikacana publisher | issn: 2442-4919 the overall result has highlighted that students are happy with their teachers, this will make children able to respect the teachers. by making positive attitude, students will be able to get good results. table 6: frequency and percentages of student’s evaluation about their teachers. s.no statement best better good poor f % f % f % f % 50. what is your evaluation of the current relationship between the teachers and the students? 54 26.9 67 33.3 33 16.4 46 22.9 table 6 shows different categories which were made by the researcher after getting various responses. students were asked to answer the question openly. four different categories have been made regarding their answers. the analysis of the question shows that most of the students have better relationship with their teachers. their frequency and percentage is 67 and 33.3 respectively. 26.9% students evaluated that they have best relations with their teachers. 33(16.4%) students stated a good relation while 46 (22.9%) students viewed that they have poor relations with their teachers. table 7:test of correlation variables n m sd sig.(2-tailed) r academic achievement 200 3.16 .29 .078** .125* student teacher relationship 200 3.03 .31 *correlation is significant at the 0.01 level (2-taild) ** p ≤ .05 the table highlights the correlation among academic achievement of the students and student teacher relationship. there is a positive relationship between academic achievement (m=3.16, sd=0.29) and student teacher relationship (m=3.03, sd= .31), r ═ .125, p ≤ .05, n ═200. it is clear from the above table that there is correlation (.125) among students relation with their teacher and academic achievement but the magnitude of relationship is very small and not significant. table 8: test of simple linear regression academic achievement of the students r 2 f sig.(2tailded ) β t positive relation with teachers .125* .016 3.135 .078 .125 1.78 * p ≤ .05 31 a simple linear regression was calculated to predict higher academic achievement based on positive relationship with teachers. a regression equation was found (f (2,198) = 3.13, p < .078), with an r 2 of .016. the result of the regression table explains that there is not a significant relationship (.125) among students relationship with their teachers and their academic achievement. the result of regression indicated the predictor (relationship with teachers) explained only 1.6 % variance in the score of predicted (academic achievement). the amount of variance in dependent variable is very small but there exist a correlation among academic achievement and student-teachers relationship. major findings 1. students have better understanding of the relationship they have with their teachers. it has proved analytically that pupils have different types of views about the behavior of teacher, teaching methodology, class control and about good qualities and characteristics of teachers. 2. there is very small correlation among the student academic achievement and students‟ relation with their teachers. references [1]. afriadi, b. (2018). effective management class concept (case study: student behavior problematics). jisae: journal of indonesian student assesment and evaluation, 4(2), 83–94. https://doi.org/10.21009/jisae.042.07 [2]. finkelstein, n. d., & wieman, c. e. (1994). correlating student beliefs with student a. learning using the colorado learning attitudes about science survey. in aip conference proceedings (vol. 790, p. 61). iop institute of physics publishing ltd. [3]. hughes, j.n. & chen, q. (2011). „reciprocal effects of student–teacher and student– a. peer relatedness: effects on academic self-efficacy‟. journal of applied b. developmental psychology, 32 (5), 278–287. [4]. perry, b. d. (2001). raising a nonviolent child: the power of attachment. scholastic parent a. & child. [5]. pianta, r. c., & stuhlman, m. w. (2004). teacher-child relationships and children's success in the first years of school. school psychology review,33(3), 444. 3. regression test highlights that there a very small amount of variance is accounted in dependent variable (academic achievement) due to independent variable(student relationship with their teachers). 32 jisae. volume 5 number 1 february 2019. copyright © ikacana publisher | issn: 2442-4919 [6]. roorda, d.l., koomen, h.m.y., spilt, j.l., & oort, f.j. (2011). the influence of affective teacher-student relationships on students‟ school engagement and achievement: a meta-analytic approach. review of educational research, 81(4), 493-529. [7]. bernstein‐yamashiro, b., & noam, g. g. (2013). teacher‐student relationships: a growing a. field of study. new directions for youth development, 2013(137), 15-26. [8]. crosnoe, r., johnson, m. k., & elder, g. h. (2004). intergenerational bonding in school: a. the behavioral and contextual correlates of student-teacher relationships. sociology of education, 77(1), 60-81. [9]. niebuhr, k. & neibuhr, r. (1999). an empirical study of student relationships and academic achievement. education, 119, (4), 679. [10]. schneider, f. w., gruman, j. a., & coutts, l. m. (2012). applied social psychology: understanding and addressing social and practical problems. (2nd, ed.) thousands oaks, california: sage publications, inc. [11]. daggett, w. (2005). achieving academic excellence through rigor and relevance. a. international center for leadership in education. [12]. mccombs, b. l., & miller, l. (2006). learner-centered classroom practices and assessments: maximizing student motivation, learning, and achievement. thousand oaks, ca: corwin press. [13]. landsford, j. e. antonucci, t. c. akiyama, h. & takahashi, k.2005. a quantitative and qualitative approach to social relationships and well-being in the united states and japan. journal of comparative family studies. 13 evaluation on the implementation program of nonpermanent educators assignation at the educational units in alor regency alboin selly universitas tribuana kalabahi selly_alboin@yahoo.co.id wardanirahayu universitas negeri jakarta komarudin universitas negeri jakarta abstract this study aims to evaluate the implementation of assignation program of non-permanent educators by the educational department in alor using the cse-ucla model which consist of four stages namely needs assessment, program planning, formative evaluation and summative evaluation. a descriptive-qualitative method was applied with interview techniques, questionnaires,and documentation for the data collection. based on the component of needs assessment, the program has a clear legal basis. however, since there is no technical guidance, therefore a different interpretation occurs during the implementation. based on the program planning, the educational department has a program plan while the school needs aspect has not been fulfilled in terms of education degree and field of study. formative evaluation, the assignation criteria for educators is based on school proposals using the administrative selection system. the placement of educators is not in accordance with the needs of schools based on the subject course. summative evaluation, achievement of the program objectives has been attained in terms of quantity, although the improvements in terms of quality of assignation and placement of educatorare needed to be a concern to meet the school’ needs. keywords: cse-ucla, non-permanent educative appointment program, program evaluation. introduction the progress of a region can be determined by how much the quality or quality of education in the area. this is because education has a strategic position in an effort to improve human resources to improve the quality of life of the community. recognizing the importance of the process of improving the quality of human resources, the government has and continues to realize the mandate of the law through various educational development efforts of higher quality, among others through the development and improvement of curriculum and evaluation system, improvement of education facilities and infrastructure, development and procurement of materials teaching, and training for teachers and education personnel on an ongoing basis. alor regency as one of the districts that fall into the category of area 3t (front, outermost, disadvantaged). as a 3t area, it will still require central government intervention in all fields in terms of education, infrastructure, and economic improvement of the community. yustina and dahnilsyah (2015) describe the emerging issues of education in 3t areas, among others, the lack of teachers, unequal facilities and teaching staff, low qualification standards, unskilled faculty and educational background of teachers. in line with these ideas, the fulfillment of teachers is a necessity in the field of education as an effort in improving the quality 14 jisae. volume 5 number 1 february 2019. copyright © ikacana publisher | issn: 2442-4919 of education that affects the quality of human resources. teacher fulfillment efforts in alor district cannot run maximally, due in august 2011 issued by skb minister of home affairs, minister of finance and minister of state apparatus about moratorium of cpns receipts which came into effect in september 2011. policy through skb this minister is because central government assesses expenditure employees are generally much larger than public spending or the budget used for public services and development. as expressed by dharmaningtias (2016), personnel expenditure in 294 districts/cities across indonesia is more than 50 percent apbd in 116 districts/municipalities even more than 60 percent. in fact, there are areas that allocate personnel expenditure of more than 70 percent of the apbd. in order to meet the needs of educators in alor district, the local government issued a program through the alor regent's decree on the appointment of nonpermanent educators and non-permanent education personnel in education unit in alor regency aimed at addressing educational issues especially the shortage of educators, providing experience of dedication to the bachelor education to form a professional attitude and skilled in an effort to improve the quality of education. the program received a positive response from the community because the program was made completely in the name of the public interest to address the problem of education in meeting the needs of teachers. non-permanent education teachers and non-permanent education officers in education unit in alor district through bupati's decree, in the implementation phase, there is often a clash of both non-permanent educators, non-permanent educators with the education office as implementers of the non-permanent appointment program. this is because the first, the process of appointment, which is considered some educators are not fixed with no indication of the maximum or in line with expectations. secondly, the budget, the amount of honor received by the non-permanent educator also becomes the problem due to the logical consequence of a decree. third, the placement of non-permanent educators also faces problems because of differences in understanding between non-permanent educational staff and the education office. the description of the reality of the appointment program of the nonpermanent educator is a required evaluation because, in the implementation of a program, the component that determines the success of a process is an evaluation. this is because through the evaluation will be known to what extent the implementation of the program, program objectives, and a program can be achieved in accordance with the desired goals. mardapi (2009) describes the evaluation of the program contains the meaning of information gathering activities, drawing, searching and presenting information in order to make decisions about the program implemented. in relation to the importance of this study, researchers used the evaluation model of the center of california in los angles (cse-ucla) which directed the evaluation objectives of the program on the four process components of a program. considering the selection of the model because the evaluation model of cseucla has 4 (four) stages: needs assessment, program planning, formative evaluation and summative evaluation (fernandes, 1984). the evaluation result using cse-ucla model aims to give a 15 recommendation to the local government through the education office of alordistrich to make the decision on the appointment program of the nonpermanent educator whether the program continues to be feasible to continue, it needs improvement and improvement or discontinued. method this research is an evaluative research with the aim to know the effectiveness and appropriateness of the implementation program of appointment of non-permanent educators based on predetermined criteria and objectives. the approach used in this research is the qualitative approach, the method used is descriptive-qualitative with research design based on cse-ucla evaluation model proposed by fernandes (1984) consists of four components namely: needs assessment, program planning, formative evaluation, and summative evaluation. this evaluation study used interview techniques, questionnaires, and documentation for the benefit of data collection. while the informant of the research is the education office as the owner of the program, the chairman of the dprd and educators are not fixed. analysis of the data using the model of miles and huberman (sugiyono, 2007) suggests three steps in the analysis of qualitative data, namely data reduction (reduction of data), the data display (presentation of data), and verification (verification). results needs assessment legal program the basis of thebased on data obtained through interviews and documentation studies, it is explained that the appointment program of non-permanent educators is one of the local government programs implemented by the education office since 2011. the presence of the appointment program of non-permanent educators as government efforts areas in providing educators who have competence, both in terms of educational qualifications strata one (s1) education and the suitability between the field of science and subjects that to be taken with a view to meet the needs of schools. the results of the district education office interview: "the steps taken by the local government and the local parliament in implementing the educational appointment program are not fixed based on educational needs in the regions". the same statement was submitted by alor regency dprd: "this program is based on the needs of educators so that we assess the need for the appointment of qualified educators who are at least strata-one level". referring to interview data, the presence of a non-permanent appointment program is a logical consequence of moratorium or temporary cessation of cpns acceptance nationally, many retired civil servants every year, resulting in a gap between educators and school needs. beyond the other, national policies related to the expansion and equitable access to quality education require that local governments be required to open new schools with a view to accommodating school-aged residents which would have an impact on apk and apm to measure the quality of education in an area. thus, a non-permanent educator program is a solution to meeting school needs and addressing national and local policies in relation to the expansion of quality educational access. based on education needs in the region, the local government formulates legal products as legal umbrella program with the purpose of clear legal program ground, will avoid misinterpretation and can be a reference for the parties involved in the implementation of the program so that the objectives of the established program can be achieved. implementation of the non-permanent educator appointment program has a clear regulation as the legal basis in the form of kepmen, perda or alor regent's decree as a foothold in performing tasks as educators in schools. based on the decree, it implicitly explains that the appointment program of nonpermanent educators established to meet the needs of the community in the field of education, especially the availability of educators in schools. thus, the nonpermanent appointment program of educators carried out by the alor district education office, on the aspect of regulation or legal foundation, has met the established criteria. with clear legal program foundation, the implemented program can gain the achievement of program objectives that impact on the quality of human resources and can encourage the quality of education in alor district. guidelines for program implementation in general, each program that will be implemented has implementation guidance as a reference in implementing the program so that the program created transparent and accountable activities management, so have a common understanding in implementing the program directed to the program implementation mechanisms to the program objectives to be achieved. based on the results of interviews with the education office, "there are guidelines for the appointment of educators and education personnel who have been prepared and have been implemented and also given because there are formulated in the decree of the regent that regulates the rights and obligations of the parties". in addition to the data obtained through interviews, researchers also get information about the implementation guidelines through the distribution of questionnaires. figure 1. program implementation guidelines the research results show that the appointment of non-permanent educators conducted by the education office does not have technical guidance or technical guidance for the implementation of the program so that there is no uniformity in 16 jisae. volume 5 number 1 february 2019. copyright © ikacana publisher | issn: 2442-4919 17 implementing the program by various parties involved in the appointment of nonpermanent educators. so far, the program is implemented according to the knowledge and understanding and direction of the head of education office which is adjusted with the decree of the regent. if the bupati's decision on the program implementation process and the scope of the program are regulated in general, the dinaspendidikan as the program implementer should translate the legal product in a guideline or technical guidance as a guidance for the parties involved in the program. the guidelines contain program background, program objectives, program objectives, implementation procedures, budget and monitoring and evaluation system. furthermore, the guidelines have been made disseminated or given to the parties involved so that the mutual understanding in implementing the program of appointment of educators is not fixed. if the program implementation guidelines are not made as a guideline and a shared understanding of the parties involved in the program, otherwise the program will not achieve the optimal achievement of the program objectives even the program will run stalled because the parties involved in the program will implement the program in accordance with the understanding and experience of each, of course, affect the success of the program, without any program implementation guidelines. objectives of the program based on data obtained through documentation studies of documents relating to the program objectives, it was found that the purpose of an irregular educator appointment program is not specifically regulated in the manual or technical manual but is contained in the bupati's decree on the appointment of educators and non-permanent personnel year 2018. while the results of interviews about the purpose of the program, the office of education revealed that "the purpose of the program fulfillment of educators and education for the needs of schools." referring to the data documentation and interviews, it is known that the program has a program object that is to meet the needs of educators and education personnel on units of early childhood education and basic education levels as well as in the alor district education office. furthermore, researchers also obtained data from educators not fixed about the purpose of the program through the questionnaire as follows. figure 2. aspects of program objectives thus, it can be said that although the program has the purpose of the program, most of the respondents who are also parties involved in the implementation of the program do not know the purpose of the program. in addition, the purpose of the appointment program of educators is not fixed needs to be improved by 18 jisae. volume 5 number 1 february 2019. copyright © ikacana publisher | issn: 2442-4919 considering the criteria for the formulation of objectives that are more specific, measurable, achievable, in accordance with reality and time-bound. this is because based on interviews and documentation studies the program objectives are still limited to the fulfillment of educators against the needs of schools without considering the qualifications of educator education. in terms of qualifications educators can realize the process of education and be learning to achieve the goals of national education, as set out in law ri no. 14 of 2005 on teachers and lecturers in chapter i mentions that teachers must have a qualified academic, competence, educator certificate, healthy physical and spiritual, and have the ability to realize the goals of national education. further on article 9 the qualifications referred to in article 8 shall be obtained through higher education or undergraduate diploma program. referring to the act, it expressly requires teachers to have a strata 1 or four diploma qualification and have a background in accordance with the discipline. for that, the formulation of the purpose of the appointment program of educators is not fixed need to consider the qualifications of educators, because basically, the qualifications of educators are factors that influence and determine the success of the program. because without the qualifications of educators in the formulation of the objectives of the program will bring a very meaningful effect on other aspects such as aspects of appointment and placement of educators which would have an impact on the success of the program. program targets based on the results of interviews with the office of education, stated that "the target of the first non-permanent appointment program, the fulfillment of short-term needs that meet the needs of the school while the second achievement of vision and regional missions". in the framework of responding to program objectives, in the implementation of the program until the fiscal year 2018, the local government has appointed and assigned educators to be placed in schools. table 1. number of schools target program no subdistrict education level number of early childhood primary school junior high 1 teluk mutiara 24 27 13 64 2 kabola 11 4 15 3 north central alor 18 7 25 4 overtime 10 3 13 5 alor northeast 13 6 19 6 alor timur 3 21 7 31 7 pureman 1 9 3 13 8 alor selatan 2 19 7 28 9 mataru 13 3 16 10 alor barat daya 4 34 17 55 11 alor barat laut 4 22 15 41 12 pulau pura 7 3 10 19 13 pantar 14 11 25 14 east pantar 2 19 8 29 15 pantar tengah 1 15 7 23 16 west pantar 1 8 4 13 17 northwest pantar 4 5 9 total 42 264 123 429 referring to the table, it can be inferred that in the aspect of the target of the appointment of non-permanent educators conducted by the dinaspendidikan has fulfilled the criteria that have been formulated in the previous section that is to provide non-permanent educators strata one in accordance with the level of early childhood education and basic education level. program planning program implementation plan interview with dinaspendidikan that prior to the appointment of nonpermanent educators, the dinaspendidikan held a coordination meeting and consultation with the parties who had relevance to the program to plan and discuss the implementation of the program. quotations from interviews related to program planning are as follows: "first, discuss recruitment plan for teachers and educators; second, establishing a committee with the task of recruiting the selection of educators, organizing and managing and fostering non-permanent educators; third, the components involved in the committee are the secretary of the education office, the head of education and education personnel (ptk), head of paud field, head of primary school, head of smp, head of sub division of personnel and head of upt; fourth, propose the names of the committee be given sk by the bupati; fifth, formulate the main tasks and functions of the committee in implementing the program of appointment of non-permanent educators; sixthly, discussing the proposals of head of school and head of upt related to educational staff; and seventh, discusses and establishes the source and amount of budget for one fiscal year. based on the data, it can be said that the education office coordinates and consults with various parties to hear and discuss the plan of program implementation. formative evaluation appointment system so far, the department of education has appointed non-permanent educators as many as 1533 educators spread across 429 schools out of a total of 598 schools in 17 sub-districts. table 2.a number of teachers and educational year 2018. no district educators education personnel number 1 gulf pearl 301 248 549 2 north central alor 101 85 186 3 overtime 46 49 95 4 kabola 65 79 144 5 northeast alor 57 69 126 6 alor east 84 118 202 7 pureman 38 54 92 8 alor selatan 79 133 212 9 mataru 41 64 105 10 alor southwest 189 178 367 11 northwest alor 168 162 330 12 pulau pura 33 42 75 13 pantar 83 77 160 14 pantar timur 93 66 159 15 central pantar 86 72 158 16 west pantar 33 29 62 17 north pantar 36 51 87 total 1533 1576 3109 based on data obtained from the education office, it is known that the system or appointment mechanisms have undertaken by the office of education uses an administrative selection system. with the system of administrative selection in the application, there are still constraints such as the element of subjectivity and inaccuracy that affect the quality of appointment of non-permanent educators who are appointed as educators in carrying out the task of learning in the classroom. therefore, the aspect of the appointment system requires the policy of selection in stages or in other words after the selection of administration, followed by a written selection or interview. as more levels of selection are done, the more careful and meticulous they can be to produce competent educators according to the school's needs. the theory presented by nawawi (2000) describes the planning of human resources with the orientation of the results of job analysis so that the necessary workers can be fulfilled both in terms of quantitative and quality. siagian (2008) argues that there are at least eight steps to consider in the recruitment process: acceptance of the application, examination, selection interviews, background checks of applicants and referral letters, health evaluation, interviews by managers who are direct supervisors, and the decision on the application. the steps presented by siagian are associated with the mechanism of appointment of non-permanent educators conducted by the alor district education office there is a difference because the appointment mechanism applied by the dinaspendidikan does not open vacancies and receive a cover letter but the appointment is made on the proposal of the school and the education office undertakes selection of administrations based on the proposal without conducting exams and selection interviews. yet by using the appointment mechanism offered by siagian, it directly provides an accurate picture of the educator's self in completing the main task and function given as an educator. it is done in order to be able to find educators who are in accordance with the expected school needs and have a good performance in completing the task. placementthe placement mechanism in question is an act to organize educators to occupy a particular school based on the suitability of school needs and the competence of the field of 20 jisae. volume 5 number 1 february 2019. copyright © ikacana publisher | issn: 2442-4919 21 candidates for educators. failure in placing educators will lead to various things such as the implementation of ineffective and efficient learning activities that certainly have an impact on the goals and objectives of the program. therefore, the aspect of the placement of non-permanent educators is an important part in the implementation of the appointment program of non-permanent educators, since in general the placement of a person is usually done based on follow-up of the recruitment result or also based on the needs of each school followed up by the granting of sk bupati . from the data obtained through interviews with dinaspendidikan it is known that the placement mechanisms conducted by the dinaspendidikan are based on the results of recruitment of non-permanent educators through the proposal of the principal and then the proposal in comforter with the official data related to the analysis of school needs to be based on the teacher distribution map in each school. as many as 1533 teachers have been placed in schools, it is found that the placement of non-permanent educators does not meet the needs of schools based on the field of study. this is because even though in terms of quantity of educators have fulfilled the schools but in terms of quality has not met the needs of schools, so there are still excess teachers in certain areas of study and on the other hand there is a shortage of educators in other fields of study. the results of the researcher based on questionnaires showed that 150 respondents of non-permanent educators in 71 schools consisting of 38 elementary and junior high schools amounted to 33 schools, it was found that there were schools that did not have educators in accordance with the subject area or subjects , there is a surplus of a particular field of study and a lack of other fields of study. for more details can be seen in the picture below. figure 3. school needs by field of study at primary and junior high school level. the diagram shows that the number of educators placed in schools has not met the needs of the school based on the competence of educators in the subject areas or subjects required by the school. for example, sd gmit 23 takalelang educators who placed as many as 7 people and there is an excess or accumulation of educators/teachers of study/subjects pjok and pak. in another dish, the lack of educators occurred in the sd inpres west kalabahi iv educators who placed as many as 8 people but the school is still short of educators/teachers subject/subjects pjok. another thing that researchers find in the field, there are schools that on the placement of educators still occur excess of certain subjects and other shortcomings, such as the placement of educators in gmit 31 mainang elementary school is not in accordance with the needs, because educators who placed there excess eye teacher pak and pjok lessons and there is a shortage of classroom teachers. there is also a place of educators who are in accordance with the needs of schools such as sd gmit 004 lawahing. the condition of this placement also occurs the same thing in junior high school. based on research data related to the placement aspect of educator, it is concluded that the placement mechanism done so far is based on the follow-up of the recruitment outcomes in which the recruitment mechanism through the school proposal but in the placement of educators not yet in accordance with the needs of schools based on the field of study. data related research placement educators indicate that the suitability of educational background and educator placement has not fulfilled the provisions of the teachers and lecturers law of 2005 article 7 paragraph 1c on professionalism that the profession of teachers and professors of lecturers is a special field of work carried out based on the principle of having academic qualifications and educational background in accordance with task field. the results of research on the suitability of the field of study or subjects that are potent with the placement of educators according to the needs of schools there are still educators who take care of other subjects that are not part of the educational discipline concerned with the reasons of the lack of teachers of certain subjects, due to the placement of educators in accordance with the needs the school based on the discipline is still about 13%, thus the placement of educators who have not been in accordance with the needs of the school based on the study by 87%. as explained by daniel, sanda and mindala (2014: 66) placement is the process of putting people into certain positions who have been selected for the job. referring to that opinion, in the process of placing the educational background, the skills of the educator must be in accordance with the work specified. in line with the team lecturer ap-uny (2011: 70) that the basic principles of placement and assignment of employees is the suitability of duties and abilities possessed employees. therefore, field results related to the placement of educators, educational backgrounds, with the subjects that are potent is one reference in the placement of educators. summative evaluation the results of the study show that up to 2018, local governments have appointed and assigned non-permanent educators and education personnel as many as 3019 people in the early childhood and basic education and education environments. the data shows in terms of quantity has been met but in terms of quality is not in accordance with the needs of schools. an excerpt from an interview from the department of education revealed that "not all schools have educators who have s1 education and teaching according to the discipline that the educator has" while dpr "we parliamentary school staff educators who are in 22 jisae. volume 5 number 1 february 2019. copyright © ikacana publisher | issn: 2442-4919 23 school there are also non s1 education there is a graduate high school, there are also educators who teach is not in accordance with the disciplines that they have. the same information also researchers found in questionnaires distributed to educators. figure 12. aspects of achievement of program objectives based on the data obtained related to the achievement of program objectives can be said that in terms of quantity is in accordance with the criteria but there need to be improvements in terms of quality of appointment and placement of educators in accordance with the needs of schools due to the appointment and placement educators in accordance with the needs of schools will encourage an effective learning process which certainly impacts on the quality of education in alor district. conclusion in the stage of needs assessment consists of four aspects evaluated namely, the legal basis of the program, the guidelines for program implementation, goals and objectives of the program. based on the evaluation results, at this stage, most do not meet the criteria of success that have been set. for the aspect of legal foundation, has fulfilled the criteria of success, while the other three aspects of the program implementation guidelines, goals and objectives of the program have not met the criteria of success. at the stage of program planning. for aspects of the program implementation plan is in accordance with the established success criteria. as for the aspect of school, needs has not met the criteria of success. for the stages of formative evaluation, in general, have met the criteria of success, but there are some aspects that need to be improved and improved especially on aspects of appointment system and placement mechanism. at the stage of the summative evaluation has met the criteria of success but needs to be improved again in the aspects of appointment and placement so that educators who are appointed and placed in accordance with the needs of schools based on the strata of education and field of study. references 24 jisae. volume 5 number 1 february 2019. copyright © ikacana publisher | issn: 2442-4919 creswell, john w, research design: qualitative, quantitative, and mixed methods approaches. california: sage publications, 2009. cummings, rick, what if: the counterfactual in evaluation program. evaluation https://www.aes.asn.au journal australasia, vol.6, spring 2006 (accessed july 27, 2017). daniel, a. sanda, aa, &midala, as recruitment, selection and placement of human resource in adult and education organisation: implications for the management of adult education borno state nigeria. journal of education and practice. vol.30, no.2, 2014. dinas pendidikan kabupaten alor, dokumen perencanaan program pengangkatan pendidik dan kependidikan tidak tetap, tahun 2018. dinas pendidikan kabupaten alor, dokumen pelaksana anggaran, tahun 2018. fernades, hjx (1984). evaluation of educational programs. jakarta: national education planning, evaluation and cultural development. mondy, w. noe, r. m, &premeaux, sr, human resource management.united state of america: pratince hall international, 1999. nawani, h, manajemen sumber daya manusia untuk bisnis yang kompetitif. yogyakarta: gaja mada university press, 2000. proponsi nusa tenggara timur keputusan bupati alor, pengangkatan pendidik non-pns daerah serta tenaga pendidikan intensif daerah pada satuan pendidikan di kabupaten alor, tahunanggaran 2018. siagian, sp, manajemen sumber daya manusia, jakarta: bumiaksara, 2008. yustina and danilsyah, manajemen kurikulum program profesi guru untuk daerah, jurnal pendidikandan kebudayaan, creatifity of sm3t participans at riau university in developing knowledge using project-based learning at lany jaya, papua, indonesia, 9 (31) 5036. worthen, br & jr sanders. educational evaluation: theory and practice. california: publishing company, 1973. tim dosen administrasi pendidikan universitas negeri yogyakarta, manajemen pendidikan. yogyakarta : uny press, 2011. undang-undang republik indonesia no 14 tahun 2005 & peraturan menteri pendidikan dan kebudayaan republik indonesia tahun 2014 tentang guru dan dosen. 49 differences of proportion of distractors numbers of economic question item for senior high school class xi in bekasi city roro ernawati raden roro.erns@gmail.com universitas negeri jakarta supriyati, yetti y_supriyati@yahoo.com universitas negeri jakarta dudung, agus agusdudung65@gmail.com universitas negeri jakarta abstrak the purpose of this research to measure the differences of distractors of proportion number in economic question item. this research was an experiment in a senior high school in bekasi. the sample of the research was obtained technically cluster random sampling. data was analyzed by one way analyzed of variance (anova) 3 x 1 treatment by level design. the results of this research is rejected hypothesis based on anova number significant (0.127) higher than degree freedom (0.005). the conclution is distractors proportion two, distractors proportion three, and distractors proportion four have same proportion that’s no different absolutely. the results of the reseach recommended that the teacher used distractors two, distractors three, and distractors four in the learn process.and paid attention to teacher competency for the readiness of student. keywords: distractors proportion number, multiple choices, distractors items, economic items, economic education and teaching of economics, design of experiments, data collection, sampling methods, eduacation introduction item difficulty is the proportion of examinees answer the question correctly, with lower values reflect more difficult questions. all distractors with a choice frequency of <5% were identified. we further computed the discriminating power of all distractors and identified distractors with positive discriminating power (nonfunctioning distractors)(marie, 2009). the hesitation of students in determine the correct answer is affected by difficulty items level that students choose the distractors. the evaluation test is multiple choice because easy and fast for the score, objective, easy analysis, involve the comphrehensive materials in test, able to measure the low competencies until high competencies (musmuliadi, 2009). of further concern is the high proportion of items that did not have any functioning distractors (12.3%). these items would inevitably have high item difficulty statistics (>.90) with almost all students getting the items correct. when absolute pass scores are used and set at a fixed percentage (i.e., 50%), as they are in the institution where these tests were administered, such a high proportion of easy items likely results in many borderline candidates passing who should not(marie, 2009). item analysis in answer proportion estimation to assess the difficulty index and discrimination of questions quality. the difference of answer proportion show 50 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 number the correct answers of all answers. difficulty index will be declared in various kinds. one of kinds is correct answer (naga, 2012). distractors play a vital role for the process of multiplechoice testing, in that good quality distractors ensure that the outcome of the tests provides more credible and objective picture of the knowledge of the testees involved. on the other hand, poor distractors would not contribute much to the accuracy of the assessment as obvious or too easy distractors will pose no challenge to the students and as a result, will not be able to distinguish high performing from low performing learners(mkrtchyan, 2011). the mc items on 13 of the 16 tests had four options, and on the remaining tests, they had five. therefore, there were 3819 distractors in the data set, and many were flawed. more than one-third (37.3%) of the distractors were flawed because they were chosen by less than 5% of examinees(kurzawa, 2011). analyzing the distractors (incorrect alternatives) is done to determine their relative usefulness in each item. items need to be modified if students consistently fail to select certain distractors. such alternatives are probably implausible and therefore of little use as decoys(sanju, 2014). three-option items have also been recommended in the literature because of their ease of preparation as these require fewer distractors, take up less space, require less reading time, and decrease time for item development and administration(rashmi, 2008). based on options three and penalty score technic research have high of realibility. options three more efficient by processing time aspect and make of distractor aspect. while of penalty score technic, students more scared when the answer is wrong and get punishment so the score technic have a high of realibility(bhakti, 2015). another part of item question analysis is measure about number of correct answer items and wrong answer items that evaluate for arrangement the continuous items questions when we are found one of items can not reflection the students competency. based on the earlier research at sman 1 bekasi, the result of proportion score of distractors four is 9,35%, standard deviation (sd) is 2,89 and avarege score is 62,33 that moderate category of difficulty level. the lowest score is 20 and highest score is 93,33 of 15 questions. the early research at sma pgri 1 bekasi show on two distractors is 8.90% of proportion, deviation standard is 1.68 and avarege score 59,33% that lower category. the lowest score is 33 and highest score is 80 of 15 questions. differences proportion result both of distractors two and distractors four are proportion score of distractors four higher than proportion score of distractors two. as for characteristic of economic subjects is economic science start from a fact or real economic indication, economic science develop the theories to description of a fact rationally. and generally in analysis for economic science is method of problem solve(norani, 2012). based on the descriptions above then need do a research about differences of distractors numbers on economic items that know the differences of proportion of each items on multiple choices questions. 51 method the research is quantitative research use experiment method of treatment by level 3 x 1 design on table 3.1. compare the proportion of distractors numbers of each items. consideration of choose the design is capability to measure the difference proportion of distractors numbers on economic items questions. sample in this research use cluster random samplingtechnic. there are 600 students for all distractors sample and 200 students of each distractors sample. table-1. research design distractor two three four x1 x2 x3 source: data of research design treatment 3 x 1 years 2017 population target are students grade 11 in senior high school major social science at bekasi city in study year 2017/2018. sample are 40 distractors items of 200 students of each distractors. then, count the proportion score of 600 students base on the numbers of distractors. 40 items as respondents score will analysis by statistic test and hypotesis test. cluster random sampling on bachtiar research are categorize age and gender, not use the social level or area criteria. the reason of categorize are age and gender that people of 30 – 70 ages above interest to the khazanah program(bachtiar, 2015). three kinds of data collected are below: (1) data of differences proportion of distractors numbers four in economic items questions by result of distractor four economic items test, (2) data of differences proportion of distractors numbers three in economic items questions by result of distractor three economic items test, (3) data of differences proportion of distractors numbers two in economic items questions by result of distractor two economic items test. data collected by develop an economic questions instrument in multiple choices. five matters important that are (1) arrange the construct definition, (2) arrange the operational definition, (3) arrange the indicator of test base on each characteristic test, (4) arrange the items test, and (5) validity test of 20 experts, validity of economic experts, validity of empiric by point biserial correlation and realibility by kr-20. data are process with descriptive statistic and statistic requirements test that are normalitas test; homogeneity test, statistic test, hypothesis tes. normality test by liliefors test on α = 0,05. homogeneity test by bartlett test on α = 0,05, db = k – 1(sudjana, 2009). hypothesis test by varians analysis (anava) one way to know the significant of differences distractors of proportion numbers in economic items by dichotomous test of students grade 11 social science. 52 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 result result the differences of distractors of proportion numbers economic items by 40 items test of 200 students of each distractors that show in table . table-2. resume score of distractors proportion numbers economic items in all experiment groups base on descriptive statistic scale note distractor distractor 2 (x1) distractor 3 (x2) distractor 4 (x3) n 40 40 40 mean 50,162 38,8375 48.075 std.dev 28,881 23,5536 27,5345 minimum 4 6 2 maximum 87 91 97 source: : data of descriptive statistic scale years 2017 normality test normality test of distractors two of proportion data is |s(zi) f(zi)| 0,12731 as high score. lo = 0.12731 and ltable 0.1401. lo < ltable then ho is accepted. the conclusion is data from normal distribution population. normality test of distractors three proportion data is |s(zi) f(zi)| 0,12947 as high score. lo = 0,12947 and ltable 0.1401. lo < ltable then ho is accept. the conclusion is data from normal distribution population. normality test of distractors three proportion data is |s(zi) f(zi)| 0,12950 as high score. lo = 0.12950 and ltable 0.1401. lo < ltable then ho is accept. the conclusion is data from normal distribution population. homogenity test table-3. homogenity test support sample group dk si² log si² dk. si² dk.log si² x1 39 834.1 2.92 32529.6 9 113.9 x2 39 554.2 2.74 21613.9 4 107.0 x3 39 758.1 2.88 29567.7 8 112.3 σ 117 2146.4 83711.4 1 333.2 source:data of homogeneity test analysis years 2017 s² is 117, logarithm price of varian combined and price a bartlet (b) is 333,9881, then chi square score (xo) is 1,72. test criteria is xcount<xtable then hcount is accept. xcount=1,72 and xtable=5,99. the conclusion is three of groups have homogeneous varians. hypothesis test 53 the hypothesis test by varians analysis (anova) one way to know differences of distractors numbers of proportion in economic items questions. table-4. result resume of anova by f test about differences of distractors numbers proportion in economic items questions source square total freedom degre variety fo α ftab 1. x between (x1,x2,x3) 2905.929 2 1452.965 2.03 0,05 3,07 2. galat 83733.66 117 715.6723 total 86639.59 119 source:data of hypothesis test analysis years 2017 discussion of the result are below. a proportion of distractor two higher than proportion of distractor three result of hypothesis-1 by treatment group p is fo= 2.03 < ftab(α=0,05) =3,07 then ho is accepted. does not found the significant difference of distcrators two of proportion (x1) and distcrators three of proportion (x2). the research is originality by researcher and result of anava does not significant. therefor, can not continuous test to know the higher both of group. b proportion of distractor three higher than proportion of distractor four result of hypothesis-2 by treatment group p is fo= 2.03 < ftab(α=0,05) =3,07 then ho is accepted. does not found the significant difference of distcrators three of proportion (x2) and distcrators four of proportion (x3). the research is originality by researcher and result of anava does not significant. therefor, can not continuous test to know the higher both of group. c proportion of distractor two higher than proportion of distractor four result of hypothesis-3 by treatment group p is fo= 2.03 < ftab(α=0,05) =3,07 then ho is accepted. does not found the significant difference of distcrators two of proportion (x1) and distcrators four of proportion (x3). the research is originality by researcher and result of anava does not significant. therefor, can not continuous test to know the higher both of group. research is describe the data not support of hypothesis truth. the reasons are below: first, total of correct answer that choose by responden will effect to π or proportion score. according to daali theory is more and more of correct answer then π will higher more, and items is not difficult. the less of correct answer, then π will be lower, and items is difficult more. the strongest rationale for recommendation is 3-option format is that there is no significant change in the psychometric properties of this format when compared with the 4-option and 5-option formats(rashmi, 2008). two, limitations of researcher in control the teacher competency that support of research in deliver the matters to students, then student readiness in finish the questions items is effected by matters control. professional teacher is determinant factor in high quality education process(soleh, 2009). students readiness in finish the distractors three have a tendency to guessing 54 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 the correct answer, some answers of students is same that become limititation of researcher in control the teacher competency that support of research in deliver the matters to students. teacher less attention in students understanding of matters. teachers less attention of students understanding the matters, then students get difficult to choose the correct answer. tend of students is guessing the answer randomly. as an opinion of kuaseri is “distractors is incorrect answer, but posibble for someone get distract to choose its when does not understand of matters well”(suprananto, 2012). students does not understand the matters well, then easily to choose distractor, although distractor is lower level. base on the data both of distractors two of proportion and distractors three of proportion has no significant different. find uncontrolled condition that teachers does not know of students understand the matters in test. some students and teachers not familiar with hots test. tend of the condition is effect by less effective communication between teachers and students, then students not ready do the test and choose the incorrect answer like guessing. martinis yamin theory that professional teacher competent are:1) mastery of subject matters, 2) mastery and appreciation the foundation and educational concept and teacher, 3) mastery of educational process, teacher and student learn(yamin, 2009). the recommendation is teacher need increase of competence to teach and good communication with students, then increase of students knowledge. furthermore, need to apply other form score technic beside of correct score technic, like penalty score and rewardscore. as the researh by yoga budi bhakti title of “effect of alternative answer number dan score technic to test reliability” that score of multiple choice test by penalty score technic and reward score technic. penalty score technic of multiple choice that higher realibility than reward technic score. the cause is penalty score technic that’s count total of wrong answer as punishment that reduction of score, with this score studnets are more careful do the test, then realibility of test will increase. students does not understands of test don’t want answer because worried the answer will be wrong and reduce the score(bhakti, 2015). both of distractors two of proportion and distractors three of proportion has no significant different. the effect by teacher competence to students readiness and guessing the behavior of students. expected the teachers have professionalism and increase of effective communication to students. furthermore, relevance of score technic base on student's condition, like are penalty score and reward score, then students are more careful to choose the right answer and not easily to choose the available distractors. then minimize of guessing behavior in test. conclusion and recommendation proportion of distractors two equals with proportion of distractors three, the result is anava test fcount (2,03) lower than ftable (3,07). therefor, not continuous test to know the higher both of groups. proportion of distractors three equals with proportion of distractors four, the result is anava test fcount (2,03) lower than ftable (3,07). therefor, not continuous test to know the higher both of groups. 55 proportion of distractors two equals with proportion of distractors four, the result is anava test fcount (2,03) lower than ftable (3,07). therefor, not continuous test to know the higher both of groups. the conclusion is no differences between proportion of distractors two, proportion of distractors three, and proportions of distractor four. the research is novelty the proportion of distractors numbers in economic items grade 11 base on bloom level of knowledge from c2, c3, c4, c5, dan c6. recommendation for teacher, teacher able to use the economic items questions by distractors two, distractors three, and distractors four and teacher need to pay attention the students understanding of economic subject and students are accustomed to understand the kinds of economic questionts items base on current standards for senior high school level. recommendation for principle, principal do supervision in schools to increase of teacher competence. recommendation for head of education office, the education office of bekasi city held training to improve the quality of teachers in teaching competence and write manuscript of economics. recommendation for other reasearcs, be expected able to related review of anothers factors such as score technic of teacher competence and others even related to the factor of students' ability to analysis. refferences bachtiar, m.a., 2015. the effect of khazanah program in trans7 on improving religious understanding of the community rt 02 rw 05 berbek village waru subdistrict. suarabaya: the sunan ampel institute of islamic religion surabaya. bhakti, y.b., 2015. influence of the number of alternative answers and scans techniques on test reliability. formative journal, 5(1): 1-13. kurzawa, d.d., 2011. examination of the quality of multiple-choice. canadian journal for the scholarship of teaching and learning, volume 2, issue 2, page number 10. marie, t.j.w., 2009. an assessment of functioning and non-functioning distractors. bmc medical education: volume 9, issue 40, page number:1-8. doi:10.1186/1472-6920-9-40. mkrtchyan, a., 2011. distractor quality analyze in multiple choice. 3rd international conference on education and new learning technologies. barcelona: state engineering university of armenia. pp: 1624-1631. musmuliadi, “hubungan model penskoran terhadap estimasi skor sesungguhnya,” jurnal penelitian dan evaluasi pendidikan, volume 13, issue 2, 2009. 13: 248. norani, n.g., 2012. implementation of learning methods quiz team variable can improve motivation and economic learning outcomes in students of class viiic smp muhammadiyah 2 surakarta academic year 2011/2012. urakarta: muhammadiyah university of surakarta. rashmi, v., a. s., 2008. multiple choice questions: a literature review on the optimal number of options. national medical journal of india, vol. 21, issue. 3, page number 132. sanju, g., r. s., 2014. item and test analysis to identify quality multiple choice questions (mcqs) from an assessment of medical students of ahmedabad, 56 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 gujarat. indian journal of community medicine: volume 39, issue 1, page number: 17-20. doi: 10.4103/0970-0218.126347 naga, d.s., 2012. theory of scores on mental measurements. jakarta: pt: nagarani cita rasa. musmuliadi, 2009. evaluation of learning. jakarta: youth. soleh, a.n., 2009. building professional teacher. 3rd edn., jakarta: elsals. sudjana, 2009. statistical method. bandung: tarsito. suprananto, k., 2012. measurement and assessment of education. yogyakarta: graha ilmu. yamin, m., 2009. teacher professionalization and ktsp implementation (2nd edn). jakarta: gaung persada press. 45 jisae. volume 5 number 1 february 2019. copyright ikacana publisher | issn: 2442-4919 the effect kind of written test and belief of mathematic toward mathematicresult (an experimental in student class xi of smk ypi way jepara) iskandar department of mathematics education, universitas nahdlatul ulama, lampung, indonesia iskandar.pep2015@gmail.com abstract this study aim is to find out the effect kind of written test and belief of mathematic toward mathematic result. the sample in this research is the second grade of vocational school of ypi way jepara. the dependent variable is mathematic result and independent variable is kind of written test that are depent to problem solving test and structure exercise method test, and belief of mathematic that are depent to positive and negative category. the instrument that use are mathematic result test and quisioner about mathematic belief. the method used was an quasi experiment method using the treatment by level design 2 x 2. the research hypotheses were tested using two way analysis of variance (anava). the study concluded that mathematic result which the student have positive belief of mathematic is more effective treat by problem solving test, and the mathematic result of the student that have negative belief of mathematic is more effective treat by structure exercise method test. keywor : kind of written test, belief of mathematic, mathematic result an important thing in learning is change. these changes are earned as a result of experiences in the from of behavior change (r. gagne). someone get behavior change of mental activity which takes place in the interaction with the environment so that can be changing the overall personality and relatively settled. (sumantri and also 2015; slameto; rohmalina, 2016; and thursan). the results of the perlikau changes are then known as "learning result”. the results of the study of mathematics is a change in the behaviour of students in the cognitive domain which shown in the form of masteringthe mathematical material that contains symbols, deductive science, science of patterns, and organized structure. behavior change can be observed and quantified then declared in the form of score test in study results . (hamalik; bloom; nawawi; russefendi;, and hamzah). the learning outcomes of students in indonesia is relatively low. this is based from timss and pisa survey. in 2007, indonesia is at rank 36 of the 49 state number of participants (timss) while in 2009 indonesia are on rank 60 of the 65 state number of participants countries (pisa). therefore need to aranged some innovation inlearning process to improve students resultsin math learning. learning of mathematics will be successful if teachers understand and capable to communicate the subject matter well. the use of the variation written test type based on material adjustment and student characteristics expected to facilitate students in understanding and implementing the subject matter. learning can be 46 jisae. volume 5 number 1 february 2019. copyrght © ikacana publisher | issn: 2442-4919 more meaningful for the student when they can understand the material and use such material that they learn in daily life. when students understand and can apply them in daily life then the learning objectives are achieved and ultimately the results of learning math will increase. currently expected of teachers more creative in modifying the learning activities. learning innovation that made must suit with the expectations of students in the better learning process. the learning process which appropriate will make students feel happy and increase your students curiosity. however, until now there are teachers who still directly use a question from books or internet for student’s test. this makes the math test feel monotonous and less attractive. the written test is given a question not directly found in daily life so that make student hard to understand the question. student are more relies on teachers to solving the issue. student will imitating the formula or the example that was given by the teacher to solve the issue. when getting a different type of problem, students feel confusion in elaborate answers. these condition make students feel saturated and bored. if this condition continues happen, students will assume that mathematics is a difficult lesson. the assumption was also made the level of confidence of students being dropped efforts that can be done to improve the factors that might affect the results of student learning that is the type of written test. the type of written test question that suit and exactin the lessons of mathematics is the most important part for achived of learning objectives, as well as the purpose of education as a whole. the use of exactly type of the written test will make it easier for students to understand the material and develop the ability of solving problems in learning. it takes a consideration when we choose the written test question type because that will be effected on the results of the study. a type of question tests that suited with the expectations of students, support the student desire to developing the ability thus achieved the purpose of learning. the application of reserved tests written in learning math can be implemented through problem solving and problem structure exercise method. problem-solving is a matter that make to create a new problem (non recurring) and challenge the student to relate the knowledge possessed to finish the issue recently faced. problem structure exercise method is structured exercises that are made starting from a low level towards a higher level with the aim of improving the understanding of students in a certain material. aside from the written test question types, teachers also have yet to figure out the beliefs of students about math. teacher equate the treatment learning for every class, both of which have positive or negative mathematical beliefs. finally the students belief skills negatively are less able to adapt to the students that have mathematical beliefs positive so learning outcomes become less than optimal. aside from the written test question types, the result of learning math students can also be enhanced through student’s belief about math. this is in line with the opinion of the fauzi that stating, mathematics belief affected the success of math learning. belief is a way of thinking or the student's personal views against something that is thought to be based on the experience , then formed the attitudes 47 jisae. volume 5 number 1 february 2019. ikacana publisher | issn: 2442-4919 and establish values (widjajanti; kapetanas and zachariades, 2007; hill, 2008; keraf and two as well as goldin, 2002). research that has been done by desti wahyuni dkk (2013) related the results learn math reveals that students belief affected the ability of problem solving and have an impact on the results of the study. this research aims to know the influence of the type of written test and belief about mathematics toward mathematical learning results. method this research uses quasi experiment method with a 2 x 2 factorial design with the dependent variable is mathematic result and independent variable is kind of written test that are depent to problem solving test and structure exercise method test, and belief of mathematic that are depent to positive and negative category. the population in this study are all the students of smk ypi way jepara. the sample in this research is the grade xi consists of four class school year 2016/2017. locationof the research at smk ypi way jepara, lampung timur. the instrument that use are mathematic result test and quisioner about mathematic belief that use validity and reliability test. results a description of the analysis results obtained the average results of learning math students use problem-solving (a1) better than the matter of structure exercise method (a2). the spread data results of the study were given problem structure exercise method (a2) more homogeneous distribution of data compared to the results learning math students use problem-solving (a1). table 1. descriptionof mathematicresult kelompok perlakuan data statistik a1 a2 mean 74,05 70,88 stand. dev 7,48 7,37 groups of students are given a problem solving and have a positive belief about mathematics (a1b1), median value lies in the middle of the box and whisker bottom line is longer than the upper whisker lines. this means that the shape of the distribution of the score group learn math results a1b1 skines negative. while in the group given problem solving and have negative beliefs about mathematics (a1b2), median value does not lie in the middle of the box and whisker lines top and bottom of the same length. this means that the shape of the distribution of the score results of the given learning math problem solving and have negative beliefs about mathematics (a1b2) symmetrical. while in the group given reserved structure exercise method and have positive beliefs about mathematics (a2b1), median value does not lie in the middle of the box and whisker bottom line is longer than the upper whisker lines. this means that the shape of the distribution of the 48 jisae. volume 5 number 1 february 2019. copyright © ikacana publisher | issn: 2442-4919 score group learn math results a1b1 skines negative. while in the group given reserved structure exercise method and have negative beliefs about mathematics (a2b2), median value does not lie in the middle of the box and whisker bottom line is longer than the upper whisker lines. this means that the shape of the distribution of the score group learn math results a2b2 negative skines. figure 1. mathematicsresults for each treatment the results of the analysis of the main effect obtained at level of significance α = 0.05 indicate that p. value less than 0.05, so the results of conclusions to be drawn on the group learn math students are given a matter of problem solving higher than results learning math at a group of students who are given a matter of structure exercise method and there is the influence of the interaction between type of written test and belief about mathematics toward mathematical learning results. the results of the analysis of simple effect obtained at level of significance α = 0.05 indicates that thitung is higher than ttabel so it can be drawn the conclusion that the group of students who are given a matter of problem solving and have positive beliefabout mathematics higher than students who are given a problemwith structure exercise method and have positive belief about mathematics. the results of learning math at a group of students who are given a matter of problem solving and have negative belief about mathematics were lower than the results of learning math at a group of students who are given a matter of structure exercise method. discussion the results of the reasearch showed that mathematic result for student that given a math mater of problem solving better than the student who are given a matter of structure exercise method. problem-solving is created to introduce new issues in order to understand the same material. students are taught to associate the material with the new issue so can explore any prior knowledge. based on the analysis of self monitoring that have done, seen that students use a variety ways to solve the problem-solving. 49 jisae. volume 5 number 1 february 2019. copyrig publisher | issn: 2442-4919 conclusion the results of this reasearch indicate that a written test type and belief about mathematics affected the results of the mathematic learning, the results of student mathematic learning who have positive beliefsabout mathematics more effectively given thematter of problem-solving and students who have negative belief about mathematics more effective given a matter of structure exercise method. references a. sonny keraf dan mikhael dua. 2001.ilmu pengetahuan sebuah tinjauan filosifisyogyakarta: kanisius, 2001. ahmad susanto. 2013. teori belajar dan pembelajaran di sekolah dasar jakarta: prenadamedia group. andi prastowo. 2013.pengembangan bahan ajar tematik,jogjakarta: diva press. arif rahman hakim, dkk, “studi kuantitatif: perubahan keyakinan mahasiswa tentang matematika sebelum dan saat kuliah di politeknik”,jppm universitas negeri malang,tahun 2016. desti wahyuni, dkk, “kemampuan pemecahan masalah matematis dan belief siswa pada pembelajaran open-ended dan konvensional,”jurnal edumaticauniversitas muhammadiyah bengkulu, tahun 2013. dina amsari, “pengaruh penerapan pendekatan kontekstual terhadap kemampuan pemecahan masalah dan keyakinan (belief) matematika siswa kelas ix smp negeri 1 bayang”,jurnal pendidikan matematika fmipa stkip pesisir selatan, tahun 2016. hamdani. 2011.strategi belajar mengajar,bandung: pustaka setia. heruman2012.model pembelajaran matematika di sekolah dasar, bandung: pt remaja rosdakarya. http://litbang.kemdikbud.go.id/data/puspendik/hasil%20riset/timss/lapor an%20timss%20%20trend%20prestasi%20matematika%20dan%20ip a%20pada%20timss%20tahun%201999,%202003%20dan%202007.p df (diakses 23 oktober 2016) http://litbang.kemdikbud.go.id/index.php/survei-internasional-pisa (diakses 23 oktober 2016) huri suhendri.“pengaruh kecerdasan matematis-logis dan kemandiriran belajar terhadap hasil belajar matematika”, jurnal formatif universitas indraprasta pgri jakarta, tahun 2013. http://litbang.kemdikbud.go.id/data/puspendik/hasil%20riset/timss/laporan%20timss%20%20trend%20prestasi%20matematika%20dan%20ipa%20pada%20timss%20tahun%201999,%202003%20dan%202007.pdf http://litbang.kemdikbud.go.id/data/puspendik/hasil%20riset/timss/laporan%20timss%20%20trend%20prestasi%20matematika%20dan%20ipa%20pada%20timss%20tahun%201999,%202003%20dan%202007.pdf http://litbang.kemdikbud.go.id/data/puspendik/hasil%20riset/timss/laporan%20timss%20%20trend%20prestasi%20matematika%20dan%20ipa%20pada%20timss%20tahun%201999,%202003%20dan%202007.pdf http://litbang.kemdikbud.go.id/data/puspendik/hasil%20riset/timss/laporan%20timss%20%20trend%20prestasi%20matematika%20dan%20ipa%20pada%20timss%20tahun%201999,%202003%20dan%202007.pdf http://litbang.kemdikbud.go.id/index.php/survei-internasional-pisa 50 jisae. volume 5 number 1 february 2019. copyright ikacana publisher | issn: 2442-4919 kurnia eka lestari dan mokhammad ridwan yudhanegara. 2015.penelitian pendidikan matematika: panduan praktis menyusun skripsi, tesis, dan karya ilmiah dengan pendekatan kuantitatif, kualitatif, dan kombinasi disertasi dengan model pembelajaran dan kemampuan matematis bandung: pt refika aditama. martinis yamin. 2012.desain baru pembelajaran konstruktivistik,jakrta: referensi. mohammad sumantri. 2015. strategi pembelajaran: teori dan praktik di tingkat pendidikan dasar,jakarta: rajawali pers. muhammad amin fauzi. 2010. pembentukan belief siswa melalui kemandirian belajar matematika di sekolah,medan: universitas medan. purwanto. 2013.evaluasi hasil belajar, yogyakarta: pustaka pelajar. rohmalina wahab. 2016, psikologi belajar, jakarta: rajawali pers. sugiman, “aspek keyakinan matematika siswa dalam pendidikan matematika”jurnal pendidikan matematika fmipa uny, tahun 2014. widjajanti, mengembangkan keyakinan (belief) siswa terhadap matematika melalui pembelajaran berbasis masalah,jurnal pendidikan matematika fmipa uny. tahun 2014. lazim, et, al., bukti statistik gambaran belief mahasiswa terhadap matematika (kuala trengganu: universitas college malaysia sains dan teknologi, 2007), h. 14. 10 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 analysis of students’ cognitive structures using free word-association test in chemistry learning norma muningsih1, nurjannah1, dinny devi triana1, nurbaity2, sondang n. sihombing2 1department of research and evaluation of education, universitas negeri jakarta, jakarta, indonesia 2department of chemistry education, universitas negeri jakarta, jakarta, indonesia normamuningsih@gmail.com abstract this study aims to determine the cognitive structure of high school students of class xi with free word-association method in teaching chemistry at the material buffer solution. the research was conducted in the second semester with a sample of 37 students at sman 89 jakarta. the method used is qualitative in interpretivism paradigm, focused on the analysis of cognitive structures using free word-association method in teaching chemistry. data obtained by interview, documentation, observation and student assignments through free word-association. instruments free wordassociation tests contain stimulus word of "buffer" to collect information about students' conceptual structure in the material buffer solution. the data were subject to content analysis and divided into categories through coding. results of this study is there are five categories in the distribution of cognitive structures through free word-association test. these categories include the definition of a buffer solution, buffer solution properties, creation of buffer solution, ph buffer solution and calculate the buffer system in biological systems. the most dominant category is category nature buffer solution. the conclusion is that students have the cognitive structure of the most widely through recall or rote learning and there are learning difficulties experienced by students in learning material buffer solution. keywords: cognitive structure, free word-association, learning chemistry introduction learning is an important thing for everyone because through learning then someone understands and master something so that person can improve his ability. the ability of a person to increase can be seen from the development of knowledge and activeness of the person in forming knowledge. learning that happens to students is an interaction between what students learn and the concepts that already exist in the mind of the student (posner, strike, hewson and gertzog, 1982). the form of student learning outcomes that students can determine and express the concept that is in the minds of students as part of the cognitive structure. chemistry is not enough to be learned only through the process of memorization and remembering, but students must be able to make connections between concepts so that chemistry understood can thoroughly and not cause errors that can eventually lead to misconceptions. misconceptions occur because of the lack of students' knowledge of the concepts being studied. the lack of student knowledge is due to the cognitive structure that students have not well developed and underused. betty k garner (2007) says cognitive structures compare data sets to process information in understanding things. students whose cognitive structure has not developed well feel that learning is a burden and an unpleasant thing. mailto:normamuningsih@gmail.com 11 one of the important concepts that exist in chemistry is the buffer solution. students in understanding the concept not only learn about how to calculate buffer ph but also understand the nature and importance of buffer conditions in living systems. based on interviews of chemistry teacher grade xi sman 89 jakarta and the author's experience during carrying out the activities of pkm (teaching practice skills), students learn the concept of chemistry with a less well-structured understanding of concepts. this affects the students' learning outcomes in chemistry subjects is still low. the low learning outcomes of students are associated with the inability of students in processing information during the learning process or cognitive processes of students who have not developed well. the teacher assumes the cognitive structure works automatically so that the teacher does not directly identify the cause of learning difficulties experienced by the students so that the students' learning outcomes are low because of the cognitive structure of the underdeveloped students (betty k. garner, 2007). teachers should conduct a cognitive structure analysis because the cognitive structure gives effect to the student's learning process. the cognitive structure can be analyzed using several techniques or ways. techniques such as through multiple choice test, free word-association test, drawing-writing, map concept, diagnostic tree, conceptual change text and analogy. based on the above description, the authors are interested in conducting research to determine the cognitive structure of students with free word-association method in chemistry learning on buffer solution which is the material of class xi even semester. analysis of student cognitive structure can be used to know the description of students' understanding and knowledge in buffer solution material. if there is an incorrect student understanding of the buffer solution then the teacher can find the right solution to overcome it. the learning process of students on buffer solution matter can provide a learning experience for these students to develop cognitive structures. the development and absence of cognitive structure of students was analyzed using the free word-association method.this research was conducted under the title “analysis of students’ cognitive structures using free word-association test in chemistry learning.” based on the background that has been described, can be identified problems as follows: 1. how is the use of free word-association method in analyzing students' cognitive structure in chemistry learning? 2. how is the cognitive structure of high school students of class xi based on free word-association method on buffer solution matter? 3. what are the constraints or learning difficulties experienced by high school students of class xi on buffer solution matter? the problem in this research is limited to cognitive structure analysis of high school students of class xi with free word-association method in chemistry learning on buffer solution matter. 12 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 method the purpose of this study was to analyze the cognitive structure of high school students of class xi with free word-association method in chemistry learning on buffer solution matter. this research was conducted at sma negeri 89 jakarta in the even semester and sample of 37 students. this study focuses on a deep understanding of the subject of research so that the appropriate paradigm for use is interpretivism paradigm. the research method used is qualitative. data collected in the research process in the form of words or drawings (bogdan robert c and sari knopp biklen, 2007). qualitative methods are used to obtain data that contain meaning or actual data (sugiyono, 2008). preparation stage in this research through interviews to class xi chemistry teacher about the implementation of student learning on buffer solution matter, observation using free word-association test to know the understanding of high school students of class xii mia about buffer solution and analyzing subject matter of buffer solution. planning is done by creating a distribution for the categories and concepts that relate semantically to the categories of buffer solutions using free word-association and making lesson plan for the subject matter of buffer solution. implementation stage include learning of buffer solution in accordance with lesson plan, students are introduced about free word-association test, learning evaluation and interview after students do free word-association test. during the learning evaluation, students do a free word-association test to find out the understanding (conceptual structure) of buffer solution. when the authors convey the word stilmulus "buffer solution" then the student was instructed to write the words (keywords) that exist in students' thinking based on the said stimulus. the time given for writing the words (keywords) is 5 minutes. furthermore, students are required to write sentences within 10 minutes of the words (keywords) that have been written previously. the final stage is to process, analyze data and draw conclusions. instrument tests free word-association to collect information about the conceptual structure of students in the buffer solution matter. the free wordassociation test is a reliable technique used as a procedure for measuring numbers, directions and strengths in relationships (novak and govin, 1984; mervis and rosh, 1981). the free word-association test contains the word stimulus that is "buffer solution". data obtained from free word-association tests were analyzed using techniques of number of words, number of responses and semantic relationships or relationship of word meaning (atasoy, 2004). words are grouped by the same meaning or meaning and frequency of recurrence of the most words. irregular words (not related to other words already written) are not included in the analysis. words are categorized using word-of-mouth (semantic) and the frequency of words in each category are calculated (daskolia, flogaitis and papageorgiou, 2006). the result of free word-association test in buffer solution matter is encoding. the encoding follows the following format: [" " (s1)]. results this study obtained data through observation data, interviews, documentation and student tasks through free word-association test. observational 13 data obtained from observers who make observations on the learning process of students about buffer solution. interviews were conducted with the teacher prior to conducting the research. in addition, interviews are conducted on students after completion of a free word-association test to find out and confirm the results or answers to the test and to find out the constraints or learning difficulties that students experience when learning about the concept of buffer solution. documentation is done by the observer during the learning process takes place. student assignment through free word-association test done after the student finished carrying out the learning in the class about buffer solution. student cognitive structure was analyzed based on free word-association test result. an example of free word-association results of s19 and s33 students regarding the following buffer solutions. figure 1. results of free word-association of students s19 concerning buffer solution students with s19 code (figure 1), categories written among others: the nature of the buffer solution (based on the written keyword that is base, acid and based on the sentence written), calculating the ph of the buffer solution (based on the written keywords such as log, kb and ka). students with code s33 (figure 2), categories written among others: definition of buffer solution (based on written keyword ie weak acid, weak base, strong acid, strong base, conjugate acid, conjugate base), creation of buffer solutions (based on written keywords ie weak 14 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 acids, weak bases, strong acids, strong bases and based on written sentences), calculates the ph of the buffer solution (based on the written keyword that is mole, concentration, volume, acid determination, base determination, ph, poh and based on written sentence). the test results are coded first so that categorization can be done in accordance with the concept in buffer solution. the result of free word-association of students regarding buffer solution is categorizing. categorization is done based on the meaning (type of semantic relationship or the relationship of the word meaning). the frequency of words in each category is also calculated. based on the result of free word-association test of class xi mia students about buffer solution, there are 5 categories in the distribution of cognitive structure. these categories include buffer solution definition, buffer solution properties, buffer solution creation, buffer buffer ph counting, and buffer systems in biological systems. in addition, of the 5 categories there are 43 total keywords. 15 figure 2. results free word-association s33 students regarding buffer solution the following is the result of the distribution of students' cognitive structure of class xi mia regarding buffer solution. table 1. distribution of cognitive structure of mia class xi students regarding buffer solution categories concepts related to semantics with categories total frequencies of categories 1. properties of buffer solution “ph” “acid” “base” “buffer” “acid ph” “base ph” “stability buffer” “maintain ph” 27 2. calculate the ph of buffer solution “ph” “ka” “kb” “[h+]” “[oh-]” “formula of [h+]” “formula of [oh-]” “poh” “concentration” “salt” “pka” “pkb” 25 16 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 “acid or base buffers” “formula of ph” “formula of poh” “mole” “volume” “conjugate acid” “conjugate base” “mixture of mole” “base” “log” ” the henderson-hasselbalch equation” 3. definition of buffer solution “weak acid” “strong acid” “weak base” “strong base” “acid buffer” “base buffer” “conjugate base” “conjugate acid” “salt” “solution” “component” “a weak acid mixture with a conjugate base” 20 4. preparation of buffer solution “salt” “acid” “base” “strong acid” “strong base” “weak acid” “weak base” “excess” “react” “weak acid + strong base” “acids or weak bases + salt” “strong” “weak” 13 5. buffer system on biological system (written in the form of a sentence not in the form of a keyword) 1 total 43 words 86 the "properties of buffer solution" category is the most dominant category among the other four categories. based on the result of distribution of cognitive structure of xi mia class students about buffer solution, the most students response is in "buffer solution" category. the total frequencies in that category are 17 27 (n = 27). only 5 students (s8, s13, s23, s25, s29) out of a total of 27 students who answered the "how" question when writing free word-association about buffer solution properties. the average student only writes the buffer's buffer properties, which can maintain the ph value, but how the process to maintain the ph price is not written in the students' free word-association. students mostly emphasize the concept of buffer solution properties using the word "ph", "acid" and "base". other words students write in the "properties of buffer solution" category include "buffer", "acid ph", "base ph", "buffer stability" and "maintain ph". the second dominant category is "calculating the ph of the buffer solution". the total frequencies in that category are 25 (n = 25). students write "ph", "ka", "kb", “[h+]”, “[oh-]”, "formula of [h+]" and “[oh-]”, "poh" and "concentration". the word "ph" is written by students who have codes including s1, s4, s7, s8, s10, s12, s15, s16, s17, s18, s20, s22, s24, s25, s26, s32 and s33 (total 17 students) . the words "ka" and "kb" are each written by 6 students who have codes including s1, s2, s19, s20, s22 and s33. the words “[h +]”, “[oh-]”, "formula “[h+]”, "formula “[oh-]”, "poh" are each written by 4 students. the words “[h+]” and “[oh-]” are written by students with the same code such as s16, s20, s22 and s29. likewise for the words "formula “[h+]” and "formula “[oh-]” written by students with the same code such as s28, s30, s31 and s35. while the word "poh" written by students who have code s20, s22, s24 and s33. three other students with code s26, s32, s33 write the word "concentration". other words written bythe students include "salt", "pka", "pkb", "acid or base buffer", "ph formula" and "poh formula". other words written by the students in the category of "calculating the ph of a buffer solution" include "mol", "volume", "conjugate acid", "conjugate base", "mol", "base", "log" and "henderson hasselbalch ". the words are only written once. the third dominant category is the "definition of buffer solution". the total frequencies in that category are 20 (n = 20). most students write the words "weak acid", "strong acid", "weak base", "strong base", "acid buffer", "base buffer" and "conjugate base". the word "weak acid" is written by students who have code such as s8, s15, s16, s26, s32, s33, s34, s36 and s37 (total 9 students). the words "strong acid", "weak base" and "strong base" are each written by students with the same code ie s8, s16, s32, s33, s34, s36 and s37 (total 7 students). the words "acid buffer", "base buffer" and "conjugate base" are each written by 6 students. other words in the category "definition of buffer solution" include "conjugate acid", "salt" and "solution". while the word "component" and "mixture of weak acids with conjugate bases" are only written once. the fourth category is "preparation of buffer solution". the total frequencies in that category are 13 (n = 13). most students write the word "salt". the word is written by students who have code such as s1, s12 and s16 (total 3 students). other words written in the category of "buffer solution" include "acid", "base", "strong acid", "strong base", "weak acid" and "weak base". each of these words was written by 2 students. the words "acid" and "base" are each written by students with the same code that is s1 and s16. then, the words "strong acid" and "strong base" are also written by students with the same code s12 and s33. the same is true of the words "weak acid" and "weak base", both words are also written by students with the same code s29 and s33. in addition, words such as "excess", 18 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 "react", "weak acid + strong base", "acid or base weakness + salt", "strong" and "weak" are only written once. the fifth category is "buffer system in biological system". students in that category only write in sentence form instead of in keyword form. students who write about "buffer systems in biological systems" are students who have codes s36. the student writes the buffer system in human blood and also the application of buffer solution in everyday life. based on the result of free word-association data of xi mia 1 and xi mia 2 students on buffer solution, there are 5 categories in buffer solution concept (category "buffer solution character" is the most dominant category among the other four categories). here is the cognitive structure of students of class xi mia based on free word-association method on buffer solution matter. figure 3. cognitive structure of high school student class xi on buffer solution other data obtained from this study about the constraints or difficulty of learning experienced by students while learning about the concept of buffer student's cognitive structure on the buffer solution concept free wordassociation tests, total 5 categories properties of buffer solution calculate the ph of buffer solution definition of buffer solution buffer system on biological system the most dominant free word-association properties of buffer solution preparatio n of buffer solution 19 solution. the data obtained from the interviews conducted on students after completion of the test free word-association. based on the results of interviews, learning difficulties experienced by students, among others, students feel difficulty in calculating the ph of buffer solution, especially when there is addition of acid or base to buffer solution. in addition students are still confused in the use of formulas because there is a formula of calculating ph for acid buffer solution and there is a formula of calculating the ph of an alkaline buffer solution. this is expressed by students with code s3, s9 and s19 as follows. "memorizing theories is hard but curious. i'm lazy if item not clear "(s3). "sometimes it's hard to make and count. confused to use which formula "(s9). "learning chapter of buffer solution is easy, hard to use, complicated, the formula easy to memories but sometime difficult to understand" (s19). constraints faced by students are also caused because they can not follow the learning process at the initial meeting (the cause of pain) so it takes time to adjust. students often lack concentration while studying. this makes it difficult for students to understand the concept of buffer solution. students say that if concentrating while learning the concept of buffer solution will be easy to understand. another thing that becomes a student constraint when learning about buffer solution is the understanding of acid-base concept (chapter 1/ chapter before buffer solution) is less perfect, making it difficult for students to understand the components of the buffer solution. for example, when students identify which is a buffer solution, students must understand the term strong acid, weak acid, strong base, weak base, conjugate acid, conjugate base and salt. students find it difficult to distinguish between compounds belonging to strong acids, weak acids, strong bases and weak bases. in addition, some students forget about the bronsteadlowry acid-base theory so as to confuse the conjugate acid or base of acid or base compounds. conclusion based on research conducted at sma negeri 89 jakarta to class xi mia students amounting to 37 students about buffer solution matter, obtained 5 categories in the distribution of cognitive structure through free word-association test. these categories include "definition of buffer solution", "buffer solution properties", "buffer solution creation (preparation of buffer solution)", "calculate buffer solution ph" and "buffer system in biological system". the most dominant category based on the result of free word-association of students is the category of "buffer solution properties". based on these results can be stated that students have the most cognitive structure through learning "remember" or memorization. this is due to only 5 students who answered the "how" question when writing free wordassociation about the nature (properties) of the buffer solution. 20 jisae. volume 4 number 1 february 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 based on the research that has been implemented, it is recommended to conducting cognitive structure analysis using more than one way (not only using free word-association method) but can be combined with other ways such as using conceptual change text, drawing-writing technique, analogies, mapping concepts and other ways so that the result of structural analysis cognitive students more complete and accurate. but the combination must also take into account and adjusted to the matter or topic being studied. the cognitive structure analysis is performed not only in the buffer solution matter but can be done for other chemical materials (topic) so that the results of the analysis can be used for the improvement of the learning system and the students' inadequate understanding (minimizing the occurrence of misconception). free word-association method can be used to train and develop students' cognitive thinking and cognitive structure. references atasoy, b. ”science learning and teaching.” ankara:asil publisher, 2004. bogdan, robert c dan sari knopp biklen. “qualitative research for education an introduction to theories and methods fifth edition.” new york:pearson education, 2007. bradley, jd. ”the chemist’s triangle and a general systemic approach to teaching, learning and research in chemistry education.” african journal of chemical education, vol. 4(2), 2014:67-82. chang, raymond. kimia dasar konsep-konsep inti edisi ketiga jilid 2. jakarta:erlangga, 2004. daskolia m, flogaitis e dan papageorgiou e. ”kindergarten teachers’ conceptual framework on the ozone layer depletion exploring the associative meanings of a global environmental issue.” journal of science education and technology, vol.15(2), 2006:168-178. effendy. a-level chemistry for senior high school students based on ktsp and cambridge curriculum volume 2b. malang:bayumedia publishing, 2008. fajemidagba, o. ”piaget’s construct of equilibrium: its role in cognitive development and its implications for mathematics/science instruction in nigerian secondary schools.” journal of stan 21(2), 1983:56 – 65. field, john. psycholinguistics: a resource book for students. london:routledge, 2003. garner, betty k. ”cognitive structures help students learn how to learn.” vol. 8(6), 2007. given, k. barbara. brain-based teaching: merancang kegiatan belajar-mengajar yang melibatkan otak emosional, sosial, kognitif, kinestetis, dan reflektif. diterjemahkan oleh lala herawati dharma.bandung:kaifa pt mizan pustaka, 2002. kostova, zdravka dan blagovesta radoynovska. ”word association test for studying conceptual structures of teachers and students.” bulgarian journal of science and education policy, vol. 2(2), 2008. kurt, hakan dkk.2013.”determining biology student teachers’ cognitive structure on the concept of diffusion through the free word-association 21 test and the drawing-writing technique.” canadian center of science and education, vol. 6(9), 2013:187-206. . ”on the concept of respiration: biology student teachers’ cognitive structures and alternative conceptions.” canadian center of science and education. vol. 8(21), 2013:2101-2121. mervis dan rosh.1981. categorization of natural objects. annual rev. psychology, 32, 89-115. mulyasa, e. kurikulum berbasis kompetensi. bandung:remaja rosdakarya, 2007. novak dan govin. learning how lo learn. new york: cambridge university press, 1984. permendikbud nomor 81a tahun 2013. “implementasi kurikulum, lampiran v. konsep dan strategi pembelajaran.” jakarta. posner, g dkk. ”accomodation of a scientific conception. toward a theory of conceptual change.” science education, no.66, 1982:211-227. pribadi, benny a. model desain sistem pembelajaran. jakarta:dian rakyat, 2009. sanjaya, wina. strategi pembelajaran berorientasi standar proses pendidikan. jakarta:kencana prenadamedia, 2006. shenton, andrew k. ”strategies for ensuring trustworthiness in qualitative research projects.” journal of education for information, vol. 22(1), 2004:63-75. slameto. belajar dan faktor-faktor yang mempengaruhinya. jakarta:rineka cipta, 2003. spiteri, louise f. ”word association testing and thesaurus construction.” canada:dalhousie university. sugiyono. metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung:alfabeta, 2008. suryani, nunuk dan leo agung. strategi belajar mengajar. yogyakarta:ombak, 2012. willis, j. w. foundations of qualitative research: interpretive and critical approaches. thousand oaks, ca: sage publications, 2007. 13 the influence of organization culture and interpersonal communication on the work attitude of private junior high school teachers in tanjung priok district, jakarta elfridauli universitas negeri jakarta elfrida@tbcs.sch.id abstract work attitude of teachers greatly influences the success of an education, which is influenced by several factors such as organizational culture, job satisfaction, job involvement, compensation, work comfort and interpersonal communication. the purpose of this study is to determine the influence of organizational culture and interpersonal communication on the work attitude of private junior high school teachers in tanjung priok district. this research was conducted using survey method with quantitative approach and path analysis technique. the populations in this study were 307 teachers with 75 research samples of teachers selected using simple random sampling technique. data were obtained through questionnaire and analyzed using path analysis technique. based on the results of data analysis in this study, it can be concluded: (1) organizational culture has a direct positive influence on teacher work attitude; (2) interpersonal communication also has a positive direct effect on teacher work attitude; (3) organizational culture has a positive direct effect on interpersonal communication. therefore, work attitude can be developed through the improvement of organizational culture and interpersonal communication. keywords: private junior high school teachers, organizational culture, interpersonal communication, work attitude. education is the main thing to turn an unable person become capable person, then education is also a guide to one's character. education is also one of the determinants of the nation's character development, as set forth in the educational objectives of law no. 20 year 2003 on national education system, article 3 which reads: "the purpose of national education is to develop the potential of learners to become human beings who believe and fear god almighty, have noble character, healthy, insightful, capable, creative, independent , and become a democratic and responsible citizen ". one related to educational institutions is the educator or the so-called teacher is one of the spearhead of achieving the expected educational goals and also an example of life both in the classroom and outside the classroom for learners. in improving the positive work attitude of teachers in the organization the need for support from organizational culture as there are always trainings, seminars and discussions on teaching methods in subject mgmp. according darmawan (darmawan, 2013) organizations can take place and arrived at the vision, mission, and objectives through the management process. to lead an organization, a manager has the main tasks of being interpersonal, informational and decision makers. each organization has an organizational culture that can characterize the 14 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 character of the organization. a strong organizational culture will create a form of employee behavior and work attitude of the teacher, then it will affect the competition between organizations. for example in a school organization, how strong a school's organizational culture will also affect the teacher's attitude to the school. with the attitudes and attitudes that teachers show will be the hallmark of a school will be the increasing quality of education. then the organization has an interpersonal communication that goes well so that the communication will be able to influence the work attitude of the teacher. according to sudaryono (sudaryono, 2013), cultural differences have a major impact on organizational performance and the quality of work experience experienced by members of the organization. thus the organizational culture is an invisible force but can affect the thoughts, feelings and actions of those who work within an organization. just as the person of every human being has different characteristics, characters and values in the background of the family background, comes from different tribes and has different habits in every family and environment that make up each person's personality. according to sugiarta et al (sugiarta, 2013) organizational culture have a positive effect on teacher performance, follow the teacher competency development program, participate in developing organizational culture in obeying school rules and programs. organizational culture will provide a value to every teacher at work, the culture will also give the teacher attitude on the work being done and completed. whether the teacher is satisfied with his job and can make a stay in his work is also influenced by the culture of an organization. according to ivancevich et al (ivancevich, 2006) organizational culture involves shared expectations, values and attitudes, and all may affect the individual, group and organizational processes. distinguishing strong cultures from weak cultures is often very useful because strong cultures are characterized by the presence of employees with shared core values. the more employees who share and receive core values, the stronger the culture, and the greater the impact on behavioral behavior. in addition to organizational culture there is also communication in the move. culture can help an employee work in accordance with organizational culture and agreed rules. although organizational culture can also help but without any communication, the values of the organization cannot be conveyed maximally. according to nurrohim and anatan [5] the success of the organization is strongly influenced by the capability and competence of each individual and cooperation among team members in the organization. in establishing cooperation to achieve these goals required communication. according to tahjudin nor (nor, 2013) the company leadership must really pay attention to the satisfaction of organizational communication in the organization, because with intensive attention to work motivation in the organization then it is expected that employees will work harder to realize organizational goals. according to wiyani (wiyani, 2015) building a relationship through communication can be done in meet face to face to exchange information or not need to meet directly but by using electronic tools. communication is an organizational driver, because the goals of the organization will be difficult to achieve without communication. 15 communication in the process of organization becomes very less due to the increasing variety of every person in the organization. then the added increase in technology makes employees reduce communication directly and many are busy personal interests. while the process of organization required communication to create teacher work attitude. organizational culture and interpersonal communication have a positive effect on performance. organizational culture can also increase the competence of teachers, thus positive attitudes toward the profession or on the job can also increase. according sawaludin (sawaludin, 2013) interpersonal communication also affects the social dimension within the organization, making effective communication and teachers increasingly work hard to take responsibility for the work. according to norlena (norlena, 2015) school as a formal organization, has a structure that allows schools to function as a good educational institution. in it there are a group of people who work together to achieve a goal that is the generation of the nation's intellect and the infrastructure facilities. according to wuryantina [10] the school is also a form of moral organization, in contrast to other profit-oriented organizational forms. it brings logical consequences for each component of the school to synergize, have the same commitment and apply the school's norms and values to achieve the goals of school education. working together is also inseparable from organizational culture, interpersonal communication and work attitude. many teachers are not following the rules of the school's organizational culture, many are self-centered and do not build active and positive communication. it then affects the teacher's declining work attitude, many of which provide a lazy working attitude, inconsistent work attitude in guidance, unemployed work attitude and many teaching teachers only for an economic reason. if the teacher teaches without any sense of sincerity then all of that becomes bland, because the teacher's work is not an object but to man to man. according to librawati et al (librawati, 2013) work attitude of teachers will be able to influence the success of a school. how the attitude of teachers in serving students and how the attitude of teachers in interacting to peers and to the leadership. the work attitude of a teacher is very important because through attitude will affect the personal attitude, group attitude like organization and will affect organizational goals. according to research i wayan karya et al (karya, 2013) work attitude of teachers in responding to complete tasks and responsibilities and the work environment will be able to affect the performance of teachers and impact on the results of student grades in schools. teachers' attitudes include three attitudes: job satisfaction, organizational commitment and job involvement. according to khoiri's research (khoiri, 2017) the quality of working life has a direct positive effect on work attitude, meaning that improving the quality of working life leads to an increase in teacher work attitude according to sugiarta (sugiarta,2012) the teacher's attitude to the job should always be positively strived by the teacher, beside that the teacher should always increase the knowledge and skill, thereby the ability of the teacher will increase and the quality education will be realized. factors attitude of teachers is influenced both from outside and from within, meaning how the attitude of teachers to the 16 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 work that is influenced from the factor in the teacher. while external factors can also be influenced by organizational culture and the quality of communication between teachers is then aided by the ability of the teacher both experience and ability tanjung priok sub-district is one of the sub-districts in north jakarta municipality, dki jakarta. tanjung priok sub district has an area of 25.13 km2. according to data from the education office of north jakarta municipality, tanjung priuk sub-district has 46 junior high schools, consisting of 35 private schools and 11 public schools, with a total of 635 teachers and about 12,506 children. especially for private junior high school the number of teachers there are 307 people and the number of students as many as 6014 children. this study aims to determine whether there is direct influence of organizational culture on teacher work attitude, direct influence of interpersonal communication on teacher work attitude, direct influence of organizational culture toward interpersonal communication. the results of this study are expected to be a reference to teachers in private junior high schools in tanjung priok subdistrict to be able to evaluate and improve teacher work attitude. methods this research was conducted at private junior high school of tanjung priok sub-distric, north jakarta from april to may 2018. the research method used is survey method by collecting data by distributing questionnaires to teachers whose results are then processed through to determine the effect between variables that exist. this study using quantitative approach through causality, the method is used to explain the influence of independent variables on the dependent variable in this study. figure 1 shows the influence model between the exogenous (free) variable and the endogenous variable (bound) so that it can be understood easily and clearly. this study uses a double paradigm with two independent variables and one dependent. figure 1. double paradigm with two independent variables x1 and x2, and one dependent variable x3 (x1: organizational culture, x2: interpersonal communication, x3: teacher work attitude) based on figure 1, teacher work attitude (x3) is dependent variable. organizational culture (x1) and interpersonal communication (x2) are independent variables. the constellation of these influences illustrates that organizational culture and interpersonal communication are independent variables that have an x1 x3 x2 17 influence on teachers' work attitude. the population in this study comes from private junior high school teachers in tanjung priok sub-district, amounting to 307 teachers. the number of research subjects sampled in this study are as many as 75 people. this amount is obtained from the formula of determining the number of slovin formula samples, as stated by juliansyah noor (noor, 2011) with a 10% precision or 90% confidence level. the formula is as follows: n = 𝑁 1+(𝑁𝑒2) n = n / (1 + (〖ne〗 ^ 2)) information : n = number of samples n = total population e = error tolerance (level of significance) if we examine as many as 307 teachers, then the sample size according to slovin formula will be: n = 𝑁 1 + (𝑁𝑒2) n = 307 1 + (307(0,1)2) n = 75,429 ≈ 75 sampling is done by simple random sampling where each member of the population is given equal opportunity to be a research sample. in collecting research data used questionnaire given to the respondents are teachers of private junior high school tanjung priok district. each questionnaire was developed in the lattice of each research variable. for the purposes of this study, three instruments have been formulated, namely instruments used to measure organizational culture variables, interpersonal communication and teacher work attitude, as shown in table 1, table 2, and table 3. the concepts underlying the preparation of the instruments depart from the indicators of the research variables. then the lattice is spelled out into several statements. alternative answers for each statement are as follows: (a) very often, (b) often, (c) rarely, (d) never, (e) never. category positive statements are given: very often = 5, often = 4, rarely = 3, never = 2, and never = 1, whereas negative statements are given the opposite value ie: very often = 1, often = 2, rarely = 3, never = 4, and never = 5. 18 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 table 1. work attitude grille no indicator number item amoun t 1 job assessment / response 1, 2, 3 , 4, 5, 6, 7, 8 8 2 job involvement 9,10,11,12, 13,14 6 3 response to the profession 15,16,17,1819,2 0,21,22 8 4 confidence 23,24,25,2627 5 5 improve knowledge / expertise 28,29,30,3132 5 6 punctuality 33,34,35,36,37 5 7 service quality 38,39,40,41,42,4 3,44,45 8 table 2. organization culture grille no indicator number item amoun t 1 school rules 1,2,3,4,5,6 6 2 appreciation of teachers 7,8,9,10,11, 12,13,14 8 3 training program 15,16,17,18, 19,20,21,22 8 4 mutual cooperation 23,24,25,26, 27 5 5 work procedures 28,29,30,31, 32 5 6 solidarity 33,34,35,36, 37 5 7 organizational commitment 38,39,40,41, 42,43,44,45 8 table 3. interpersonal communication grille no indicator number item amoun t 1 know each other 1, 2, 3 , 4, 5, 6, 7 6 2 cooperate 8, 9, 10, 11, 12 8 3 perception 13,14,15, 16, 17, 18 8 4 sympathy 19,20,21, 22, 23 5 5 communicative 24,25,26,27,28,2 5 19 9, 30, 31 6 openness 32,33,34, 35, 36,3, 38, 39 5 7 support 40,41,42, 43, 44,45 8 2.1. instrument validity testing test the validity of research instrument aims to see the description of the validity of each instrument research instrument. the grain validity test is required to confirm that the items of the research instrument used in the data retrieval are valid. empirically, this is done by looking at the correlation coefficient (pearson product moment) between the questions with the answer score. instrument validity is tested by product moment formula as follows: 𝑟𝑥𝑦 = 𝑛(∑ 𝑋𝑌) − (∑ 𝑋)(∑ 𝑌) √[𝑛(∑ 𝑋2) − (∑ 𝑋)2𝑛 (∑ 𝑌2) − (∑ 𝑌)2] information : 𝑟12: product moment correlation coefficient x: number of scores in distribution x y: total score in distribution y xy: number of scores x and y x2 :the number of results squared in the distribution x y2:the number of results squared in distribution y n: number of samples (respondents) criteria validity of one instrument research instrument is if the value of rcount rtabel. the amount of rtabel is determined by the level of significance and degree of freedom (dk). the level of significance is set at α = 0.05. while the degree of freedom is the number of samples minus 1 (n 1). 2.2. calculation of instrument reliability calculation of reliability is the calculation of the consistency of questionnaire data using cronbach alpha formula. the use of this formula is tailored to the scoring technique performed at the time of the item in the instrument. calculation reliability of interpersonal communication instruments as much as 45 points statement. 2.3. data analysis technique data analysis used in this research is descriptive and inferential analysis. descriptive analysis presents the data characteristics of each variable in the form of 20 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 data presentation, central size, and size of data dissemination. the data presentation is displayed in the mean, median, and mode. as for the size of the distribution is presented in the form of variance and standard deviation. inferential analysis uses path analysis. but before using the path analysis, firstly tested the requirements analysis, namely normality test, significance test, and linearity. while to calculate path coefficient by using correlation coefficient from each causal relation. variables in causal research are divided into two, namely endogenous and exogenous variables. endogenous variable is a variable influenced by exogenous variable, which in this study variable work attitude of teacher (x3). while exogenous variable in this research is organizational culture variable (x1). besides acting as an endogenous variable, the interpersonal communication variable (x2) is also an exogenous variable the statistical hypothesis used in this research is as follows: 1. the first hypothesis there is a direct positive influence of organizational culture (x1) on work attitude (x3). 2. the first hypothesis there is a direct positive influence of interpersonal communication (x2) on work attitude (x3). 3. the first hypothesis there is a direct positive influence organizational culture (x1) to interpersonal communication (x2). result and discussion 3.1. testing requirements analysis parametric statistical analysis is used with the assumption that the data of each research variable being analyzed is normally distributed. in this section carried out the process of testing the requirements of analysis as a condition for the regression technique which is a group of parametric statistics can be applied for the purpose of hypothesis testing. path analysis (path analysis) can be done if the estimation between exogenous variables to endogenous variables is linear. thus if the above conditions are met then the regression analysis and path analysis can be done. the requirement of path analysis is the sample of research coming from normally distributed populations and the influencebetween the variables in the model must be significant and linear. therefore, testing of the two conditions applicable in the path analysis needs to be done before the model testing process, which includes: normality test test of significance and linearity of regression coefficients 3.2 normality test 21 from the results of the normality test results obtained results as follows: 3.2.1. test normality error estimated x3 regression over x1 the result of data analysis shows that calculation lcount = 0,051 smaller than ltable (n = 75; α = 0,05) equal to 0,102. since the lcount value is less than ltable then the distribution of work attitude data over organizational culture tends to form a normal curve. 3.2.2. test normality error estimated x3 regression over x2 the result of data analysis shows that calculation lcitung = 0,063 is smaller than ltabel (n = 75; α = 0,05) equal to 0,102. since the lhitung value is less than ltabel then the spread of work attitude data on interpersonal communication tends to form a normal curve. 3.2.3. test normality error estimated regression x2 over x1 the result of data analysis shows that calculation lcitung = 0,061 less than ltabel (n = 75; α = 0,05) equal to 0,102. since the lhitung value is less than ltabel then the distribution of interpersonal communication data over organizational culture tends to form a normal curve. taking into account the prices of lhitung and ltabel on the normality test, it can be concluded that all good data of work attitude over organizational culture, work attitude on interpersonal communication, and interpersonal communication over organizational culture come from normal distributed samples. 3.3. test of significance and linearity of regression hypothetical test of the research is done by considering the result of regression analysis and correlation analysis. to predict the model of one variable relationship with other variables used regression analysis. meanwhile, to know the influence between research variables used correlation analysis. the overall test results of significance and linearity of regression are summarized in table 4. table 4. significance test results and regression linearity test reg equation regression test linearity test conclusion fcount ftable fcount ftable α=0,0 1 α=0,0 5 x3 on x1 3 x̂ = 33,91 +0,56x1 45,94* * 7,00 0,90n s 75 very significant regression / linear regression x3 on x2 3 x̂ = 31,60 + 0,58x2 33,63* * 6,99 1,21n s 75 very significant regression / linear regression 22 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 x2 on x1 = 108,81 +0,356x1 14,67* * 6,99 1,03n s 75 very significant regression / linear regression information : ** : very significant ns : non significant (linear regression) 3.4. hypothesis testing based on the results of previous analysis then performed hypothesis testing by using path analysis (path analysis). the direct path effect analysis of each variable is shown in table 5. table 5. the results of the path analysis of the direct influence of each variable direct influence path coefficient tcount ttable α = 0,05 α = 0,01 x1 against x3 0,470 5,150** 1,99 2,65 x2 against x3 0,369 4,041** 1,99 2,65 x1 againt x3 0,409 3,865** 1,99 2,65 based on the result of path analysis, the coefficient value of the direct influence of organizational culture (x1) on teacher work attitude (x3) is equal to 0,470 with value of tcount equal to 5,150. the ttable value for α = 0.01 is 2.65. because the value of t count is greater than ttable then h0 is rejected and h1 is accepted. it shows that organizational culture has a direct effect on work attitude acceptable. the results of the first hypothesis analysis provide findings that the organizational culture directly affect the work attitude. it can be concluded that work attitude is directly influenced by organizational culture. the better the organizational culture leads to better working attitudes. from the calculation of path analysis shows there is direct influence of interpersonal communication to work attitude. the coefficient value of the line is equal to 0.369 and the tcount is equal to 4.041. the ttable value for α = 0.01 is 2.65. because the value of t count is greater than ttable then h0 is rejected and h1 is accepted. it shows that interpersonal communication has a direct effect on work attitude acceptable. the results of the second hypothesis analysis provide findings that interpersonal communication directly affect the work attitude. thus it can be concluded that work attitude is directly influenced by interpersonal communication. the better interpersonal communication leads to a better working attitude. from the calculation of path analysis shows there is direct influence of 2 x̂ 23 organizational culture to interpersonal communication. the path coefficient value is equal to 0.409 and the tcount is equal to 3,865. the ttable value for α = 0.01 is 2.65. because the value of t count is greater than ttable then h0 is rejected and h1 is accepted. it shows that organizational culture directly influences interpersonal communication is acceptable. the results of the third hypothesis analysis provide findings that the organizational culture directly affect the interpersonal communication. thus it can be concluded that interpersonal communication is directly influenced by organizational culture. the better the organizational culture leads to better interpersonal communication. conclusions based on the results of research conducted on private junior high school teachers in tanjung priok subdistrict, the conclusion of the study is that organizational culture has a direct effect on work attitude, which means improving the quality of organizational culture leads to improvement of work attitude of private junior high school teachers in tanjung priok sub district. interpersonal communication has a direct effect on work attitude, meaning that the increase of interpersonal communication causes the improvement of work attitude of private junior high school teachers in tanjung priok sub district. organizational culture directly influences interpersonal communication, which means the improvement of organizational culture leads to an increase in interpersonal communication of private junior high school teachers in tanjung priok sub-district. references darmawan. d, principles of organizational behavior, pena semesta, surabaya, 2013. ivancevich, j.m. organizational behavior and management. erland, jakarta, 2006. karya, i.w, iga. suhandana, m .yudayana, “contribution of teacher competence, teacher profession attitude, and work motivation on teacher performance of sma negeri 1 sukawati.” e-journal of graduate program of ganesha university of education, 4, pp. 1-11. 2013. khoiri, m. “the influence of quality work life and work attitude of job satisfaction of teachers of senior high school state of jekan raya, palangka raya, central kalimantan province.” eduka journal of education, law and business, 1 (5), pp. 96-112. 2017. librawati, y., igk sunu. “influence analysis of professional attitudes, school work climate and principal leadership style on teacher performance at smp negeri sukawati district.” e-journal of graduate program of ganesha university of education, 4, pp. 13-24, 2013 nor, f.t. “relationship of organizational communication satisfaction with employee motivation at pt. srikandi plastic sidoarjo.” e-communication journal, 1(1) , pp. 1-10, 2013 nurrohim, h and anatan, l. “effectiveness of communication in organizations. journal of management, 7(4), pp. 1-9. 2015 24 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 norlena, i. “school as a formal organization (structural relationships)”. tarbiyah islamiyah, 5 (2), pp. 43-55. 2015 noor, j. research methodology, prenada media group, jakarta, 2011. sawaludin, proper organization culture and interpersonal communication skills improve teacher performance. journal of economic and social sciences, 3 (1), pp. 73-84, 2013 sudaryono, culture & organizational behavior, lci, jakarta, 2013. sugiarta. “the influence of teacher attitudes on work and experience of education and training on professional competence of smpn sports teacher in district jepara.” journal of management education, 1(3), pp. 1-10, 2012. sugiarta, m.p, n. dantes, and n. natajaya, “determination of teachers' attitudes to her professional, self concept, and school working climate on primary school teacher performance in level iv sukasada,” journal of primary education, 3, pp. 1-9, 2013. wiyani, n.a., teaching professional ethics. gava media. yogyakarta. 2015. wuryantina, i “school organization culture and achievement motivation with teacher performance at state elementary school adiarsa west karawang cluster. journal of primary education, 6 (2), pp 242-253. 2015 86 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 8 no 1 (2022) website : http://journal.unj.ac.id/unj/index.php/jisae buddhist snakes ladders portable as learning media for buddhist sunday school's students bayu jati pamungkas1, didhit taruna putra2, riska ayu lestari3, ahsanul khair asdar4 1234 stabn sriwijaya tangerang banten abstract this study aimed to develop a game of snakes and ladders as a learning media through the 4-d thiagarajan model (define, design, development, and disseminate). this study's data was collected using an interview guide and questionnaires. the data was analyzed using aiken's v, gregory, and descriptive statistics. aiken's v analysis showed that all of the questions were valid. gregory's analysis showed that the game's manual book had an excellent readability level with an interrater agreement index of 0.857. the test results showed that the games developed were practical and can be used as learning media. keywords: snakes ledders; learning media; buddhist; sunday school address for correspondence: bayubayujp@gmail.com1, adhitkharuna@gmail.com2, riskaayu2210@gmail.com3, ahsanul.khair@stabn-sriwijaya.ac.id4 introduction buddhist sunday school (smb) is a non-formal education in the vihara. smb aims to instil children's faith and kindness to improve their morale. the process is held through a learning process. in addition, smb also covered the shortage of students who do not have buddhist education teachers or do not understand buddhist education subjects. the lack of buddhist education teachers or even their absence in schools can cause students to lack knowledge about the teachings of the buddha. so, through the learning process at smb, it is hoped can increase and strengthen students' understanding of buddhist education. the learning process in smb is held by separating children according to education level from elementary to senior high school. the learning process emphasizes activities that involve students' intellectual, emotional, and social aspects. the learning process in smb tends to be carried out more through playing. the learning materials are generally delivered using some media, such as puppets, powerpoint presentations, and animated videos. based on the observations, some students are passive during their learning. the teachers cannot invite their students to be involved in the learning process. in addition, the methods and learning media used do not demand the students' activeness in learning. as previously narrated, the learning media commonly used by teachers in smb are puppets, powerpoint presentations, and animated videos. at the same time, the cone of experience by edgar dale stated that 90% of understanding would be obtained by students from playing, doing real things, or doing simulations (huda, 2016; syamsidar, ma'ruf & hustim, 2018; sari, 2019). therefore, learning media is needed to support learning optimization in smb. yaumi (2018) stated that learning while playing is essential for educators because it can refresh the learning atmosphere. games in the learning process can create a dynamic learning atmosphere. it can attract the children's attention, bring up their interactions and cooperation, encourage enthusiasm for learning, and create an energetic atmosphere. sanjaya (2012) said that learning while playing is held by using games to find their answers through procedures, steps, and rules during the learning process. games also can be used in the learning process http://journal.unj.ac.id/unj/index.php/jisae mailto:bayubayujp@gmail.com mailto:adhitkharuna@gmail.com2 mailto:riskaayu2210@gmail.com3 87 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 in non-formal education, such as in smb. the game can motivate sunday school students to obtain and understand the information in-depth, especially if the game presents a problem or question to challenge the students to learn and understand the material. "media" comes from the latin "medium", which means "intermediary" or "introduction". furthermore, the media is a means of channelling messages or learning information to the target or recipient. the learning media can help students to achieve their learning successfully (mahnun, 2012). the media can be interpreted as anything that is used as a tool to channel messages or information (asnawir & usman, 2002; aryad, 2003; hamalik, 2003; sanjaya, 2007; miftah, 2014). association for education and communication technology (aect) defines media as all forms and channels used to process information. according to the national education association (nea), media is everything that can be seen, manipulated, heard, read, or discussed for information processing (muhson, 2010). in the context of learning, according to gagne, media are various types of components in the student's environment that can stimulate them to learn (sadiman et al, 2003). romiszowski formulated teaching media as the carries of massages, from some transmitting source (which may be a human being or an intimate object) to the receiver of the massages (which in our case is the learner) (hamalik, 2003). according to djamarah and zain (2002), media is a tool to distribute learning information or messages to achieve learning objectives. in the context of media as a learning resource, the media can be interpreted as humans, objects, or events that allow the students to gain knowledge and skills. generally, learning media can convey messages or information for instructional purposes to stimulate students' thoughts, feelings, concerns, interests, and willingness (arsyad, 2003; sukiman, 2012). one form of the game which has the potential to be used as a learning media is snakes and ladders. snakes and ladders use dice to determine how many steps a player's pawn must take. it is included in the "board game" category or board games, such as monopoly, ludo, etc. the board contains pictures in the form of plots consisting of 10 rows and columns where each box is numbered from 1 to 100 and contains snakes and ladders (husna, 2009). mulyani (2013) stated that the game of snakes and ladders is a means of playing that consists of a piece of board or thick paper with pictures of certain boxes and small dice. vitianingsih (2016) suggested the advantages of playing with snakes and ladders, namely: (1) snakes and ladders can be used in teaching and learning activities, (2) snakes and ladders can grow and increase students' learning motivation, (3) snakes and ladders can create a pleasant atmosphere in learning process, (4) snakes and ladders can stimulate students to solve the simple problems, (5) students can involve into the learning activities directly, (6) snakes and ladders can be used as stimulation on aspects of the development both of language and social knowledge of children. based on the conditions and potentials narrated in the previous section, the snakes and ladders game can be applied in the learning process to grow students' social interaction. it is very familiar and easy to play. therefore, this research aimed to develop a practical, portable buddhist snakes and ladders game. the game can be played indoors or outdoors. method this research was a research and development using the 4-d thiagarajan model, which includes the following stages: (1) define, (2) design, (3) development, and (4) disseminate. research data were collected using questionnaires and interview guidelines for potential product users. all data were analyzed using percentage form using aiken's v, gregory, and descriptive statistics. 88 results and discussion 1. define phase the results of student analysis provide information that the age of sunday school students is 7 to 14 years. however, most sunday school students are elementary school students in the upper grades. their understanding of buddhism is very diverse. some of them are still very lacking. they do not receive buddhist education subjects because they do not have buddhist education teachers in their schools. they expect sunday school teachers can teach well, supported by various media and learning methods. they also expect learning to be more fun, such as using various ice-breaking or games. the results of the teacher analysis provide information that sunday school teachers lack the experience to provide varied and innovative learning media. they also lack the experience to select the teaching methods and games in learning. the games used are simple games to enliven the learning process. based on these conditions, a practical game is needed to help students understand the learning materials at smb. at the same time, the results of the material analysis based on the document study informed that the material taught by sunday school teachers refers to the book on pendidikan agama buddha dan budi pekerti published by the ministry of education and culture of the republic of indonesia. it is also used in their respective schools. 2. design phase buddhist snakes ladders portable was developed by adopting and modifying the traditional snakes and ladders game, which contains 100 game boxes. the size of each box is 50 cm x 50 cm. each player will act as a pawn by standing on the game board. buddhist snakes ladder portable is designed by providing modifications by giving questions and commands in several game boxes. unlike the game of snakes and ladders in general, buddhist snakes ladders portable is played in pairs. it can develop the togetherness and social skills of children. the initial sketch of the game board can be shown in figure 1. the questions in this game were developed based on the material for an upper grade in primary school. the questions are also equipped with the answer in the manual book to make them easier to use. the results of the validation data analysis by six experts using aiken's v showed that all the questions were valid. the complete results are shown in table 1, table 2, and table 3. figure 1 board game sketch process 89 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 table 1 validation result of questions for fourth grade item validity coefficient decision item validity coefficient decision 1. 0,833 valid 19. 0,833 valid 2. 0,833 valid 20. 0,778 valid 3. 0,944 valid 21. 0,667 valid 4. 0,778 valid 22. 0,778 valid 5. 0,833 valid 23. 0,833 valid 6. 0,833 valid 24. 0,889 valid 7. 0,722 valid 25. 0,889 valid 8. 0,778 valid 26. 0,778 valid 9. 0,833 valid 27. 0,833 valid 10. 0,944 valid 28. 0,722 valid 11. 0,833 valid 29. 0,833 valid 12. 0,944 valid 30. 0,833 valid 13. 0,833 valid 31. 0,889 valid 14. 0,833 valid 32. 0,833 valid 15. 0,778 valid 33. 0,778 valid 16. 0,889 valid 34. 0,889 valid 17. 0,889 valid 35. 0,889 valid 18. 0,833 valid table 2 validation result of questions for fifth grade item validity coefficient decision item validity coefficient decision 1. 0,833 valid 19. 0,833 valid 2. 0,778 valid 20. 0,833 valid 3. 0,778 valid 21. 0,722 valid 4. 0,944 valid 22. 0,889 valid 5. 0,889 valid 23. 0,944 valid 6. 0,778 valid 24. 0,833 valid 7. 0,833 valid 25. 0,667 valid 8. 0,778 valid 26. 0,889 valid 9. 0,889 valid 27. 0,889 valid 10. 0,833 valid 28. 0,833 valid 11. 0,833 valid 29. 0,889 valid 12. 0,944 valid 30. 0,889 valid 13. 0,889 valid 31. 0,778 valid 14. 0,833 valid 32. 0,944 valid 15. 0,722 valid 33. 0,833 valid 16. 0,778 valid 34. 0,778 valid 17. 0,833 valid 35. 0,833 valid 90 item validity coefficient decision item validity coefficient decision 18. 0,833 valid table 3 validation result of questions for sixth grade item validity coefficient decision item validity coefficient decision 1. 0,778 valid 16. 0,889 valid 2. 0,833 valid 17. 0,833 valid 3. 0,889 valid 18. 0,778 valid 4. 0,833 valid 19. 0,778 valid 5. 0,722 valid 20. 1,000 valid 6. 0,889 valid 21. 0,778 valid 7. 0,778 valid 22. 0,889 valid 8. 0,889 valid 23. 0,667 valid 9. 0,722 valid 24. 0,833 valid 10. 0,778 valid 25. 0,833 valid 11. 0,944 valid 26. 0,889 valid 12. 0,889 valid 27. 0,778 valid 13. 1,000 valid 28. 0,833 valid 14. 0,833 valid 29. 0,778 valid 15. 0,778 valid 30. 0,889 valid the manual book was developed to help the users while using and playing the game. the game manual book contains several things, including a cover page, an inside page containing the logo, game developer, foreword, an overview of the game, how to play, a list of questions, and a list of challenges. before being used, two experts in bahasa validated the entires contents of the manual book. they assessed the level of readability, including the use of language rules, straightforwardness in presentation, ease of understanding, communicative level, information delivery, presentation techniques, and spelling accuracy. the results of the validation data analysis according to gregory's interrater formulation gave an agreement index of 0.857. it indicates that the manual book has a good level of readability. 91 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 figure 2 the cover page of the manual book 3. development phase at this phase, the buddhist snakes ladders portable was developed, including a smallscale trial involving four students, a second-phase trial involving eight students, and a thirdphase trial involving 12 students. based on the initial sketch in figure 1, the researchers then made a second design of the game board, as shown in figure 3. figure 3 the second design of the board game after assessing the second design of the board game, several inputs were: (1) the use of foreign words (pali language) has to be reduced in the implementation or violation of the pancasila buddhis. containing the real examples according to the children's daily lives will be better; (2) determination of substitution boxes was not included yet in the second draft; (3) the distribution of questions, tasks/orders, and substitutions box have to be considered; and (4) add a motivational word in the box number 100. based on the input, the final game board is displayed in figure 4. figure 4 the final design of the board game 92 small-scale trials were carried out involving four students. they were divided into two groups (each group consisted of two students). based on the interviews, the results of the small-scal trial were: (1) the game were fun, interesting, sharpened skills and understanding, and have the potential to become a learning media; (2) the dice can be denser; (3) the size of the box makes it easier for players to stand on the box; (4) the color composition was attractive; (5) the pictures and writings are clear; and (6) the rule needs to be clarified. the second-phase trial was carried out involving eight students. based on the distributing questionnaires to the respondents in the second-phase trial, the assessment results were shown in the table 4. table 4 the results of second-phase trial no. components results 1. board game size very good 2. dice size very good 3. board game color very good 4. dice color very good 5. image clarity very good 6. font size very good 7. game rules clarity very good 8. ease of playing very good 9. questions very good 10. challenges very good 11. potential use of the product yes the third-phase trial was carried out involving 12 students. based on the distributing questionnaires to the respondents in the third-phase trial, the assessment results were shown in the table 5. table 5 the results of third-phase trial no. components results 1. board game size very good 2. dice size very good 3. board game color very good 4. dice color very good 5. image clarity very good 6. font size very good 7. game rules clarity very good 8. ease of playing very good 9. questions very good 10. challenges very good 11. potential use of the product yes 4. disseminate phase 93 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 based on the results obtained, the distribution is carried out by handing over the products directly to the monastery, the head of the high school, and the buddhist sunday school. dissemination was also done by utilizing technology, such as whatsapp and instagram. conclusion based on the results of the analysis, several conclusions are obtained, including buddhist snakes ladders portable can be developed by using the 4-d thiagarajan model (define, design, development, and disseminate), buddhist snakes ladders portable is very possible to be used practically in smb, as well as buddhist snakes ladders portable is very possible to be used by all users of various educational levels. reference arsyad, a. (2003). media pembelajaran. jakarta: raja grafindo persada. asnawir & usman, m.b. (2002). media pembelajaran. jakarta: ciputat pers. djamarah, s.b. & zain, a. (2002. strategi belajar mengajar, cetakan kedua. jakarta: rineka cipta. hamalik, o. (2003). media pendidikan, cetakan iv. bandung: pt. citra aditya bakti. huda, m. (2016). pembelajaran berbasis multimedia dan pembelajaran konvensional (studi komparasi di mts. al-muttaqin plemahan kediri). jurnal pendidikan, 10(1), 125-146. husna, a.m. (2009). 100+ permainan tradisional indonesia untuk kreativitas, ketangkasan, dan keakraban. yogyakarta: penerbit andi. mahnun, n. (2012). media pembelajaran (kajian terhadap langkah-langkah pemilihan media dan implementasinya dalam pembelajaran). an-nida’, 37(1), 27-34. miftah, m. (2014). pemanfaatan media pembelajaran untuk peningkatan kualitas belajar siswa. kwangsan: jurnal teknologi pendidikan, 2(1), 1-12. muhson, a. (2010). pengembangan media pembelajaran berbasis teknologi informasi. jurnal pendidikan akuntansi indonesia, 3(2), 1-10. mulyani, s. (2013). 45 permainan tradisional anak indonesia. yogyakarta: langensari publishing. sadiman, a.s., et.al. (2003). media pendidikan: pengertian, pengembangan, dan pemanfaatannya. jakarta: raja grafindo persada. sanjaya, w. (2012). media komunikasi pembelajaran. jakarta: kencana. sanjaya, w. (2007). startegi pembelajaran berorientasi standar proses pendidikan. jakarta: kenacan. sari, p. (2019). analisis terhadap kerucut pengalaman edgar dale dan keragaman gaya belajar untuk memilih media yang tepat dalam pembelajaran. mudir: jurnal manajemean pendidikan, 1(1), 58-78. sukiman. (2012). pengembangan media pembelajaran. yogyakarta: pedajogja. syamsidar, ma’ruf, & hustim, r. (2018). pembelajaran fisika berbasis cone of experience edgar dale pada materi elastisitas dan fluida statis. jurnal pendidikan, 6(1), 1-12. vitianingsih, a.v. (2016). game edukasi sebagai media pembelajaran pendidikan anak usia dini. jurnal inform: jurnal ilmiah bidang teknologi informasi dan teknologi, 1(1), 25-32. yaumi, m. (2018). media & teknologi pembelajaran. jakarta: prenadamedia group. 32 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 higher order thinking skills assessment (hots) i wayan widana ikip pgri bali, denpasar email: i.wayan.widana.bali@gmail.com abstract this study aims to: 1) provide knowledge and understanding to the teachers about the concept and characteristics of the hots (higher order thinking skills) assessment extensively and deep; and 2) improve the skills of the teachers to develop hots assessment. to achieve reviews these objectives, the research literature sourced from journals, reference books, modules, internet, and other sources such as the print and electronic media that are relevant to the topic hots development assessment. data collected by documentation and observation techniques. the research of data were analyzed using descriptive exploratory methods. the results of the data analysis are as follows: 1) hots assessments are questions or tasks that have reviews these characteristics: to assess students abilities to analyze, evaluate, and create based on contextual issues, and are not routine (not familiar); 2) steps compose hots items are: a) analyze the kd that can be created hots items, b) arrange the blueprint of hots items, c) write down the items on the card matter, d) determine the answer key (multiple choice questions form) or arrange rubric / scoring guidelines (essay form), e) perform qualitative analysis, and f) perform quantitative analysis; 3) the advantage of hots assessments are: a) increase the stundents motivation to learn and b) improve learning outcomes. and f) perform quantitative analysis; 3) the advantage of hots assessments are: a) increase the stundents motivation to learn and b) improve learning outcomes. and f) perform quantitative analysis; 3) the advantage of hots assessments are: a) increase the stundents motivation to learn and b) improve learning outcomes. keywords: assessment, higher-order thinking skills. nizam (2016) stated that the assessment in indonesia directed at the assessment model of higher order thinking skills (hots). the policy refers to the need for life skills in the 21st century. bernie trilling (2005) formulated the life skills of the 21st century in the form of the seven c's 21st century lifelong skills: (1) critical thinking, (2) creativity, (3) communication, (4) collaboration, (5) career and learning self-reliance, (6) crosscultural understanding, and (7) computing / ict literacy. joke voogt & natalie pareja roblin (2010) suggested that the assessment hots, can enhance critical thinking skills (critical thinking), creativity (creativity) and confidence (learning self-reliance). the implication of the above policy is the teachers are encouraged to develop assessment instruments hots, both in daily tests, a final assessment of the semester, and school examinations (us). teachers can be creative forms of matter in accordance with the basic competency (kd) in the respective subjects, and raised the contextual issues that exist in the school environment as stimulus material hots assessment. it is intended to show that the material taught in class was not impressed merely theoretical only, but can also be used to solve problems in the contextual environment of the learners so as to motivate the students to study harder. the results of the qualitative analysis item leads us in 614 sma (superior school) in indonesia, which is conducted by the directorate of school (2016) in quality improvement activities penyenggaraan us data showed us cognitive problems as follows. 33 table 1. cognitive realm about us cognitive realm many item % knowing (c1) 2,917 19.55 understanding (c2) 7064 47.35 applying (c3) 3,807 25.52 analyzing (c4) 1,015 6,80 evaluating (c5) 99 0.66 mengkreasi (c6) 17 0.11 amount 14 919 100 only about 7.58% of us-made problem of high school teachers who belong to the realm reference c4, c5, and c6. problems us compiled by teachers generally measures the skills of remembering and understanding (knowing and understanding). when viewed from the context of most use in the classroom context and highly theoretical, and rarely use outside the classroom context (contextual). so it does not show the link between knowledge acquired in learning with real situations in everyday life. this can give you an idea that the understanding of the concept of hots assessment and the ability of teachers to prepare about hots is still very low, it has implications for the learners are not accustomed to working on the problems hots. one of the effects of the low ability of teachers write the questions hots is the low achievement by learners in indonesia in a study conducted by the international institute pisa (program for international students assessment). pisa measures three basic literacy, namely: scientific literacy, reading, and mathematics. in 2015, for scientific literacy learners indonesia only able to attain the rank 62nd out of 70 countries. as for the reading and mathematical literacy successive ranks 64th and 63rd out of 70 countries (pisa, 2016). this shows that the competitiveness of indonesia at the international level is very low. therefore, teachers need to be motivated and given extensive information about the assessment hots, so skilled and creative composing about hots. one study on the development of hots questions on subjects physics in high school has been conducted by edi istiyono, et al (2014), entitled development of higherorder thinking ability test physics (pysthots) high school students. the instrument consists of two sets of tests, each of which has 26 items including eight anchor items and has been validated by measurement experts, expert physics education, physicists, and practitioners. the instrument has been validated tested on 1,001 students from ten sman in yogyakarta. politomus data were analyzed using the partial credit model (pcm). the trial results showed that all the items were 44 and instrument physthots proven fit with pcm, instrument reliability of 0.95, the index of difficulty of items ranging -0.86 to 1.06, which means all items in both categories. research conducted by edi istiyono, et al (2014), specifically made in physics in high school. while in this study, emphasizes the study of the development about hots expanded at all levels of education from elementary, junior high, high school / vocational school for all subjects. the goal is to eliminate the idea that the problems hots connoted as difficult problems in secondary education and above, and can only be developed on specific subjects such as mathematics and science. all teachers of subjects at all levels of education is expected to prepare hots assessment in accordance with the characteristics 34 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 of learners and the demands of the relevant kd. therefore, teachers need to have a reference that is adequate and sufficient to build knowledge and insight into the assessment hots. based on the above, it can be served formulation of the problem as follows: (1) what is a matter of hots ?; (2) how the characteristics of hots matter ?; (3) how to develop measures and guidelines hots items penskorannya? (4) what is the benefit assessment hots? in accordance with the formulation of the above problems, the study aims to: 1) provide knowledge and understanding to teachers about the concept and characteristics of hots assessment is broad and deep; and 2) improve the skills of teachers to prepare the assessment hots. through their understanding and knowledge of the issues hots good, the teachers are expected to have adequate reference so that it can tell which assessment including hots hots or not. because in practice, teachers are often confused or undecided whether the items are arranged already includes hots or not. in the end, knowledge and understanding are expected to improve the skills of teachers prepare (create) problems hots. thus, gradually the quality of teacher assessment instruments used for daily tests, semester and us assessment for all subjects can be improved. methods this research includes literature research is research to various literature obtained from journals, reference books, modules, internet, and other sources such as print and electronic media that are relevant to the topic hots assessment. the study was conducted from august 22 till 30 november 2016. the study begins by collecting a variety of print and electronic literature relating to the assessment hots. data collected by documentation and observation techniques. the research data were analyzed using descriptive exploratory method. results cognitive taxonomy a discussion of the cognitive taxonomy is a bridge that can deliver a way of thinking to understand the concept and the characteristics of the assessment of higher order thinking skills (hots). there are several cognitive taxonomy. taxonomy is the most popular cognitive bloom's taxonomy. the main difference between the original and taxonomy bloom's taxonomy bloom's revised by anderson & krathwohl (2001) is the revised bloom's taxonomy by anderson & krathwohl (2001) consists of two dimensions of the dimension of knowledge and cognitive processes. the knowledge dimension classify types of knowledge acquired learners into four kinds, namely: (a) the factual knowledge includes knowledge of symbols, symbols, notation, character names, historical events; (b) including the understanding of conceptual knowledge, definitions, theories, models, formulas; (c) the procedural knowledge relating to how, techniques, procedures, algorithms, steps to do something; and (d) metacognitive knowledge is a person's ability to understand and skillfully use the three-dimensional prior knowledge. while the dimensions of the cognitive process consists of six levels: (1) recall (remembering-c1) includes the ability to remember factual and conceptual knowledge; (2) understand (understanding-c2) 35 a basic understanding capabilities, build their own meaning; (3) apply (aplying-c3) means the ability to execute or implement procedures to solve the problem, it is generally an application that has the best answer; (4) analysis (analyzing-c4) means the ability to break down information into parts that are more specific, to find a link parts information with one another, and overall information, and includes the ability to distinguish, organizing, and connecting; (5) evaluate (evaluating-c5) include the ability to judge something (justification) criteria, involves the ability to examine and scrutinize; (6) mengkreasi (creating-c6) means putting different elements together to form a new unity or reorganization of existing elements to form a new structure, including the process of generating, planning, and producing. assessment standards for the dimensions of learning models(marzano, pickering, & mctighe, 1993) distinguishes dimensions of knowledge into declarative knowledge, procedural, complex thinking, processing information, effective communication, cooperation, and habits of thought. included in the assessment domain hots is a dimension of complex thinking, processing information, effective communication, cooperation, and habits of thought. marzano and kendall (2007) identified three dimensions of knowledge, namely: information, mental procedures, and psychomotor procedures. while the dimensions of the thought process comprising: (1) retrieval, (2) comprehension, (3) analysis, (4) knowledge utilization, (5) metacognition, and (6) selfsystem thinking. furthermore, webb (2002) classifies four levels of thinking required to perform various cognitive activities, namely: (1) recall and reproduction, (2) the skill and concept, (3) strategic thinking, and (4) extended thinking. biggs and collis (1982) suggested taxonomy solo (structure of observed learning outcomes), a hierarchical taxonomy of thinking skills that consists of five levels: (1) prestructural, (2) unistructural, (3) multistructural, (4) relational, and (5) extended abstract. from the above, it appears that each of the cognitive taxonomy there are similarities in formulating high-level thinking skills (hots). learners are required to have the ability to think more complex, the ability to connect the fragments of information into a single entity, the ability to transfer more complex concept in a new situation. higher order thinking skills assessment (hots) king, fj, ludwika goodson., & faranak r. (2012) defines a high-level thinking skills (hots) as a critical thinking skills, logical, reflective, metacognitive, and creative. these capabilities will develop when people have problems that are not familiar, uncertainties, or a new phenomenon that requires solutions that have never been done before. assessment is an assessment that measures hots third highest level in bloom's taxonomy to analyze, evaluate and create (anderson & krathwohl, 2001; robert h. ennis, 2014; swartz and mcguinness, 2014). while arter, judith a, salmon, & jennifer r (1987) states that some capabilities that are included in the assessment hots are: (1) problem solving (problem solving ability), (2) decision making (decision-making), susan m. brookhart (2010) defines three categories of assessment capabilities hots as follows: (1) the ability to transfer the concept to another concept, a high-level thinking skills as a form of knowledge possessed the ability to connect with others who are not familiar situations; (2) critical thinking skills (critical thinking skills), is the ability to understand the problems of logic, reflective thinking skills, the ability to argue that can be focused to take a decision or do something; and (3) the ability of problem solving (problem 36 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 solving), namely the ability to find a new way, a solution that is not common, defining the problem creatively. furthermore widana, i wayan (2016) states that the assessment hots is a measurement instrument used to measure the ability to think critically, the ability to think that not only recall (recall), restate (restate), or refer without processing (recite) , assessment hots measure the ability to: 1) transfer the concept to another concept, 2) process and apply information, 3) looking for connection of a variety of information that is different, 4) use information to solve problems, and 5) examines the ideas and information critical , judging from the dimensions of knowledge, generally assess hots measure metacognitive dimensions, not merely measure the dimensions of the factual, conceptual or procedural. metacognitive dimension describes the ability to connect several different concepts, interpret, the australian council for educational research(acer, 2015) states that creativity to solve the problems in hots, consisting of: a) the ability to resolve problems that are not familiar; b) the ability to evaluate the strategies used to solve the problem from different angles; and c) finding new models of settlement of different ways before. the difficulty level is not the same item with a high level thinking skills. for example, to determine the meaning of a word that is not common (uncommon word) may have a very high degree of difficulty, but the ability to answer these problems do not include higher-order thinking skills. thus, the assessment hots is not always the questions that have a high level of difficulty. high-level thinking skills can be trained in the learning process in the classroom. therefore, to make the students have the ability to think critically, then the learning process also provides a space for learners to find the concept of knowledge-based activities. activities in learning to encourage students to develop creativity and critical thinking. characteristics assessment hots based on the above notions can be formulated characteristics hots assessment is as follows. 1) measuring the ability of a high level. high-level thinking skills, including the ability to solve problems (problem solving), critical thinking skills (critical thinking), creative thinking (creative thinking), argued ability (reasoning), and the ability to make decisions (decision making). in bloom's taxonomy requires the ability to analyze (c4), evaluating (c5), and create (c6). 2) based on contextual issues. assessment hots typically loads stimulus in the form of case (based on case). stimulus could lead learners to connect knowledge in different situations (the ability to transfer concepts). case can be removed from the real situation in everyday life (contextual), such as global issues such as the issue of information technology, science, economics, health, education, character, and infrastructure. here is outlined five characteristics contextual assessment, which is abbreviated react: a) relating, the assessment is directly related to the context of real-life experience; b) experiencing, assessment emphasized the excavation (exploration), discovery (discovery), and creation (creation); c) applying, assessment demands the ability of learners to apply knowledge gained in the classroom to solve real problems; d) communicating, assessment demands the ability of learners to be able to communicate conclusions models at the conclusion context of the problem; and e) 37 transferring, assessment of learners who require the ability to transform the concepts of knowledge in the classroom into a new situation or context. 3) not routine (not familiar). assessment hots not regular assessments given in class. hots assessment used many times on the same test participant an assessment of memory (recall), because it has never been done before. hots unfamiliar assessment requires learners really think creatively, because of the problems encountered have never encountered or done before. the ability to analyze to assess the ability of learners to analyze a particular problem, question or a given task should measure the ability to locate specific parts or describe the parts are related to each other. level analyze questions demonstrate the ability of learners to present concepts or issues that demonstrate the ability to compare parts with one another using logical arguments. explaining the arguments used to connect the parts with one another. the types of questions that can be given is to analyze: 1) focus on the question or the main idea, generally finding the main idea of a paragraph that does not express explicitly or infer the main idea in the text as a whole; 2) analyze the arguments or conclusions, questions that could be asked, for example: what evidence is given to support the argument ?, author of what is given evidence that contrary to the argument writers ?, what assumptions required for the argument to be valid ?, is there a part of the statement not relevant to the argument ?, how the logical structure of the given argument ?; and 3) compare and contrast, (susan m. brookhart, 2010). ability to evaluate to assess the ability of the evaluation, the necessary questions or tasks that represent the ability of justifications or take keptusan. learners judge something based on a given criteria or criteria formulated by the learners themselves (based on the creativity of learners). there are several types of questions that could be asked to measure the ability to evaluate are: 1) to evaluate the credibility of a source of information, 2) identify the assumptions implicit in the information, and 3) identify methods of rhetoric and persuasive. one example of questions that require evaluation capability is a question of literary criticism. literary criticism to answer questions like these: how the effectiveness of imagery used by the author? how to create a situation of appeal so as to encourage readers to respond? similarly, most of the criticism of art or music reviews, restaurant reviews, reviews of the book is the question of evaluation. similarly, in the natural sciences and social sciences, how strong is the evidence to support the theory (eg, the ability to be creative questions about mengkreasi demands the ability to solve problems by finding solutions, planning, create a procedure to achieve a particular purpose, or produce something new. mengkreasi here can be matched to synthesize the original bloom's taxonomy, or have a similar meaning with creativity. norris and ennis (1989) states that the critical and creative thinking is an important part of a good idea. they distinguish understanding of critical and creative thinking. creative thinking is logical, productive, and non-evaluative. critical thinking is logical, reflective and evaluative. but in school assignments in creative and critical thinking are often paired. problem solving ability 38 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 to solve a problem (problem solving) is generally first performed to identify what the problem is, what might be an obstacle to solving it, and what possible solutions to solve those problems. bransford and stein (1984) argued that the measures to solve the problem (problem solving) into five steps are summarized in the acronym ideal namely: identify the problem (identification of problems), define and represent the problem (defining and representing matter), explore possible strategies (explore strategies that might be), act on the strategies (solving problems using strategies that may be used), and look back and evaluate the effects of your activities (an evaluation of the effect as a result of activities undertaken). indicators complete success in solving problems can be contained in the section. miscellaneous rubric can be used in the assessment of problem solving ability. the advantage of using the general rubric of problem solving, the students can see the ability to think what is judged according to the learning objectives. with these sections, students are expected to develop the concept of a better problem solving. this means that teachers should be careful to develop rubrics, in order to define the problem solving of teaching lessons. in the form of multiple choice questions, the answer choices represent the ability of learners in solving problems. while the matter of narrative form that requires the ability to construct a response, susan m. brookhart (2010) states that there are various types of problems that can be presented to assess problem solving ability, among others: a) the problem of structured and unstructured, meaning that more and more open decision-making means that more and more unstructured problems; b) open-ended problem, a problem that leads to the open answers (many solutions). reasoning ability reasoning ability (argued) learners can be honed and developed at school and even at an early age children though. questions that test the ability to argue generally begins with the question "why". argued ability can be built on two basic principles of deductive reasoning that the arguments and inductive. (brookhart, 2010). deductive argument is the ability to build an argument that starts from the principle to the example of principles (general to specific). for example, the principle of the mathematical sum a + b = b + a, then it must be true for the 6 + 2 = 2 + 6. in deductive arguments, questions starting from one or several premises (the basis for making the argument), then use the argument to draw conclusions. if the premise is wrong, then the conclusion is also invalid. high-level thinking skills require deductive argument that aims to decide whether an element is a member of a category or not. inductive argument is the opposite of deductive argument: the ability to argue that begins from a data, a specific instance or multiple instances leading to the principle (specifically to the public). for example, in the measurement of classical analysis, identify the theme of literary works and support the theme by evidence is an example of an inductive argument. another type of inductive argument is to use the analogy of a pattern. this argument builds upon resemblance or similarity of two phenomena or more so that it can serve as the basis for drawing conclusions (conclusion). based on the above, it can be concluded that in general the ability of argument can be constructed from deductive and inductive arguments. deductive argument is built on the premises, while the inductive argument is built based on data or specific examples. both arguments are mutually supportive and very important to test the consistency of an idea 39 that was put together. the accuracy of these arguments election largely depends on the context or the problems presented. steps compile assessments hots in the context of the preparation of the assessment hots for daily tests, mid-term assessments, a final assessment exam semester or school-based assessment in general do competency (kd). therefore, the steps of the preparation of the assessment are as follows hots (widana, i wayan, 2016). 1. analyzing kd which can be made hots questions. not all kd can be made about hots, some kd only requires the ability to remember, understand or implement it. choose kd which requires the ability to analyze, evaluate or creating. 2. develop grille matter. grating about the signs were used as a benchmark to write about. in general, grating matter illustrates the kd to be measured, the subject matter that will be tested, the indicators about, and the cognitive level to be measured (eg grating about hots can be seen in table 2). 3. write down the items on the card problem. questions written must be in accordance with the criteria established in the lattice matter. problems hots typically in the form of cases, so it must first be considered appropriate stimulus and contextual. the selection of a matter should consider the dimensions of the thought process that will be measured (to analyze, evaluate or create). sample question cards are shown in table 3. writing items should be guided by the rules of writing items. 4. determining the answer key (the form of multiple choice questions) or arrange rubric / scoring guidelines (shape about the description). key answer is the correct answer choice or the most correct. while the choice of wrong answers are called detractors. on the matter of narrative form, scoring guidelines should contain key measures (objective description). each key steps were answered correctly were given a score of 1 or 0 if answered wrong / no answer. on the matter of nonobjective description generally contains certain criteria that must be met are called sections. differences accuracy of the answers in the rubric expressed in the form of a certain gradation, for example, a score of 3 states highly accurate, 2 accurately, one less accurate or inaccurate 0. 5. perform qualitative analysis. qualitative analysis aims to look at the suitability of items with item writing conventions. the results of the analysis there are three types accepted, accepted with a repair, or rejected. those items are accepted when all components of the analysis in accordance with the rules of writing items. those items are accepted with repairs if a mismatch lies only in the aspect of construction or language. while the items declared rejected or discarded if a mismatch items contained in the material aspect. only items received and accepted by the improvements that can be tested (quantitative analysis). format qualitative analysis can be seen in table 4 and 5. 6. quantitative analysis. quantitative analysis aims to determine the characteristic includes distinguishing item, item difficulty level, function or absence of humbug, and guesses (special form of multiple choice questions). quantitative analysis can be done using software. only items that meet the requirements can be tested or put into question bank. 40 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 benefit assessment hots susan m. brookhart (2010) suggests that the benefits of hots assessment are as follows. 1. increase motivation to learn. often teachers failed to raise the motivation of learners as learning material in class is abstract and theoretical. therefore, teachers should be able to connect the subject matter in the classroom with real-world context. assessment hots typically in the form of cases, natural phenomena, or contextual issues in daily life that showed linkage of learning materials in the classroom to real-world context. thus learners can feel that learning in the classroom is very useful to solve problems in everyday life. this is expected to increase the motivation of learners. 2. improving achievement of learning outcomes. the achievement of learning outcomes is strongly influenced by the motivation of learners. marhaeni (2005) in his research found that students who have learning motivation tend to have higher academic achievement as well. therefore, the study suggested teachers able to raise the motivation of learners that learning outcomes can be improved. furthermore widana, i wayan (2016) suggested that one of the benefits hots assessment is to improve the competitiveness of students both nationally and internationally. critical and creative thinking skills gained through work experience hots assessment, will have an impact on the creation of habits (habit) positive on problem solving abilities. troubleshooting can be done according to procedure, using logics, based on the argument (reason) that is logical and reasonable, and accompanied with proof (evidence) to strengthen the findings in problem solving (problem solving). the following are examples of the format of the lattice, about cards and qualitative analysis about hots format adapted from the directorate of high school (2016). table 2. format grille problem hots subjects : .............................................. no. basic competencies subject matter baha / class indicator problem cogniti ve level shape proble m table 3. hots problem card format subjects : ........................................ class / semester : ........................................ basic competencies : subject matter : indicator problem : cognitive level : item problem: 41 key to answer / manual scoring: table 4. assessing instruments problems hots (multiple choice) developer name problem : ...................... subjects : ...................... no. aspects examined grain problem 1 2 ... a, 1. matter problem accordance with the indicator. □ □ 2. problem does not contain elements sarap3k (tribe, religion, race, anatargolongan, pornography, politics, propopaganda, and violence). □ □ 3. problem using an interesting stimulus (new, encouraging learners to read). □ □ 4. problem using contextual stimuli (pictures / graphics, text, visualization, etc., in accordance with the real world) □ □ 5. problem measure the level of cognitive reasoning (to analyze, evaluate, create). □ □ 6. the answer is implied in the stimulus. □ □ 7. problem is not routine. □ □ 8. homogeneous and logical answer choices. □ □ 9. each question there is only one correct answer. □ □ b. 10. construction the subject matter defined by a short, clear and unequivocal. □ □ 12. the formulation of the subject matter and response options are statements that needed it. □ □ 13. the subject matter did not give instructions to the answer key. □ □ 14. the subject matter is free from double negative statement. □ □ 15. pictures, graphs, tables, diagrams, or the like is clear and functioning. □ □ 16. the length of the answer choices are relatively the same. □ □ 17. choice answers do not use the expression "all the answers to the above one" or "all the answers to the above are true" and the like. □ □ 18. answer choices that shaped figure / time arranged in order of size numbers or chronology. □ □ 19. those items are not dependent on another item. □ □ c, 20. language using appropriate language to indonesian rule, for regional languages and foreign languages according the rule. □ □ 42 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 no. aspects examined grain problem 1 2 ... 21. do not use the language of the applicable local / taboo. □ □ 22. problem using a communicative sentence. □ □ 23. answer choices does not repeat the word / group said the same, except one unified understanding. □ □ table 5. assessing instruments problems hots (description) developer name problem : ...................... subjects : ...................... no. aspects examined grain problem 1 2 ... a. 1. matter problem accordance with the indicator (requires a written test description form). □ □ 2. problem does not contain elements sarap3k (tribe, religion, race, anatargolongan, pornography, politics, propopaganda, and violence). □ □ 3. problem using an interesting stimulus (new, encouraging learners to read). □ □ 4. problem using contextual stimuli (pictures / graphics, text, visualization, etc., in accordance with the real world) □ □ 5. problem measure the level of cognitive reasoning (to analyze, evaluate, create). □ □ 6. the answer is implied in the stimulus. □ □ 7. problem is not routine. □ □ b. 8. construction the formulation of the sentence problems or questions using words or commands that question demands an answer to unravel. □ □ 9. contains clear instructions on how to do the problem. □ □ 10. there are guidelines for scoring / sections in accordance with the criteria / sentences containing the keywords. □ □ 11. pictures, graphs, tables, diagrams, or the like is clear and functioning. □ □ 12. those items do not depend another item. □ □ c. 13. language using appropriate language to indonesian rule, for regional languages and foreign languages according the rule. □ □ 14. do not use the language of the applicable local / taboo. □ □ 15. problem using a communicative sentence. □ □ 43 note: 1) fill a check mark () in the column or kompunen appropriate aspect. 2) fill a cross (x) in the column or kompunen aspects that do not fit. conclusion hots assessment is an assessment that has the following characteristics: measuring the high-level thinking skills (analyzing, evaluating and creating), based on contextual issues (typically in the form of cases), and are not routine (not familiar). steps compose about hots namely: a) analyze the kd that can be created problems hots, b) arrange gratings matter, c) write down the items on the card matter, d) determining the answer key (the form of multiple choice questions) or compose rubric / scoring guidelines (shape about the description), e) conduct a qualitative analysis, and f) perform quantitative analysis. hots assessment benefits are: 1) increase the motivation of learners for the assessment hots can connect the subject matter in the classroom with real-world contexts so that learning is felt more meaningful; 2) improve learning outcomes for the assessment hots can train the way learners think creatively and critically, not just being able to memorize or understand any factual knowledge and concepts; and 3) improving the competitiveness of learners both at national and international level, because through work experience hots assessment of learners will have the ability to think critically and creatively better. references anderson, l. w., & krathwohl, d. r. (eds.). (2001). a taxonomy for learning, teaching, and assessing: a revision of bloom’s taxonomy of educational objectives (complete ed.). new york: longman. arter, judith a.; jennifer r. salmon. (1987). assessing higher order thinking skills: a consumer's guide. washington, dc: test center of the northwest regional educational laboratory. australian council for educational research. (2015). developing higher order thinking skills. melbourne: acer. bernie trilling. (2005). toward learning societies and the global challenges for learning–with-ict. california: oracle education foundation. biggs, j. b., & collis, k. f. (1982). evaluating the quality of learning: the solo taxonomy. new york: academic press. bransford, j. d., & stein, b. s. (1984). the ideal problem solver. new york: w. h. freeman. brookhart, susan m. (2010). how to assess higher-order thinking skills in your classroom. alexandria, va: ascd. 44 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 edi istiyono, djemari mardapi, dan suparno. (2014). “pengembangan tes kemampuan berpikir tingkat tinggi fisika (pysthots) peserta didik sma”. jurnal penelitian dan evaluasi pendidikan tahun 18, nomor 1. ennis, robert h. (1993). critical thinking assessment. theory into practice, vol. 32, number 3. college of education, the ohio state university. joke voogt & natalie pareja roblin. (2010). the 21st century skills. discussion paper. university of twente. king, ludwika goodson, and faranak rohani. (2012). higher order thinking skills: definition, teaching strategies, assessment. http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf marhaeni, aain. (2005). pengaruh asesmen portofolio dan motivasi berprestasi dalam belajar bahasa inggris terhadap kemampuan menulis dalam bahasa inggris. disertasi. jakarta: unj. marzano, r. j., & kendall, j. s. (2007). the new taxonomy of educational objectives (2nd ed.). thousand oaks, ca: sage. marzano, r. j., pickering, d., & mctighe, j. (1993). assessing student outcomes: performance assessment using the dimensions of learning model. alexandria, va: ascd. nizam. (2016). “penilaian pendidikan”. paparan tentang higher order thinking skills (hots), (disajikan pada workshop penyusunan soal hots direktorat pembinaan sma, di bogor). norris, s. p., & ennis, r. h. (1989). evaluating critical thinking. pacific grove, ca: critical thinking press & software. pisa. (2016). pisa 2015: results in focus. oecd. robert swartz and carol mcguinness. (2014). developing and assessing thinking skills. boston: the international baccalaureate organisation. webb, n. l. (2002). alignment study in language arts, mathematics, science and social studies of state standards and assessments for four states. washington, dc: council of chief state school officers. widana, i wayan. (2016). penulisan soal hots untuk ujian sekolah. jakarta: direktorat pembinaan sma. 1 evaluation of memories learning program al-qur'anas a local curriculum at mts.n 7 modur jakarta timur (evaluative research using cse-ucla models) wildani hidhayati universitas negeri jakarta wildani.hidayati@gmail.com abstract this study aims to find out how effective the implementation of qur'anic learning in mts.n 7 east jakarta models. this study is classified as evaluative research using the cse-ucla model consisting of assessment, program planning, implementation programs, programs improvement and program certification. the subject of this study consisted of: school principal, mentor, student and student guardian. data collection methods are carried out with questionnaires, observation, interviews, and documentation. data analysis techniques in this study are the miles and huburmen models. the activity in data analysis is datareduction , datadisplay (data presentation), and conclusiondrawing / verification (drawing conclusions / verification). the research findings show that the al-qur'an learning program has been running effectively even though there are obstacles that need to be corrected. keywords: cse-ucla, recitation of the al-qur’an, program evaluation introduction culture is the identity of a nation. the culture in indonesia is very diverse. indonesia's cultural wealth lies in the diversity of regional cultures or local cultures scattered throughout the archipelago. for example in the world of education, madrasas have a culture that is different from schools in general. the religious atmosphere in the madrasa environment is the main characteristic of madrasas. in order for the indonesian generation not to be easily affected by the negative effects of globalization, the education unit needs to provide broad insight to students about the particularities that exist in their environment through local content learning. the education unit determines the type of local content that is adapted to the characteristics and potential of the region including the advantages of an area, whose learning material cannot be grouped into the national curriculum. madrasah tsanawiyah as one of the schools that are characterized by islamic religion has a variety of potential, one of which is memorizing the qur'an. efforts to improve student achievement related to memorization of al-qur'an requires the existence of special learning programs, by the education unit is included in the form of local content. the evaluator will conduct research in the east jakarta model mts.n 7 that applies the local content memorization curriculum to the koran. the aspects contained in the al-qur'an memorization program were evaluated using five components of cse-ucla, namely 1)component assessment 2) component planning 3) component implementation 4) component improvement, and 5) component certification. from the results of the evaluation, it will later be used to make decisions about the qur'anic memorization program whether the program is still feasible to continue or to stop. mailto:wildani.hidayati@gmail.com literature review a. evaluation evaluation is to ensure the value, amount or value. marvin c. alkin (2011: 5) evaluation issystematic data collection with the aim of informing the decision to design or improve results. barbara n flagg, (1990: 1-2). evaluation can be interpreted as a data collection process to determine the value of strengths and weaknesses in increasing its effectiveness and attractiveness. marteen tessmer (1995: 11) evaluation means a process of collecting, analyzing and interpreting information that has been obtained through measurements to give some meaning based on value considerations. dede gede henda divayana and gustiayu dessy sugiharni (2016: 36) from the above opinion it can be concluded that evaluation is an effort to determine the effectiveness of each component of a program, then report the results of the analysis of the program, so that the results can be used as a consideration to make a decision whether the program can be stopped or continued. b. the cse-uclamodel cse-uclaconsists of two abbreviations, cse and ucla. cse is an acronym of the center for the study ofevaluation,while ucla is an abbreviation of the university of california in losangeles,the system ofassessment,program planning, program implementation, program improvementandprograms. certification research methods a. researchobjects the object of this study is the memorization learning program of the koran. location the location of this study was carried out at mts.n 7 model east jakarta. approach theapproach used in this study is qualitative. b. data analysis of technique analysis data about the implementation of the qur'anic memorization learning program evaluation from the components of planning, planning components, impementation components, improvement components, and components using the miles and huburmen models. the activity in data analysis is datareduction , datadisplay (data presentation), and conclusiondrawing / verification (drawing conclusions / verification). results 1. components assessment a. program planning al-qur'an memorization program has a formal legal basis, in technical instructions "local content curriculum memorization of the koran madrasah tsanawiyah in the special capital region of jakarta" in 2013. memorization of the qur the background is because students who study at madrasah tsanawiyah, who are originally from elementary school, get very little 2 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 3 reading knowledge of the koran, so memorization of al-qur'an learning in madrasah tsanawiyah is very important as debriefing their lives later when they grow up. with the memorization program of the koran, it helps students to learn the qur'anic verses . so that the knowledge of students related to reading the koran increases. the jakarta model 7 mts vision is to become a superior, creative, innovative madrasah and scientist based on faith and piety. its mission is to improve the quality, creative, innovative, responsible, and noble human resources. foster students to become qualified leaders. develop it-based learning models. improve the quality of educational facilities and infrastructure. the purpose of the qur'an memorization program to maintain the purity of the qur'an. al-qur'an is the holy book of islam that has to be kept pure, when seeing the history of the qur'an in the past besides being memorized by the companions, this is done so that the qur'an is kept pure. the purpose of the memorization program of the koran to appreciate the contents of the qur'an. often the qur'an is read, the reader will better understand the contents of the qur'an. al-qur'an memorizers appreciate their reading if they understand what is read. the purpose of the memorization program of the qur'an is to practice the values contained in the qur'an, that the qur'an is not just read and memorized. but the contents of what is read must be carried out. like the message of allah in the surah al-ma'un which contains humans must love the orphans and give charity to the poor. b. planning the implementation of learning supervisor has a syllabus and rpp in memorizing learning of the koran. the material used as a guideline in mts.n 7 east jakarta model in accordance with the local content curriculum of memorization of the koran at mts.n 7 east jakarta model is divided into 2 categories, namely classes bilfidz and regular classes. 2. component planning a. development oflearning al-qur'an recitationjuz 29 in accordance with the level of development of students because the age of students in mts.n 7 east jakarta is 12-14 years. in this age, someone has excellent memorization quality. therefore, people who want to memorize the qur'an should take advantage of these golden ages to memorize as much as possible the availability of the necessary guidance is 4.32 or 66%. this is in one class with a total of 32 students, only 1 mentor. this is less effective if the supervisor applies themethod talaqii, because with this method the supervisor must listen to the memorization of the students one by one. if there is only one mentor, the time spent will be used up before the students deposit the memorization. availability of adequate facilities and infrastructure of 4.66 or 70%. in mts.n 7 the model has provided adequate facilities and infrastructure. in terms of facilities the school has provided it according to the needs of students. likewise with infrastructure other than students studying in class students can also study in small mosque, parks, libraries, etc. the memorization of the al-qur’an is in accordance with the conditions of madrasas of 4.66 or 72%. recitation of the al-qur’an is in accordance with the 4 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 conditions of the madrasah mts.n 7 because madrasas are identical with islamic behavior which is instilled by educators towards students. therefore, students are guided to know more about the basics of their religion, especially reading, memorizing and understanding the meaning of the koran. so that the qur'an memorization learning program is very suitable if implemented in a madrasa environment. b. students age students at mts.n 7 east jakarta in class iiv maximum 14 years. as for the graph of the age of students when they take part in the qur'an memorization program in mts.n 7 east jakarta models in 2017/2018. table 4.4 age of mts.n 7 students in east jakart students age number of frequency (%) 12 year 4 12,12 13 year 25 75,76 14 year 4 12,12 15 year 0 0 total 33 100 the following is the age chart of students when they take part in the alqur’an memorization program in mts.n east jakarta models in 2017/2018. graph 4.4 data graph 4.4 age of mts.n 7 students in east jakarta in class iiv in 2017/2018. 12 years old is 12.12%. the age of 13 years is 75.76%. 14 years of 12.12%. it can be concluded that the average age of students is 13 years when sitting in the seventh grade madrasah tsanawiyah. students understand the science of recitation properly can be known from the results of the theoretical test of tajweed science. the test results of the theoretical questions of tajweed science. it can be seen that east jakarta mts.n 7 students understand enough about tajweed, because their mean scores (mean) are 81.97 and the mode of data above is 87. students at mts.n 7 models in east jakarta understand arabic with well, 0 10 20 30 40 50 60 70 80 12 year 13 year 14 year 15 year 5 the following is the arabic language grade 7.2 semseter 2. it can be seen that mts.n 7 students in east jakarta model quite understand arabic because the average score of students is 82.12 and themadrasas mode of the data above is 87.to improve the quality of students in language, a special class is called the superiorclass bilinggual, namely hafidz and bilinggualscience bilinggual. this is done one of them to help students understand the content of the qur'an. students fluent in reading the koran can be seen from the results of the alqur'an hadith test as follows: the results of the grades of al-quran hadits class 7.2 semester 2 the average value of students is 78.21 and the mode of data above is 75. therefore, in order for students to read the koran smoothly, the daily activities of students to read the koran fluently are (1) monday 2 nd week together at mts.n 7 field, east jakarta model, (2) before the teaching and learning activities on tuesday to thursday begin, at 6:30 a.m. to 6:50 a.m. students read the koran together in their respective classes (tadarrus in class), (3) friday sunday first the third hour 06.30-07.30 together and dhuha prayer. this activity is to improve the fluency in reading the koran. it is easy to read the qur'an, the main capital for memorizing the qur'an. the reasons for mts.n 7 students to take part in the al-qur'an memorization program are shown in table 4.7 below: table 4.7 reasons for students to learn the memorization of the qur'an reasons for students to learn the memorization of al-qur'an number of frequency (%) factor demands of the madrasa 1 1.52 factors want to be hafidz or hafidzah 48 72.72 factors influencing friends 6 9.09 factors parental demands 11 16.67 total 66 100 following is a table of reasons students attend the qur'an memorization program in mts.n 7 east jakarta model. graph 4.7 from graph 4.7, an assessment of the reasons for students taking part in the memorization program of the koran was assessed by 66 respondents, namely the 1.52 72.72 9.09 16.67 factor demands of the madrasa factors want to be hafidz or hafidzah factors influencing friends factors parental demands madrasah demand factor of 1.52%. factors want to be hafidz or hafidzah 72.72%. factor influence of friends 9.09%. factor demands parents 16.67%. from this graph it can be concluded that students follow the program because of their own desires. c. qualifications supervisor supervisor at mts.n 7 models of east jakarta have a minimum memorization of 30 and 29 juz. counselors who teach memorization of the koran at mts.n 7 model east jakarta pass the stratum 1 and at least memorize 2 juz, namely juz 30 and 29 and has more than one year teaching experience. counselors understand tajweed science both theoretically and practically. this can be proved that the supervisor can answer the questions that have been given. the following are the results of the theoretical tajwid supervisor's test: table 4.8 the results of the theoretical tajwid test of the supervisor no score f f (%) f. cumulative 1 83-86 1 9.09 1 2 87-90 2 18.18 3 3 91-94 2 18 , 18 5 4 95-98 6 54.55 11 total 11 100 table 4.8 the results of the theoretical tajweed test can be explained that the average value is 93.45 and the mode of the data above is 97 out of 30 questions. this means that the recitation of recitation of qur'an recitation in mts.n 7 models is very good. so that the mentor can carry out memorization of the qur'an at mts.n 7 east jakarta. the counselor has a high interest in memorizing the koran, which is the advisor wants to practice the knowledge he has, the mentor wants to motivate students to the importance of reading and memorizing the koran. in addition, the motivation of the mentor to carry out the koran memorization program because of a call from the conscience and carrying out duties as a teacher. d. facilities and infrastructure facilities and infrastructure in the qur'an memorization program are very important to achieve the goals of education effectively and efficiently. facilities and infrastructure are very important in schools, because their existence is very supportive of the success of the learning process at school. the assessment results obtained that the feasibility of the facilities and infrastructure to support the learning process of the koran in mts.n 7 east jakarta model is sufficient. 3. component implementation a. program socialization respondents' assessment of program socialization was 250 respondents, consisting of 12 mentors, 38 parents of students and 200 students. the program has been socialized to madrasah teachers at 4.62 or 77%. the program has been socialized to parents of 4.80 or 86%. the program has been socialized to students 6 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 7 at 4.78 or 83%. the accumulation of support from various parties to get support in the form of facilities and infrastructure that can support the program of 4.78 or 81%. b. appointment of advisors evaluation of respondents to the appointment of mentors as many as 12 respondents. the supervisor has an education certificate of 4.00 or 50%. counselors who teach memorization of the koran at mts.n 7 models have an education certificate, because they have become civil servants (pns). in addition, they are also graduates of pesantren. there are also mentors selected from madrasas to help memorize students, on average they have memorized juz 29. the madrasas have a guiding recruitment standard of 4.91 or 91%. according to mr. nurul huda, teachers who teach memorization of the koran can at least read the koran correctly, understand tajweed knowledge, and have memorization of at least juz 30 and 29. prospective supervisors can be appointed as educators after passing the feasibility test of 4 , 50 or 75%. the feasibility test when becoming a civil servant (pns) from the ministry of religion one of which is the prospective teacher is able to read the qur'an correctly. advisers get approval from school leaders at 4.91 or 91%. every recitation of qur'an recitation from outside the school must get permission from the principal. c. student placement the respondents' assessment of student placement was 212 respondents, namely 12 mentors and 200 students. students are grouped according to the memorization level of 4.81% or 90% respectively. students are grouped according to their memorization. students who memorize juz 29 with students who memorize the same. this grouping of students aims to enable students to correct their friends' memorization, increase their own memorization strength, and make it easier for surahs that have not been memorized. the group is divided into two men and women by 4.45 or 72%. each group has a total of 10 students at 4.38 or 77%. each group numbered approximately 10 students, because this was done so that students focus more on memorizing. e. implementation of learning table 4.12 assessment of respondents carrying out learning no aspect to be assessed average score percentage of score maximum 1. guidance provides learning motivation to students. 4.47 77% 2. counselors use learning resources that are in accordance with the memorized subjects of the qur'an. 4.71 83% 3. counselors use learning methods according to the character of students. 4.70 81% 4. counselors provide memorization tasks at home to students. 4.80 86% 5. allocation of qur'anic learning time 2 hours / week. 4.76 84% 6. supervisor starts and ends the learning process on time. 4.87 91% 8 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 th e average 4.71 percentage 83% table 4.12 respondents' assessment of learning implementation was 212 respondents, namely 12 mentors and 200 students. counselors provide learning motivation to students at 4.47 or 77%. in the preliminary activities carried out by the mentor is first to give motivation to students. the motivation is in the form of stories of the companions of the koran and the delivery of the verses of the qur'an and the hadith related to the virtue of memorizing the qur'an. the counselor uses learning resources that are in accordance with the memorized subjects of the qur'an of 4.71 or 83%. in the regular class the mentor uses al-qur'an karim manuscripts and al-qur'an memorization books 29 juz issued a triumvirate of the mandidiri center. whereas in class hafidz bilinggual is almost the same as regular class. the only difference is that the mentor uses a special qur'an called the tikrar qur'an manuscript: the memorized qur'an. al-qur'an manuscripts with themethod tikrar are a systematic form of how to memorize the oldest qur'an and which are widely practiced by the huffadz (memorizing the qur'an) from ancient times to the present. the counselor uses the learning method according to the student's character of 4.70 or 81%. according to diding ubaedilah, in the process of learning the recitation of the qur'an the mentor uses the method of bi-voting first, which is a method of reading the qur'an by looking at the mushaf with tartil reading it and paying attention to the recitation in it. then the supervisor gives students 10 minutes to add memorization or muraja'ah, after which the instructor accepts' memorizing students one by one. then, the instructor directs students to read together the memorized surah. counselors give students memorization at home for 4.80 or 86%. counselors give students the task of memorizing verses in certain surahs. by the way students are given assignments at home to memorize at least 15 lines or one page. the time allocation for memorization of al-qur'an 2 hours / week is 4.76 or 84%. the supervisor starts and ends the learning process on time at 4.87 or 91%. f. use of learning media counselors provide motivation to students related to memorizing the koran by playing short films. the film is in the form of stories of the struggles of friends in memorizing the qur'an. in addition, hafidz al-qur'ansuch as competitionsmusabaqoh tilawatil qur'an (mtq) and musabaqoh hifdzil qur'an (mhq). that way students can foster enthusiasm and motivation in themselves, students are also able to measure the ability to read and memorize the koran. the supervisor is able to use the learning media used by 4.86 or 92%. media is flexible and practical at 4.88 or 93%. the media used is in accordance with the existing time allocation of 4.80 or 88%. 4. component improvement implementation of recitation of qur'an recitation is scheduled. evaluation 9 results have a target of completeness. evaluation materials have been prepared by the team of evaluators who prepare remedial materials, with an average score of 4.71 or 79%. this means that the evaluation is quite good. madrasas formulate monitoring programs in an objective, responsible and sustainable manner. the internal supervision system is carried out by principals, education service supervisors and the educational quality guarantor institution, with an average score of 4.50 or 75%. this means that the supervision carried out by the principal and penmad kasi on the qur'anic memorization program as a local content curriculum at mts.n 7 east jakarta model is quite good. 5. componentcertification certificate is given by the school if the student has memorized the specified juz. regular classes that give certificates are madrasas, while tahfidz bilingual classes that give certificates are certification bodies, namely markaz alqur'an. respondents' assessment of al-qur'an memorization certificate juz 29 a total of 250 respondents consisted of 12 mentors, 212 students, and 38 parents. the certificate of competence is given by the madrasah / certification body at 4.89 or 90%. certificates for regular classes from madrasas, while hafidz bilingual classes from certification bodies. the certificate of competency is given to students after memorizing 29 of 4.89 or 90%. testers on the qur'anic memorization exam are educators who memorize at least two juz of 4.83 or 89%. al-qur'an memorization material consists of theoretical and practical test material of 4.90 or 92%. the memorization material of the koran is memorizing one full surah and continuing the fragment of verses from several suras. conclusion based on the results obtained in this study, it can be concluded as follows: 1. evaluation assessment perama, in terms of the legal foundation aspects of al-qur'an memorization learning programs as local curriculum memorization of the qur'an in accordance with educational objectives and based on the law republic of indonesia number 22 of 1999 concerning regional government. second, the memorized background of the koran is to equip students later when they grow up, so that the koran is able to become medicine and hudan for students to obtain happiness in the world and in the hereafter. third, the memorization program of the koran is relevant to the vision and mission of the school, that the vision of the madrasa if linked to the koran is the qur'anic book which does not only contain information about faith in god, but the book of althe qur'an also informs about the creation of humans and the solar system. if it is related to the mission of the madrasa that hafidz or hafidzhoh who truly understand the koran will have a noble and responsible attitude. fourth, the purpose of memorization of the koran learning program is to maintain the purity of the qur'an, practice the values contained in the koran and to appreciate the contents of the koran. fifth, the supervisor has a syllabus and rpp. the fifth memorization material of the koran at mts.n 7 east jakarta is in accordance with the local content memorization curriculum of the koran. the six constraints obtained by the researcher on thecomponent assessment in memorizing learning of the koran, the mentor has not made a systematic qur'anic learning plan. 2. evaluation planning first, memorization of juz 29 is in accordance with the development of students at mts.n 7 model east jakarta. by memorizing the qur'an, allah will add intelligence to the memorizers, because hafidz or hafidzoh are accustomed to distinguishing verses that are almost similar to other surahs. second, the students' condition and initial cognitive knowledge before memorizing, related to the age of the students, the qur'an reading, the understanding of recitation, understanding arabic, and the motivation to follow the memorization program of the qur'an is quite ready to obtain the material. third, the qualifications of al-qur'an memorization learning at mts.n 7 east jakarta model, with the guiding criteria having experience of memorizing alqur'an at least 1 year, minimum guidance of four or undergraduate diploma courses that are appropriate to the subjects who is being taught. the supervisor has a memorization of at least 30 and 29 juz, the mentor understands the science of recitation both theoretical and practical, the supervisor has a high interest in memorization of the qur'an obtained an average score of 4.66 or 78%, this can be interpreted as a guide it is appropriate to teach memorization of the qur'an. fourth, the facilities and infrastructure in learning the koran are sufficient, because students get good facilities, such as the lcd in each room, air conditioning, there are wall clocks in each room, seating and table according to the number of students. fifth, student motivation if declining is very hindering memorization of the koran, one of the ways that counselors do is to tell the stories of the companions of the qur'an. 3. evaluation implementation first, the madrasa has socialized the qur'anic memorization learning program to teachers, students, parents. parents are very supportive of the program obtained an average score of 4.74 or 81%. one such support is the cost of the tahfidz camp and one hour activities. tahfidz camp is held every five months in may and november at the hajj dormitory. while one hour conducted 1 week starting at 15:00 to14:30. therefore, because of the support of all parties, these activities can be carried out properly. secondly, the mechanism for appointing supervisors has been carried out by the ministry of religion for civil servant teachers, and mentors from outside the madrasah have received approval from the school leadership. al qur'an recitation guidance at mts.n 7 east jakarta is quite competent with the field of tahfidz alqur'an. thirdly, students are grouped according to their memorization, one of them is the madrasah which divides the regular class and the final year.class tahfidz bilingual is a class for students who have more ability in the field of the koran hafidz obtained the maximum score of 4.81% or 90%. in a smaller scope, the group is divided into two between men and women. then each group has a total of 10 students, so students focus more on memorizing. from the grouping of students as a whole obtained an average score of 4.54 or 80%. from these scores it can be 10 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 11 concluded that student placement is in accordance with the research criteria. fourth, learning media used by counselors include: compatibility between learning media with learning objectives, mentors are able to use the learning media used, the media is flexible and practical, the media used in accordance with the time allocation obtained an average score of 4, 80 or 90%. this means that the media used is in accordance with the research criteria. fifth, obstacles are not found in using the memorization method of the koran, because the method used by the mentor is adjusted to the level of students' abilities. 4. evaluation improvement first, schedule qur'an recitation is scheduled, evaluation results have a target of completeness, evaluation material has been prepared by the supervisor evaluator team preparing remedial material material obtained an average score of 4.71 or 79%. second, madrasahs formulate monitoring programs in an objective, responsible and sustainable manner. the internal supervision system is carried out by principals, education service supervisors and educational quality guarantor institutions, with an average score of 4.50 or 75%. 5. evaluation certification regular class if memorized juz 29 then the certificate of competence is given by the madrasa. whereas if theclass the hafidz bilingual certificate of competence is given by the markaz al-qur'an certification institution. students who take the recitation juz 29 certification exam, the exam questions are students reading the full surah read by the examiner, and connecting the piece of verse read by the examiner. recommendation first, the lesson plan should be written systematically by the mentor, so that the implementation of qur'anic learning is more directed. secondly, it should be that the qur'anic qur'an is also intended for regular classes so that students can improve their recitation of the qur'an. third, supervision is carried out more often so that the madrasa can know the development of students. fourth, students who memorize juz 29 should be rewarded by the school to be more enthusiastic in memorizing the qur'an. fifth, the teacher of hafidz al-qur'an should get trainings related to memorization of the koran, so as to add insight and knowledge related to reading and memorizing the koran. refference alkin, marvin c. evaluation essentials: from a to z. new york: the guilford press, 2011. braslavsky, cecilia. paradigm in latin american education. buenos: santilana,1999. creswell, john w. research design: pendekatan metode kualitatif, kuantitatif, dan campuran. yogyakarta: pustaka pelajar, 2016. 12 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 darmadi. pengembangan model dan metode pembelajaran dalam dinamika belajar siwa. yogyakarta: depublish, 2017. flagg, barbara n. formative evaluation for educational technologies. new jersey: lawrence earlbaum associates inc., 1990. ghazali, abd moqsith. metodologi studi al-qur’an. jakarta: gramedia pustaka utama, 2009. gress, james r. definition and perspective dalam curriculum an introduction to the field. california: mccutchan publishing corporation, 1988. hamalik, oemar. kurikulum dan pembelajaran. jakarta: bumi aksara, 1995. hisyam, muhammad dan cahyo pamungkas. indonesia, globalisasi, dan global village. jakarta: yayasan pustaka obor indonesia, 2016. jihan, asep. evaluasi pembelajaran. yogyakarta:multi pressindo, 2010. majid, abdul bin aziz al-zindani. mukjizat al-qur’an dan as-sunnah tentang iptek. jakarta: gema insani press, 1997. 1 influence of discovery based learning learning model with scientific approachon learning outcomes deni iriyadi 1 , syarifuddin 2 , dan yuddin 3 universitas negeri jakarta 1 , smpn 5 pallangga 2 , and sman 1 bone 3 deni_iriyadi@rocketmail.com 1 , syarifuddin@yahoo.com 2 , yuddin_sma1wtp@yahoo.co.id 3 abstrak this study aims to determine the comparison of mathematics learning outcomes of students in grade viii smp which is taught through discovery based learning learning by using scientific approach on opportunity material. the type of this research is experimental research. the subject of this study is the students of class viii smp in the even semester of the academic year 2014/2015 which amounted to 40 people. the data collected consisted of data on student learning outcomes and student response data on the device and learning. data were analyzed using descriptive analysis and inferential analysis. descriptive research results data show the results of student learning taught by learning model discovery based learning using scientific approach is in the high category with an average of 82.42 with a standard deviation of 6.09 from ideal score 100. average value of the gain of 0.75 with a standard deviation of 0.06 from ideal score 1 is in the high category, and classical learning completeness of 87.5%, while student response is in the category tends to positive with an average of 3.29. descriptively mastery of learning outcomes and student responses are different. hypothesis testing of differences in learning outcomes was done with the help of spss 20 for significant learning outcomes with α = 0.05 and for significant normalized gain values with α = 0.05. so it can be concluded that there is an influence on student learning outcomes taught through discovery based learning learning model. keywords: discovery based learning, scientific, learning outcomes the results of empirical observations in the field indicate that most school graduates are less able to adapt to changes and developments in science and technology, difficult to be retrained and less able to develop themselves. the findings seem to indicate that the lessons used by some teachers in the school have not been much touched upon or develop students' adaptation skills. the use of the right model of learning can encourage the growth of student pleasure towards the lessons, foster and increase motivation in doing the tasks, making it easy for students to understand the lessons so as to enable the students to achieve better learning outcomes. therefore, through the selection of appropriate learning models teachers can select or adjust the type of approach with the characteristics of the subject matter presented. appropriate learning model will give a big influence to the students to use their basic capabilities to solve problems in a logical, analytical and strategic way so as to hone students' ability to solve problems. in fact in the field, students often experience errors in solving math problems. according soedjadi, et al (risnawati 2011) said that the difficulty is the cause of the error. learning systems that are generally teacher-centered leads to a lack of student activity in learning math, students only expect information from teachers. most teachers in teaching still lack attention to the thinking ability of the students, or in other words not doing meaningful teaching, the methods used are less varied, and as a result the students' learning motivation becomes difficult to grow and the mailto:deni_iriyadi@rocketmail.com1 mailto:syarifuddin@yahoo.com2 mailto:yuddin_sma1wtp@yahoo.co.id3 2 jisae. volume 5 number 1 february 2019. copyright © ikacana publisher | issn: 2442-4919 learning patterns tend to memorize and mechanistic. coupled with the use of learning approaches that tend to make passive students in the process of teaching and learning, which makes students feel bored so no longer interested to follow the lesson, even more math lessons related to abstract concepts, so that understanding requires a high reason . given such conditions that occur in the field, then should a teacher in the process of teaching and learning need to use teaching models and approaches that can directly activate students in teaching and learning process provided by the teacher. therefore one of the solutions that will provide resolve problems experienced by students is the accuracy in choosing a model of learning in accordance with the subject matter. abdillah (aunurrahman, 2013) states that learning is a conscious effort undertaken by the individual in good behavior change through practice and experience concerning the cognitive, affective and psychomotor aspects to obtain a particular goal, which takes place in an active interaction with the environment, which resulted in a number of changes in knowledge, understanding, skills, values, and attitudes. learning may also be regarded as an interaction between the human self and its environment, which may be personal, fact, concept, or theory. in this case, there is an intention that the process of ineraksi it is the process of internalization of something into the self-learning, and done actively, with all the five senses participate.learning is a process of business by the individual consciously to obtain behavioral changes, either directly observable or not directly observable as the experience (practice) in its interaction with the environment. it can also be said that learning as a mental or psychic activity takes place in an active interaction with the environment and results in changes in knowledge and understanding, skills, and values and attitudes. sanjaya (slameto, 2010) suggests that learning is a translation of instruction, which is assumed to make it easier for students to learn everything through a variety of media, such as printed materials, television programs, pictures, audio, etc. so it encourages change. the role of teachers in managing the learning process, from teachers as a source of learning to become a teacher as a facilitator in teaching and learning. learning media is a means of learning that is used as an intermediary in the learning process to enhance effectiveness and efficiency in achieving learning objectives. this, as expressed by gagne (jamil, 2014) which states that, instruction is a set of events that learn learners in such a way that learning is facilitated. therefore, according to gagne, chasing or theacing is part of the instruction, in which the teacher's role is more emphasized on how to design or arranged the various resources and facilities available to use or use the students in learning something. learning outcomes according to gagne & briggs (jamil, 2014) abilities possessed by students as a result of learning acts and can be observed according to student performance. in the world of education, there are various types of learning outcomes that have been suggested by experts, among others, gagne (rudol, 2005) suggests five types of learning outcomes, namely intellectual skill, cognitive straegy, verbal information, motor skills, and attitude. sardiman (slameto, 2010) states by knowing the results of work, especially 3 if there is progress, will encourage students to study harder. the more aware that the graph of learning outcomes increases then there is a motivation in students to continue to learn, with a hope that the results continue to increase. according to uno (aunurrahman, 2013) the purpose of learning is usually directed at one area of the taxonomy of learning. bloom, et al. (1973) sort out the taxonomy of learning in three domains, the cognitive domain, the affective domain, and the psychomotor domain. prasetyo et al (ridwan a.s, 2014: 45) argues that discovery learning is divided into two, namely free discovery and guided discovery. in practice, teacherguided discovery is more likely to be found because with the instruction of the teacher the student will work more directed towards achieving the stated goal. in planning and preparing guided discovery activities involve hands-on and minds-on. according to david et al. (nasution s, 2010) provides guidance in planning and preparing guided discovery lessons such as: 1. determining goals to be learned by students. 2. choosing the method according to the activity of the invention. 3. determine the data observation sheet for students. 4. preparing tools and materials in full. 5. determine carefully whether students will work individually or in groups of 25 students. 6. attempt first the activities to be undertaken by the student to know the difficulties that may arise or the possibility for modification. the criteria of a scientific approach according to kemendikbud (2013) are: 1. material-based learning on facts or phenomena that can be explained by certain logic or reasoning; not limited to the imagination, fantasy, legend or fairy tale alone. 2. teacher's explanations, student responses, and teacher-student educational interactions are free from any immediate prejudice, subjective thinking, or reasoning that diverges from the logical thinking path. 3. encourage and inspire students to think critically, analytically and appropriately in identifying, understanding, solving problems, and applying learning materials. 4. encourage and inspire students to think hypothetically in seeing differences, similarities, and links to each other from learning materials. 5. encourage and inspire students to understand, apply, and develop rational and objective thinking patterns in responding to learning materials. 6. based on concepts, theories, and empirical facts that can be accounted for. 7. learning objectives are formulated in a simple and clear, but interesting presentation system. method the type of research used in this study is quast experimental design. using pseudo experiments because researchers want to manipulate variables by giving treatment by comparing the 2 classes. furthermore, both classes are evaluated to see the changes or improvements that occur to the results of learning mathematics after receiving the treatment of learning with discovery based learning model variables are the objects of research that became the focus of research. in this study variables include two variables, namely the dependent variable and the independent variable. the dependent variable consists of score of student response and test of student learning result while free variable is treatment that is consist of discovery based learning learning model by using scientificdan approach. the response of the students referred to in this study is the students' responses after the implementation of the learning model discovery based learning and the learning model problem based learning using the scientific approach. learning outcomes are scores obtained through the test before and after implemented learning by using learning models discovery based learning and learning model problem based learning using scientific approach. the research design used was pretest-postest control group design. the design of this study is a description or design to conduct a study with the variables to be tested for truth. because not all external variables that can influence the course of the experiment can be controlled. selection of this design taking into account that in the design of the research undertaken preceded by pretest before treatment is given. the design model is described as follows: tabel 1. design model pretest-postest control group design kelas pree-test treatmen post-test r e1 o1 x1 o3 ket: r : random sampling e1 : the experimental class that will be taught with discovery based learning model using scientific approach o1: early student ability before being taught with discovery based learning model using scientific approach x1 : treatment (applying learning model of discovery based learning using scientific approach) o2: student learning outcomes after being taught using discovery based learning model using scientific approach in this study, the data collection technique used is a questionnaire of student responses used to collect data about the responses to learning devices and learning processes that take place. questionnaires are given after the learning process takes place. data about learning outcomes obtained through the test of mathematics learning outcomes of students before and after the learning by using the model of learning in each class, where the test of student learning outcomes in terms of three aspects, namely; a) cognitive aspects, b) affective aspects, c) psychomotor aspects. student response data will be obtained from the questionnaire given to the student after the learning ends. the effectiveness of the student response aspects is 4 jisae. volume 5 number 1 february 2019. copyright © ikacana publisher | issn: 2442-4919 5 measured using positive response categories, somewhat positive, somewhat negative, and negative. the effectiveness criteria are determined by calculating each average score. the determination of responses response aspects category is determined based on the following criteria: tabel 2. category of student response aspects no score average category 1 1,0 – 1,4 negative 2 1,5 – 2,4 negative tendency 3 2,5 – 3,4 positive tendency 4 3,5 – 4,0 negative (ardin, 2012) types of student learning outcomes are further categorized quantitatively. according to arikunto (2005), argued that the scale of five is a division of levels divided into five categories as follows: tabel 3. interprestasi kategori nilai hasil belajar interval nilai kategori 90,00 – 100,00 very low 80,00 – 89,99 low 65,00 – 79,99 medium 55,00 – 64,99 high 0,00 – 54,99 very high gain is the difference between the pretest and posttest values. gain shows improvement of students' mathematics learning outcomes after teacher learning. this is done to avoid the conclusions of bias research. the excessive use of learning in improving student learning outcomes is reviewed based on the normalized gain value comparison, which can be calculated by the equation (redhana, 2010): 𝑔 = 𝑛𝑖𝑙𝑎𝑖𝑝𝑜𝑠𝑡𝑡𝑒𝑠𝑡 − 𝑛𝑖𝑙𝑎𝑖𝑝𝑟𝑒𝑡𝑒𝑠𝑡 𝑛𝑖𝑙𝑎𝑖𝑚𝑎𝑘𝑠𝑖𝑚𝑎𝑙 𝑖𝑑𝑒𝑎𝑙 − 𝑛𝑖𝑙𝑎𝑖𝑝𝑟𝑒𝑡𝑒𝑠𝑡 the normalized low gain (n-gain) can be classified as follows: : tabel 4. pengkategorian nilai gain interval nilai gain (g) kategori g ≥ 0,7 tinggi 0,3 ≤ g < 0,7 sedang g < 0,3 rendah redhana (2010) results 1. student learning results 1.1. description of student learning outcomes before applying the learning model of discovery based learning using scientific approach student learning result data obtained by using result learning test of opportunity material. this test is given prior to applying the learning model of discovery based learning and problem based learning model using scientific approach. descriptive analysis of scores of students' mathematics learning outcomes before the application of learning models discovery based learning and learning model problem based learning using a scientific approach can be seen from the following table: tabel 5. statistic score student learning mathematics results before implementation learning model discovery based learning statistic statistic result model discovery based learning sampel 40 skor ideal 100 skor maximum 47 skor minimum 10 skor rata-rata 30,45 rentang skor 37 deviasi standar 9,30 if the result of learning mathematics students are grouped into 5 categories then obtained the frequency distribution and percentage as follows: tabel 6. distribusi frekuensi dan persentasi skor hasil belajar siswa smp negeri 5 pallangga sebelum penerapan model pembelajaran discovery based learning score category model discovery based learning frekuensi persentase 0– 54 very low 40 100% 55 – 64 low 0 0% 65 – 79 medium 0 0% 80 – 89 high 0 0% 90 – 100 very high 0 0% based on table 5 and table 6, it can be stated that the average score of mathematics learning outcomes of students before the application of discovery based learning model using a scientific approach of 30.45 with a standard deviation of 9.30 from ideal score 100 is in very low category, and from 40 students who 6 jisae. volume 5 number 1 february 2019. copyright © ikacana publisher | issn: 2442-4919 7 became the subject of the study obtained the score of learning outcomes in very low category. 1.2. description of student learning outcomes after applying the learning model of discovery based learning using a scientific approach student learning result data obtained by using result learning test of opportunity material. this test is given after applying the learning model of discovery based learning using scientific approach. descriptive analysis of the results of learning mathematics siswasetelah application of learning model discovery based learning and by using a scientific approach can be seen from the following table: tabel 7. statistic score student learning mathematics after implementation learning model discovery based learning using scientific approach statistic statistic result model discovery based learning sampel 40 skor ideal 100 skor maximum 94 skor minimum 71 skor rata-rata 82,42 rentang skor 23 deviasi standar 6,09 if the result of learning mathematics students are grouped into 5 categories then obtained the frequency distribution and percentage as follows: tabel 8. frequency distribution and percentage of student learning outcomes after the implementation of discovery based learning learning model using scientific approach score category model discovery based learning frekuensi persentase 0– 54 very low 0 0% 55 – 64 low 0 0% 65 – 79 medium 16 40% 80 – 89 high 20 50% 90 – 100 very high 4 10% based on table 7 and table 8, it can be stated that the average score of students' mathematics learning outcomes after the application of discovery based learning model using a scientific approach of 82.42 with standard deviation of 6.09 from ideal score 100 is in high category. the students of 40 students who were the subjects of the study obtained an average score of learning outcomes in high categories. 1.3. improved pretest value to postest student. based on pretest and posttest data related to learning result then further analysis of value of gain to the normalized gain of student. the results of the analysis of the normalized gain of students before and after applying the learning model discovery based learning and learning model problem based learning by using a scientific approach is as follows: tabel 9. descriptive statistics improving pretest value to postest student results statistic statistic result model discovery based learning sampel 40 skor ideal 1 skor maximum 0,89 skor minimum 0,65 skor rata-rata 0,75 rentang skor 0,24 deviasi standar 0,06 if the standardized gain mathematics students are grouped into 3 categories then the frequency distribution and percentage as follows: tabel10. frequency distribution and percentage of score of student learning outcomes score category model discovery based learning frekuensi persentase g ≥ 0,7 high 32 80% 0,3 ≤ g < 0,7 medium 8 20% g < 0,3 low 0 0% based on table 9 and table 10, it can be stated that the average score of students normalized mathematical gain after the application of discovery based learning model using a scientific approach of 0.75 with a standard deviation of 0.06 from ideal score 1 is in the high category, and from 40 students who become the subject of research get the score of learning outcomes in high category. 1.4. completion of learning outcomes based on the minimum criterion of validity (kkm) which is valid that is 74,9, hence level of achievement of result of learning mathematics classically with study discovery based learning model by using scientific approach can seen in 8 jisae. volume 5 number 1 february 2019. copyright © ikacana publisher | issn: 2442-4919 9 following table. tabel 11. finality distribution student learning outcomes after the application of discovery based learning learning model by using a scientific approach kkm percentage of classical exhaustiveness (%) completed not completed discovery based learning 74,9 87,5 12,5 table 11 above shows that the percentage of mastery of students' learning outcomes after the application of discovery based learning model using a scientific approach of 87.5%> 74.9% (classical completeness). 1.5. student response student responses during application of learning model discovery based learning and learning model problem based learning using scientific approach is presented in the following table: tabel 12. category of responses aspects of students treatment scores average category model discovery based learning 3,29 positive tendency based on the above table, it can be concluded that the student response to the learning model of discovery based learning by using a scientific approach is likely to be positive. thus the descriptive criteria of effectiveness are met. 2. inferential analysis 2.1. hypothesis testing response students who are taught discovery based learning using a scientific approach the mean test of the students' responses was taught discovery based learning using a scientific approach done by one sample t test using spss 20 for windows. based on the results of the analysis obtained value p. <0.001 with the value of α = 0.05 so that the value of p <α. thus h0, this means the average response score that is taught by the learning model of discovery based learning using a scientific approach of more than 2.49. 2.2. hypothesis testing the learning outcomes (posttes) students are taught discovery based learning by using a scientific approach based on the results of the analysis obtained value p. <0.001 with the value of α = 0.05 so that the value of p <α. thus h0 is rejected, this means the average of learning outcomes (posttes) of students who are taught with learning model discovery based learning using a scientific approach greater than 74.9. 2.3. hypothesis testing gain normalized students who were taught discovery based learning using a scientific approach based on the results of the analysis obtained value p. <0.001 with the value of α = 0.05 so that the value of p <α. thus h0 is rejected, this means the average gain of a normalized student taught by discovery based learning model learning by using a scientific approach greater than 0.29. 2.4. discussion of student responses taught by discovery based learning using scientific approach the results of this study showed that responses were taught by the learning model of discovery based learning by using scientific approach in the category tended to be positive with the average score of student responses reached 3.29. learning through the learning model of discovery based learning using a scientific approach, students can be more eager to learn math. 2.5. discussion of learning outcomes (posttes) students are taught discovery based learning by using a scientific approach the result of this research shows that the average of learning result (posttes) of students who taught by learning model of discovery based learning by using scientific approach from student ability level is in high category that is 82,42 where 40% student is in medium category, 50% students are in the high category, and 10% of students are in very high category. this shows the learning model of discovery based learning using scientific approach can improve students' ability in understanding the material opportunities. 2.6. the discussion of students' normalized gain is taught discovery based learning using a scientific approach the results of this study showed that the standardized gain of the students was taught by the learning model of discovery based learning by using a scientific approach in terms of students' ability is in the categorical height of 0.75 where 20% of students are in the medium category and 80% of students are in the high category. this shows the learning model of discovery based learning by using a scientific approach to improve students' ability in understanding the material of opportunity. conclution based on the results of research and discussion, the conclusions in this study are (1) learning outcomes (posttes) students who are taught with learning model discovery based learning by using scientific approach in students of grade viii smpnegeri 5 pallangga is in high category with an average of 82 , 42 with standard deviation of 6,09 from ideal score 100. average value of gain equal to 0,75 with standard deviation of 0,06 from ideal score 1 is in high category, and classical learning result completeness equal to 87,5%. while the response of 10 jisae. volume 5 number 1 february 2019. copyright © ikacana publisher | issn: 2442-4919 11 students who taught with learning model of discovery based learning by using scientific approach is in the categories tend to be positive with an average of 3.29 and (2) there are differences in learning outcomes and student responses taught by learning model discovery based learning using the approach scientific students in grade viii smp. referensi ardin. 2012. efektivitas pembelajaran matematika realistik setting kooperatif tipe nht dapat menjadi solusi dari permasalahan dalam pembelajaran matematika di kelas x sman 1 kulisusu. arif tiro, 2008.dasar-dasar statistika. makassar : andira publisher. arif tiro dkk. 2013. metode ellips dalam analisis data kuantitatif. makassar : andira publisher. arikunto, suharsimi. 2010. dasar-dasar evaluasi pendidikan. jakarta: bumi aksara. aunurrahman,. 2013. belajar dan pembejaran. bandung: alfabeta. badudu. 1996. kamus umum bahasa indonesia. jakarta: pustaka sinar harapan. carin, a.a. & sund, r.b. 1975. teaching science trough discovery, 3rd ed. columbus: charles e. merrill publishing company. ismail, dkk. 2000. kapita selekta pembelajaran matematika. jakarta: ut. jamil s. 2014. strategi pembelajaran. jogjakarta : ar-ruzz media. kemendikbud. 2013. implementasi kurikulum 2013. jakarta: pusbangprodik. murtadho, sutrisman dan tambunan, g. 2003. pengajaran matematika. jakarta: karunika. nasution, s. 2010. berbagai pendekatan dalam proses belajar dan mengajar. jakarta: pt. bumi aksara. nk, roestiyah. 2001. masalah-masalah ilmu keguruan. jakarta: bina aksara. nur, m & wikandari, p.r. 2000. pengajaran berpusat kepada siswa dan pendekatan konstruktivis dalam pengajaran. surabaya: universitas negeri surabaya university press. redhana, i wayan, 2010. pengaruh model pembelajaran berbasis peta argumen terhadap keterampilan berpikir kritis siswa pada topik laju reaksi. jurnal pendidikan dan pengajaran, 43(17),141-148. ridwan a.s. 2014. pembelajaran saintifik. jakarta : bumi aksara. risnawati. 2011. peningkatan hasil belajar matematika melalui model pembelajaran advance organizer dengan peta konsep pada siswa kelas ix smp n 2 sinjai tengah. tesis. pps unm. 12 jisae. volume 5 number 1 february 2019. copyright © ikacana publisher | issn: 2442-4919 rudolph, j.l. 2005. epistemology for the masses: the origins of the scientific method in american schools. history of education quarterly, 45, 341376. rusman. 2013. model-model pembelajaran mengembangkan profesionalisme guru. jakarta: rajagrafindo persada. slameto. 2010. belajar dan faktor-faktor yang mempengaruhi. jakarta: rineka cipta. sugiyono, 2011 metode penenlitian kuantitatif kualitatif dan r&d. bandung: alfabeta. suyatno. 2009. menjelajah pembelajaran inovatif. surabaya: masmedia buanam pustaka. utami munandar, 2009. pengembangan kreativitas anak berbakat. jakarta: rineka cipta. a meaningful brain-based literature learning model 10 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 a meaningful brain-based literature learning model elyusra muhammadiyah university of bengkulu yusra.el.261@gmail.com abstract the objective of this research is to design a model of literary study in accordance with students and lecturers needs at the faculty of teacher training and education in muhammadiyah university of bengkulu. this is a research and a developmental study by using the borg and gall’s method. it is conducted through identification of students and lecturers' needs toward the models of literature learning, literature review, model design, and validity test from the expert’s judgment. the result of this research was a meaningful brain-based literature learning model which had been validated by two experts. this model covers the components of the plan, implementation, and evaluation. keywords: instructional models, instructional literature, meaningful learning, brain-based learning various dimensions of literary ability should have the attention in learning. rohmat said (2012: 16 – 17) “teaching literature is interactional process to build knowledge about literature or humanities”. stanton (2012: 16 – 17) stated “the problem of literary knowledge as the ultimate goal of teaching literature is congruently a problem of conceptions, hypotheses, and aspects related to literature”. chambers & gregory (2006: 37) stated that the learning objectives of literature are the analysis, interpretation, and assessment. students should engage with primary and secondary texts, create their own questions, and produce literary texts so that they are involved in critical processes. in short, the study of literature is hermeneutic, inter-textual, participate, worthy, depending on the context, and relative no limit. from the researcher’s experience while learning literature subjects at school of education of muhammadiyah university in bengkulu (mub), the researcher get the fact that the students learning outcomes are still low, both in the aspect of the process and the results. mastering literary theory is still low; it is seen from the average test results of 42.58% (elyusra, 2011). students experience to enjoy the literary is very low, only a few students who read two or three novels and not all students learn the teaching material. from the results of informal interviews with students, it is shown that teaching literature they have studied does not allow them to analyze, interpret, and assess the literary well. students tasks from the university are not relevant yet; there is no obligation for the students to read the literature and report it. in addition, the students stated that the assessment was really based on the assessment of a final written test at the end of the semester while the students did not get any information about the assessment criteria. the lecturers stated that the students are still passive in learning. it makes the lecturers work hard to have their students be active in learning. the students do not have good test results and do not do their tasks by themselves. the explanation above is a description of learning literature problem if the assessment focuses only on the test results. thus, the attention to the learning process and assessment becomes an important and strategic thing to realize the essence of literature learning. based on the above facts, it needs significant improvement. it is about how to conduct study and development model of the brain-based and meaningful literature learning. the meaningful learning focuses on linkages between new lessons and cognitive structures of students and learning purposes. the brain-based learning is the learning referring to the 11 results of neuroscience study to achieve maximum learning results. the combination of these two theories can overcome the disadvantages of literary learning model so far. as one of the research steps, the disclosure of the students and lecturers requirements on literature teaching model is very important because it will be the basis for designing the model. prawiradilaga (2008: 33) said that “the term of model can be interpreted as a graphic display and regular or systematic working procedures containing thought of a description or explanation with the advice”. winataputra (2010: 62) stated that “model can be understood as a conceptual framework that is used as a guideline in conducting an activity”. thus, in the context of learning, “model can be interpreted as a conceptual framework and regular or systematic working procedures that contain thought of a description or explanation with the advice and it is used as a guideline in conducting lessons. dick, carey, and carey model (2001:6–8) is one of instructional development models that are often used. he developed steps to: (1) identify the general instructional objectives, (2) do the instructional analysis, (3) to identify the students behavior and early characteristic, (4) write performance goals, (5) develop a reference test items, (6) develop instructional strategies, (7) develop and select instructional materials, (8) design and implement the formative evaluation, (9) revise instructional activities, and (10) design and implement the summative evaluation. meaningful learning is if the knowledge the students accepts is suitable to him, the student understands the use of science that he learned, and he is encouraged to try to practice it in his life and environment. meaning is something memorable, useful, and really motivating to live better (hernowo, 2004: 66 – 68). according to wilson, learning should familiarize the students to be active, constructive, collaborative, intentional, complex, contextual, conversational, and reflective (trianto, 2011). ronis (2011:119) stated one of the best learning strategies appropriate to the brain work is a learning model of cooperation or collaboration (a cooperative or collaborative model for learning). it is also stated, an effective learning is to practice so that it can last a long time (ronis, 2011: pp. xviii). the implementation of the above meaningful learning principles is in accordance with the brain-based learning model. jensen (2013: 16) stated that the brain-based learning model is the active involvement of practical strategies based on the principles of learning and behavior obtained from neuroscience. by using the knowledge about the brain, learning practitioners can reach more students, more often, with a smaller error rate (jensen, 2008: 12). brain-based learning is best understood in three words: engagement, strategies, and principles. engagement is the students active involvement. strategies are aimed strategies based on principles derived from an understanding of the brain. principles are derived or built from neuroscience (jensen, 2011: 5–6). it is also stated that “we learn best by immersing ourselves; by jumping into the fray, then thinking how to get out of there”. this is a natural tendency of the brain. however, it is emphasized that this idea does not mean to suggest the unnecessary structure (jensen, 2008: 478 – 479). steps of brain based learning stated by jensen are: 1) pre-exposure (giving a review to the brain about the new learning); 2) preparation (creating curiosity or pleasure similar to “setting the anticipatory conditions”, but a bit further in preparing students); 3) acquisition (granting preliminary fact full of ideas, details, complexity, and meaning); 4) elaboration (processing steps that require the ability to think purely); 5) incubation and memory formation (time to break and repeat); 6) verification and testing confidence 12 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 (confirming the learning phase); 7) celebrations and integration (celebrating phase involving emotional stages using new learning, for further confirmation and extend learning (jensen, 2008: 57; jensen, 2011: 233). characteristics of meaningful and brain-based literature learning require assessment practices that are not just a paper and pencil test. an assessment system is needed to monitor the whole process and aspects of learning associated with the formation of literature competence on the cognitive, affective, psychomotor, and metacognitive domains. the needed assessment is an assessment appropriate to the brain works. the assessment principles in accordance with the brain works are implicated in aspects of meaningful learning and brain-based learning that have been stated previously, such as cooperation, interdependence, success for all students, interactive learning, performance assessment, learning cooperation environment (ronis, 2011: x). both of the above learning models are combined in order to maximize the principles and procedures of existing literature learning. the application of meaningful and brainbased literature learning models in school of education umb is believed to overcome the above problems. this is due to the relevant model to the nature of literature learning and it can optimize ideal principles and procedures of literature learning. this combination is conducted by referring to the opinions that the teaching model is not entirely able to meet the students’ needs (joyce, weil, and calhoun 2009: xxxiii). rose and nicholl expressed that “a lot of windows toward the same room means that the subjects can be approached and studied from various perspectives” (2002: 63). slameto said “each approach is suitable for certain lessons and units (1995: 113). until now, the researchers have not found the results of the study and the development of literary learning model using a combination of meaningful learning theory and the brain-based learning theory. several previous relevant studies are as follows. zaqiah’s study (2013), “the implementation of brain based learning to enhance students’ critical thinking skills, a quasi-experimental study", s3 thesis, education university of indonesia (upi). the findings of the study were the brain-based learning can improve students’ critical thinking skills at different rank schools as students behave positively towards the brain-based learning. setiawati’s study in 2006, a thesis entitled “efforts to improve short story writing ability through a brain based learning approach (classroom action research on grade 9 of x-f senior high school 5 bandung academic year 2009/2010)”. the research results prove that students' ability has been improved in writing short stories. the conclusion of the research is the application of brain-based learning approach in an effort to improve the ability of writing short stories showing a significant success (2013). misbahudholam’s. (2012). entitled “effects of brain-based learning on the high-level thinking skills of students in class xi-ips ma a.w. waljamaah, ambuten sumenep. the result of this quasi experiment research stated that the high level thinking skills in geography by using the brain based learning have an average value higher than the skills without using the brain-based learning. indra and yuda’s, et. al. (2014). “effects of brain based learning model on mathematics learning outcomes o students at class v of elementary school in the village of sinabun". this type of quasi-experimental study showed that the application of brain based learning model effects positively on students' mathematics learning outcomes compared with conventional models. a relevant study on the meaningful learning that researchers pointed out is the action research conducted by tomasouw titled: using advance organizer to improve students reading comprehension of german texts in grade xii ib sman 1 ambon. the study 13 stated that the advance organizer technique gave results of the better understanding in german language text (tomasouw, 2009: 74). advance organizer is a teaching technique based on the theory of ausubel’s meaningful learning that researchers also used in the study and development. some information from the data above is that the brain based learning has been applied to a wide range of subjects and various levels of education, by bringing in better learning outcomes and achieving high levels of learning outcomes. advance organizer as a meaningful teaching technique by ausubel has been applied and it can enhance students’ understanding of the german language text. however, the study and development of literary learning model by combining both theories above are undiscovered. based on the above explanation in this paper, the problem of the study is how the literary learning model that fits the needs of students and lecturers is applied in school of education mub? the study objective is to design a literary learning model in accordance with the needs of the lecturers and students to be applied in school of education mub. method the study method used to achieve the purpose of the above study is through research and development. research and development in the educational field, proposed by borg & gall, is as the process used to develop and validate the educational product. the main measures of r & d proposed by borg and gall are: 1) research and information collecting, 2) planning, 3) develop preliminary firm of product, 4) field testing and product revision, 5) final product revision, 6) dissemination and implementation (1989: 626). in accordance with the objectives of this study, the undertaken measures are the first step to the fifth. in practice, the procedure of the research and development is combined with a model of instructional development proposed by dick and carey as mentioned above. the research and development are carried out in the indonesian language and literature study program, school of education umb september 2013, involving three teachers and 90 students. the phase of experts’ study was carried out by two experts in the field of research and development in the indonesian language and literature education. the sampling technique was done by using purposive and simple random sampling technique. data was collected by interview and questionnaire techniques. the instrument used was the guides of interview and questionnaires developed with the stages and measures suggested by djaali and muljono (2008: 60-61). the measures of instruments preparation and development are: 1) formulating a variable construct, 2) developing the dimensions and indicators of variables; 3) creating grids, 4) determining the amount or parameters, 5) writing grains instruments, 6) validating theoretical, 7) implementing the revised instrument; 8) testing instrument that is an internal validation test including validation of the contents and construction; 9) carrying out the multiplication of instruments to be used. guided by the advice from bogdan and biglen (1982: 42), muhadjir (1998: 30), and milles and huberman (1992: 73 – 106), the measures of data analysis are: 1) examining the data, which checks all data such as factual notes having been collected in terms of compliance with the expected data and the need to answer the problem; 2) organizing data, which classifies data according to the research questions; 3) making or writing a descriptivereflective note; 4) describing each group of data to answer the research questions that have been set. 14 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 results the following data is the analysis result of questionnaire identifying respondents’ needs as students and lecturers. the results of identifying needs are considered in preparing the learning model. 1) the students’ needs to literature teaching model the students’ needs to instructional model are seen from nine aspects. the literary learning models that students need are: 1) to achieve the learning objectives in the cognitive, affective, psychomotor, and metacognitive aspects; 2) learning materials including the concept of literature appreciation, literature study, kinds of literary theory and its application, theory of literature performance, theory of literature creation; 3) the type of materials needed such as facts, concepts, principles, and procedures in the literature; 4) to organize the learning conducted by paying close attention to the science structure and to the adjustment of the literary characteristics, the students’ characteristics, and the students’ prior knowledge; 5) learning environment with proportional facilitation and challenges, the familiarity between lecturers and students, and learning interspersed with humor; 6) learning activities including face-to-face lectures, independent activities, writing guidance class, and integration of metacognitive learning; 7) learning management implemented by informing learning procedures clearly, students’ learning progress noted orderly by lecturer and accessed by students, as well as using various learning methods; 8) sources, media, and adequate learning materials that are varied and affordable; 9) learning evaluation including the process and results, written tests, practical tests, clear criteria, and informed to the students, achieved collaboratively, with the challenging standards, and meaningful feedback. 2) the lecturers’ needs to literature teaching model lecturers’ needs to literature teaching model to be applied in school of education umb in this study are seen from eight aspects. based on the results of questionnaire analysis, literature learning models needed by lecturers are: 1) to set a variety of literary learning objectives to be achieved and described in detail; 2) to describe the material, so that the learning can be conducted well and can facilitate the preparation of learning tools; 3) to organize the learning by considering the science structure, literature and students’ characteristics; 4) to provide an overview of the learning environment; 5) to design a learning activity with its facilities for students, high student learning activities, and appeal learning activities; 6) to determine the strategy and a clear implementation schedule, the note model of student learning progress; 7) to provide sources, tools, and various learning media; 8) to do evaluation with regard to aspects of cognitive, affective, psychomotor, and metacognitive learning that has open characteristic, authentic assessment, and the examples of evaluation instruments that can be used by lecturers, especially for the assessment of attitudes and psychomotor aspects. 2) the design of meaningful brain based literature learning model based on the data of the students’ and lecturers’ needs to literature learning model and the results of a literature review, it can be stated that literary learning models in accordance with the students’ and lecturers’ needs is the model of the meaningful brain based literature learning (mpsbbo). it is to validate the prepared draft model through the expert study (expert judgment). the results of the validation tests through the expert study are obtained by using the assessment rubric with the score scale of 1 – 5. it means number 1 = very poor, 2 = less, 3 = moderate, 4 = good, and 5 = very good. the maximum score is 80 and the minimum score is 16. based on the results of the two experts’ assessments, the meaningful brain based literature learning models gain the score: 15 table 1. experts’ assessment on the preliminary model no. mps bbo aspects score 1 completeness of model complements 4 (good) 2 suitability of the model with the concepts, principles, and procedures of meaningful learning and brainbased learning 3.83 (enough) 3 practicality of models to be implemented in learning 4.125 (good) 4 understanding of serving model 4.33 (good) 5 accuracy of model focused on the achievement of literature learning goals in fkip literature 3.5 (enough) the average scores given by the two experts 3.97 (enough) based on the input or advice from experts, improvements or revision of the model are carried out. the revision model (draft 2) is based on the results of the experts’ study as presented in the following chart. 16 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 chart: 1 design model of meaningful brain based literature learning meaningful brain based literature learning model competence test plan implementation evaluation component model contents model target plan of contents 1. purpose 2. material 3. organizing 4. instructional materials 5. learning environment 6. learning activity 7. learning management 8. source, tools, and media implementation 1. learning in the lecture schedule pre-exposure (advance organizer) acquisition elaboration additional elaboration memory formation verification and testing conviction functional integrity and celebrations reflection 2. self-regulated learning study control pre-exposure advanced functional integrity 3. writing class literature (kms) 4. integrating evaluation 1. process and results assessment 2. authentic assessment 3. absolute and challenging criteria 4. informed to students 5. collaborative 6. meaningful feedback 7. learning outcomes accessed by students students competence knowledge of literature a positive attitude towards literature cognitive strategies in literature psychomotor literature additional impacts awareness to proceed independent feedback sense of satisfaction to success avoiding the plagiarism learning tool 1. syllabus 2. lesson plan 3. lecture contracts 4. guidelines for students 5. guidelines for lecture subjects 6. result book 17 based on the above learning model, the syntaxes of meaningful brain based literature learning are in the following chart: pre-exposure (-a.1) (it is conducted when lecturers deliver topics of the materials on contract time) pre-exposure (-a. 2) (it is conducted on independent activities, when students read the material delivered before it is discussed in the lecture schedule) face to face learning stages on the class schedule first stage -exposure (a) / preparation main stage (integrating affective and metacognitive learnings) (a deeper understanding and feedback) final stage mentoring scientific and creative writings writing literature class face to face at the end of the study memory formation (continued) self-study pre-exposure chart 2. the syntaxes of meaningful brain-based literature learning discussion based on the study results that have been described above, the discussion of the findings is as following here. 1) the students’ and lecturers’ needs to master the literary competence both students and teachers require achieving learning objectives in various domains/literature teaching purposes, such as cognitive, affective, psychomotor, and metacognitive at various levels. this is an ideal goal of teaching literature as stated (stanton, 2012: 1617) that “congruently, the literary knowledge as the ultimate goal of teaching literature is the issue of conceptions, hypotheses, and aspects related to literature". chambers & gregory also expressed that the learning objectives of literature are the analysis, interpretation, and assessment. literary studies are hermeneutic, inter-textual, participatory, full of value, depending on the context, and relatively no limit (2006: 37). in connection with the objectives of affective domain, it is also stated that the learning literature has many specific disciplines and cognitive purposes, but the most common and basic purposes, objectives of the development are to develop the society and emotionally 18 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 make more advanced (chambers & gregory, 2006: 37). the cognitive and affective objectives are like two sides of a coin, which can be closely linked and mutually supportive. suciati (1997: 250) stated that “in the learning process, cognitive and affective aspects are certainly two sides of a coin that is necessary. the purpose of the psychomotor is also an ideal purpose to be realized because it is very relevant to the nature of literature as a creative art works that are not only enjoyed mentally, but also through performance or performances involving physical processing. the physical activity is very necessary for the maximum cognitive achievement. jensen stated that physical movements are: 1) improving the circulation, so the nerves get more oxygen and nutrients; 2) stimulating the production of nerves, a hormone that increases brain function; 3) improving mood; and 5) increasing new cells in the brain” (2011: 50). with regard to the students’ needs in the ability of cognitive strategies, in line with the view from depoter, et al. it was stated that the absolute ability students have to possess is to achieve maximum learning results. depoter, et al. (2000: 164) called it as a learning skill to learn. he said that all lessons will be faster and more effective if the students master the skill. the five essential skills are concentration focused, how to record, organization and preparation of the test, speed reading, and memorizing techniques. the importance of cognitive strategies can be seen in the following description: ...students use cognitive strategies to read an article in the scientific magazine... they learn from the article probably just the facts, formulas, or the application of the theory. however, to select the information they have read gives the code to the information they have had in their minds and rediscover the information for other purposes. it is a cognitive strategy” (pannen, 1997: 3-12). based on the above explanation, it is an appropriate policy to assign different learning objectives and make it happen in learning literature. 2) the students’ and lecturers’ needs to the scope of learning materials in general, students and lecturers expressed that they really need a wide range of coverage relevant materials and use them to reach the learning objectives. there is a tendency for students to declare that they need materials that have been familiar and unfamiliar or new for them. however, based on the further information, it is found the fact that the student has not mastered the material yet. based on data of students’ needs above, in conducting the lecture contract is necessary for the lecturer to provide information about the development of literary nowadays. in addition, students should also have the understanding that the material position in learning is as the objectives to be achieved. limiting the learning material is just like limiting the objectives to be achieved. limited purposes mean that literature learning conducted is inconsistent or irrelevant to the development of literature and humanities. 3) the students’ and lecturers’ needs to the material types the questionnaire results showed that students need all kinds of materials, which include: facts, concepts or definitions, principles, and procedures. as the structure of the literature study is a dual structure, which combines the orientation structure and the supporting structure, it requires the various types of material in the learning model. the higher the level of competence is achieved, the more various the types of materials will be needed. for example, students who study literature criticism will be able to write a paper of literary criticism with a structural approach when they master the material of literary 19 genre theory criticized, control the nature of literary criticism, and master the principles and procedures of structural criticism. 4) the students’ and lecturers’ needs to the model of learning organization in general, both students and lecturers need a learning organization in accordance with the science structure. this finding is in line with the views ausubel (2011: 282) expressed that he believes there are parallels between the way the subjects are treated and the way people process information in their minds (cognitive structures). he argued that each academic discipline has a concept structure (and/or a design) which is managed hierarchically. in addition, students also need the learning organization that is not linear. the students’ needs can be understood if it is associated with the characteristics of students who already have experience of studying literature. for example, in learning how to create literary texts, students can start at the beginning of the semester although the materials of writing literary have not been discussed. doing these tasks can be conducted because the students have been studying the structure of literary, have had the experience of reading literature, has read the creative process of creating someone’s literary, even have written a literary at their previous educations. this fact can be understood because it is in line with the phenomenon of the creative process that is performed by the author with his phenomenal work. for example, andrea hirata with his laskar pelangi, ahmad fuadi with his negeri lima menara, hanum salsabila rais and rangga almahera with 99 cahaya di langit eropa, and habiburrahman el shirazy with his ayat-ayat cinta. although it is known that they have not had any formal educations in language and literature. winkel (2004: 411)stated that instructional steps generally follow the sequence of phases in the learning process: “even certain instructional steps may be skipped all because students are able to set their own external conditions, for example, students have motivated themselves by reading the relevant literatures (self-instructional)” lecturers tend to organize the learning by following the linear studying phases. although it is naturally in line with the workings of the brain, learning can run in nonlinear ways. 5) the students’ and lecturers’ needs to the model of learning environment in general, the environment of literature learning with characteristics of humor, facilitation, challenges, and familiarity is a learning model the students really require. from the lecturers’ side, the teaching model with the environment as the students require above is a supporting factor that facilitates the learning process and raises students’ motivation in order to achieve the learning objectives in good quality, and also to enhance the prestige of the institution. the students’ and lecturers’ need to the learning environment is in line with the new view of learning adopted nowadays. one new approach of how to learn meier (2002: 29) stated that characterized by: “the students’ full involvement, pure collaboration, variation and uniformity in the learning methods, internal motivation (and not merely external). their excitement and pleasure in learning, and learning integration into the entire life of the organization”. 6) the students’ and lecturers’ needs to the model of learning activities both students and teachers expressed their needs to the three forms of learning, they are face to face learning on the lecture schedule, independent activities, the integration of affective and metacognitive learning aspects, and “writing literature class”. the lecturer 20 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 stated that the learning activities are very effective and efficient to achieve learning outcomes. three lecturers are ready to perform their role in the learning activities above. to ensure the implementation of learning activities above, it must be supported by good management of learning, such as setting or scheduling that students agreed through lecture contract, applying a flexible schedule, and implementing the schedule with the adjustments that benefit both students and lecturers. 7) the students’ and lecturers’ needs to the model of learning management students need a learning management model with the following characteristics: 1) lecturers inform the instructional procedures that will be used and the tasks students have to do; 2) lecturers write students’ learning outcomes orderly; 3) the learning progress that has been achieved can be seen by students; 4) lecturers inform learning materials and students’ assignments at the beginning of the semester to let students have the freedom in learning; and 5) lecturers use various teaching methods so that students can learn based on their types of learning. the students’ and lecturers’ need above can be fulfilled by the development of learning tools. the learning tools that maximize the learning management are lecture syllabus, lesson plans, manuscript of lecture contract, guidebooks for lecturers and students, value reports, and other learning tools in the classroom that are prepared or developed well. 8) the students’ and lecturers’ needs to the teaching model with source, tool, and material aspects students and lecturers need a learning model with various sources, tools, and learning materials. the learning paradigm nowadays demands a variety of learning resources because recently lecturers can no longer act as the only learning source. besides it is caused by both the rapid development of science and the development of learning sources that can be used by lecturers and students. the learning materials that are growing cannot be presented by lecturers anymore. besides the achieved results are not maximal, the presentation will also be constrained by time and effort factors. commercialized learning resources such as books, magazines, newspapers, scientific journals, lecturers’ researches, students’ thesis can be used as a learning resource. in addition, other learning resources such as electronic media learning resources can also be used. learning tools have already been more various. it demands teachers’ ability to provide the tools. learning materials also can match students’ characteristics, lecturers’ capabilities, and students’ abilities. 9) the students’ and lecturers’ needs to the model of learning evaluation students desperately need a model of literature learning evaluation with the same characteristics and the complex principles. based on the assessment characteristics that students need, it means that lecturers should have the competence to carry out and implement or do it in the literature teaching. both students and lecturers need a model of learning evaluation with cognitive, psychomotor, affective, and metacognitive aspects. on the other hand, there are still lecturers who have not implemented assessments with characteristics students need, have not developed evaluation instruments, and even there are lecturers who expect to have the sample of evaluation instruments, especially for the assessment of attitudes and psychomotor aspects. admitting the limitations of this study, researchers can say that the model of meaningful brain-based literature learning described above has not been a final model and 21 the test results of the effectiveness have not been stated. therefore, it still needs more information to all who will implement the model. conclusion based on the study results and discussion above, it can be stated that students of indonesian language and literature education in school of education mub require a literary learning model that is capable to guide them to have competence in the literature field with various aspects, such as cognitive, affective, psychomotor, metacognitive aspects. students need to achieve all levels in every aspect. therefore, students need various learning and teaching materials. other findings are that students require more facilitation from lecturers and also clear and open learning systems. from the lecturers’ side, it is found that basically lecturers require a teaching model with the same learning objectives that students need. lecturers require a literature teaching model coming with learning tools that can assist them in carrying out the teaching process. the model of meaningful brain-based literature learning (mps-bbo) is a design of learning model based on students and lecturers need in school of education mub. bibliography bogdan, r. and biklen, s. k. (1982). qualitative research for educational and introduction to theory and methods. boston: allyn and bacon mass. deporter, bobbi, et al. (2000). quantum teaching. ary nilandari’s translation. bandung: mizan main media. dick, walter, carey, lou and carey, james o. (2001). the systematic design of instruction. sixth edition. boston: pearson. djaali and muljono, pudji. (2008). pengukuran dalam bidang pendidikan. jakarta: grasindo. elyusra. (2011). the attendance list and final examination scores, indonesian language and literature education department, academic year 2010/2011, subject of prose fiction studies and appreciation. hernowo. (2004). bu slim & pak bil membincangkan pendidikan di masa depan. bandung: mizan learning center. jensen, eric. (2008). brain-based learning, pembelajaran berbasis kemampuan otak: cara baru dalam pengajaran dan pelatihan. yogyakarta: pustaka pelajar. ____. (2011). pembelajaran berbasis otak, paradigma pengajaran baru. benjamin molan’s translation. jakarta: pt index. joyce, bruce, weil, masha, and calhoun, emily. (2011). models of teaching acmad fawaid’s and atailla mirza’s translation. yogyakarta: pustaka pelajar. ____. (2009). model of teaching, model-model pengajaran. acmad fawaid’s and atailla mirza’s translation. yogyakarta: pustaka pelajar. 22 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 meier, dave. (2002). the accelerated learning hand book: panduan kreatif dan efektif merancang program pendidikan dan pelatihan. rahmaini astuti’s translation. bandung: kaifa. miles, matthew b. and huberman, a. michael. 1992. analisis data kualitatif. tjetjep rohendi rohidi’s translation. jakarta: ui press. misbahudholam, muhammad. (2012). “pengaruh pembelajaran berbasis kemampuan otak terhadap kemampuan berpikir tingkat tinggi siswa kelas xi-ips ma ahlusunnah waljamaah ambuten sumenep, tesis. http://karyailmiah.um.ac.id/index.php/disertasi/article/view /23220 (accessed on december 1 st , 2014) muhadjir, noeng. (1998). metodologi penelitian kualitatif. yogyakarta: rakesarasin. pannen, paulina. (1997). “strategi kognitif”, dalam mengajar di perguruan tinggi. jakarta: depdikbud. prawiradilaga, dewi salma. (2008). prinsip desain pembelajaran (instructional design principles). jakarta: kencana. rizekia, rinda. (2011). “peningkatan kemampuan apresiasi cerita pendek dengan menerapkan pendekatan pembelajaran berbasis kemampuan otak (brain based learning) (penelitian tindakan kelas terhadap siswa kelas xi sma negeri 19 bandung tahun ajaran 2010/2011)”. http://repository.upi.edu/ operator/upload/s_ind_0706000_chapter1.pdf (accessed on june 7 th , 2013). ronis, diane. (2011). brain-compatible assessment: asesmen sesuai cara kerja otak. hartati widiastuti’s translation. jakarta: index. rose, colin and nicholl, malcolm j. (2002). accelerated learning for the 21 st century. dedy ahimsa’s translation. bandung: nuansa. rudi, rita inderawati. (2008). paradigma baru pengajaran apresiasi sastra indonesia pada kongres ix bahasa indonesia. jakarta: pusat bahasa. sagala, syaiful. (2010). supervisi pembelajaran dalam profesi pendidikan. bandung: alfabeta. slameto. (1995). belajar dan faktor-faktor yang mempengaruhinya. jakarta: rineka reserved. suciati. (1997). “taksonomi tujuan instruksional” dalam mengajar di perguruan tinggi. jakarta: depdikbud. http://repository.upi.edu/ 23 tomasouw, jolanda. (2013). using advance organizer to improve students reading comprehension of german texts in grade xii ib sman 1 ambon. http://sastra.um.ac.id/wp-content/uploads/2012/01/6.jolandaformat.docx.pdf trianto, agus. (2011). “membaca sastra untuk mencerdaskan, berbasis pembelajaran bermakna (meaningful learning). papers on semirata, medan. winkel, w. s. 2007. psikologi pengajaran. yogyakarta: media abadi. yuda, dp. gst. pt and indra, et al. (2014). “pengaruh model pembelajaran berbasis-otak (brainbased learning) terhadap hasil belajar matematika siswa kelas v sd negeri di desa sinabun”. http:download.portalgaruda.org/article.php?article=105496&val=1342. zaqiah, qiqi yuliati. (2014). “implementasi pembelajaran berbasis kemampuan otak (brain based learning) untuk meningkatkan kemampuan berpikir kritis siswa, suatu studi kuasi eksperimen pada siswa sekolah dasar di kota bandung”, thesis, s3. universitas pendidikan indonesia. http://repositori. upi.edu/id/eprint/2511 (accessed on december 10 th ). 38 jisae. volume 4 number 2 september 2018.. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 developing attitudes on global awareness instrument of senior high school’s students aman abadi nugraha amanabadi03@gmail.com founder and executive director youth leadership connection (youlec indonesia) yetti supriyati pascasarjana universitas negeri jakarta abstract this study developed the attitudes on global awareness instrument of senior high school’s students. it used research and development (r&d) design which consisted of preliminary phase, product development, and product implementation ( field test). the data were collected from 20 panels, the first phase of field test which consist of 250 students, and the second phase of field test which consist of 265 students . the data were analyzed by using factor analysis with confirmatory factor analysis (cfa) method. the result of this study indicated that the standardized attitudes on global awareness instrument consist of 55 items with cognition, conation, and affection dimension with composite reliability (cr) was 0,933 and variance extracted (ve) was 0,824. keywords: attitude, global awareness, the 21st century learning, cfa, instrument development introduction every nation needs to realize and synergize with the goal of national education of xxi century (the 21st century), which aims to have a respectable position in the global world, namely through the formation of a society consisting of qualified human resources to implement the goals of the nation (bsnp, 2010: 39). globalization in the 21st century has had tremendous consequences on almost every aspect of life, including the education sector without exception (kelly, 2017: 1). in this globalization era, not only the indonesian people who want a progress or do not want eroded by the change. other countries, both are preparing. silence without doing a change in a better direction is not the right solution. the challenge now is the need to have global competitiveness in the midst of such a competitive era, marked by the rapidly growing world of information and the growing world of technology. in this case, roles and awareness need to be sharpened and enhanced. the era of globalization of terms with competition and free information, even has a high risk (azizy, 2004: 120). in the context of globalization, education must play a role to defend the culture and national identity in the midst of an incessant culture, the rapid development of science and the advancement of the world of technology and information. for teachers, to instill global competencies, such as knowledge, skills, and mindset need to engage in a global environment for all students, teachers themselves must also be prepared (parkhouse, et al., 2015: 10). in addition, another influence of globalization in the field of education is the need to create educated and skilled educators with skills to deal with the possibilities that can occur in relation to different market contexts (le, 2014: 17). global awareness (global aware-ness) is indispensable, and even needs to be outlined as the primary skill of every citizen. having such capabilities will encourage better inter-state relations, improve the nation's competitiveness in the global world, and maintain the integrity and dignity of the nation. global mailto:penulis@email.ac.id 39 awareness raises students' ability to work collaboratively with others of different backgrounds, understand and find solutions to global issues, and gain the skills of the 21st century (crawford & kirby, 2008: 57). kirkwood (2004: 57) explains that there are eight components that include global awareness, among others, human trust and the value of global systems, global issues and issues, understanding of cultural differences, awareness of choice, global history, , and the development of analytical, evaluational, and participatory skills. trilling & fadel (2009: 186) describes the 21st century educational framework as follows. figure 1. 21st century learning framework the united nations declaration of human rights, argues that education must show progress in human personality and strengthen concern for fellow human beings and the principle of freedom. this will advance the understanding, tolerance, and friendship of all countries, races, or religious groups (izadi, 2012: 79). global education (global education) is a transcendent education, education whose products are meant to participate in the global market. it is an education that is fostered on a fraternal colony that will encourage the exchange of kindness, service, knowledge, and information (mary, 2016). there is a need for valid and reliable instruments to measure attitudes toward the global awareness of learners, because learners are an important factor in determining the progress or attractiveness of a country, so it is appropriate if the instrument of attitudes toward global awareness is developed. method this research uses research and development (r & d) design which includes preliminary stage, product development, and product implementation (pilot). in the preliminary stage, the need analysis of the instrument of attitudes toward global 40 jisae. volume 4 number 2 september 2018.. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 awareness of high school students is to answer how important the instrument is to be developed. in the product development phase, a review of attitude constructs on global high school students awareness, development of indicators and indicators, grid preparation, statement preparation, and assessment by 20 panelists. meanwhile, in the implementation phase of the product (pilot), the first phase of the test involving 250 high school students and the second phase of testing involving 265 high school students. data analysis technique used in this research is factor analysis with confirmatory factor analysis (cfa) method. azwar (2012: 121) explains that in the factor analysis dikenal two procedures based on a slightly different mind base of exploration-tory factor analysis (efa) and confirma-tory factor analysis (cfa). efa verify the number of dimensions underlying factors and the relationship pattern between grains with factor loading. watkins (1989: 688) explains that recent developments have introduced confirmatory factor analysis (cfa) that has a primacy as a procedure in testing hypotheses. using this method, the researcher can establish an analytical model, test the possibility of fit data, and compare the model according to the good-ness of fit measure. distefano & hess (2005: 225) explains that cfas are used to evaluate latent structures that have been developed previously and built on theoretical basis. result and discussion based on the validation result by 4 experts and 20 panelists, it was found that 75 points of statement originally developed on the instrument of attitude towards global awareness as a whole is valid according to the calculation of aiken's validity coefficient while the interrater reliability coefficient is 0.901 according to the coefficient ratio hoyt's reliability. with these results, 75 items that have been validated by experts and panelists can proceed to the first phase of empirical trials. is used to analyze inter-relationship between variables and to explore factor structure, then the fit size of the model is tested using cfa (wipulanusat, panuwatwanich & stewart, 2017: 58). to develop the instrument, more conventional tyrosine procedures are used, since the cfa in the process of instrument development is tested of the latent structure of an instrument, where cfa is used to. the test respondents involved in the first pilot phase were 250 high school students. at this stage, the attitude insight toward global awareness consists of 19 indicators spread in 3 dimenasi and contains 75 items of statement. the result of instrument attitude modification to global awareness through second order cfa test in first phase trial is presented in table1. table 1. goodness of fit instruments attitudes to global awareness in high school students through first-stage empirical validaton no goodness of fit score decision 1 chi-square 6059,471 unfulfilled 2 probability 0,00 unfulfilled 3 rmsea 0,071 fulfilled 4 rmsr 0,075 fulfilled 5 nfi 0,833 unfulfilled 41 6 cfi 0,910 fulfilled 7 ifi 0,910 fulfilled 8 gfi 0,606 unfulfilled 9 rfi 0,828 unfulfilled 10 agfi 0,584 unfulfilled 11 pgfi 0,574 unfulfilled based on table 1 above it appears that most of the good-ness of fit requirements are not met because the values obtained are still outside the inter-val that it should be, so it says the model is not fit. it can also be shown from the cfa second order diagram based on the standardized solution in figure 2 and the second order cfa diagram based on the t-value in figure 3. based on figures 2 and 3 it can be seen that there are 8 items of invalid statements with recoil loading factor and t value respectively presented in table 2. table 2. records of invalid statement item in first stage empirical exam item item factor no loading t-value t-table decision code number score 1 a24 8 0,06 0,93 1,96 invalid 2 a32 10 0,03 0,38 1,96 invalid 3 a34 12 0,01 0,20 1,96 invalid 4 a45 17 0,08 1,14 1,96 invalid 5 a74 30 0,03 0,43 1,96 invalid 6 b22 44 0,00 0,07 1,96 invalid 7 b34 50 0,12 1,75 1,96 invalid 8 b52 55 0,12 1,83 1,96 invalid based on table 2 above, there are 8 items of statement in the instrument of attitudes toward global awareness that are invalid while 67 other statement items can be declared valid with t-count> t-table value is 1.96 (α = 0,05; df = 2697 ). because at this stage there is still an invalid statement item and goodness of fit criterion is still not fulfilled it is necessary to modify, that is by eliminating (drop) the eight grains of invalid so it needs to be re-analysis by using analysis of cfa factor. 42 jisae. volume 4 number 2 september 2018.. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 figure 2. cfa second order diagram based on standardized solution of first empirical test 43 figure 3. cfa second order diagram based on t-value first empirical test results the recapitulation of attitude instrument development result toward global awareness of spk students in sma through cfa second order test based on first empirical validity test after revision is presented in table 3. table 3. goodnes of fit instrument attitudes to global awareness in high school students through empirical validation first stage after revision no goodness of fit cut of value score decision 1 chi-square 4990,362 unfulfilled 44 jisae. volume 4 number 2 september 2018.. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 2 probability 0,00 unfulfilled 3 rmsea 0,0731 fulfilled 4 rmsr 0,074 fulfilled 5 nfi 0,908 fulfilled 6 cfi 0,923 fulfilled 7 ifi 0,924 fulfilled 8 gfi 0,916 fulfilled 9 rfi 0,905 fulfilled 10 agfi 0,902 fulfilled 11 pgfi 0,608 fulfilled based on table 3 above it appears that most of the goodness of fit requirements have been met since the values obtained are within the required intervals, so it is said that the model obtained is fit. it can also be shown from the cfa second order diagram based on standardized solution attitude instrument on the global awareness of spk students in senior high school through first empirical validation after revision in figure 4 and second order cfa diagram based on tvalue of attitude instrument on global awareness of spk students on level sma through the first stage empirical validation after the revision in figure 5. based on figures 4 and 5 it can be seen that the 67 items of statement contained in the empirical validity test analysis of the first stage of the attitude instrument to the global awareness of the spk students at the sma level after the overall revision have been valid. this is because t-value value of each item of statement has more than t-table value is 1,96 (α = 0,05; df = 2141). as for loading factor loading, std. error, t-value, and r2 of each 67 items statement of attitude instrument toward global awareness of spk student at high school level after revision is presented in table 4. based on fig. 4, fig. 5, and table 4 it appears that the whole grain which is the constructor of the cognition dimension is valid. it can be seen from the tvalue of each item is more than t-table value. similarly, the whole grain constituting the constructor of the con's dimension is valid. it can be seen from the t-value of each item mentioned more than the t-table value. likewise, the whole grain constituting the constructor of the affection dimension is valid. it can be seen from the t-value of each item mentioned more than the t-table value. likewise, for the dimensions of cognition, conformation, and affection constitute the constructor of attitude toward global awareness. this is indicated by the loading factor value of each dimension of 0.837; 1,022; and 0.790 with t-value respectively of 6,620; 10,302; and 7,774. because the value of t-value of each dimension> 1,96 it can be said that the three dimensions of constructive attitude construct to global awareness is valid. 45 figure 4. cfa second order diagram based on standardized solution first empirical test results after revision 46 jisae. volume 4 number 2 september 2018.. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 figure 5. cfa second order diagram based on t-value first empirical test results after revision 47 table 4. recapitulation of empirical validity test results first stage of attitude instrument to global awareness of spk students at sma level. konstruk goodness of fit variabel factor std. r2 df pt-value value endogen loading error a11 0,442 0,195 a12 0,392 0,065 4,834 0,154 a13 0,239 0,076 3,290 0,057 a14 0,311 0,086 4,094 0,097 a21 0,316 0,074 4,148 0,100 a22 0,315 0,074 4,127 0,099 a23 0,305 0,079 4,021 0,093 a31 0,407 0,066 4,951 0,166 a33 0,367 0,066 4,618 0,135 a41 0,348 0,069 4,447 0,121 a42 0,332 0,066 4,295 0,110 a43 0,506 0,075 5,649 0,256 a44 0,145 0,072 2,129 0,021 a46 0,226 0,078 3,144 0,051 a47 0,571 0,085 6,019 0,326 a51 0,521 0,075 5,738 0,271 kognisi 4990,362 2141 0,00 a52 0,628 0,091 6,288 0,394 a53 0,471 0,087 5,427 0,222 a54 0,265 0,070 3,598 0,070 a61 0,279 0,089 3,755 0,078 a62 0,431 0,089 5,141 0,186 a63 0,588 0,090 6,105 0,346 a71 0,509 0,090 5,668 0,259 a72 0,524 0,089 5,761 0,275 a73 0,416 0,095 5,022 0,173 a81 0,466 0,088 5,385 0,217 a82 0,493 0,083 5,566 0,243 a83 0,417 0,085 5,030 0,174 a84 0,487 0,086 5,528 0,237 a91 0,152 0,067 2,185 0,023 a92 0,580 0,080 6,063 0,336 a93 0,148 0,075 2,136 0,022 a94 0,517 0,058 5,712 0,267 b11 0,616 0,379 b12 0,564 0,058 7,824 0,318 48 jisae. volume 4 number 2 september 2018.. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 b13 0,228 0,069 3,410 0,052 b14 0,602 0,060 8,266 0,363 konasi 4990,362 2141 0,00 b21 0,494 0,064 7,000 0,244 b23 0,581 0,064 8,015 0,337 b24 0,581 0,058 8,023 0,338 b31 0,363 0,079 5,315 0,132 b32 0,381 0,067 5,547 0,145 goodness of fit variabel factor std. r2konstruk df pt-value value endogen loading error b33 0,593 0,061 8,164 0,352 b41 0,447 0,062 6,419 0,200 b42 0,524 0,071 7,371 0,275 b43 0,467 0,074 6,670 0,218 b51 0,379 0,067 5,540 0,144 b53 0,572 0,081 7,918 0,327 b54 0,656 0,071 8,841 0,430 konasi 4990,362 2141 0,00 b61 0,628 0,059 8,535 0,394 b62 0,678 0,063 9,073 0,460 b63 0,650 0,063 8,774 0,422 b64 0,558 0,069 7,759 0,311 b71 0,590 0,071 8,122 0,348 b72 0,653 0,068 8,815 0,427 b73 0,425 0,069 6,146 0,181 b74 0,636 0,069 8,628 0,404 c11 0,533 0,284 c12 0,285 0,085 4,011 0,081 c13 0,686 0,083 7,808 0,471 c21 0,632 0,090 7,430 0,399 afeksi 4990,362 2141 0,00 c22 0,592 0,085 7,138 0,351 c23 0,767 0,081 8,290 0,588 c24 0,717 0,089 7,998 0,514 c31 0,669 0,072 7,686 0,447 c32 0,732 0,076 8,091 0,536 c33 0,680 0,083 7,768 0,463 global kognisi 0,837 0,126 6,620 0,701 awareness 4990,362 2141 0,00 konasi 1,022 0,099 10,302 1,045 (ga) afeksi 0,790 0,102 7,774 0,624 49 in addition to the validity test, model measurement is also done to test the reliability of a construct. reliability tests are performed to prove the accuracy, consistency and indicate the extent to which a measuring instrument can give relatively the same results when re-measured on the same subject. reliability test in sem is used composite reliability (cr) and variance extrac-ted (ve). based on the results of the analysis obtained that the value of cr and ve for the dimensions of cognition are 0.863 and 0.517 respectively; cr and ve values for respective dimensions are 0.908 and 0.503; cr and ve values for affective dimensions are respectively 0.871 and 0.513; and cr and ve values for the global awareness (ga) dimension are 0.916 and 0.787 respectively. thus, it can be concluded that the attitude attitudes toward global awareness on spk students at high school level that meet valid and reliable criteria in the first stage empirical test is three dimensions, 19 indicators with 67 valid items. while 8 other invalid items must be dropped and not used in the second stage of empirical validity test. the test respondents involved in the second test phase were 265 high school students. at this stage, the attitude insight toward global awareness consists of 19 indicators spread in 3 dimension and contains 67 items of reality. the result of developing an attitude instrument toward global awareness through second order cfa testing in the second phase trial is presented in table 5. table 5. goodness of fit instruments attitudes to global awareness in high school students through second empirical validation no goodness of fit cut of value score decision 1 chi-square 5211,207 unfulfilled 2 probability 0,00 unfulfilled 3 rmsea 0,0737 fulfilled 4 rmsr 0,0703 fulfilled 5 nfi 0,709 unfulfilled 6 cfi 0,822 unfulfilled 7 ifi 0,823 unfulfilled 8 gfi 0,629 unfulfilled 9 rfi 0,699 unfulfilled 10 agfi 0,606 unfulfilled 11 pgfi 0,591 unfulfilled based on table 5 above it appears that most of the good-ness of fit requirements are not met because the values obtained are still outside the inter-val that it should be, so it says the model obtained is not fit. it can also be shown from the cfa second order diagram based on the standardized solution in fig. 6 and the second order cfa diagram based on the t-value of fig. 7. based on figures 6 and 7 it can be seen that there are 12 items of invalid statements with recharge factor loading and t-values respectively presented in table 6. 50 jisae. volume 4 number 2 september 2018.. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 table 6. recap of invalid statement item in second stage empirical test item code factor no loading t-value t-tabel decision code number score 1 a14 4 0,01 0,18 1,96 invalid 2 a22 6 0,05 0,82 1,96 invalid 3 a31 8 0,05 0,81 1,96 invalid 4 a43 12 0,06 0,92 1,96 invalid 5 a54 19 0,08 1,25 1,96 invalid 6 a61 20 0,12 1,83 1,96 invalid 7 a92 31 0,00 0,03 1,96 invalid 8 a94 33 0,07 0,99 1,96 invalid 9 b14 37 0,04 0,65 1,96 invalid 10 b43 46 0,04 0,66 1,96 invalid 11 b62 51 0,08 1,17 1,96 invalid 12 c23 63 0,12 1,84 1,96 invalid based on table 6 above, there is a 12-point statement in the capture instrument of invalid global awareness through the second stage empirical validity test, while the other 55 statements can be declared valid with t count> t-table 1, 96 (α = 0,05; df = 2141). because at this stage there are still items that are not valid statements and goodness of fit criteria are still not met then it needs to be done modification, ie by dropping (drop) to 12 items that are invalid so it needs to be reanalysis by using cfa factor analysis. the recapitulation of attitude instrument development result toward global awareness of spk students in senior high school through second order cfa test based on second stage empirical validity test after revision is presented in table 7. table 7. goodnes of fit instrument attitudes to global awareness spk students at senior high school through second empirical validation after revision no goodness of fit cut of value score decision 1 chi-square 3154,349 unfulfilled 2 probability 0,00 unfulfilled 3 rmsea 0,0757 fulfilled 4 rmsr 0,0652 fulfilled 5 nfi 0,937 fulfilled 6 cfi 0,916 fulfilled 7 ifi 0,926 fulfilled 8 gfi 0,907 fulfilled 9 rfi 0,904 fulfilled 10 agfi 0,903 fulfilled 51 11 pgfi 0,620 fulfilled figure 6. cfa second order diagram based on standardized solution of second stage empirical test results 52 jisae. volume 4 number 2 september 2018.. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 figure 7. cfa second order diagram based on t-value second empirical test results based on table 7 it appears that most of the requirements of goodness of fit have been met because the values obtained are within the required intervals, so it is said that the model obtained is fit. this can also be shown from the cfa second order diagram based on the standardized solution attitude instrument on the global awareness of spk students in senior high school through second stage empirical validation after revision in figure 8 and second order cfa diagram 53 based on t-value of attitude instrument on student global awareness spk at sma level through second stage empirical validation after revision in figure 9. based on figures 8 and 9, it can be seen that the 55 points statements contained in the test analysis of empirical validity of the second stage of the instrument attitudes toward the global awareness of the spk students at the sma level after the full revision has been valid. this is because the value of t-value of each item of grain has more than t-table value is 1,96 (α = 0,05; df = 1427). as for reka-pan factor loading, std. error, t-value, and r2, respectively, 55 items of attitude instrumen attitudes to the global awareness of spk students at senior secondary level after revision are presented in table 8. based on fig. 8, fig. 9, and table 8 it appears that the overall grain constituting the constructor of the cognition dimension is valid. it can be seen from the t-value of each item is more than t-table value. similarly, the whole grain constituting the constructor of the con's dimension is valid. it can be seen from the t-value of each item is more than t-table value. likewise, the whole grain constituting the constructor of the affection dimension is valid. it can be seen from the t-value of each item is more than t-table value. likewise, for the dimensions of cognition, conformation, and affection constitute the constructor of attitude toward global awareness. this is indicated by the loading factor value of each dimension of 0.868; 1,041; and 0,798 with t-value respectively 5,905; 6,091; and 7,893. because the value of t-value of each dimension> 1,96 it can be said that the three dimensions of constructor attitude toward global awareness is valid. 54 jisae. volume 4 number 2 september 2018.. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 figure 8. cfa second order diagram based on standardized solution second empirical test results after revision 55 figure 4.8. cfa second order diagram based on t-value second empirical test results after revision table 8. recapitulation of second stage empirical validity test results instrument attitudes to global awareness of spk students at sma level. goodness of fit variabel factor std. r2konstruk df pt-value value endogen loading error a11 0,387 0,150 a12 0,379 0,081 4,445 0,144 kognisi 3154,349 1427 0,00 a13 0,303 0,082 3,845 0,092 56 jisae. volume 4 number 2 september 2018.. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 a21 0,371 0,066 4,393 0,138 a23 0,373 0,070 4,405 0,139 goodness of fit variabel factor std. r2konstruk df pt-value value endogen loading error a32 0,455 0,080 4,912 0,207 a41 0,462 0,079 4,947 0,213 a42 0,564 0,084 5,411 0,318 a44 0,202 0,081 2,825 0,041 a45 0,266 0,082 3,497 0,071 a46 0,555 0,089 5,379 0,308 a51 0,474 0,070 5,013 0,225 a52 0,556 0,085 5,380 0,309 a53 0,410 0,080 4,647 0,168 kognisi 3154,349 1427 0,00 a62 0,295 0,075 3,768 0,087 a63 0,437 0,072 4,817 0,191 a71 0,355 0,076 4,268 0,126 a72 0,396 0,077 4,563 0,157 a73 0,245 0,081 3,279 0,060 a81 0,155 0,068 2,215 0,024 a82 0,305 0,074 3,861 0,093 a83 0,392 0,075 4,541 0,154 a84 0,322 0,079 4,017 0,104 a91 0,370 0,076 4,384 0,137 a93 0,475 0,071 5,024 0,226 b11 0,382 0,146 b12 0,496 0,064 5,147 0,246 b13 0,370 0,061 4,415 0,137 b21 0,451 0,068 4,917 0,203 b22 0,385 0,072 4,510 0,148 b23 0,158 0,073 2,316 0,025 b31 0,452 0,074 4,921 0,204 b32 0,447 0,065 4,894 0,200 b33 0,335 0,090 4,143 0,112 b41 0,335 0,076 4,147 0,112 konasi 3154,349 1427 0,00 b42 0,465 0,070 4,991 0,216 b51 0,335 0,067 4,145 0,112 b52 0,473 0,090 5,034 0,224 b53 0,390 0,085 4,545 0,152 b61 0,265 0,070 3,516 0,070 57 b63 0,444 0,094 4,881 0,197 b64 0,574 0,086 5,467 0,329 b71 0,534 0,069 5,314 0,285 b72 0,634 0,084 5,666 0,402 b73 0,559 0,077 5,414 0,313 b74 0,447 0,078 4,897 0,200 c11 0,546 0,298 afeksi 3154,349 1427 0,00 c12 0,590 0,067 7,114 0,348 c13 0,346 0,066 4,747 0,120 goodness of fit variabel factor std. r2konstruk df pt-value value endogen loading error c21 0,609 0,069 7,264 0,371 c22 0,528 0,065 6,607 0,279 afeksi 3154,349 1427 0,00 c24 0,598 0,068 7,182 0,358 c31 0,549 0,078 6,779 0,301 c32 0,539 0,075 6,700 0,291 c33 0,513 0,054 6,468 0,263 global kognisi 0,868 0,147 5,905 0,753 awareness 3154,349 1427 0,00 konasi 1,041 0,171 6,091 1,083 (ga) afeksi 0,798 0,101 7,893 0,637 based on the results of the analysis obtained that the value of cr and ve for the dimensions of cognition are 0.811 and 0.515 respectively; cr and ve values for respective dimensions are 0.825 and 0.519; cr and ve values for affective dimensions are 0.785 and 0.529 respectively; and cr and ve values for the global awareness (ga) dimensions are 0.933 and 0.824, respectively. thus, it can be concluded that the attitude attitudes toward global awareness in spk students at senior high school that meet valid and reliable criteria in the first stage empirical test is three dimensions, 19 indicators with 55 valid items. while 12 other invalid items should be dropped. discussion the instruments generated in this study may be used by researchers, lecturers or teachers, who intend to measure the global awareness level (global awareness) of students at the high school level or equivalent. the global instrument of awareness is essential to be developed, keeping in mind the importance of the times and the central role of youth in global relations. given the development of the instruments produced in this study, global awareness (global awareness) is necessary, and even needs to be outlined as the primary skill of every citizen. having such capabilities will encourage better inter58 jisae. volume 4 number 2 september 2018.. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 state relations, improve the nation's competitiveness in the global world, and maintain the integrity and dignity of the nation. the resulting instrument is the development of an attitude instrument towards global awareness for high school students, in this case spk school. developed from theoretical underpinnings of theory and validated theoretically and empirically, so as to obtain valid and reliable results. the instruments developed are limited to the realm of cognition, conformation and affection dimensions. the following mentioned the dimension and the indicator: first dimension, that is cognition dimension. it consists of 9 (nine) indicators, among which are: developing skills in communicating and interacting; be able to openminded in private and broad community contexts; able to improve themselves with their own ability (self concept); having high cognitive aspect skills; have a broad knowledge of local and global issues; mastering a foreign language other than english; building knowledge based on individual students' own perceptions; has the ability to adapt, flexible, and always think global to berpartisifasi effectively in the global world have skills in handling problems. the second dimension, the conversion dimension. consists of 7 (seven) indicators, among them: provide effective response in communicating; having a high self-awareness (self awareness); have a confidence in himself (self confidence); have the ability to respect himself (self esteem); students recognize themselves as part of a global society that has a dependence on other global societies; having attention to international issues and global issues; have a high awareness in socially responsible in global life. third dimension, the affection dimension. consists of 3 (three) indicators, among them: have the ability to appreciate others; able to learn and cooperate with individuals who diversify diverse religions, lifestyles, races / ethnicities, and cultures in a spirit of mutual respect; have a mutual respect for the diversity that exists in this world. the above dimensions and indicators form the basis for assessing a student's global attitude of consciousness with very high, high, medium, low and very low classification. this instrument is developed in the form of assessment rubric. rubric is one form of assessment that is expected to measure all components of students. using the assessment rubric, instrument users will more easily measure or classify students in terms of global awareness attitude capabilities. conclusion in the development of an attitude instrument toward global awareness for high school students in spk schools, based on qualitative analysis of 4 experts and quantitatively from 20 panelists, 75 out of 75 selected statement statements are 75 points for the domains of cognition, conformation and affection that can tested empirically to respondents. in the development of the instrument after empirical validation resulted in 3 dimensions, 19 indicators, 55 items of valid and reliable instruments with composite reliabilty (cr) of 0.933 and variance extracted (ve) of 0.824. 59 gratitude acknowledgments are conveyed to the principal of global sevilla senior high school, senior high school chief of gandhi ancol, head of taipei international school, and head of saint peter school who has facilitated the conduct of research, discussion in study program and education evaluation, graduate of jakarta state university, and all that has been helpful during the conduct of this research. hopefully all at once also worth worship. references azizy, a.q. (2004). melawan globalisasi: reinterpretasi ajaran islam persiapan sdm dan terciptanya masyarakat madani. yogyakarta: pustaka pelajar. azwar, s. (2012). reliabilitas dan validitas. yogyakarta: pustaka pelajar. bsnp. (2010). paradigma pendidikan nasional abad xxi. versi 1.0. jakarta: author. burnouf, l. (2004). global awareness and perspectives in global education. canadian social studies, 38(3), 1-12. crawford, e. o.,kirby, m. m. (2008). fostering students’ global awareness: technology applications in social teaching and learning. journal of curriculum and instruction (joci), 2(1), 56-73, doi: 10.3776/joci.2008.v2n1p56-73 distefano, c., hess, b. (2005). using confirmatory factor analysis for construct validation: an empirical review. journal of psychoeducational assessment, 23(3), 225-241, doi: 10.1177/073428290502300303. izadi, p. (2012). world citizenship as an historical imperative: should global education be a compulsory element in teacher training?. international journal of global education, 1(1), 75-82. kelly, a. (2017). review of global perspective on higher education. educational review journal, 24, 1-doi: http://dx.doi.org/10.14507/ er.v24.2195 le, h. (2014). vietnamese higher education in the context of globalization: qualitative or quantitative targets?. the international journal education journal: comparative perspective, 13(1), 17-29. mary, l. k. (2016). language issue and global education: a dilemma to kenya. international journal of global education, 5(2), 46-54. parkhouse, h., glazier, j., wagner, a. t., cain, j. m. (2015). from local to global: making the leap in teacher education. international journal of global education, 4(2), 10-29. trilling, b., fadel, c. (2009). 21st century skills: learning for life in our times. san fransisco: jossey-bass a wiley imprint. watkins, d. (1989). the role of confirmatory factor analysis in cross-cultural research. international journal of psychology, 24, 685-701. wipulanusat, w., panuwatwanich, k., stewart, r. a. (2017). worplace innovation: exploratory and corfirmatory factor analysis for construct validation. management and production engineering review, 8(2), 57-68, doi: 10.1515/mper-2017-0018. innovation in learning proportion using proportion table maya oktaviani universitas negeri jakarta jalan rawamangun muka, jakarta maya.oktaviani@unj.ac.id abstract this study aims to develop learning of direct and inverse proportion by using proportion tables based on pendidikan matematikarealistik indonesia (pmri) approach. data were collected from preliminary test results, classroom observation, field notes, student activity sheets, test answer sheets, and interviews conducted on students grade vii at islamic junior high school al-azhar 12 rawamangun. based on the results of the retrospective analysis, pmri characteristics have a role in developing direct and inverse proportion. students' activities in observing the context presented can train students to develop learning strategies and explore the use of proportion tables. the proportion table can present the students' informal thinking processes and assist students in solving problems related to direct and inverse proportion. the use of student construction results in each meeting contributes to assisting students in understanding the direct and inverse proportion. the conceptual relevance of this study attracts students' attention because the context is given close to student life. thus, the proportion table can help students to understand the proportion so that they can resolve the proportion problems. keywords: direct proportion, inverse proportion, mathematics problem, pendidikan matematika realistik indonesia, proportion table the subject of proportion is one of the subjects taught in elementary school, secondary school, even high school. in secondary school, equivalent fraction often thought as ratio and proportion (son, 2013, p. 49). many researches have done, some shown that many students have difficulty developing proportional reasoning. most of the teachers are teaching proportion with giving the algorithm. such learning is less meaningful for students. the results of interviews with junior high school teachers stated that students had difficulty in distinguishing direct and inverse proportion. students are also less skilled in solving proportion problems. several studies looked at the proportion learning. ledesma in her research found the fact that some elementary school students and teachers made mistakes in calculating ratios and proportions. ledesma presents two rectangles. the first rectangle has a length of 6 cm and a width of 4 cm, while the second rectangle has a width of 10 cm and its length is unknown. she asked the teachers to find the length of the second rectangle. the results showed that only 11 out of 23 elementary school teachers could solve the problem (ledesma, 2011, pp. 265-266). proportional reasoning is important for both student and teacher. students must understand and use a proportion to represent quantitative relationship (nctm, 2000). test or assessments use understanding proportion and proportional reasoning as a benchmark entity for students’ mathematical proficiency (arican, 2016, p. 2). therefore, the teacher needs to teach proportion as well as they learn about it. but a proportion is one subject that difficult to teach (lobato &ellis, 2010, p. 1). realistic mathematics education (rme) is one approach that can be used in learning direct and inverse proportion. in indonesia, rme is referred to as pendidikan matematikarealistik indonesia (pmri). this is because the pmri has adjusted to the local cultural context and conditions that occur in indonesia (ridhoni, 2013, p. 1). on the other hand, a model that can facilitate students in learning proportion is needed. one of the models that can be used is proportion table. the proportion table shows the proportion clearly because the user can increase the number of columns or rows as needed. the use of 37 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 38 proportion tables together with context can help students develop reasoning ability about proportion as well as proportion problem-solving strategies. based on this background, the question arises, how to develop in learning proportion using proportion table based on pmri in class vii jhs? this study aims to develop learning of direct and inverse proportion by using proportion tables based on pendidikan matematikarealistik indonesia (pmri) approach. literature review realistic mathematics education (rme) was first introduced and developed by freudenthal in the netherlands (zulkardi, 2010). the main principle of rme is that mathematics should be meaningful to students. indonesia has adapted and developed rme, known as pmri. pmri adjusts to the local cultural context and the conditions that occur in indonesia. there are six characteristics of pmri: 1) use of contexts for phenomenologist exploration, 2) use of models for mathematical concept construction, 3) use of students' creations and contributions, 4) students' activity and interactivity in the learning process, 5) intertwining mathematics concepts, aspects, and units, and 6) use of typical characteristic of indonesian nature and cultures (sembiring, hoogland, &dolk, 2010, p. 160). mathematics as a human activity demands the exploration of deep and comprehensive phenomena to gain context. context will lead students to a mathematical understanding of something real (informal) for students into something formal that can be written with symbols through progressive mathematization stages. this study uses story problems with real contexts such as counting army uniforms, making necklaces and bracelets from beads, dividing marbles, and calculating the travel time of transjakarta buses. models and symbols are used to bridge informal mathematics toward formal mathematics through progressive processes. models are needed as a tool to understand math problems. the proportion table in this study is used as a model that can represent students' informal thinking processes and can assist students in solving problems related to direct and inverse proportion. through the activities provided by teachers, students are expected to be able to create and contribute to the learning process. teachers play a role in guiding students to ask questions that require students to think and reflect on the answers. students who already have construction and production results their self will be confronted with construction and another students' production. the contribution of each student can be used to compare and reflect the benefits of different models. if each student contributes to providing a different model in solving a problem, then the student is then asked to discuss which model is most efficient. a mathematical topic can be linked to other mathematical topics as to help the interrelationships between topics that can help students understand the concept thoroughly. mathematical education should be used for integrated knowledge, e.g. theory and application are not taught separately, but theories are developed from problem-solving. pmri in indonesia should use characteristics that are appropriate to the natural and local culture of indonesia. this is expected to be the motivation and the attention of students to learn mathematics. in addition, the use of characteristics of the natural state and local culture of indonesia as a context can make it easier for students to understand the mathematical concepts being taught. langrall& swafford said that proportion is a statement of two equal ratios and states the relationship of similarity (2000, p. 255). son said that a proportion is a statement of the equality of two ratios (2013, p. 50). based on that, proportion is a variation of two numbers related to each other. in general, the problem of proportion is divided into two, namely missing value problem and comparison problem. missing value problem presents three known digits and the student is asked to find the fourth number. comparison problem presents two pairs of numbers or more to compare. in learning proportion at class, the proportion is divided into two, direct and inverse proportion. the proportion table is considered as an appropriate model for facilitating students in learning proportion. the proportion table shows the proportion clearly because the user can increase the number of columns or rows as needed. the real context presented can make students understand what form of count operation should be used in solving the problems at hand. a strategy that can be used in the use of proportion tables to solve proportion problems is shown in the table below. table 1. usage strategy proportion table (direct proportion) strategy description adding chocolate price 8 6000 4 3000 12 9000 taking away chocolate price 8 6000 2 1500 6 4500 multiplying by the same number chocolate price 8 6000 32 24000 dividing by the same number chocolate price 24 18000 4 3000 table 2. usage strategy proportion table (inverse proportion) strategy description multiplying and dividing by the same number velocity time distance 30 2 60 60 1 60 according to ben-chaim, keret, &ilany (2012), proportional reasoning can be used as a marker of the ability to solve proportion problems. when students can find the relationship between two or more variables into a comparison then they can find a solution to the problem based on the proportional reasoning. abrahamson and cigan (2003) have also used ratio table or proportion quartet to teach ratios and proportion in grade 5 students. they define multiplication as a recurring sum and use it in ratio tables. the table is used to develop an understanding of the multiplication table. the local instructional theory in this study is based on previous theories and research. the purpose of this study is to develop learning of direct and inverse proportion by using proportion tables. therefore, the activities to be conducted in the classroom are designed to introduce a proportion table to the students so that students can use the proportion table in solving the problems related to the proportion. the sequence of instructional activities that have been designed based on the hypothesis learning trajectory as follows. the first meeting uses activities to observe the clothes of the army with the aim that students can understand the notation of the ratio and introduce the proportion table to the students. the second meeting uses the activity of making necklaces and bracelets of beads for students to be able to understand direct proportion and explore them using a proportion table. the third meeting uses the activity of dividing marbles. students are asked to find the number of marbles accepted by several children and find the number of children given several marbles. the fourth meeting uses the activity to calculate the travel time of the bus transjakarta. both activities were chosen with 39 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 ×2 ÷2 ÷6 ÷6 ×4 ×4 + + 40 the aim that students understand inverse proportion and explore them using a proportion table. the fifth meeting uses an example and not example activity with the goal of giving students an example of proportion problem and exploring their own knowledge. on this ground, we argue that all these activities were selected could help students understand proportion. method this research was conducted in islamic junior high school al-azhar 12 rawamangun. the sample of this research was a class of seventh-grade student. there are six students who will be examined more deeply. samples were chosen randomly through a simple random sampling method. data were collected through preliminary test results, classroom observation, field notes, student activity sheets (sas), test answer sheets, and interviews. preliminary test data were collected from the students' daily test data on proportion materials and interview results with students and teacher. class observations are conducted during the learning process by applying local instructional theories in five meetings. at each meeting, discussed different materials such as ratio notation, direct proportion, and inverse proportion. the collection of student activity sheets and answer sheets aims to know the stages of student thinking as well as the level of students' understanding of the subject matter. interviews with the math teacher who used to teach in the class were conducted before the start of the lesson. result activities at the first meeting of observing the clothes of the army. in this activity, students are asked to observe the clothes used by members of the army who are in the ceremony, then students are asked to count the number of berets, shoes, and firearms worn by several members of the army. this activity is chosen with the aim that students can understand the notation of the ratio and introduce the proportion table to the students. this ratio notation will be the basis for students to learn proportions. the context used is also in accordance with the culture of the indonesian nation. based on the students' answers, some groups can already fill the proportion table with their respective strategies. some students find it difficult to determine the number of rows and columns created by some members of the army. students are freed to determine for themselves the number of rows and columns formed by 35 members of the army. not all students can give a conclusion of this activity. some of the students are less conscientious in giving conclusions for being fooled by their own answers. after being given individual tests on ratio notation, there are some students who can already understand the rational simplification well. activity at the second meeting is making necklaces and bracelets from beads. in this activity, students are asked to count the number of black and white beads required to make several necklaces and bracelets. this activity is chosen with the aim that students can understand the direct proportion and explore it using a proportion table. this activity also emphasizes that to know the number of beads required to make several necklaces or bracelets is the multiplication of a factor with the number of beads required to make a necklace or bracelet. in addition, students can also explore strategies used to determine the number of necklaces or bracelets that can be made with several beads. based on the students' answers, some groups can already fill the proportion table with their respective strategies. but there are still groups who find it difficult to find some number of necklace or bracelet if given some beads. students find it difficult to find the right combination of the number of necklaces and bracelets to be made with the number of black and white beads that have been provided. nevertheless, all students can finally find the answer. in conclusion, there are some students who have been able to determine that the number of necklaces or bracelets that are made directly proportional to the number of beads. after being given individual tests on direct proportion, some students can solve these problems with proportion table. activity at the third meeting is dividing marbles. in this activity, students are asked to find the number of marbles received by several children and find the number of children given several marbles. this activity is the introduction of the inverse proportion. this activity is chosen with the aim that students can understand the inverse proportion and explore them using a proportion table. the number of children is a factor of the total number of marbles available. this context is often encountered by students, so they can easily solve it. most of them, to get answers to the number of marbles received by each child is by dividing the number of marbles to be shared with the number of friends who come. meanwhile, to get answers to the number of friends who come that is by dividing the number of marbles to be distributed with the number of marbles received by each child. thus, the multiplication of the number of friends who come with the number of marbles received by each child is the number of all marbles to be distributed. activity at the fourth meeting is to calculate the travel time of transjakarta bus. in this activity, students are asked to find how much time it takes to reach some distance if speed can vary. this activity is chosen with the aim that students better understand the inverse proportion and explore them using a proportion table. in addition, the context in this activity is in accordance with indonesian culture. based on the students' answers, some groups can already fill the proportion table with their respective strategies. to find the time required, some students divide the distance by the average speed of the bus. it also makes them must connect this material with the ability they have before (in this case the ability in the field of physics). at the previous meeting has been explained about the difference between direct and inverse proportion so that students are not too difficult in filling in conclusions. the activity at the fifth meeting is to give an example and not an example of proportion. in this activity, students are asked to find things in their daily life that are related to a direct proportion, inverse proportion, or a false proportion. the false proportion is things that are not really related to the proportion but resemble the proportion. in addition, students are given several questions relating to direct proportion, inverse proportion, and a false proportion. this activity is chosen with the aim that students can provide examples and not examples of proportion and explore the knowledge they have. conclusion this objective of the current study was to develop learning of direct and inverse proportion by using proportion tables based on pendidikan matematikarealistik indonesia (pmri) approach. the use of learning trajectories determines the ratios concept in this study useful well until students can simplify the ratios. in addition, the use of learning trajectories determines the direct proportion concept using a proportion table model combined with a context close to the student also helps the student in understanding the material provided. during individual tests of the second meeting on direct proportion, students use a variety of strategies. the strategies used show that the proportion table can help students to reason where students who do not use the proportion table are not able to see the error of the process. surprisingly, during the study, we discovered there were students who at did not use the proportion table when solve individual test. when the teacher asks the reason, s/he replies that s/he feels more comfortable using her/his usual way. but not all the problems s/he can do that way. also, when students do not use proportion table, students may make mistakes when placing numbers on the equations they create. on the other hand, when solving a direct proportion problem in the type of missing value problem, some students 41 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 42 using the proportion table tend to be able to solve correctly. the proportion table shows the comparison clearly. users can increase the number of columns or rows as needed. but there is a problem that can not only be solved by proportion table only. for example, the inverse proportion problem in the type of missing value problem. after using the proportion table, students are required to use other strategies in getting the answer. some students only work on this problem to get answers from the proportion table only. on these ground, one can expect that the proportion table can help students to understand the proportion so that they can resolve the proportion problems. this study can help teacher to develop proportion learning with pmri approach, one of them is using proportion table. references abrahamson, d., &cigan, c. (2003). a design for ratio and proportion instruction. mathematics teaching in the middle school, 8(9). reston: national council of teachers mathematics. arican, m. (2016). preservice middle and high school mathematics teachers’ strategies when solving proportion problems. international journal of science and mathematics education, 1-21. ben-chaim, d., keret, y.,danilany, b. (2012). research and teaching in mathematics teachers’ education (preand in-service mathematics teachers of elementary and middle school classes). rotterdam: sense publisher. langrall, c.w., & swafford, j. (2000). three balloons for two dollars: developing proportional reasoning. mathematics teaching in the middle school 6 no 4. reston: national council of teachers of mathematics. ledesma, e.f.r. (2011). primary and secondary teachers’ knowledge, interpretation, and approaches to students errors about ratio and proportion topics. creative education, 2(3), 264-269. lobato, j. & ellis, a. (2010). developing essential understanding of ratios, proportions, and proportional reasoning for teaching mathematics: grades 6-8. reston: national council of teachers of mathematics. national council of teachers of mathematics. (2000). principles and standards for school mathematics. reston: national council of teachers of mathematics. ridhoni, m. (2013). pembelajaran pmri. jurnal. palembang: universitassriwijaya. sembiring, r.k. (2010). pendidikan matematikarealistik indonesia (pmri): perkembangan dan tantangannya. journal indoms-jme, 1(1), 11-16. sembiring, r., hoogland, k., &dolk, m. (2010). a decade of pmri in indonesia. bandung, utrecht: ten brink, meppel. son, j.w. (2013). how preservice teachers interpret and respond to student errors: ratio and proportion in similar rectangles. education studies in mathematics, 84(1), 49-70. zulkardi. (2010). how to design mathematics lessons based on the realistic approach? online from http://eprints.unsri.ac.id/692/1/rme.html. 83 effective management class concept (case study: student behavior problematics) bambang afriadi universitas islam syekh-yusuf afriadi.bambang@yahoo.co.id abstract the effectiveness of the learning process is part of good classroom management. but be aware that every individual in the class (student) does not have a homogeneous but heterogeneous character. implementation of classroom management will encounter various inhibiting factors. reviews these barriers can come from teachers themselves, from students, the family environment, and or because of the facilities. the condition of teaching and learning will be sustained while teachers during the process of concentration can maintain student learning and student behavior. therefore, management in the class becomes important to be discussed, and found the solution. in writing this article using research literature from various sources related to this topic related to the subject. then theoretical research to support this search, keywords: class management, student behavior problems in classroom management introduction education is an important thing for everyone. education can change a person toward a better change. through the learning process, the student's character was formed in order to produce changes better than before both in behavior, attitudes and so forth. the learning process in this case is the learning that takes place in the classroom. through the learning process materials delivered to students in order to achieve the needs of students get a lesson in school. during the learning process, there are interactions that take place in it. between teachers and students is very important to establish a harmonious interaction so that the subject matter is able to be conveyed to the students well. according to the terms gillin gillin and interaction is social contact and communication (dany haryanto & edwi nugrohadi, 2011: 215), then social contactbe the first element in the interaction. social interactions that occur in the process of learning can take place when there is social contact and communication between teachers and students and vice versa. learning is a combination that includes elements arrayed human, material, facilities, equipment and procedures that interact to achieve the objectives of the study (oemar hamalik, 2010: 57).learning is an integral element of eventually establishing a human activity in terms of teaching and learning. based on the essence, humans are a major component in moving and directing the learning process. learning involves elements of human consisting of teachers and students and supported by learning tools such as books, blackboards, reference sources of information such as newspapers, audio and video. learning as part of classroom management can be supported by increasingly sophisticated technologies such as 84 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 classrooms, equipment, audio-visual, computers also include the procedural aspects and the timetable and method of delivery of information, practice, study, exams, and so forth. classroom management has been broadly defined as the act of a teacher is required to create an environment that supports and facilitate learning both academic and social-emotional. learning procedure can also be considered by the class management. procedure class structure of the environment, encourage appropriate behavior and reduce the occurrence of inappropriate behaviors necessary for effective classroom management. components of effective classroom management is important in several ways to handle it. for example, with a focus on prevention rather than reactive procedure establish a positive classroom environment where teachers focus on students behave discipline. then need to be designed to create an effective learning environment. the main components are: (1) set the class; efektifitas learning process is part of a good classroom management. but be aware of each individual in the class (students) do not have a homogeneous but heterogeneous character. with different backgrounds in which students interact with their environment. where a student's behavior is a manifestation of the results she interacts. there are some behaviors that can impair optimal conditions and situations such as making noise, do not pay attention and and seeking attention. such behavior arises from students and sometimes teachers, where teachers are less able to properly optimize the management of the class. so that the conditions and the situation is not going well class is a learning process to get results from it is not reached. from this background came the questions in this paper include: (1) what is a classroom management ?, (2) what are the behaviors that undermine the teaching and learning climate ?, (3) what type of classroom management problems? (4) how does the handling of classroom management problems ?. methods the method of writing this article is the research library using a variety of resources related to this topic. the review of books, literature, records, and reports have to do with the problem is solved. next is conducting studies related to theories related to the research topic. in search of a theory, researchers will gather as much information from related literature and arranged regularly and used in research. results a class management classroom management and teaching management are two different activities which are closely connected, but can and should be distinguished from each other for different purpose. management of teaching covers all activities which are directly intended to achieve the specific goals of teaching (determining the entry behavior of learners, preparing lesson plans, providing information, asking questions, value and so on), then the class management refers to activities that create and maintain the conditions optimal for learning (coaching "report cards", termination behavior of learners who distract the classroom, reward for 85 timely completion of tasks by setting norms productive group, etc. (ahmad rohani, 2004: 123). teachers as managers of learning, the teacher plays in creating a learning climate that allows students to learn comfortably. through good classroom management classroom teachers can keep remains conducive to the learning process. menuivor k. devais rut, one that is often overlooked is the tendency to forget that the essence of learning is learning instead of teaching students and teachers. in conjunction with a learning management there are two kinds of activities to do, which is managing the learning resources and carrying out a role as a source of learning itself. as a manager, a teacher has four general functions, namely (wina sanjaya, 2006: 24-25): a. planning learning goals b. organizing various learning resources to realize learning goals c. leading, which includes motivating, and stimulating students d. keep an eye on everything, whether it is functioning properly or not in order to achieve goals. while the teachers' classroom management is an effort to create the conditions that are expected to be effective if: first, a precisely known factors that can support the creation of favorable conditions in the teaching-learning process, both known problems are expected and usually arise and can damage teaching and learning climate, thirdly, mastered a variety of approaches to classroom management in mind also when and where an approach to the problem of use. effective classroom management is necessary for all teachers. classroom management involves all aspects of what is happening in the classroom during the lesson being taught. not only class management includes how teachers provide guidance, but also how students interact with teachers and with others in the class. classroom management include elements focused on creating a comfortable learning environment peaceful, organized, interesting, and respect for teachers and students. so that learning produces changes in behavior signikan the learning process should be designed such that it becomes active learning, innovative, creative, effective, and fun. the task of the teacher in this context there was a facilitator who creates for himself the condition, as well as providing infrastructure support, for the establishment of good classroom management and appropriate. classroom management strategies need to be planned and in line with the curriculum. it is important to prioritize the curriculum for classroom management. a management plan is a class where clear rules are established, developed the class norm, hope was expressed, and the consequences implemented. classroom management plan does not not have to be long, complex, or complicated. if the teacher creates too many rules would feel overwhelmed by the students' classroom management. look for rules that include behavior that can disrupt your learning and student engagement. creating a classroom management plan should be short. 86 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 intended to organize an effective learning process with proper time management. classroom management plan, also referred to as contracts (regulation) classroom management, teacher contracts are made with students focused on providing their needs in the classroom and a commitment to help students learn without disruption. after the class rules or norms are developed, implemented in class contract then the contract should be followed at all times and therefore require teacher facilitator (prefect) to control the students and themselves accountable at all times. here is a basic right of students and rules for behavior in the classroom. a. basic rights of students a) all students have the right to be treated with respect. b) all teachers have the right to be treated with respect. c) everyone has the right to feel safe in the teaching and learning environment. d) everyone must show a sense of memili and maintain school facilities. b. rules for behavior in class a) respect each other at all times. b) maintain contact when communicating with others or when someone teaches a teacher or classmates speak out in an opinion. c) when working in groups, say "please" and "thank you"; praise each other and use politeness. d) only one person speaks at a time when the learning process takes place. b types of behavior that interfere with the climate of teaching and learning tewas previously described teachers' classroom management is the skill of creating and maintaining an optimal learning conditions and restore it when things happen that can disrupt the learning atmosphere. there are several types of behavior that can disrupt the learning climate as described below. a. tidak attention tidak presence or lack of attention to the students of the subject matter being discussed is one that could interfere with the students' behavior and learning climate. such behavior is usually indicated by specific actions, such as talking while the teacher is explaining or doing other activities that are not related to the subject matter as found there are some students who inadvertently draw faces teacher was teaching. such events was the beginning of the teaching and learning climate that is not conducive. the behavior demonstrated by the student comes from a lack of student motivation, which can dodorong by: a) students assume not essential to the subject matter being discussed b) students feel have had the ability and understanding of the subject matter being discussed c) students feel bored or do not fit the pattern of the applied teaching teachers d) students looked at the teacher did not master the lesson material that is being presented 87 if students either them individually and collectively have feelings like that, it is certain that students will be seriously reduced the subject matter b. disruptive behavior offending behavior can be done by students individually or by groups of students. this behavior is usually indicated by the symptoms mimic behavior like speech or phrase deliberately teacher, say the word "uuuh" when there are students who ask questions or express opinions, provide the questions should not be asked, memcemooh other students, do gerakanphysical movements that are disturbing to other students and so forth. if left unchecked these behaviors, it will cause an unpleasant atmosphere. offending behavior can arise from several factors, including: a) the psychological condition of students, for example, want to be noticed b) students have experienced treatment that do not impose on the teachers, and did not realize he had such a feeling of revenge c. type classroom management problems there are two types of classroom management issues, namely the individual and nature groups, among others(http://charierfuadah.blogspot.co.id/2013/12/beberapa-masalah-pengelolaankelas.html (accessed: 30/01/2016 17:01 am)): a. maone of which is the individual. classification of individual problems is based on the basic assumption that human behavior that lead to the achievement of a goal. if an individual fails to develop a sense of belonging and sense of himself worthy, he will behave distorted. a) attention getting behaviors (attention-seeking behavior patterns). a student who failed to find the position itself appropriately in an atmosphere of mutual acceptance of social relations usually (actively or passively) behave seek other people's attention. search the destructive behavior of active attention can be found in children who like to show off, droll (poke), making a scene, showing delinquency, continuously ask questions; in short, artisan fuss. destructive behavior passive attention seeker can be found in children who are lazy or children who continue to ask for help from others b) power seeking behaviors (patterns of behavior shows the strength / power). the same behavior with attention seeking power destructive, but deeper. active power-seekers who like approach, to lie, to show their disagreement, do not want to do are ordered others and displayed openly disobedient attitude. passive power-seekers who looked at children very tastefully laziness so do not do anything at all. these children are very forgetful, stubborn, and passively showing non-compliance. c) revenge-seeking behaviors (behavioral patterns indicate revenge). students who avenge frustration very deep and does not realize that he was actually looking for success with the hurting others. malignancy, physical assaults (scratching, biting, kicking) to fellow students, staff or employers, or to http://charierfuadah.blogspot.co.id/2013/12/beberapa-masalah-pengelolaan-kelas.html%20( http://charierfuadah.blogspot.co.id/2013/12/beberapa-masalah-pengelolaan-kelas.html%20( 88 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 animals often do these children. such children will feel pain if defeated, and they are not good players (eg in a game). children who love this avenging usually prefers to act actively rather than passively. children avenger active children often known as a fierce and cruel, being passive is known as the children were sullen and disobedient (like opposes). d) helplessness (show incompetence). students who demonstrate an inability basically feel deeply inadequate trying to find something that pleases (ie ownership) are being surrendered to the challenges confronting; the students even assume that there is just in front of the continuous failures. feelings of hopelessness and helplessness again this is usually followed by behavior retired or retiring. the inability attitude is always in the passive voice. b. maone is group. problem the group, known as the seven issues in relation to the management group class: a) class less cohesive (familiar), for reasons of gender, ethnicity, socioeconomic level, and so on. b) lack of inability to follow the rules of the group. as deviations from the norms of behavior that has been agreed in advance. c) negative reactions to his fellow group members. d) reception classes (groups) or deviant behavior. e) activities of members or groups that deviate from the conditions set, stop doing activities or just mimic the activities of people (members of) the other alone. f) inanimation, do not want to work, and aggressive behavior or protests. g) inability to adapt to environmental changes analisis a. analysis albert bandura control system behavior learning is a change in behavior as a function of experience. tercangkup changes therein affective, motor, and cognitive generated other causes, albert bandura explains the behavior management system that is as berukut (mulyani sumantri and nana syaodih, 2008: 1:36): 1, stimulus control many human behavior that appears under the direct control of the events of the external stimulus. reflexive activities such as sneezing, breathing, wink, controlled by an external stimulus. many of the human behavior that occurs as a conditioned controlled. 2, outcome control many human behaviors are performed is determined to achieve results. when people work for fame, happiness and friendship, it can be said that the 89 behavior is controlled by the result to be achieved 3, syimbolic control one more important thing about human behavior is considered in certain circumstances the behavior is controlled by rangasangan from outside or results will be achieved. these behaviors according to bandura under the control of the symbolic. the behavior can be directed by the formulation of the words of the desired behavior, or it can be imagined diarahkahkan by anticipation of the results to be achieved. thus most of our behavior is controlled symbolically by an external stimulus by the results expected. control system behavior in classroom management by teachers can be seen as follows: teacher class management control optimal situations and conditions affective cognitive psychomotor supporting facilities planning and application of rules 90 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 source: analysis writer albert bandura explains "behavior control system to determine the effect of the environment, the role of reaction, learning outcomes through stimulus response and learning outcomes are achieved". first, many individuals are conditioned behavior as it appears under the direct control of the events of the external stimulus. teachers have an important role to condition the good students in the learning process as a form of classroom management. class rules to students is conditioned to be disciplined by the teacher as a stimulus factor. through arrangements in which there are consequences to the actions of a student's behavior will change stimulus which include growths affective, motor and cognitive skills resulting from activities in the classroom. second, human behavior carried out is determined to achieve results. in the classroom students learn subjects with the aim of having extensive knowledge of the learning process. more than that students will compete to get academic achievements and he will get praise, happiness, and friendship so that students will continue to try to maintain their achievements. in class, praise, happiness, and friendship are not only derived from academic achievement. discipline behavior can also obtain this. so that it can be said that the behavior is controlled from the results achieved. therefore the management of the class must have a basic goal that stimulates students to achieve results, such as there is a category of disciplined, neat, active, respectful students and so on to trigger optimal classroom conditions. third, individual behavior is controlled by external stimuli and results achieved. the influence according to bandura is in symbolic influence. engagement in learning experiences is a very important influence on learning activities. so that behavior in this case is symbolically controlled by external stimuli from the expected results. when students are expected to be able to absorb discipline with a sense of happiness, happiness will produce positive emotions. b. analysis of obstacles in classroom management in the implementation of classroom management will encounter a variety of inhibiting factors. such constraints could come from the teachers themselves, from learners, family environment or for facilities. student discipline teacher's stimulus behavior control objectives effect of symbolic student engagement from external stimulation 91 a. factors teacher already mentioned above that the teacher can be an inhibiting factor in implementing the creation of a favorable atmosphere in the learning process. factors that come from teachers can be things below. a) tipe teacher leadership tipe teacher leadership (manage the learning process) authoritarian and less democratic will foster a positive attitude or aggressive learners. both attitudes of learners is a source of classroom management issues. b) monotonous teaching-learning format format monotonous learning will lead to boredom for students. teaching and learning formats that do not vary can cause learners get bored., frustrated / disappointed, and this will be a source of violations of discipline. c) the teacher's personality a teacher who successfully prosecuted for being warm, fair, objective and flexible so that nurtured the emotional atmosphere of fun in the learning process. an attitude which is contrary to the personality will cause problems in classroom management d) science teacher terbatasnya teacher's knowledge of management issues and management approaches, both theoretical and practical experience. discuss this issue with colleagues will help in improving classroom management skills in the learning process. e) teachers' understanding of learners terbatasnya chance teachers to understand the behavior of the learner and his background could be due to a lack of effort the teacher to deliberately understand learners and background, perhaps because they do not know how or because the teaching load of teachers outside the limits reasonable for teaching in various schools so teachers come to school solely for teaching. b. factors learners another factor that may act as barriers in classroom management is a factor of learners. learners in the class can be considered as an individual in a small community that is class and school. they should know their rights as part of a whole community in addition they also have to know the obligations and the requirement to respect the rights of others and classmates. learners should be aware that if they interfere with his friend who was studying means no obligations as a member of the class society and do not respect the rights of other learners to gain maximum benefit from teaching and learning. mindless lack of learners in fulfilling the duties and rights as a member of a class or a school can be a major factor penyeban classroom management problems. habituation well at school in the form of school discipline that is 92 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 approved and accepted jointly by the school and students (with full awareness) will bring learners orderly towards finesse. c. family factors tingkah behavior of learners in the classroom is a reflection of family circumstances. the attitude of authoritarian parents will be reflected in the behavior of learners who agrasif or apathetic. in the classroom learners are often found no intruder and noisier maker. they usually come from families that are not intact or chaotic. bad habits such as family environment undisciplined, undisciplined, excessive or unduly constrained freedom will constitute the background that led to a breach of discipline learners class. it is clear that if the demands in the classroom or school much different from the conditions of family life will constitute a separate hardship for participants didikuntuk adjust. one adjustment learners to a classroom situation will be a management problem. this is where lies the importance of a balanced working relationship between the school and home (parents) so that there is harmony between the situations and demands in the classroom. d. factors facilities factors inhibiting the facility is classroom management. these factors include: a) classes that the number of learners much harder to maintain. for example, the number of students in a class in high school, which reached an average of 50 learners and at colleges that sometimes reached about 100 learners is a separate issue in management. b) classrooms, which is small compared to the number of learners and the needs of learners to move around in the classroom is another obstacle for management. similarly, the amount of room that kuran compared with the number of classes and the number of special rooms needed such as laboratories, auditorium, art room, drawing room, oleahraga space, and so require the handling of its own c) the availability of tools, less the number of books or tools that do not correspond to the number of learners who need would cause problems in classroom management. c. techniques for avoiding disruptive behaviors to avoid behaviors that can interfere, then the following techniques can be used in class management: a. creating optimal learning conditions creating and maintaining optimal learning conditions relates to the ability of teachers to take the initiative in controlling teaching and learning activities to be different in conducive conditions so that student attention is centered on the 93 subject matter. b. show responsiveness showing responsiveness to various behaviors that appear in the classroom, both supporting behaviors such as responsiveness to student attention, student enthusiasm, high student motivation, and so forth. this response is directed so that the teacher's presence in the classroom is truly felt by students. c. focus the condition of teaching and learning will be maintained when during the process the teacher can maintain the concentration of student learning. the technique that we can use to maintain student attention is to focus student attention continuously. focusing can be done by: a) provide visual illustrations, for example by diverting views from an activity to another activity without breaking the contact's view of either the group or the individual students. b) give verbal comments through fresh sentences without leaving the context of the subject matter being discussed. c) provide clear instructions and goals students will learn with full attention when understanding the goals that must be achieved and understand what must be done. there is often a lack of concentration due to incomprehension of the direction and goals that must be achieved. d. give rebuke and reinforcement reprimand is needed as an effort to modify behavior. some things that must be considered in admonishing include: a) reprimand is directed at students who really disrupt the condition of the class with deviant behavior. b) reprimand is done verbally by avoiding rough warnings or insulting or mocking tendencies. it is recommended that reinforcement be done to students who provide a positive response by giving praise or appreciation both verbally or reasonable comments and through soothing and pleasant cues 1. conclusion in the implementation of classroom management will encounter a variety of inhibiting factors. such constraints could come from the teachers themselves, from learners, family environment or for facilities. such factors affecting classroom management, among others, teachers themselves, from learners, family environment or for facilities. because that business can be done in classroom management is a factor that should always be considered in dealing with classroom management. in the process of teaching and learning sustained frequent disturbances, for example students perform behaviors that can interfere with the continuous and repetitive. climate control learning intended as efforts to improve teaching and 94 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 learning conditions. if teachers have felt it difficult to create a good learning climate because of the disruption ganggunanunruly, then the teacher can work with a counselor or perhaps the principal. reference bluestein, jane (2013). manajemen kelas. pt indeks. hamalik, oemar (2010). kurikulum dan pembelajaran. jakarta: bumi aksara. haryanto, dany dan nugrohadi, edwi (2011). pengantar sosiologi dasar. jakarta: pt prestasi pustakarya. hernawan herry asep, dkk (2008). pengembangan kurikulum dan pembelajaran. jakarta: universitas terbuka. hidayat, rakhmat (2014). sosiologi pendidikan emile durkheim. jakarta: rajawali pers. http://charierfuadah.blogspot.co.id/2013/12/beberapa-masalah-pengelolaankelas.html (diakses 30/01/2016 pukul 17:01) rohani, ahmad (2004). pengelolaan pengajaran. jakarta: pt rineka cipta. sanjaya, wina (2006). strategi pembelajaran berorientasi standar proses pendidikan. jakarta: kencana. sumantri, mulyani dan syaodih (2008). perkembangan peserta didik. jakarta: universitas terbuka. sunarto dan agung, hartono (2006). perkembangan peserta didik. jakarta: pt asdi mahasatya. suryabrata, sumandi (2008). psikologi pendidikan. jakarta: pt grasindo. syah, muhibbin (2010). psikologi pendidikan. bandung: pt remaja rosdakarya, edisi ke 15. http://charierfuadah.blogspot.co.id/2013/12/beberapa-masalah-pengelolaan-kelas.html http://charierfuadah.blogspot.co.id/2013/12/beberapa-masalah-pengelolaan-kelas.html http://charierfuadah.blogspot.co.id/2013/12/beberapa-masalah-pengelolaan-kelas.html 81 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 7 no 2 (2021) website : http://journal.unj.ac.id/unj/index.php/jisae design of m-learning based on home science process skill for science learning mariatul qibtiah universitas sultan ageng tirtayasa yayat ruhiat universitas sultan ageng tirtayasa sholih universitas sultan ageng tirtayasa abstract instructional media that are innovative and easy are really needed by students in the current situation. mlearning based on home science process skill (hsps), is an innovative learning medium that applies science learning directly in life, with the guidance of parents at home and teachers. the study aims to produce design of m-learning based on home science process skill for science learning. this research was conducted in april 2021 at smpn 30 kota tangerang. the method used was the research and development (r&d) research method with the instructional development institute (idi) model. the stages of research and development of learning media were to define stage, develop stage and evaluate stage. the results of the feasibility test for the design of m-learning based on home science process skill by media experts and material experts obtained an average assessment of 78.40% and 87.50% with good and very good interpretations. the conclusion of this research was that the design of this learning media was feasible to be used as a medium for student learning media. keywords: m-learning, home science, process skill, science, biotechnology address for correspondence: 1mariatulqibtiah95@gmail.com 2yruhiat09@gmail.com 3sholih@untirta.ac.id introduction the current state of the covid-19 pandemic is one of the changes in the education system that changes the learning process from face-to-face to online or distance learning. many policies emerged due to the covid-19 pandemic. educational activities and the learning process become a big problem, because there are many activities that are not sufficient theoretically but also practical. this situation changes actions that should be carried out directly or face to face between educators and students and are limited (zulhafizh & permatasari, 2020). the existence of this situation becomes a challenge for teachers and students who require the learning process to change by doing new things to deal with it. for the first time, teachers are learning online by using a variety of new learning media to adjust to the learning process. one of the changes or developments in the learning process that needs to be considered is the use of mobile learning. mobile learning is a learning medium that http://journal.unj.ac.id/unj/index.php/jisae mailto:mariatulqibtiah95@gmail.com mailto:yruhiat09@gmail.com mailto:sholih@untirta.ac.id 82 uses smartphones or other devices as a medium for delivering information on learning materials to support the learning process (sutiasih & saputri, 2018). so we need a learning media as a tool to overcome the difficulties of implementing learning in class, given the limited time in the learning process in the classroom. the development of mobile learning is effectively used for learning in the classroom (rahmawati & mukminan, 2018). mobile learning has the potential to gain wider acceptance in education that complements classroom learning (sasongko, widiastuti, & harjanto, 2017). the development of mobile learning or m-learning media is very practical, valid and effective to improve learning outcomes (sumiati, rizal, & anwar, 2020). the development of mobile learning allows teachers to conduct learning more effectively. students who use mobile learning are also challenged to use it better (sulisworo, ishafit, & firdausy, 2016). natural science is one of the lessons that should be based on everyday life. however, when viewed, students describe science as the study of certain things with the final grade they will get. home science process skill (hsps), is a structured combination of learning material that elaborates familiar science process skills in everyday life and can be done by students at home with teacher guidance (airlanda, 2016). efforts to develop students' science skills are not only through the learning process in the classroom but can also be done through various activities outside the classroom and anywhere, one of which is by using the home science process skill (hsps). students who use learning with the home science process skill respond positively and well to work from school to do at home (novitasary, cahyani, & mulyani, 2018). with this condition, a solution is needed to overcome and accommodate all aspects that exist in science learning. therefore, it is necessary to design of m-learning based on home science process skill (hsps) for science learning. method this research was conducted in april 2021 at smpn 30 kota tangerang, class ix, even semester of the 2020/2021 school year, on the basic concept competencies and the role of biotechnology. the method to be used in research and development (r&d) is the instructional development institute (idi) development model, on the basis of the consideration that the model is suitable for developing m-learning learning media based on home science process skill (hsps), right on target, effective, dynamic and very helpful (ampera & sari, 2014). the steps of this research and development process are as follows: 83 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 figure 1. flowchart of m-learning based on home science process skill results and discussion based on the results and discussion of the research design that has been carried out on m-learning design based on home science process skills in science learning, the following results are obtained: the define stage, carried out a needs analysis of students and interviews with one natural science subject teacher. the results of the recapitulation of the student needs analysis showed that 70% of students had difficulty understanding science learning materials during the covid-19 pandemic and 30% of students had no difficulties. students need learning media that is attractive and can be applied in everyday life, 81% of students are interested in and support the development of the design of m-learning learning media based on home science process learning in natural science learning. of the eight natural science learning materials provided, 54% of students chose interesting biotechnology learning materials to be developed and designed in the science-based process of everyday life. the natural science teacher interviewed explained that in learning biotechnology during this pandemic, the teacher had difficulty explaining it to students to apply it in life. curriculum analysis is carried out to determine the basis for the design of objectives, content, materials and selection of m-learning media based on the home science process skill. curriculum analysis also includes material organization that refers to four main sub-discussions, namely the development of biotechnology, its application in life, the impact of application and development, and plant cultivation techniques. furthermore, at the develop stage, the design of m-learning learning media based on home science process skill was carried out. figure 2 below is a home 84 science process learning (hsps) based m-learning flowchart designed for a smartphone application. figure 2. flowchart of m-learning based on home science process skill the m-learning format is adjusted to the required learning, consisting of a learning menu with sub-materials. each lesson consists of an introduction menu, namely objectives, core competencies and basic competencies. then enter the main material menu to be discussed. in the menu the material is divided into three parts, namely in the form of explanations with videos, material descriptions and examples of learning in their application in life. furthermore, there is the home science process skill (hsps) menu, which contains instructions and steps for student activities based on daily life. in science process skills that are carried out at home with the guidance of teachers and parents, as explained by wahyuni, indrawati, sudarti, & suana (2017) that in these activities what is measured includes learning activities in observing, grouping, interpreting, predicting, asking questions, planning experiments, using material tools, applying concepts, and communicating learning outcomes. the quiz menu contains questions and questions to deepen previously studied material. the forum menu is used for students to discuss learning that has been implemented. discussion is very necessary in learning, this is in accordance with the opinion fatmawati (2019) that the existence of discussion forums on mobile learning can increase student participation compared to discussions that occur in class conventionally or classically face-to-face. the last menu is about us which contains the identity of the m-learning designer. furthermore, in the validation of the product test design, the design was revised by media experts and learning material experts. expert analysis on a series of mlearning instructional media product designs based on home science process skills 85 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 is carried out by asking for input from media experts and material experts. the results of the media expert's due diligence are presented in figure 3 below: figure 3. average test results of media experts based on the quality evaluation data, the technical quality assessment aspect with indicators of portability, installation, smooth operation, and documentation obtained an average score of 85% with good interpretation. the usability assessment aspect with the consistency indicator average score is 80%. the aspect of assessing visual media elements with indicators of document text, alignment of text and background colors and illustrations consisting of images, videos, or animations gets an average score of 82%. in the aspect of assessing audio media elements with narrative indicators, sound effects, and background scores an average score of 70%. whereas in the aspect of assessing interactivity, it got a score of 75%. overall aspects of the assessment by media experts get an average score of 78.40% with a good interpretation, which means that it is suitable to be used as a learning medium. in addition to the due diligence of media experts, a due diligence of material experts is also carried out. the results of the due diligence of material experts are presented in figure 4 below: figure 4. average test results of material experts the results of the feasibility test for material experts on the aspect of evaluating the relevance of the material consist of indicators of material suitability, suitability of material with objectives, suitability of material with competence, completeness of material, material order, writing format, accuracy of image selection, musical 0 20 40 60 80 100 technical quality usability element of visual media element of audio media interactivity 85 80 82 70 75 average test (%) 82 84 86 88 90 relevance of material benefit 85 90 average test (%) 86 illustrations, easy to understand component images, video accuracy, material and material clutter related to application in life, obtained an average score of 85%. meanwhile, in the aspect of benefit assessment, an average score of 90% was obtained. overall aspects of the assessment by material experts get an average score of 87.50% with a very good interpretation, which means that it is very suitable to be given to students. the results of the feasibility test for media and material experts as a whole obtained an average rating of 78.40% and 87.50% with good and very good interpretations. in accordance with the opinion of darmaji, kurniawan, astalini, & ria (2019) that m-learning media with a good percentage can support the learning process. according to fatmala & yelianti (2016) if the results of the feasibility of the media are in the very good category, then the learning media can be used as a means of independent learning that can be used by students. meteri experts also state that the advantages of designing m-learning learning media are very interesting and different from other learning media, because they are based on everyday life, learning media rarely apply it directly in life, usually only fixated on theory and results. this is in accordance with the opinion of permana & sari (2018) that science learning is not just knowledge about facts, concepts, and theories, but must also be meaningful in student life so that it makes students curious about the learning. although getting the results of the due diligence day of the experts is good and very good, there are several parts that must be improved so that the design of mlearning learning media based on home science process learning can be more perfect and developed even better. in the design of m-learning media based on home science process skill, it is carried out only until the develop stage is not continued with the evaluate stage, this is due to the limited time of the research. so further research is needed to develop the design of m-learning media based on home science process skills to perfect this research. conclusion based on the results of research and discussion, the design of m-learning based on home science process learning in science learning has been successfully designed and gets a good interpretation value. the design can be used as the development of learning media for students as a means of independent learning. suggestions that can be used to improve and perfect this research, namely, further research is needed to determine the effectiveness of the application and development of m-learning based on home science process learning towards understanding the basic concepts and role of biotechnology in learning, as well as a longer time for further research. references airlanda, g. (2016). pengembangan modul pembelajaran biologi berbasis hsps dipadukan blended learning untuk meningkatkan keterampilan proses sains siswa xi ipa sma kristen petra malang. jurnal pendidikan sains (jps), 4(1), 1– 5. https://doi.org/10.26714/jps.4.1.2016.1-5 ampera, d., & sari, p. (2014). model pembelajaran berbasis idi (intructional development institute) perawatan tangan dan mewarnai kuku. jurnal pendidikan tata rias, 66–72. darmaji, d., kurniawan, d. a., astalini, & ria, n. (2019). persepsi mahasiswa pada penuntun praktikum fisika dasar ii berbasis mobile learning. in jurnal 87 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 pendidikan: teori, penelitian, dan pengembangan (vol. 4). https://doi.org/10.17977/jptpp.v4i4.12345 fatmala, d., & yelianti, u. (2016). pengembangan media pembelajaran multimedia interaktif berbasis android pada materi plantae untuk siswa sma menggunakan eclipse galileo development of learning media as interactif multimedia based android on plantae material for senior high school in using. fatmawati, s. (2019). efektivitas forum diskusi pada e-learning berbasis moodle untuk meningkatkan partisipasi belajar. refleksi edukatika : jurnal ilmiah kependidikan, 9(2). retrieved from http://jurnal.umk.ac.id/index.php/re novitasary, v., cahyani, d., & mulyani, a. (2018). penggunaan homework berbasis home science process skill (hsps) untuk meningkatkan kemampuan literasi sains siswa pada materi interaksi makhluk hidup dengan lingkungan kelas vii di smpn 1 dukupuntang. jurnal ilmu alam indonesia, 1, 14–25. permana, e. p., & sari, y. e. p. (2018). development of pop up book media material distinguishing characteristics of healthy and unfit environments class iii students elementary school. international journal of elementary education, 2(1), 8–14. https://doi.org/10.23887/ijee.v1i1.13127 rahmawati, e. m., & mukminan, m. (2018). pengembangang m-learning untuk mendukung kemandirian dan hasil belajar mata pelajaran geografi. jurnal inovasi teknologi pendidikan, 4(2), 157. https://doi.org/10.21831/jitp.v4i2.12726 sasongko, w., widiastuti, i., & harjanto, b. (2017). development of mobile learning module based on student’s learning style for a mechanical engineering education course. 158(ictte), 832–836. https://doi.org/10.2991/ictte-17.2017.24 sulisworo, d., ishafit, & firdausy, k. (2016). the development of mobile learning application using jigsaw technique. international journal of interactive mobile technologies, 10(3), 11–16. https://doi.org/10.3991/ijim.v10i3.5268 sumiati, m., rizal, f., & anwar, m. (2020). development of mobile-learning media on basic electricity and electronics subject. jurnal pendidikan teknologi kejuruan, 3(1), 14–19. https://doi.org/10.24036/jptk.v3i1.3423 sutiasih, a. d., & saputri, r. p. (2018). pengembangan mobile learning berbasis android sebagai media pembelajaran ekonomi. jurnal pendidikan ekonomi, 2(2), 118–124. wahyuni, s., indrawati, i., sudarti, s., & suana, w. (2017). developing science process skills and problem-solving abilities based on outdoor learning in junior high school. jurnal pendidikan ipa indonesia, 6(1), 165–169. https://doi.org/10.15294/jpii.v6i1.6849 zulhafizh, z., & permatasari, s. (2020). developing quality of learning in the pandemic covid-19 through creative and critical thinking attitudes. jurnal pajar (pendidikan dan pengajaran), 4(5), 937. https://doi.org/10.33578/pjr.v4i5.8080 45 analysis of differential item function (dif) coats-haenszel using different areas under the town and village in national test device in banten ipa sd sukemi stkip pelita pratama serang soekemy@bantenkreatif.com abstract analysis of differential item function (dif) / otherness function item is an analysis conducted on a set of tests to determine the bias point. bias grains occur because of differences in background of respondents test, while a good test devices have qualities of objectivity, transparency, accountability and non-discriminatory. this study aimed to describe the test items were contracted differential item function (dif) at the national examination ipa sd devices based on differences in urban and rural areas in the province of banten using mantel-haenszel statistical methods. mantel haenszel method is a statistical method that belong to the classical theory to estimate the capability (ability) answered correctly and one of the two groups referring (city group) and focus (village groups). in the analysis of the national examination tests conducted by ipa sd urban and rural areas because basically learning science provide insights into the learners to study the nature of life in a real and every region has a characteristic difference in the character of each. learners tendency of characters to characters who occupied a very large area of influence, so that the dif analysis was performed on the test device by city and village. the method used in this research is descriptive quantitative method based on the translation of factual data and systematically based on numerical analysis using statistics, with a population of primary school learners based on the classification of the city of dan village. selection of the sample was done by using stratified random sampling by classifying and analyzing each unit of analysis. data is collected using secondary data from relevant agencies and government agencies manually and online. the analysis carried out quantitative analysis using the mantel-haenszel method. the results of the analysis indicate that there differential item function (dif) on items of national examination test devices based on the analysis of urban and rural differences. dif infected grain on the test device, twelve grains of forty grains, with a tendency to point to areas of the city of five items and the tendency to rural areas totaled seven points. data is collected using secondary data from relevant agencies and government agencies manually and online. the analysis carried out quantitative analysis using the mantel-haenszel method. the results of the analysis indicate that there differential item function (dif) on items of national examination test devices based on the analysis of urban and rural differences. dif infected grain on the test device, twelve grains of forty grains, with a tendency to point to areas of the city of five items and the tendency to rural areas totaled seven points. data is collected using secondary data from relevant agencies and government agencies manually and online. the analysis carried out quantitative analysis using the mantel-haenszel method. the results of the analysis indicate that there differential item function (dif) on items of national examination test devices based on the analysis of urban and rural differences. dif infected grain on the test device, twelve grains of forty grains, with a tendency to point to areas of the city of five items and the tendency to rural areas totaled seven points. the results of the analysis indicate that there differential item function (dif) on items of national examination test devices based on the analysis of urban and rural differences. dif infected grain on the test device, twelve grains of forty grains, with a tendency to point to areas of the city of five items and the tendency to rural areas totaled seven points. the results of the analysis indicate that there differential item function (dif) on items of national examination test devices based on the analysis of urban and rural differences. dif infected grain on the test device, twelve grains of forty grains, with a tendency to point to areas of the city of five items and the tendency to rural areas totaled seven points. keywords : differential item function (dif), the national examination ipa, methods mantel-haenszel improved quality of learning as a benchmark learners in learning activities, becoming one of the important elements to know the learning process undertaken in developing the potential of learners. one aspect of education standards one of which is the assessment of the results of learners. implementation of a national assessment of learning outcomes in indonesia are set by ministerial regulation no.20 of 2007. stating that: mailto:soekemy@bantenkreatif.com 46 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 "assessment of learning outcomes in primary and secondary education implemented by educators, educational and government units". implementation of educational assessment of primary school national examinations conducted by the educational unit or the so-called school exams under the coordination of the district / city, the ministry of religion, the provincial government and regional offices of the ministry of religion. national exam objectives according to permendiknas no.20 of 2007 (1) as one condition of graduation of students from the education unit. (2) one of the considerations in the selection into the next education level. (3) for mapping quality coaching programs and educational units in order to improve the quality of education. the device tests the national exam is one of the measurement process to the learning outcomes national level have an important role in the field of education. the evaluation results are given in the form of national examinations expected to be used to see the picture of the ability of learners in a genuine and serves as an indicator of the success of the educational process and is used to compare the quality of education between educational units and regions. given the importance of the national exam, then the device is about compiled should really be able to measure what should be measured, providing reliable measurement results, and reflect the actual ability of learners. that is the difference scores obtained a learner with other learners solely because of differences in ability between them, prepare a test device involving the elementary school level exam 25% set by the ministry and 75% set by the government of the province. it is susceptible to bias affects the quality test on the test device. theoretically national exam test device has been good because it has been analyzed by experts through subjective assessments of several experts and educators before diteskan devices, but the empirical quality of the test device has not been tested and analyzed quantitatively, therefore it is important to do the analysis. quantitative analysis using the technique of classical test theory with mantel haenszel method. mantel haenszel method is a statistical methodestimation capability (ability) answered correctly and one of the two groups of r (city group) and f (village groups), the quality of a test that has a lower value of the information item causing the tests do not measure students' abilities objectively. learning science in primary schools is an initial basis for determining the quality of students proceed towards higher to understand the science, if the basis of assessment science in primary schools have not been able to measure what should be measured it will result in the quality of science at the next level will affect the quality of natural sciences next level. lesson ipa sd / mi aims to enable students have the following capabilities. 1) gaining confidence in the greatness of the almighty god by the presence, beauty and order of his creation, 2) develop knowledge and understanding of the concepts of science that are useful and can be applied in everyday life, 3) develop curiosity, attitudes positive and awareness of the existence of a relationship of mutual influence between science, environment, technology and society, 4) develop a process skills to investigate the nature around, solve problems and make decisions, 5) raise awareness to participate in maintaining, protecting and preserving the natural environment, 6) raise awareness to appreciate nature and any regularity as a creation of god, 7) acquire stock of knowledge, concepts and skills of science as a basis for continuing education to smp / mts. (bsnp, 2006). 47 the process of science learning for oriented toward mastery of nature around the forming potential of learners based on the ability of knowledge on the environment. ratings concept of science teaching in primary schools is not appropriate if the grain quality test device emphasizes on one hand the region. acquisition of national test scores make a difference in the results of national examinations, the difference is due not to the competence of the students but these differences by differences in background beyond the competence such as gender, region and place of learning, causing injustice to the national exam results. injustice scores on the national exam become an interesting phenomenon to study, quality device national exam ipa sd used must be of good quality if the device is the national exam are not objective, unjust, and impartially in providing information on exam results in different groups with the same ability, has a chance to answer correctly containing different nature of injustice in provide information on the grains. therefore, the detection of the presence or absence of a national exam tests injustice properties necessary for losses on certain groups can be avoided and the ability of learners measured objectively. if at a test load grain in favor of a particular group, then the test is said to contain biases different in functionality grain or grain (differential item function / dif). in detecting differential item function (dif) is basically done through comparison of the function of each item. bias test occurs when all participants test capable of the same have different opportunities in answering correctly point the same test, or a test called unbiased if all participants test the ability equivalent gain the same scores on the items are homogeneous, and the proportion of participants correctly answer the same on every item test, when an item is relatively more difficult for groups that have cultural background and specific experience means that item bias.this item bias on a test result in discrimination or favoring certain groups that the cause may be viewed from various aspects, such as race (ethnicity), culture, region, gender, etc. (osterlind, 1983, p. 179). background differences that occur both in culture, race, sex on the learner a great effect on the quality of the resulting test device test device to be biased. therefore the most important thing in anticipation minimalisirnya bias in the test device is to prepare experts and educators are competent high in order to get accurate test devices, so that the detection of the votes corresponding test results in providing the proper information. seeing the problems that arise with the quality of the test that contains ketidakobjektifan the researchers feel it is important to be examined as a research study. one factor that makes fretting on the test problems caused bias is a factor of regional differences, ie towns and villages.based on the background of the problem then research institute, and give the title of this research is "analysis of differential item function (dif) with mantel-haenszel method based towns and villages regional differences in test devices sd ipa national examination in banten". methods the study design is a procedure to collect data, analyze and report the results. so the study design is used to refer to the researchers plan on how it will carry out the research. this study uses a quantitative approach, which describes the relationship between variables to analyze numerical data (numbers) using statistical methods through hypothesis testing.bogdan and taylor define qualitative research as research that produces descriptive data in the form of words written or spoken of people and behaviors that can be observed. the method used in this research is descriptive analysis method with quantitative 48 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 approach, ie research which is then processed and analyzed to be concluded. that is, research is research that emphasizes the analysis on secondary data obtained from government agencies. definition of descriptive method according sugiyono (2005, pg 21), are: a method used to describe or analyze the results of the study but not used for make broader conclusions. as according to nazir (2005, pg 63), descriptive method is a method in researching a group of people, a set of conditions a system of thought or a group at the present time to make a descriptive, picture or painting in a systematic, factual and accurate information on the facts , properties and relationships in the phenomenon under investigation. "while understanding of descriptive analysis method according to nazir (2005: 71), based on the above understanding, the research is carried out by quantitative descriptive method is a form of research that is based on data collected during systematic research of the facts and the properties of the object studied by combining the relationship between variables involved in it, then diinterperetasikan based theories and literature related internal control of payroll and employee salaries. this method aims to provide a fairly clear picture of the problem being investigated. in this research the authors obtained data by using the enclosed questionnaire that has been given a score, where the data will be calculated statistically. implementation of observation / as a survey that is critical to get a good description of the light and against a particular issue and in a particular area. furthermore mulyana (2001, pg 83) argues that the survey particularly prevalent digunakam to collect data that is very much about public opinion and the characteristic basic (demographic) of the population, such as gender, religion, occupation, income, hobbies, ownership of property, health , well-being and generally aim to achieve generalization, and others as well as to make a prediction. participation 1. participants participants selected for the study were primary school learners se offerings using secondary data. secondary data is a source of research data obtained by researchers indirectly through an intermediary medium (obtained and recorded by the other party). secondary data is generally in the form of evidence, records or historical reports that have been compiled in an archive (documentary data), published and unpublished. the data used in the form of national exam results 2013. researchers obtain data from the central department of educational assessment (puspendik) in jakarta. the results do not include data provision as a whole but is limited by the department. secondary data in the form of national examinations results txt files sent by email in the form of dichotomous 1-0. therefore, researchers turn it into excel for easy analysis based on needs. 2. participants kerteria kerteria participants used by primary schools province-wide offerings with kerteria jumalah districts / cities, districts, and towns / villages. district / city consists of four counties and four cities of the province of banten. however, based on the analysis of the area of the four counties and four cities included in kerteria participants in which there are elements of urban and rural districts covering them 49 pandeglang, lebak district, tangerang district, county attack, cilegon city, and attack the city. 3. number of participants participants generated primary school learners from the ministry in the form of raw file is still random, to sort according to the analysis of the data supporting the school level researchers in education and culture ministry's website (kemendikbud) via the website: www.referensi.data.kemendikbud.go.id, the data as follows: table 1.1 data schools the ministry of education and culture (kemendikbud) via the website: www.referensi.data.kemendikbud.go.id, no. district / city public alementary cchool 1 kab. pandeglang 864 2 kab. lowland 772 3 kab. tangerang 751 4 kab. attack 706 5 city. cilegon 119 6 city. attack 224 banten 3436 researchers associate with the data from the central statistics agency (bps) banten province. cpm obtained kerteria levels of towns and villages based on the group's most high-level provincial, district / city, district through towns and villages, while kerteria participants are managed as follows: table 1.2 master file village of banten province in 2013 central statistics agency (bps) banten province no. district / city districts city village total 1 kab. pandeglang 35 52 287 339 2 kab. lowland 28 27 318 375 3 kab. tangerang 29 188 86 274 4 kab. attack 29 72 254 326 5 city. cilegon 8 39 4 43 6 city. attack 6 37 29 66 banten 135 415 978 1423 population and sample 1. population be an overall population of respondents who wanted to investigate. in this study, the population is around the national exam results in public primary schools throughout banten province with a number of rural and urban schools 3436. with the distribution of respondents on the analysis as follows: distribution of survey respondents tabel1.3 analysis results no. respondents districts populasisekolah sample school village / ex school city village city village 1 kab. pandeglang 35 864 186 678 60 124 2 kab. lowland 28 772 77 695 25 127 3 kab. tangerang 29 751 552 199 177 36 4 kab. attack 29 706 172 534 55 97 http://www.referensi.data.kemendikbud.go.id/ http://www.referensi.data.kemendikbud.go.id/ 50 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 5 city. cilegon 8 119 112 7 36 1 6 city. attack 6 224 146 78 47 14 amount 135 3436 1245 2191 400 400 3436 800 2. samples sampling is the process of selecting a set of respondents by the reviewer to represent a large collection of the local community or population. the sample is a collection that represents sesebuah population and be a source of information required by the assessment relates the population. the samples used by the school kerteria town / village 800 of the school's 400 town and village solvin 400 based on a calculation formula. 3. mechanical sampling ideally, samples should be really depict or represent the actual characteristics of the population. in general, there are two approaches to sample selection methods. namely nonprobability probability sampling and sampling. in this method, a way of sample selection must be done randomly proportionate stratified random sampling (sugiono. 2009, pg 82) to determine the random researchers used the help of the internet via the website http://harisaryono.com/utility/acaknomor.php, the site will automatically determine random. one method used to determine the number of samples is used slovin formula (sevilla et. al., 1960, pg 182), as follows: where n: number of samples n: the number of population e: boundary fault tolerance (error tolerance) the use of this formula using fault tolerance limits. fault tolerance limit is expressed as a percentage. with a margin of error of 5% means it has a 95% accuracy rate. research instruments 1 instrument the research instrument is a tool used to collect data or information useful to answer the research problems. this study did not use the instrument in a primary form but the form of secondary or also called secondary data analysis. martono (2012, pg 113) states in a secondary data analysis study researcher mature enough to utilize data obtained at the agency or institution. in the secondary data obtained grain instrument used in the form of national examinations primary school level, the data for determining the level of item functioning analysis. in the researchers conducted a secondary data carefully and meticulously authentic as possible to get the data, researchers used the method http://harisaryono.com/utility/acaknomor.php http://3.bp.blogspot.com/-sezfeim7uys/vdp_xgak4ti/aaaaaaaaav0/gbpiyditaz0/s1600/rumus+slovin.png 51 1) search manually until now there are many organizations, companies, offices that do not have a complete data base that can be accessed online. therefore, we still need to do a manual search. manual search can be difficult if we do not know the method, because the number of available secondary data within an organization, or vice versa due to the lack of existing data. the most efficient way is to look at the book index, bibliography, references and literature appropriate to the issues to be studied. secondary data from the perspective of the researcher can be classified into two, namely the internal data of data already available in the field; and external data data that can be obtained from various other sources. a) internal location: internal locations can be halved as a source of information that comes from a special database and a common database. special data base typically contains important information biasanyan company confidential and not available to the public, for example, the data in accounting, finance, hr, sales data and other important information that should only be known by certain people in the company. this type of data will be of much help in detecting and provides a solution to a problem which we will examine in the company. instead, the public database contains data that is not confidential for the agency and may be known by the public. data of this type can usually be found in the library office / perusaahaan or stored in a computer that can be accessed in general. b) location external: external data can be searched easily because those are stored in a public library, a library of government offices or private sector and universities, central bureau of statistics and trade associations, and usually in a standard form that is easy to read, such as user research, list libraries, encyclopedias, dictionaries, books index, statistical data book and other similar books. 2) search online. with the development of internet technologies then comes a lot of data base that sells a variety of business information as well as non-business. the data base is managed by a number of service companies that provide information and data for the benefit of flying businesses and non-business. the aim is to allow companies, researchers and other users in searching data. search online provides many benefits for researchers, among them are: a) saving time: because we can do just by sitting in front of computers, b) completeness: through the internet media portals and certain we can access complete information is available anytime without a limited time c) suitability: researchers can look for the sources of data and information that fit easily and quickly, d) cost-effective: 2 criteria for evaluating secondary data in careful selection of secondary data can be evaluated using the following criteria: 1. the validity period the data used is the type of data in 2011 in which the accuracy of instruments of national examinations are no longer managed by the central government, but there are new rules through regulations school operational procedures submitted to the respective regions. 2. suitability: compliance is related to the ability to use the data to answer the problem being studied. according martono (2012, pg 121) suitability is determined brdasarkan accuracy in calculation and data processing. 3. accuracy: we can determine sources of error that can affect the accuracy of the data can be trusted as a determinant of school quality indicators mapping. according martono (2012, pg 52 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 123) there are two categories in predicting accuracy. 1) the accuracy desesuaikan with stability definition and secondary data collection methods. 2) accuracy when dama data from two sources using the same indicators. 3) the accuracy of the use of indicators in a variable in influencing other variables. 4. cost in determining the cost of adjusting the value tujua and benefits because the level of accuracy in the analysis of very complex and mutually keterkait. 3 operations devinisi variable 1. learners are learners city background in environmental social characteristics of cities that form a group of schools according to how berintraksi based linkage definition to standard stipulation city government. 2. learners village is learner backgrounds social characteristics of rural environment school groups that formed in accordance with the manner by linkage definition berintraksi villages against government default provisions. 3. differential item function is the ability to answer the correct items from different groups but have the same ability to have a different probability, the probability of the difference was caused not because of capability but distinctness factor group. 4. coat method haenszel (mh) is a method of detection differential item function (dif) by pairing the two groups using 2 x 2 contingency table based on the frequency of correct answers (1) and the wrong answer (0) of the focus group and referring group. 5. learning of natural science is a science of natural phenomena that are set forth in the form of facts, concepts, principles and laws are verified and through a series of activities in the scientific method that involves the application of mathematical reasoning and analysis of data on natural phenomena. research procedure in determining the research procedures adjust to the approach of quantitative research using survey method with secondary data, while the following steps (martono 2012, pg 123-127): 1) formulate the problem formulate the problem researchers examined prior to the measurement aspects which include education, aspects covered in this discussion is based on literature review studies and other research studies earlier, so that research can be terusmuskan issues to be analyzed. 2) specifies the unit of analysis formulate operational definition requires analyzing stage from the unit level to the level of sub-units analyzed. to determine the level of the principal sub units must first analyze the existing units. the largest unit in the implementation of this analysis is the provincial level, provincial-level split into district / city level, district level cities in the analysis to the district level, the district level to the village level were analyzed. in order to be the definition of our city schools require village-level data by province, and the level of the village school by province, so we mix between schools in the city and located in the school located in the village. 3) test and rechecking the availability of data validity of the secondary data rates require high accuracy, because the data that we get the data mature form. data mature normally susceptible to the validity, therefore, 53 to control the data checking authentic must berdasrakan on original sources and of course with the appropriate procedures. 4) to study literature a literature study is an important element in the implementation of the study, because the literature study determines the breadth in the level of thinking and make the results more accurate. in reviewing the literature study researchers first determine the objectives to be achieved in the study. once the researchers determined the purpose of formulating a working hypothesis to be tested, based on framework created. 5) collecting data search result data obtained based on secondary sources, namely manually and online. the data collected by source and by the analysis unit is connected with the results of the analysis of data that will be the conclusion. the data is the data of the national exam ipa sd 2013 obtained from the ministry of education. 6) secondary data processing the raw data results of national examinations in the elementary science based relationship with the analysis result data in each unit. the data is processed with statistical methods to be in the know the objectives to be achieved in the study. 7) present data provide interperetasi data komperasi of analysis of each unit with a national exam results were analyzed using the ipa sd coat haenszel method in the present and diinterperetasi on each grain so that it gets the proper conclusion based on the objectives to be achieved. 8) prepare reports on research results the process of preparing a report based on the approval of the supervisor and tested by high step taken, so the results become rich that can be utilized knowledge. data analysis the data analysis also called data processing and interpretation of data. data analysis is a review of a series of activities, grouping, systematization, interpretation and verification of data so that a phenomenon has social value, academic and scientific. activity in the data analysis are: classifying data based on variables and types of respondents, tabulate the data based on the variable and all respondents, shows data for each of the variables studied, perform calculations to answer the formulation of the problem and take measures to test the hypothesis, the last step is not performed. according sofian effendi in his book research methods survey (1987, pg 231) is simplifying the data in a form that is easier to read and diinterperetasi. the data analysis is intended to understand what lies behind all of the data, classify it, distill them into a compact and easy to understand, and find common patterns that arise from these data. analysis on research using quantitative analysis. before performing a quantitative analysis based on those first researchers examined the qualitative analysis study was conducted based on a literature review according to the aspect of material, construction, and language, so that researchers can provide a framework formulation and formulation of the problem based on the review. the analysis used in this peneltianian using quantitative analysis method haeszel coat. coat haenszel statistical methods used to determine grain contracted differential item function (dif) in the ipa national exam test device sd with the number of about forty items. in this analysis, researchers will test the hypothesis formulated based on the study of theory and previous research literature. 54 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 in the process of analyzing the statistical data are often used because it is one of the statistical function is to simplify the data. the process of data analysis is not just to be here. analysis of the data has not been able to answer the research questions. after the data is analyzed and the information obtained is more simple, the analysis results continue to be diinterpetasi to seek a broader meaning and impilkasi results of the analysis and answer the hypothesis. statistical hypothesis as follows h0 sig mh <α ha sig mh ≥ α with kerteria test as follows: if the value sig mh <α: detected significant dif then declared h0 in decline. sig value ≥ α mh: undetectable significant dif then declared h0 di accept the coat interperetasi haenszel analysis using spss 21 for predicting the otherness of the function items as follows: differential item function(dif) based on differences in urban and rural areas by using a 95% confidence level with a margin of error (alpha 0,05). with kerteria ratings differential item function (dif): sig <α then infected grain differential item function (dif) and sig≥α those items not affected by differential item function (dif) tendency analysis of urban and rural areas to the city as the reference group and the village as a focus group. with kerteria trend assessment: when the value in positive mh estimate the trend lies in the city, when the value in negative mh estimate the trend lies in the village. results 1. finding preparing first data for materials analysis. at the analysis stage need ditentukanya analysis unit to facilitate the work and to the point, such as in determining urban and rural schools. it should we classify based unit. the level of organization in the formulation stage of analysis included in the provincial, district / city, district, and village / village both the school level and the level of government agencies, because of two things will dikomparasikan forming which schools are categorized in city schools and rural schools. based on the theory can be said city schools because there is a city boy who mutually berintraksi one another and form habits based on where tingal kebradaan school adapted to the location of the town or village government areas. here's how the chart analysis of schools, and government agencies towns and villages based on those units of analysis. 55 figure 1.1 distribution data elementary school district / city level figure 1.2 data distribution region district / city level the picture above is a graph of data generated data results from the ministry of education and culture. level analysis banten province by fractional analysis covering four counties and four cities with a number of schools as follows: 1) kab.pandeglang sdn number 867. 2) kab.lebak sdn number 774. 3) kab.tangerang sdn number 759. 4) districts. attack number 710. 5 sdn) sdn kab.cilegon number 343. 6) kab.serang sdn number 224. this school data that will connect with the data villages to get the number of urban and rural schools. the picture above is a graph of data generated result data from the bps. level analysis banten province by fractional analysis covering four counties and four cities with a number of schools as follows: 1) kab.pandeglang village number 35. 2) kab.lebak village number 28. 3) kab.tangerang village number 29. 4) districts. attack village number 29. 5) kota.cilegon village number 8. 6) kota.serang number of sub 6. data of this school that will connect with the data villages to get the number of urban and rural schools. 864 772 751 706 119 224 0 200 400 600 800 1000 35 28 29 29 8 6 0 10 20 30 40 56 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 figure 1.3 data distribution areas of the city municipal / district level the picture above is an analysis of data per village school by the district / city based on the analysis unit districts / cities, districts, until the village resulting in the data urban city district / city level figure 1.4 data distribution village area municipal / district level the picture above is an analysis of data per village government by the district / city based on the analysis unit of the district / city, district, village to village to generate data city district / city level kab. pande glang, 60 kab. lebak, 25 kab. tanger ang, 177 kab. serang , 55 kota. cilego n, 36 kota. serang , 47 kab. pandegla ng, 124 kab. lebak, 127 kab. tangeran g, 36 kab. serang, 97 kota. cilegon, 1 kota. serang, 14 57 figure 1.5 comparison sample images on the final outcome of a connection with the data analysis unit of the village government school / village. by analysis of the district / city, district, village / village. so it gets the results of the city schools and rural schools. based on the sampling of each data obtained from each institution both educational assessment department, the central statistics agency (bps) and kemendikbud, so the researchers collected data by sampling each group penalikan urban and rural areas amounted to 800 respondents. 400 respondents city schools and 400 rural schools as well as at each school is taken of the students national examination results, and therefore the data can be analyzed by using spss sofwere 21. to test the item is located dif or not, the researchers tested the hypothesis by using the following formula: h0 sig mh <α (0:05) ha sig mh ≥ α (0:05) with kerteria test as follows: if the value sig mh <α: detected significant dif then declared h0 in decline. sig value ≥ α mh: undetectable significant dif then declared h0 di accept so, from the analysis of each item, amounting to 40 eggs can be concluded as follows: (1) grain tests based defferential item functioning (dif) based on statistical analysis with mantel haenszel method can be inferred that the dif infected grains are grains 38, 33, 27, 26, 25, 23, 21, 19, 15, 9, 5, 1. because of significant value in the table is smaller than the value mh alfa then this item contracted dif (2) item test students' tendency towards towns and villages the trend of the gain in statistical analysis using mantel haenszel can be concluded that the grains tend to urban areas as much as 5 grains such as 1, 5, 15, 19, 38, and grains tend to rural areas as much as 7 grains such as 9, 21, 23 , 25, 26, 27, 33. ka b. pa nd e… ka b. le ba k ka b. ta ng e… ka b. ser an g ko ta. cil eg on ko ta. ser an g kota 60 25 177 55 36 47 desa 124 127 36 97 1 14 0 50 100 150 200 p e rb a n d in g a n w il a y a h k o ta d a n d e sa 58 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 2. discussion analysis of differential item function (dif) using statistical analysis using the mantel haenszel test device ipa elementary school national exam to differences in urban and rural schools can be summarized in the tables attached hereto as: based on the literature review in chapter ii covering the discussion relating to differential item function (dif) is the correct answer capability of an item from a different group but have the same ability to have a different probability, the probability of the difference was caused not because of capability but distinctness factor group. the group behind pembahsan on the analysis of the group of urban and rural areas. city groups are learners backgrounds city neighborhood social characteristics that make up the group schools according to how berintraksi based linkages standard definition to the provisions of the city government. while the village is a group of learners background in environmental social characteristics that make up the village school groups according to how berintraksi based linkage definition villages against government default provisions. groups of urban and rural areas which are formed by the interaction of the units of primary education affects learning outcomes in the subjects tested, it is associated with the process of learning science is able to create learning directly related to real learning process on the surrounding environment, so that in assessing national examinations made trends point to one group. national exam test device in 2013, amounting to 40 grains analyzed by different groups of towns and villages, by analyzing the results of national examinations in 2013 using statistical methods haenszel coat. coat method haenszel (mh) is a method of detection of dif by pairing the two groups (holland, 1993: 143). the initial data used are 2 x 2 contingency tables mh procedure is a method of using the chi square full table 2 x 2 on the frequency of correct answers (1) and the wrong answer (0) of the focus group and referring group. there are two data that can be paired, ie the number of correct answers and the wrong answer or the score of a particular group, for example, the average score. berdsasarkan research studies that discuss the dif from multiple devices group differences become domain so that the analysis on the test device is always a tendency to bias caused. therefore, based on a literature review and a review of previous studies, the researchers predict that the hypothesis is tercantumkan there are three items or more detectable differential item function based on the analysis of differences in urban and rural areas in the national examination test devices ipa elementary school analysis defferential item functioning (dif) based on differences in urban and rural areas in the national examination ipa sd data card using haenzel coat analysis in get the following conclusion: table 1.4 analysis of differential item function (dif) no. mh sig dif refraction butir1 1,979 0043 * city butir2 0466 0086 butir3 -0458 0081 butir4 0417 0237 butir5 0850 0001 * city butir6 -0053 0829 59 butir7 0341 0259 butir8 -0385 0069 butir9 -0432 0013 * village butir10 -0071 0698 butir11 0419 0051 butir12 0288 0101 butir13 -0125 0504 butir14 -0.01 0995 butir15 0638 0001 * city butir16 -0100 0615 butir17 -1.00 0615 butir18 0114 0586 butir19 0472 0024 * city butir20 0527 0087 butir21 -0461 0026 * village butir22 -0199 0334 butir23 -0412 0030 * village butir24 -0233 0278 butir25 -0454 0033 * village butir26 -0454 0033 * village butir27 -0508 0003 * village butir28 0194 0292 butir29 -0236 0227 butir30 -0236 0227 butir31 0379 0242 butir32 0379 0242 butir33 -0721 0000 * village butir34 0247 0440 butir35 -0248 0185 butir36 -0248 0185 butir37 0216 0391 butir38 0674 0023 * city butir39 0192 0281 butir40 0192 0281 so it can be concluded based on the analysis of differential item function (dif) device test exam national science elementary school based on differences in urban and rural areas using the coat haenszel by the number of about 40 grains of grains were detected differential item function (dif) totaled 12 of which item 33, 27, 26, 25, 23, 21, 19, 15, 9, 5, 1. the items tend to the town area amounts to 5 eggs are 1, 5, 15, 19, 38, and grains tend to rural areas totaled 7 items ie 9, 21, 23, 25, 26, 27, 33. the items were not detected differential item function (dif) accounted for 28 of them 2, 3, 4, 6, 7, 8, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 22, 24, 28, 29, 30, 31, 32, 34, 35, 36, 37, 39, and 40.this proves detected differential item function (dif) in point device sd ipa national exam in 2013 60 jisae. volume 3 number 1 february 2017. copyright © ikacana publisher | issn: 2442-4919 conclusion analysis of differential item function (dif) at the national examination test devices based on different ipa elementary urban and rural areas by using coat haenszel method with the amount of about 40 grains. items detected differential item function (dif) totaled 12 of which grain 38, 33, 27, 26, 25, 23, 21, 19, 15, 9, 5, 1. the items tend to the town area amounts to 5 eggs are 1, 5 , 15, 19, 38, and grains tend to rural areas amounted to 7 grains are 9, 21, 23, 25, 26, 27, 33. the items were not detected differential item function (dif) accounted for 28 of them 2, 3, 4 , 6, 7, 8, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 22, 24, 28, 29, 30, 31, 32, 34, 35, 36, 37, 39 , and 40 table 1.5 gruping grain differential item function (dif) dif tot grain tot trend item dif 12 38, 33, 27, 26, 25, 23, 21, 19, 15, 9, 5, 1. 5 item city 1, 5, 15, 19, 38, 7 grain village 9, 21, 23, 25, 26, 27, 33. grain non dif 28 2, 3, 4, 6, 7, 8, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 22, 24, 28, 29, 30, 31, 32, 34, 35, 36, 37, 39, and 40. from the above data it can be concluded that there is a differential item function (dif) at the ipa national examination test device sd amounted to 12 grains of the total items on the test device as much as 40 grains. the items affected by the differential item function (dif) on the test device twelve grains and grains that are not affected by differential item function (dif) totaling 28 items. with the trend of grain to areas of the city amounted to 5 grains and grains tend to rural areas amounted to 7 items. references martono, nanang. 2012. metode penelitian kuantitatif. jakarta: pt raya grafindo persada. mulyana, deddy. 2001. metode penelitian kualitatif. bandung: remaja rosdakarya. nazir, moh. 2005. metode penelitian.bogor : ghalia indonesia. osterlind, steven, j. (1983). test item bias. california: sage publication permendiknas no.20 tahun 2007 tentang penilaian pendidikan sevilla, c. g.et. al. 1960. research methods. quezon city: rex printing. company. singarimbun, masri dan sofian effendi, 1987, metode penelitian survai, lp3es, yogyakarta sugiyono, (2005). statistik untuk penelitian. bandung : alfabeta 61 sugiyono, (2009). metode penelitian kuantitatif kualitatif dan r&d. bandung : alfabeta www.referensi.data.kemendikbud.go.id. http://harisaryono.com/utility/acaknomor.php. http://www.referensi.data.kemendikbud.go.id/ http://harisaryono.com/utility/acaknomor.php 33 jisae. volume 5 number 1 february 2019. copyright © ikacana publisher | issn: 2442-4919 using delphi technique in meta-evaluating the mathematics assessment practices ofmathematics educators mario c. oli cagayan state university carig, tuguegarao city, philippines e-mail address: mariooli696@yahoo.com abstract while assessment practices are very important into the students’ learning and development, the processes of assessment may follow a logical progression from the selection and development of classroom assessment to the communication of the assessment results.teachers may have similar assessment practices but they vary on the processes in conducting the assessment. through delphi technique, evaluation experts assessed the extent to which mathematics assessment practices satisfy meta-evaluation criteria of utility, feasibility, propriety, accuracy and accountability employed by mathematics educatorsof pre-professional mathematics teachers in some select state universities in the philippines. the assessment practices of the mathematics educators were meta-evaluated with high ratings on utility, feasibility, propriety, and accuracy, while only moderate in accountability. assessments performed in the largest state university have better overall utility, accuracy and accountability with overall feasibility and propriety about the same level across the four state universities. hence, the respondents should develop assessment strategies for students with different learning abilites, continuesly improve their technqiue in assessing students’ learning and have sound judgement not only through the students’ quantitative scores but the impact of feedback about their performance for future use. keywords: utility, feasibility, propriety, accuracy, accountability quality pre-service teacher education is a key factor to achieve quality philippine education (cmo 30, s. 2004). efforts have been made to improve the quality of teacher education in the country because of its dependence on the service of teachers who are properly prepared to undertake the different important roles and functions of classroom teachers. thus, it is imperative that the highest standards should be set in defining the objectives, components, and processes of the pre-service teacher education curriculum. in pre-service teacher preparation, feuer, floden, chudowsky, and ahn (2013) believed that quality of instruction greatly contributes to students’ learning process. they expounded on the need to have a record from observations of teaching for it measures quality of feedback from mentors and assesses whether they are applying what they have learned during the preparation stage. according to the joint committee on standards for educational evaluation (jcsee, 2013), practices and processes of assessment serve as bases in determining the progress of students as planned and in effectively planning for students’ future learning opportunities. while assessment practices are very important into the students’ learning and development, the processes of assessment may follow a logical progression from the selection and development of classroom assessment to the mailto:mariooli696@yahoo.com 34 communication of the assessment results (nctm, 1995 & jcsee, 2013). teachers may have similar assessment practices but they vary on the processes in conducting the assessment. different individuals have different views of the concepts being mentioned. through the differences, quality standards may be difficult to establish. thus, credibility, fairness and utility may be sacrificed depriving the rights of the students of having such. however, nctm (1995) presents four interrelated phases in the assessment processes which are the planning assessment, gathering evidence, interpreting evidence, and using results. since these phases are interactive, differences between them could hardly be determined and that they should not be seen as necessarily sequential. the same applies to the assessment practices of teachers in classroom mathematics. the concept of meta-evaluation the reliablity of assessment practices and process as patterned in the national and international standards of assessment and evaluation post a question on this side. according to stufflebeam (2001), the works of educators need to be further evaluated to ensure the presence of utility, feasibility, propriety, accuracy and accountability of their output (stufflebeam, 2012). giving assessment and the process of administering it take crucial part in the development of the learners. such dimensions are the components or standard checklists for final and summative meta-evaluations organized according to the joint committee on program evaluation standards. there are five standards of metaevaluation that involved in this study. these are utility, feasibility, propriety, accuracy and accountability. first, the utility standards aimed to increase the extent to find assessment practices and processes valuable (sharifi, a. & hassaskhah, j., 2011) in providning the needs of the stakeholders. it covers the following sub-criteria standards such as evaluator’s credibility, attention to stakeholders, negotiated purposes, explici values, relevant information, meaningful practices and processes, timely and appropriate communicting and reporting of results and concern for consequence and influence. second, the feasibility standards are intended to increase evaluation effectiveness and efficiency. with this standards, it includes project management, practical procedures, contextual validity and resource use as subcriteria of evaluations. third, the propriety standards support what is proper, fair . legal, right and just in evaluations. amog others, responsive and inclusive orientation, formal agreements, human rights and respect, clarity and fairness, transparency and disclosure, conflicts of interests and fiscal responsibility are its subcriteria of evaluations. fourth, the accuracy standards are intended to increase the dependabiltiy and truthfulness of evaluation represenations, propositions, and findings especially those that support interpretations and judgements about quality. its subcriteria of evaluations are justified conclusions and decisions, valid information, reliable information, explicit program and context descriptions, information management, sound design and analyses, explicit evaluation reasoning, and communicationand reporting to avoid misconceptions, biases, distortions, and errors of information. lastly, the accountability standards encourge adequate documentation of evaluations and the perspective of meta-evaluation focused on the improvement and accountability of evaluation and products. it is concerned on the document evaluation, internal and external meta-evaluation. 35 jisae. volume 5 number 1 february 2019. copyright © ikacana publisher | issn: 2442-4919 stufflebeam (2012) and scriven’s (1969) have common knowledge about meta-evaluation, that is, “evaluation of evaluation”. moreover, stufflebeam (1974) earlier explained that it is a procedure for describing an evaluation activity and judging it against a set of ideas concerning what constitutes good evaluation. he further expounded that it is also a the process of delineating, obtaining, and applying descriptive information and judgmental information about an evaluation’s utility, feasibility, propriety, and accuracy and its systematic nature, competence, integrity/honesty, respectfulness, and social responsibility to guide the evaluation and publicly report its strengths and weaknesses. in 2009, scriven has simplified his definition of meta-evaluation but is now more explicit. he defined it as the consultant’s version of peer review, i.e. doing their assessment work and submitting the results directly to the client or other audience. moreover, comments on the output given by experts do not manifest weakness, rather a recognition that an independent expert’s look at one’s work usually generates insights for its improvement. the study was conducted to initiate the process of meta-evaluation on the assessment practices among mathematics educators. through literature review, there has been no study found similar to the present study. this means that practices and processes of assessment employed by teachers have never been explored based on the standards of meta evaluation.hence, the purpose of this study. this study aimed to evaluate the assessment practices of content faculty, student-teaching supervisors and cooperating mentors of pre-professional mathematics teachers in state universities in the cagayan valley region. also, it attempted to answer the extent assessment practices satisfy the following metaevaluation criteria: utility, feasibility, propriety, accuracy and accointability (stufflebeam, 2012 and jscee, 2012; finding the difference in meta-evaluaton of assessment practices by the content faculty, student-teaching supervisors and cooperating mentors across metaevaluation criteris and state universities. methods this study employed qualitative-descriptive and quantitative-comparative research designs. it was conducted in four different state universities in northeastern philippinesoffering the course bachelor in secondary education major in mathematics and to select secondary schools in the department of education affiliated with the state universities because of the functions of their math teachers as cooperating mentors to these pre-professional math teachers relative to their training and development as future math teachers. the sampling technique utilized in this study was purposive and quota sampling. content faculty, who had a class with the pre-professional math teachers in one of the major subjects in mathematics during the first semester of the academic year 2014-2015, student-teaching supervisors and cooperating mentors of the four state universities were the main subjects of this research. the student-teaching supervisors were the college instructors designated to do the transactions concerning the deployment and monitoring the performances of the pre-service math teachers in their offcampus experience (practicum) while the cooperating mentors are 36 the secondary math teachers from the department of education who were given pre service math teachers to assist and guide them in the duration of their practicum. table 1 shows the number of faculty teaching major subjects in mathematics to the bse-math major students, the number of student-teaching supervisor in the program and ratio of cooperating mentors to pre-professional math teachers who will be in the practice teaching course. it is seen in the table that csu and isu had same number of content faculty which is 21.43% while the other two had 28.57% of the total number of content faculty. on the other hand, the average ratio of pre-professional math teachers to the cooperating mentors is one-to-one. table 1. number of math faculty, student-teaching supervisors and cooperating mentorsof pre-professional math teachers educator suc 1 suc 2 suc 3 suc 4 total content faculty 4 3 4 3 14 studentteaching supervisor 1 1 1 1 4 cooperating mentors 5 13 9 27 72 table 2 shows the number of cooperating mentors for student teachers in every state university. as the table provides, out of 37 cooperating mentors of suc 4, 27 of them were considered, others have served to validate the instruments. however, the largest percentage came from suc 3 with 9 out of 12 mentors. suc 1 has the smallest number of mentors considered (i.e. 5 out of 7) during the time of data gathering. one of its pre-service math teachers was assigned in the high school laboratory of the university and another mentor has been given assignment by the division of quirino outside the school. table 2: number of cooperating mentors su total number cooperating mentors % suc 1 7 5 71.43% suc 2 18 13 72.22% suc 3 12 9 75.00% suc 4 37 27 72.97% total 74 54 72.97% the instrument used in gathering the data for this study was the abridged meta-evaluation checklist.the meta-evaluation checklist consisted of five major standards: utility, feasibility, propriety, accuracy, and accountability. the original instrument underwent factor analysisand thatits reliability coefficient (0.932) was highly considered. the study was conducted through a) personal semi-structured interview and b) process of meta-evaluation.in the interview on the assessment practices, the implementation of each practice was initially asked. general idea or concept of assessment from each respondent was then solicited. a video-camera was used to 37 jisae. volume 5 number 1 february 2019. copyright publisher | issn: 2442-4919 capture the interview. the interviews were transcribed for later analysis. english translations of interview transcripts in the vernacular/dialect were slightly modified in grammar and in sentence structure to present the respondents’ thoughts and ideas in more coherent manner. the meta-evaluation process was the key process in this study. four professionals were invited to do the meta-evaluation because of their expertise in evaluation and assessment. using the delphi technique, experts were given the videos and transcripts of the interview for them to evaluate using the abridged meta-evaluation checklist. discussions were made regarding the assessment process and the statements in the instrument. the transcriptions being evaluated by these professionals were sealed in different envelops. the sequence and presentation of the transcriptions were made similar. the metaevaluators were synchronized about the group of respondents to be metaevaluated. all quantitative data gathered were entered into the microsoft excell and analysed using a statistical software. descriptive statistics which include frequencies and percent, and standard deviation, were used, wherever appropriate to describe the practices and adherence to the criteria of the standards. inferential statistics such as repeated measures analysis of variance (rmanova) was used to determine significant differences in ratings on the various meta-evaluation criteria and practices (mauchly’s w = 0.799, pvalue=.076). one-way analysis of variance was utilized to determine significant differences in meta-evaluation criteria and practices when the assessments are grouped by state university. least significant difference (lsd) was used for post-hoc pair-wise comparisons. statistical hypotheses were tested at significance level of 5%.also, responses in the interview were categorized according to the criteria of meta-evaluation. results 1. extent of the assessment practices and processes satisfying the following stufflebeam’s and jcsee meta-evaluation criteria: utility, feasibility, propriety, accuracy and accountability. a. utility standards the assessors were rated high as regards their competence being reflected in the designation assigned to them per civil service commission (csc) and ched memoranda, giving of immediate feedback to the students concerned, issuance of brief, simple and direct reports to concerned individual, and describing the purpose of assessment or evaluation, procedures and results. generally, the state universities were rated to have high utility standards regarding their implemented assessment practices and processes. b. feasibility standards the promptness of the content faculty, student teaching supervisor and cooperating mentors in addressing evaluation results to concerned individuals, their implementation of assessment practices that others are carrying out, being realistic in scheduling of assessment or evaluation, making evaluation or assessment procedures a part of routine events and providing information on responsible use of resources to produce results are high. generally, the total mean feasibility rating for mathematics content faculty, studentteaching supervisors and cooperating mentors or the 38 effectiveness and efficiency and the assurance that assessment practices and processes are realistic, prudent, diplomatic and frugal is also high. c. propriety standards the mathematics content faculty, student teaching supervisors and cooperating mentors are high in terms of promoting excellent service in assessment, explaining the assessment procedures to be implemented by the evaluators to concerned individuals, making clear to stakeholders that the evaluation will respect and protect the rights of the concerned individuals, explaining the intended purposes of the evaluation, showing respect to individual difference, keeping concerned individuals informed of the evaluation or assessment result, reporting to concerned individual his or her strengths as provided by the result of evaluation, reporting to concerned individual his or her weaknesses as provided by the result of evaluation, providing a thorough explanation of the assessment process and explaining to concerned individual his/her strengths could be used to overcome his /her weaknesses. generally, they highly support what is proper, fair, legal, right and just in evaluations. d. accuracy standards the accuracy of content faculty, student teaching supervisors and cooperating mentors were rated high in terms of reflecting the evaluation procedures and findings, focusing the evaluation on goals and objectives of the program, explaining or documenting how information from each procedure was scored, analyzed, and interpreted, obtaining information from variety of sources, employing a variety of data collection methods, checking systematically the accuracy of scoring, explaining the assessment processes to the concerned individuals to ensure fair and impartial reports and referring to colleagues of the purposes of evaluation or assessment. they are moderately accurate in citing evidence supporting each conclusion, choosing assessment instruments that have shown acceptable levels of reliability for their intended uses, reporting the factors that influenced the reliability, including the characteristics of the examinees, the data collection conditions and the assessor’s biases, justifying the means used to obtain information from each source, and using multiple evaluators and checking the consistency of output. e. accountability standards the assessors are moderately accountable in asking their colleagues of the assessment or evaluation design which they found effective, collaborating with fellow evaluators as regards assessment or evaluation procedures, and constructing scoring rubrics with individuals concerned in assessing outputs. however, they are highly accountable in terms of recording all data collected and recording analyzed data and outcomes, analyzing discrepancies between intended purposes and procedures and those which actually took place during the assessment, employing both formative and summative evaluation of assessment, determining from the record which audiences will receive the report on evaluation of assessment, evaluating the instrumentation, data collection, data handling, and analysis against the relevant standards, evaluating evaluator’s involvement of and giving of feedbacks to concerned individuals to improve the performance of the students (mann, 2004) and in maintaining a record of all steps, information, and analyses of evaluation of assessment. generally, the state universities have a moderate accountability as regard concerns on the adequacy of 39 jisae. volume 5 number 1 february 2019. | issn: 2442-4919 documentation for evaluations and a meta-evaluative perspective focused on improvement of learning and for assessment processes and outputs. 2. comparison in the meta-evaluation of assessment practices and processes by content faculty, student teaching supervisors and cooperating mentors across the meta-evaluation criteria and across state universities. meta-evaluation of assessment practices and processes across metaevaluation criteria. all of the state universities have high standards on the metaevaluation criteria as indicated by their individual means except for accountability standards. they were rated high in terms of finding assessment practices and processes valuable in meeting the needs of the intended users, effectiveness and efficiency of implemented assessment practices and processes which ensures realistic, prudent, diplomatic and frugal, supporting what is proper, fair, legal, right and just in assessment practices and processes, and focusing on dependability and truthfulness of assessment representations and propositions and findings which support interpretations and judgments on the quality of assessment practices and processes. however, they were moderate in terms holding themselves accountable of the sufficiency of documentation for evaluation and meta-evaluative perspective focused on learning improvement. comparison in the meta-evaluation of assessment practices and processes by content faculty, student teaching supervisors and cooperating mentors across state universities. a. utility standards only the content faculty, student-teaching supervisors and the cooperating mentors of the state university 4 have very high ratings in terms of their competence as reflected in their designation assigned them by authorities. however, the content faculty and student-teaching supervisors of the four state universities (su) and cooperating mentors were generally high in terms of finding the assessment practices and processes valuable in meeting the needs of the intended users b. feasibility standards the content faculty, student teaching supervisors and cooperating mentors of the pre-service math teachers were high as regards their promptness in addressing evaluation results to concerned individuals, implementing assessment practices that others are carrying out, scheduling assessment or evaluation realistically, making evaluation or assessment procedures a part of routine events, and providing information on responsible use of resources to produce result. hence, they are high in terms of effectiveness and efficiency of the implemented assessment practices and processes which ensures realistic, prudent, diplomatic and frugal evaluation. generally, the feasibility standard of the state universities is generally high. c. propriety standards 40 the state universities are high in terms of promoting excellent service in assessment, explaining the assessment procedures to be implemented by the evaluators to concerned individuals, making clear to stakeholders that the evaluation will respect and protect the rights of the concerned individuals, explaining the intended purposes of the evaluation, shows respect to individual differences, keeping concerned individuals informed of the evaluation or assessment result, reporting to concerned individual his or her strengths as provided by the result of evaluation, reporting to concerned individual his or her weaknesses as provided by the result of evaluation, providing a thorough explanation of the assessment process, and explaining to concerned individual his/her strengths could be used to overcome his /her weaknesses. generally, their support to what is proper, fair, legal, right and just assessment practices and processes is high. d. accuracy standards the state universities are high in terms of accurately reflecting accurately the evaluation procedures and findings, focusing the evaluation on goals and objectives of the program, explaining or documenting how information from each procedure was scored, analysed, and interpreted, in documenting reliability of an instrument, reports the factors that influenced the reliability, including the characteristics of the examinees, the data collection conditions, and the evaluator’s biases, obtaining information from a variety of sources, employing a variety of data collection methods (if appropriate), checking systematically the accuracy of scoring, and explaining the assessment processes to the concerned individuals to ensure fair and impartial reports. however, they are moderate in citing the evidence that supports each conclusion, choosing assessment instruments that in the past have shown acceptable levels of reliability for their intended uses, justifying in the documentation the means used to obtain information from each source, and using multiple evaluators and check the consistency of their work. in general, the state universities were rated high in terms of their dependability and truthfulness of assessment representations, propositions, and findings especially those that support interpretations and judgments about the quality of assessment practices and processes is high. e. accountability standards the state universities were rated high in terms of recording fully all data collected, recording analysed the data and outcomes, analysing discrepancies between intended purposes and procedures and those which actually took place during the evaluation, employing both formative and summative evaluation of assessment, determining from the record which audiences will receive the report on evaluation of assessment, evaluating the instrumentation, data collection, data handling, and analysis against the relevant standard, evaluating the evaluator’s involvement of and giving of feedbacks to concerned individuals against the relevant standards, and maintaining a record of all steps, information, and analyses of evaluation of assessment. 41 jisae. volume 5 number 1 february 2019. copyright publisher | issn: 2442-4919 however, they are moderately accountable in terms of referring to colleagues of the purposes of evaluation or assessment, asking colleagues of the assessment or evaluation design which they found effective, collaborating with fellow evaluators as regards assessment or evaluation procedures, and constructing scoring rubrics with individuals concerned in assessing outputs.generally, the state universities are moderately accountable in the assessment practices and processes they have implemented. 3. differences on the meta-evaluation of assessment practices across state universities the utility ratings among evaluators from different sus are significantly different in terms of their competence, giving of feedbacks and giving of results. however, they do not differ significantly in describing the assessment’s purpose, procedures and results. evaluators from different sus vary significantly in terms of the indicators in the utility standard. the assessment competence of the evaluators from su 4 is significantly better as compared with the evaluators of su 2 and su 3. in giving feedbacks of results of assessments to students concerned and issuing of brief, simple and direct reports to concerned individuals, su 4 is significantly rated better than su 1. however, there is no significant difference among the evaluators of four state universities as regards describing the purpose of assessment or evaluation, procedures and results. overall, the utility of assessors in su4 are significantly rated better compared to their counterparts in su 1 and su 2. on the average, the evaluators from su 4 are rated significantly better in feasibility compared to evaluators from su 1 and su 2 in their implementation of assessment practices that others are using in their campus. as regards the other indicators of the feasibility standard, the evaluators from the four state universities are not significantly different. hence, they do not significantly differ in their promptness in addressing evaluation results to concerned individuals, in providing information on responsible use of resources to produce results, in their realistic assessment scheduling and in routine assessment activity. overall, the evaluators from the four state universities do not differ significantly in their feasibility. mean differences in ratings in all the indicators of the propriety standard are not significantly different across the four state universities, except in respecting and protecting the rights of human subjects and reporting of assessment results. the mean propriety rating of the evaluators in su 4 in terms making clear to stakeholders that the evaluation will respect and protect their rights as humans is significantly better than those of the evaluators from su 2 and su 3. similarly, evaluators from su 4 were rated better than su 1 and su 2 in reporting to concerned individuals their strengths and weaknesses as provided by the result of evaluation. but, overall, the propriety of assessment is not significantly different across the four state universities. the accuracy ratings of the assessment practices of the evaluators in the four sus are different significantly in terms of explaining how information from each procedure was scored analysed and interpreted, in choosing assessment instruments that have shown acceptable levels of reliability, in justifying the means used in obtaining information from each source, in checking systematically the accuracy of scoring, and in explaining the assessment processes to the concerned individuals to 42 ensure fair and impartial report. in these accuracy indicators, evaluators from su 4 were rated significantly better. the evaluators of su 4 were found to have significantly better ratings along overall accountability. likewise, su 4 evaluators were rated significantly higher in the construction of scoring rubrics with individuals concerned in assessing outputs is different from the practices of evaluators, in employing both formative and summative evaluation of assessment, in determining from the records which audiences will receive the report on evaluation of assessment, in giving feedback to concerned individuals against relevant standards and in maintaining the record of all steps, information, and analyses of evaluation of assessment. on the other hand, evaluators from su 1 were rated the lowest in terms of asking colleagues of the assessment or evaluation design which they found effective, in collaborating with fellow evaluators as regards assessment or evaluation procedures, and in recording analysed data. evaluators from su 2 were, however, found with the lowest ratings in terms of fully recording data collected. the mathematics content faculty of the different state universities are different significantly in implementing factual standardized tests, students’ use of manipulatives, students’ application of mathematics, scheduled major tests, theoretical problem solving exploration and write up of projects as assessment practices in mathematics classroom. mathematics content faculty of su 1 and su 3 implemented more frequently factual standardized tests. on the other hand, mathematics content faculty of su 3 and su 4 implemented more frequently students’ use of manipulatives, students’ mathematics applications, long exams, theoretical problem solving explorations and write-up of projects. conclusions in view of the findings of the study, it can be concluded that mathematics student teacher assessments are highly effective and efficient, with the assurance that the practices are realistic, prudent, diplomatic and frugal. the state university assessors highly support what are proper, fair, legal, right and just in their evaluations of math student teachers. the assessments of mathematics content faculty in the state universities are moderate in their concerns for adequacy of evaluation documentation and in their focus on improving both learning and of the assessment process. the assessments performed in the largest state university in the region have better overall utility, accuracy and accountability. overall feasibility and propriety are of about the same level in the assessments across the four state universities. however, the assessors differ in the extent of their implementation of assessment practices. it is highly recommended that dissemination sessions should be conducted to familiarize assessors in teacher education institutions of the meta-evaluation standards as it leads to global standards.the meta-evaluation checklist may be used in assessing the evaluation practices in student teaching in other subject areas and that further studies may be done on the applicability of the meta-evaluation checklists in other areas of assessment of student teaching in other majors other than mathematics, or in other general areas of assessment, not just student teaching. . 43 jisae. volume 5 number 1 february 2019. copyrigh ikacana publisher | issn: 2442-4919 commission on higher education memorandum order no. 30, series 2004. “revised policies and standards for undergraduate teacher education curriculum”. de lange, j. (1999). framework for classroom assessment in mathematics. fredenthal institute and national center for improving student learning and achievement in mathematics and science. retrieved august 12, 2014 from www.fisme.science.uu.nl/catch/.../framework/de_lange_framework.doc doran, r., chan, f., & tamir, p. (2002). science educator’s guide to assessment. national science teaching association. arlington, virginia. united book press feuer, m., floden, r.,chudowsky, n. & ahn, j. ( 2013). evaluation of teacher preparation programs: purposes, methods, and policy options. washington, dc: national academy of education. gold, b., keith, s., & marion, w. (1999). assessment practices in undergraduate mathematics. maa notes # 49.the mathematical association of america. retrieved may 24, 2014 from http://www.maa.org/sites/default/files/pdf/ebooks/pdf/nte49.pdf huo, f. (2010). integrating new assessment strategies into mathematics classrooms: an exploratory study in singapore primary and secondary schools. national institute of education in singapore. research brief no. 10-003. retrieved april 24, 2014 from www.nie.edu.sg. joint committee on standards for educational evaluation (2013). classroom assessment standards: sound assessment practices for pk-12 teacher. draft # 5. retrieved april 24, 2014 from http://www.teach.purdue.edu/pcc/docs/minutes/12-15_handouts/2013 keeley, p. & tobey, c. (2011). mathematics formative assessment: 75 practical strategies for linking assessment, instruction, and learning. virginia: national council of teachers of mathematics. mann, gorge. (2004). “an evaluation approach towards feedback betterment in an initial teacher training in efl”. retrieved on july 09, 2019 at “https://www.asian-efl-journal.com/.../an-evaluation-approach-towards feedback-betterment-in-an-initial-teacher-training-in-efl/ national council of teachers of mathematics (nctm) (1995). assessment standards for school mathematics. virginia: national council of teachers of mathematics, inc. scriven, m. (1969). an introduction to meta-evaluation. educational products report, 2, 36-38 sharifi, a. & hassaskhah, j., 2011. “the role of portfolio assessment and reflection on process writing”. the asian efl journal. retreived on july 10, 2019 at www.asian-efl-journal.com/pdf/march-2011-as.pdf references 44 stassen, m., doherty, k., & poe, m. (2001). handbook on program-based review and assessment: tools and techniques for program improvement. office of academic planning & planning. university of massachusetts amherst. stenmark, j. (1991). mathematics assessment: myths, models, good questions, and practical suggestions. virginia, usa. national council of teachers of mathematics. nctm, inc. stufflebeam, d. (1974). meta-evaluation. occasional paper series #3. stufflebeam, d. (2001). the meta-evaluation imperative. american journal of evaluation, vol. 22, no. 2. american evaluation association. issn: 10982140 stufflebeam, d. (2012). program evaluations meta-evaluation checklist (based on the program evaluation standards. usaid). retrieved june 27, 2014 from usaid.gov/pdf_docs/pnady.pdf. 26 evaluation of implementation of inclusion education programs in madrasah ibtidaiyah badrussalam surabaya evi sopandi kementerian agama republik indonesia evi_sopandi@yahoo.co.id abstract this study aims to evaluate the inclusive education program at madrasah ibtidaiyah (mi) badrussalam surabaya. the education program aims to improve human resource competencies in increasing abilities. the evaluation model used in this study is the cipp model (context, input, process, and product) of the qualitative research approach model introduced by stufflebeam. the results showed that the education program at mi badrussalam surabaya had run well in accordance with the education program that had been prepared. however, in the implementation of inclusive education in mi badrussalam, there are still some deficiencies both in the fields of funding, facilities and infrastructure as well as on the welfare of mentors and special teachers (gp / k). keywords : evaluate, cipp model, educational program, mi badrussalam whole world has the same view that education can improve a person's socio-economic standard of living, break the chains of poverty and sustain the nation's development process. not surprisingly, in various parts of the country, scholarship programs are provided for poor families (cristovam, 2006; tiedao zhang, 2006). for example, in brazil to alleviate poverty by using the bolsa escola program, this program replaces "needs" for schools with "demands" for schools (cristovam, et al, 2006). whereas in china, to alleviate the majority of poor people who are scattered in rural areas through the provision of education in the form of courses, and nine-year compulsory education programs (tiedao zhang, 2006). not much different from brazil and china, indonesia also entrusted education as a way out to alleviate poverty. poverty is one of the factors that hinder a person in accessing education. the equality of getting access to education for the continuity of children's education without recognizing social, economic, political and cultural backgrounds has basically been accommodated in the national education system law no. 20 of 2003 article 11 paragraph 1: "the government and regional governments are obliged to provide services and facilities, and ensure the quality of education for every citizen without discrimination". based on the narrative above, it can be concluded that the issue of equal opportunity to gain access to education, especially for some marginalized communities, including those categorized as special needs children (abk) find the moment in tune with the course of national development. in this context the inclusive education program implemented in the madrasah ibtidaiyah (mi) badrussalam surabaya seeks to provide education for all groups, including for children who have special needs. in this context mi badrussalam surabaya provides educational services for children with special needs, which the educational process requires specific services, different from children in general because they experience obstacles in learning and development. as an inclusive education program as described above it needs to be evaluated, its success or failure by evaluating the education program to assess the design, implementation, and results that have been achieved from the education program, by providing an accurate analysis of the success or failure of the policy, carried out by the actors implementation of policies. evaluation of this education program can be useful in providing recommendations on the impact of the implementation of inclusive education to improve further education programs. the evaluation of the education program was strengthened by the evaluation of the implementation program and its recommendations for improving the quality of the implementation of inclusive-based education. efforts to conduct an evaluation are important to do. because the main function of evaluation is to provide correct information data on the implementation of education so that the implementation of education can make the right decision whether the education process will be continued, postponed or not carried out according to fauzi (fauzi, 2011: 160). therefore, education evaluation functions as an effort to (fauzi, 2011: 167): (a) determine the level of progress in implementing education; (b) find factors driving and inhibiting the implementation of education; (c) find irregularities or mistakes in the implementation of education; and (d) obtain material for the preparation of suggestions for improvement, change, termination, or expansion of education. based on the explanation above, the author believes that the evaluation of educational programs in mi badrussalam surabaya is very important to do. this aims to make improvements to the educational program going forward so that it is more effective. from this conclusion the author decided to conduct a study entitled: "evaluation of the implementation of inclusion education programs in ibtidaiyah badrussalam madrasah surabaya" method research uses the cipp program evaluation model (context, input, process and product) introduced by stufflebeam (stufflebeam, et al, 2013: 1314). the study was conducted at mi badrussalam surabaya. data collection 27 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 28 techniques include interviews, observation and document study (primary and secondary data). meanwhile, data analysis was carried out since the beginning of the research and throughout the research process. the data obtained is then collected for systematic processing. starting from observation, editing, classifying, reducing, then the activity of presenting data and concluding data. data analysis techniques in this study used interactive analysis techniques from miles and huberman (1992: 16). results evaluation of inclusive education programs in mi badrussalam surabaya using the cipp model. this model was first developed by stufflebeam and guba in 1968. the stufflebeam model is also called the cipp model, which is short for context, input, process, and product. this model can in principle be used for program evaluation and educational outcomes. stufflebeam argues that the important purpose of evaluation is not to prove but to improve (stufflebeam and shinkfield, 2007: 325-358; fitzpatrick, sanders, and worthen, 2004: 89-92; alkin (ed), 2004: 245-251). the results of this study indicate that the standard evaluation criteria of context components, input components and process components that have been established in this study have been well achieved. however, the standard criteria for evaluating product components that have been set in this study are only partially achieved, some are not yet known because the results have never been done. for clarity, by referring to the purpose of this study, the results of the study can be described in more detail below: 1. context evaluation results (context) the context evaluation includes an analysis of the initial conditions (background of the establishment of the institution, legal basis, and general policy formulation) of education in mi badrussalam surabaya. inclusive education program in mi badrussalam surabaya as one form of educational programs to develop hr potential will not be separated from that context. the following is a narrative explanation. a. background of the holding of education mi badrussalam surabaya it is undeniable that religious-based educational institutions were once underestimated by the community. this is based on the image of religious education institutions that only pursue religious knowledge in an-sich (ahmad, 2012: 39). so that religious-based educational institutions seem to be left behind in terms of developing science. in the present context, this view is no longer relevant to assess the existence of religious based educational institutions. 29 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 therefore, religious-based education, especially islamic-based educational institutions have changed the image of modern and quality education. for example the emergence of leading religious-based schools in indonesia (borrowing the term azra muslim elite school) in the 90s as a quality school because it succeeded in repositioning the role of islamic education from an orientation to islamic sciences to an educational institution that orientates its education towards mastery and science achievement knowledge and technology (azra, 2012: 83). the growth of religious-based educational institutions in indonesia does not only depend on quantity. however, the growth of religious-based educational institutions is also accompanied by the development of the quality of the education process. in the present context many educational institutions offer various educational programs, including inclusive education programs for the community. like the inclusive education program provided by madrasah ibtidaiyah badrussalam in surabaya. historically madrasa ibtidaiyah (mi) badrussalam was established and operating since 1997. institutionally the management of mi badrussalam is under the auspices of the kalikendal pradah mosque foundation. at present mi badrussalam is led by nur fatmah, s.pd. administratively, mi badrussalam is located at jalan hr muhammad 161 surabaya. the position of mi badrussalam is very strategic, safe and comfortable, can be reached by public transportation, is near densely populated settlements, close to health services, and is in the administrative center of the pradah kalikendal kelurahan office and the dukuh pakis district office within 10 km from the government center city of surabaya. so that the madrasah ibtidaiyah badrussalam is exactly the goal and choice of the community to send their children to school. b. the legal basis for the policy administration surabaya mi badrussalam 1. juridical platform providing access to education for children with special needs is a mandate contained in the 1945 constitution of the republic of indonesia article 31, paragraph 1, of the rights and obligations of citizens to obtain education. then access to education for children with special needs is also stated expressly in law number 20 year 2003 chapter iv article 5 paragraph 1 that every citizen has the same right to obtain quality education. the juridical foundation of mi badrussalam in organizing inclusive education is explained in the following a. act number 35 of 2014 concerning child protection; b. law number 8 of 2016 concerning persons with disabilities; c. government regulation number 17 of 2010 concerning management and implementation of education as amended by 30 government regulation number 66 of 2010 concerning amendment to government regulation number 17 of 2010 concerning management and implementation of education; d. government regulation number 19 of 2005 concerning national education standards as amended; 2. the philosophical foundation the application of inclusive education in indonesia is pancasila which is a five pillar as well as ideals which are founded on a more fundamental foundation, called bhineka tunggal ika (abdulrahman, 2003). this philosophy is a form of acknowledgment of human diversity, both vertical and horizontal diversity, which carries a single mission as god's people on earth. vertical diversity is characterized by differences in intelligence, strength, physical, financial ability, rank, ability to control themselves, etc. whereas horizontal diversity is characterized by differences in ethnicity, race, language, culture, religion, residence, political affiliation, etc. although diverse, but with the similarity of missions carried on this earth, it becomes an obligation to build togetherness and interaction based on mutual need. in this case, islam as a religion of "book religion", the qur'an also calls itself a book (book). literacy is emphasized, even the first word spoken by archangel gabriel in about 610 ad to the prophet muhammad is iqra '!. according to al-attas (1979), islamic education is based on an ontological basis that the world itself is valueless. the qur'an gives a normative perspective while the sunnah of the prophet muhammad through patterns and models applies islam rahmatan lil al-'alamin in reading and managing the life of the world which is filled with the temptations of satan. for this reason, children's development requires education, training, and continuous habituation, from the womb to the grave. 3. empirical basis the implementation of inclusive education in madrasas under the ministry of religion has been ongoing since 2008, but it was only in 2013 that the ministry of religion began developing policies on the implementation of inclusive education in madrasas. in 2015-2016 there were 22 madrasas from the provinces of east java, central java, south sulawesi, west nusa tenggara (ntb) and banten which were designated as organizing inclusive education. from the madrassas appointed as providers of inclusive education, data obtained that there were students with special needs, both those who entered before the appointment as a piloting madrasa and who registered themselves after the appointment. 31 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 madrasas have experience practical on how to organize inclusive education. welcoming with this experience, then there was encouragement from both the ministry of religion internally and from outside parties so that the ministry of religion could expand the implementation of inclusive education programs in madrasas, because the fact that the existence of students with special needs (pdbk) was not only found in 22 madrasas that became pilots alone, but in other madrassas some also have received pdbk. in addition, abk students (ananda rizki nanda) who have joined mi badrussalam, before mi badrussalam provides inclusive learning services also underlie mi badrussalam to carry out maximum inclusive learning services. based on the juridical, philosophical and empirical basis above it is quite clear as a legal umbrella for providing opportunities for children with special needs (abk) to access education as children are born normally. here the madrasa is obliged to organize inclusive education. mi badrussalam, who is piloting inclusive madrassas, provides inclusive education by providing services for students with special needs (abk), provision of resource space, special teacher / gpk, curriculum adjustment, procurement of tools and learning media for abk, psychological services, etc. . but despite the readiness of mi badrussalam there are still many things that are lacking in providing services for abk such as the availability of adequate infrastructure according to the needs of abk, the lack of gpk, and the human resources of educators and education personnel related to inclusive education programs is still lacking. c. formulation general policyofeducation mi badrussalamsurabaya to realize quality education mi badrussalam surabaya has a vision, mission and educational goals that are contextual with social developments and changes, both local, national and global. here mi badrussalam surabaya has the following vision and mission: vision: ▪ to become a national standard madrasa that is capable of producing independent, achievement, islamic personality, and environmental insight. mission: ▪ prepare prospective future leaders who master science and technology, have a high fighting power, innovative and creative. ▪ organizing education effectively so that students develop optimally. ▪ organizing learning to foster active, creative and innovative thinking skills. ▪ organizing self-development so that students can develop according to their interests and talents. ▪ cultivating the environment and religious behavior so students can practice and live their religion significantly. 32 ▪ developing commendable behavior and real practice so students can be role models for their friends and community. ▪ providing inclusive and environmentally friendly education from the above vision and mission narratives, it is expected that the mi badrussalam surabaya educational institution will be able to achieve its educational goals. in general, the formulation of educational objectives in mi badrussalam surabaya aims to provide basic knowledge as an increase in religious knowledge and skills acquired in ibtidaiyah madrassas to develop their lives as muslim individuals, community members and citizens according to their level of development. while the specific objectives of education at mi badrussalam surabaya are: 1). realizing madrasah ibtidaiyah as a preaching institution that is in demand by the surrounding community. 2). improving the quality of mi badrussalam through integrated curriculum. 3). improving the quality of students in the academic and non-academic fields. 4). provide learning skills and life skills, worship habits and noble morals and good learning. 5). fostering the capacity and potential of students according to their talents and interests. 6). having the basics of knowledge, abilities, and skills to continue education at a higher level. 7). increase student competitiveness in the global era. 8). facilitating the growth and development of children with special needs (abk) with academic services, compensatory services, fair social interaction and humane communication 2. results of input evaluation in the ppdb process at mi badrussalam, identification and assessment of students including the socialization of the inclusive education program to related parties in this case is the guardian of students is needed in order to form the same perception between madrasas and guardians of students. student guardians are expected to be able to recognize the process of learning development of their children and be able to support the implementation of inclusive learning in madrasas, so that parents who have abk do not get discouraged / shut down and for guardians students regular children can be more grateful and instill the character of tolerance in their children. . then fill in the curriculum vitae of students by the guardians of students needed by psychologists as supporting data to identify all students whose results are expected to help the learning planning process that suits each student's needs. the next stage was carried out by expert psychological tests, initial identification, assessment, advanced assessment, and formulation of abk profile. the whole series is carried out to optimize the services of inclusive education to students. 3. results of the process evaluation after the preparation of the abk learners profile, the mi badrussalam inclusion team made a compilation of abk activities which included; making ppi and rpp by gpk, subject teachers, and class teachers who have abk students. hr development that handles abk (workshops, seminars, internships) at the resource center, parenting, home visit program for abk students with problems, conducting midterm and end of semester assessments, as well as compiling report cards. the curriculum applied at mi badrussalam in the 2018/2019 school year is 2013 curriculum (k-13) in accordance with kma number 117 of 2014 concerning the implementation of the 2013 curriculum, everything related to the curriculum is set in document 1 mi badrussalam curriculum, including curriculum adjustments for abk namely duplication, modification, substitution and omission. the implementation process of learning for abk students contains four components namely regular (r), pull out (po), and assistance (d), and learning therapy (tp). the operational funding sources for mi badrussalam are obtained from bos funds, bopda grants, and the participation of student guardians which are partly allocated to inclusive education programs. the start of the formation of an inclusive education program in mi badrussalam was the existence of australia-indonesia partnership (aepi) grant funding assistance bridged by mdc in 2015. funds given to madrassas of 20 million were used for spending on learning media, purchasing abk learning resource books and teachers, resource room equipment, psychological testing services, and curriculum preparation process. in 2016 there was a social assistance program from unsuri tertiary institutions totaling 10 million for mentoring activities in the process of making ppi and rpp for abk and gpk apprenticeship activities and several inclusion teams to the source center, one of the inclusive sdns in surabaya. although the assistance program from aepi and unsuri has not been extended, mi badrussalam remains committed to continuing the inclusive education program. continue to provide services to abk even with full limitations, especially in terms of funding. 4. evaluation results product(product) academic achievement from the results of the identification of abk students in mi badrussalam the majority are students who have learning difficulties, even at the beginning of their entry they cannot read, write and count. with the guidance of the special tutor and the implementation of the learning process which consists of regular classroom processes, assisted, pull out and therapy, there are currently many 33 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 34 students who experience an increase in the academic field, especially in reading, writing and arithmetic. however, until now there has not been much competition in the academic field that has been held for mi abk students at the sub-district or city level. this makes the academic potential of students less honed. achievement non academic abk mi badrussalam students also take part in self-development activities in madrasas. personal development activities carried out are usually carried out on fridays. these activities are activities that develop non-academic potential of students, such as making skills, singing, reading poetry, etc. in addition, abk students, badrussalam, once took part in a singing competition held by pslpd unesa which had the theme of disability day, but had not yet won. conclusions and recommendations the results of this study indicate that inclusive education at mi badrussalam has been held since 2016. mi badrussalam has 7 students with special needs. the implementation of inclusive learning in mi badrussalam uses the curriculum namely k13. the implementation process of learning for abk students contains four components namely regular (r), pull out (po), and assistance (d), and learning therapy (tp). special guidance teacher (gpk) at mi badrussalam there is 1 gpk, the identification of children with special needs is carried out for five purposes, namely: (1) screening ((2), (2) outsourcing (referral), (3) classification, (4) learning planning, and (5) monitoring learning progress. curriculum for abk, including: duplication means to imitate or duplicate, modification means to change to be adjusted. modification of curriculum for students with special needs, substitution which means replacing, omission means eliminating. the assessment model adjusts to the curriculum that has been adapted for abk students: 1). rating adjust time, 2). adjusting the assessment method, 3). rating adjusting content. the results of these conclusions make this research recommendations are as follows: 1. policy makers are expected to review the regulation of the burden of gpk hours which are only recognized 6 hours per week, in gpk sympathies must have the main task as a teacher in the field of study. gpk should not need to be burdened with other tasks so that they can focus on their duties as gpk. 2. the government needs to make guidelines and rules about examination and diploma format for abk. 3. it needs support from the government infrastructure, because the existing facilities and infrastructure still do not meet the needs of abk so that it can affect abk learning. 35 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 4. ministry of religion must monitor and participate in delivering abk graduates to continue to higher levels of education (mts. inclusion) 5. city / province / central government needs to determine financing standards for implementing inclusive education 6. the city / province / central government needs to provide training, guidance, and ongoing assistance related to inclusive education 7. city / province / central government needs to use data on the implementation of inclusive education in madrasas as a basis for policy making. 8. governmentembrace higher education under the auspices of the ministry of education and culture to create special education majors that will later produce graduates who are competent in the special education sector for special needs so that they can be supervised teachers specifically (gpk). 9. there is a need for monitoring and evaluation from the center for madrassas to organize inclusive education from the ministry of religion and the center. 10. funding assistance from the central government for infrastructure, construction of buildings and environment friendly with disabilities, fulfillment of infrastructure facilities that support inclusive education programs. 11. grants for regular teachers who work on curriculum modifications and inclusive lesson plans that are adjusted to abk abilities. references daniel l. stufflebeam, lori a wingate, and thomas kellagen ,. international handbook of educational evaluation part one: perspectives (london: kluwer academic publisher, 2013). miles, mathew b. and a. michael huberman, translators, tjetjep rohendi rosidi. qualitative data analysis (jakarta: university of indonesia, ui press, 1992). a. fauzi, ikka kartika, managing participatory training (bandung: alfabeta, 2011). ahmad ali riyadi, islamic boarding school in the frame of political bureaucracy of islamic education in indonesia, vol. 23 no.1 january 2012 alkin, marvin c. (ed). 2004. evaluation roots: tracing theorists' views and influences. california, london, new delhi: sage publications. stufflebeam, daniel l. and anthony j. shinkfield. 2007. evaluation theory, models, and applications. san francisco: jossey-bass a wiley imprint. 36 fitzpatrick, jody l., james r. sanders, and blaine r. worthen. 2004. program evaluation: alternative approaches and practical guidelines, third edition. boston: pearson education. tiedao zhang and zhao minxia, 2006. universalizing nine-year compulsory education for poverty reduction in rural china.source: international review of education / internationale zeitschrift für erziehungswissenschaft / revue internationale de l'education, vol. 52, no. 3/4, education and poverty reduction (may, 2006), pp. 261-286 published by: springer stable url: http://www.jstor.org/stable/29737080 cristovam buarque, vida a. mohorčič špolar and tiedao zhang, 2006. introduction: education and poverty reduction. source: international review of education / internationale zeitschrift für erziehungswissenschaft / revue internationale de l'education, vol. 52, no. 3/4, education and poverty reduction (may, 2006), pp. 219-229 published by: springerstable url: http: // www. jstor.org/stable/29737077. azra, azyumardi. 2012. islamic education: tradition and modernization in the middle of the third millennium challenge. jakarta: kencana prenada media group. http://www.jstor.org/stable/29737080 25 the effect of hydroponic gardening activitiesand parent involvement on children’s naturalistic intelligence dini pratiwindya1 myrnawati crie handini2 elindra yetti3 123universitas negeri jakarta, indonesia dini.pratiwindya@gmail.com abstract living in a big city such as jakarta that is densely populated and crowded is challenging. the limited open land is an obstacle for schools in urban areas, especially in the central jakarta region, to stimulate children's naturalistic intelligence and sometimes become a forgotten thing. the rapid progress of technology and information makes children become electronic addiction and nature deficit disorder. the teacher feels it is difficult to carry out activities related to nature. the results of preliminary observations show that the naturalistic intelligence of early childhood still has not received attention to be developed. the lack of teacher creativity to create and design activities to improve children's naturalistic intelligence is also another obstacle. likewise, parent involvement in children's learning activities is still not optimal. the aims of this study was to look at the effect of hydroponic gardening activities and parents involvement on the naturalistic intelligence of early childhood. this study included an ex post facto study using a quantitative survey research approach to tk b children. the results of the studyshowed that there were hydroponic gardening activities and parental involvement had a significant influence on naturalistic intelligence in early childhood. urban farming activities such as hydroponic gardening need to beintroduced to kindergaten teachers to get around the limited land in schools. hydroponic gardening activities can bedesigned so parents can be involved in learning with children and teachers with a pleasant atmosphere. keywords: naturalistic intelligence, hydroponicgardening, parent involvement. introduction living in a big city like jakarta that is densely populated and crowded is challenging. the limitations of open land are an obstacle for schools in urban areas, especially in central jakarta region, to stimulate children's naturalistic intelligence and sometimes become a forgotten thing. the results of preliminary observations show that early childhood naturalistic intelligence still has not received attention to be developed. learning activities in kindergarten still tend to be done in the classroom rather than outside the classroom. and they have not provided the wide opportunity for children to get to know and explore natural surroundings. the lack of teacher creativity to create and design learning activities while playing which can improve children's naturalistic intelligence is also an obstacle. the teacher feels it is difficult to carry out activities related to nature. likewise, the parents involvement in children's learning activities is also not optimal. naturalistic intelligence as one of the earliest forms of human ability, helps humans to adapt and survive. gardner, based on the results of his studies, defines multiple intelligence or multiple intelligence in humans, (wilson: 2016), "gardner described the seven aspects of human intelligence as being verbal / linguistic; mathematical / logical; spatial; musical; kinesthetic; interpersonal; and intrapersonal, in 1994 he began to herald, describe, and publicize the eighth 26 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 intelligence, "naturalistic intelligence" (or "nature smarts")".naturalistic intelligence is an ability that helps humans to recognize patterns and changes in their environment so they are able to adapt to their surroundings. for this reason, stimulation of naturalistic intelligence is as important as other multiple intelligence stimulation. according to gardner, naturalistic intelligence is undoubtedly the thing that helped our ancestors as hunters in identifying which plants and animals were edible and which were not, this natural intelligence has also helped ancient humans to observe patterns and changes around and the environment so that they are able to survive and breed (kowald: 2014). in line with this, gardner said (wilson: 2016),“these intelligences, or strengths, are not fixed like a standard iq. each intelligence can grow and develop throughout a person’s life. one way to develop nature smarts is to explore and learn about the world outside the schoolroom windows.” children can develop nature smart by exploring the world around them. they need to explore, see, feel, taste, touch, smell, from many things around them. but sometimes, learning in schools is still mostly done in classrooms. for children who have naturalistic intelligence and like outdoor activities, this can reduce meaningful learning resources, namely nature and the surrounding environment. kindergarten teachers feels it is difficult to carry out activities related to nature. how to bring children in to the wild without risk or how to the get the nature in to the classroom? there are two solutions to this problem(armstrong, 2010),“first, more learning needs to take place for these kids outside in natural settings. second, more of the natural world needs to be brought into the classroom and other areas of the school building, so that naturalistically inclined students might have greater access to developing their naturalistic intelligence while inside of the school building.” the rapid og technology and information also has a negative effect for children. if we are not wise to use technology and communication with children, then children might be electronic addictionoraddicted to electronic equipment and nature deficit disorder. (lou, 2013) states, “the best preparation for the twenty-first century, therefore, may be a combination of natural and virtual experience, the more high-tech we become, the more nature we will need. thus, we need to combine a learning resources between natural experience and also tecgnology to provide 'natural balance'. technological advances, on the one hand, provide ease of life for humans in their daily lives, but on the other hand it also has a negative effect on human survival itself. in view of this, balancing activities need to be pursued so that children, especially those in urban areas, still have the right to study while playing in the natural environment, or by providing opportunities to study the environment and nature. thus the best thing parents and educators can do for children is to prepare children's abilities about today's technology and love of the universe. gardner revealed that in traditional classes, children with naturalistic abilities have not been well accommodated. whereas according to stone in his book smart by nature, "nature is our teacher"(stone, 2009). quoting tirri and nokelainen (mumthas & farooque: 2012) “there are 3 (three) statements to measure naturalistic intelligence based on environmental sensitivity scale (enss), love for nature, protection of nature and habits or an 27 environmentally friendly lifestyle.” the importance of activities in open space and direct experience that can provide curiosity and arouse curiosity in children. providing opportunities for children to learn about nature, how to directly learn from nature or bring nature into learning for children this can be obtained through hydroponic gardening activities. in line with this, (rosenow, 2008) reveals that reading books about insects, watching videos about nature, is not worth the direct experience of picking and tasting directly ripe tomatoes, which are planted on their own. the lack of outdoor activities contributes to a number of problems, such as child obesity, children's dislike of being outdoors and even fear of the outdoors.a childhood that is rich with direct experience with nature to build awareness of the environment. “it is necessary to provide education that can arouse a great sense of pleasure and curiosity towards the nature where they live”(laird, shelby gull, mcfarlandpiazza, laura & allen, sydney: 2014) honig believes in the importance of efforts to focus on family-oriented programs (honig: 1982). some efforts can be made, among others, by increasing the awareness of parents about the involvement of parents in children's education, raising parents' awareness of the importance of children's lives, helping parents obtain the information they need, preparing assistance needed by parents so that they can play an active role in their children's education parents about important resources and communities that parents can use for their children's education. epstein stated that researchers, practitioners and decision makers have noted the importance of parental involvement as one of the four effective components of the school namely teaching, curriculum, advisors and parents. (epstein, 1987). the evidence clearly shows that encouragement from parents, in a variety of activities and interesting things and participation both at home, at school and in the classroom has an impact on children's learning outcomes, attitudes and aspirations. students get personal and academic development if their families support the school, helping children to know what they are doing and continuously doing during the school year. hydroponic is well-known among gardening hobbies and recently it become a favorite activity in gardening, especially in urban areas. (anderson & swafford, 2011) said, “hydroponics is the process of growing plants without soil, instead using nutrient rich water. roots are in direct contact with the nutrient rich solution while also being exposed to oxygen. the plant gets exactly what it needs, when it needs it, and in the right amount that it needs. since the plants roots don’t have to search for nutrients and there’s plenty of it, plants get bigger and grow faster”. so, that’s what makes people like hydroponic. more specific,(ernest & busby, 2009) “hydroponic is one of the methods used for growing large quantitis of vegetables in a significantly smaller areas”. there are several systems or methods of working in hydroponic gardening, one of which is the wick system or axis. wick system is the easiest way to do hydroponics, because it does not require electricity at all, without a water pump and without an aerator (air bubble device). the trick is to put the axis made of pieces of flannel cloth that easily absorb water at the bottom of the netpot (small pots with air cavity holes), then put the plants in the hydroponic growing media such as coco fiber or rockwool into the netpot. thus the axis is able to deliver nutrient fluids from the bottom to the roots of the plant. “wick hydroponic systems 28 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 work well for small plants and herbs. this hydroponic system doesn’t work well for plants that need a lot of water or have watery produce such as tomatoes” (shu et al, 2005). with various interesting things about hydroponics, unfortunately, very few schools that want to do the hydroponic gardening. various reasons were found, do not knowing about the method of hydroponic gardening, teachers were not have enough time to prepare the activity, it was too much trouble to take care of it, it was expensive, and so on. schellman revealed that school gardens can be started from small things such as spreading seeds, to broad activities such as extracurricular programs that can include parents. schelman also revealed several obstacles to involving parents in school activities including: from the teacher's side, not knowing any activities that could involve parents, felt overwhelmed with a solid program and there was an inconvenience level when "watched" by parents. while from the parents' side, they are not aware and do not yet know that parental involvement in the school is also needed, besides that it is also busy working, feeling they do not have the skills or teaching skills in the classroom. to eliminate these obstacles, school gardens can be used as a solution. "gardening is a universal language". with a garden background, activities will be more comfortable than in a classroom. parents, teachers and children can take advantage of gardening activities to collaborate. schools design activities, children ask their parents to be able to participate to help them and enjoy this activity happily as a golden period, it is a foundations for physical maturation, independence, morality and religious values, stimulation is needed in accordance with the needs of children, so they can grow and develop optimally. the hydroponic gardening activities is one of the activities that should be carried out in kindergarten. doing hydroponic gardening in kindergarten, can provide opportunities for children to carry out simple experiments and research. children can observe the growth of seeds, become sprouts, watching the leaves grow, then become a vegetables that are ready to cook and even to serve for a meal together. because children do themselves and observe directly, they are expected to be able to develop naturalistic intelligence through this activity. based on the reasons outlined above and realize how important it is to develop naturalistic intelligence in early childhood, which is indeed rarely done in kindergarten. this is an interesting thing for researcher to conduct research on the influence of hydroponic gardening and the involvement of parents in improving naturalistic intelligence of early childhood. method this study generally aims to obtain information about the influence of hydroponic gardening activities and parental involvement in the naturalistic intelligence of group b children in menteng subdistrict, central jakarta. this research was conducted in january-december 2018. the method used in this study was ex post facto research. (handini: 2017) "ex post facto is a comparative quantitative research that is most similar to an experiment, but without treatment, because the variable has occurred or because the variable basically cannot be 29 manipulated". the research design used in this study uses 2x2 factorial design. the dependent variable in this study is the naturalistic intelligence of children (y), the independent variables are hydroponic gardening activities (x1) and parental involvement (x2). tabel 2. research design manipulative variable(a) hydroponic gardening activities atributevariable (b) kindergarten with hydroponic gardening activities (a1) kindergarten without hydroponic gardening activities(a2) high parent involvement (b1) a1 b1 a2 b1 low parent involvement(b2) a1 b2 a2 b2 the population in this study were all kindergartens in menteng subdistrict, central jakarta. determination of the sample in this study using multistage stratified proportional random sampling. from 24 kindergartens in menteng subdistrict, after data collection, there were only 2 kindergartens that had hydroponic gardening activities. furthermore, as a control group, 2 tks were chosen which did not have hydroponic activity. the total number of samples is 60 kindergarten children b. the data in this study will be obtained using a questionnaire sheet with respondents of parents of kindergarten students b to obtain data on naturalistic intelligence of early childhood and parental involvement. instrument was conducted at two kindergartens in south jakarta and in east jakarta with 40 respondents to test the validity and reliability of the instrument.measurement of naturalistic intelligence of early childhood is done by using a questionnaire sheet for parents of students consisting of dimensions 1) love for nature (having love for nature) 2) nature conservation (having a concern for nature protection), 3) environmentally-friendly consumer habits (having habits or an environmentally friendly lifestyle. validity of naturalistic intelligence instruments for early childhood tested using pearson product moment. based on the results of validation of early childhood naturalistic intelligence instruments, from 38 questions, 21 items are declared valid. reliability of this naturalistic intelligence instrument for early childhood tested by alpha cronbach formula.the reliability result of the naturalistic intelligence with a significance level of α = 0.05 are r values of 0.88, when compared with the interpretation table of reliability results, if r value between 0.80 0-1,000, it is interpreted that instrument reliability is high and can be used for research. the instruments of parental involvement include dimensions of encouragement (providing support), modeling (being role models for children), reinforcement (providing reinforcement in behavior, and instruction (giving instructions), parental motivation, involvement of parents in schools and things that related to the life of parents. the validity of the parental involvement instrument used pearson product moment correlation formula. the validation result of naturalistic intelligence instruments for early childhood, from 75 questions, 54 items were declared valid. to test the reliability of parental involvement instruments using the cronbach 30 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 alpha formula. the results obtained from the reliability test of the parent involvement instrument with a significance level of α = 0.05 are r values of 1.00 when compared with the interpretation table of reliability results, if the r value is between 0.800-1,000, then it is interpreted that the instrument reliability is high research. the research data came from 60 respondents, parents of class b students. data were analyzed using descriptive analysis, normality test data using the kolmogorov-smirnov formula, variance homogeneity test using the bartlett test. furthermore, the results of the research data were hypotheses testedby using twoway anava and followed by the tukey test. results the research data are grouped into eight data groups summarized in the following table: tabel 1.data recapitulation of scores based on children’snaturalistic intelligence research samples for calculation of descriptive statistics group data n (∑xi) m/x sd/s s 2 r mode median minscore max score a1 30 2530 84,33 6,7 44,92 20 78 82 76 96 a1b1 15 1301 86,73 7,34 53,92 18 0 86 78 96 a1b2 15 1229 81,93 5,18 26,78 16 78 80 76 92 a2 30 2344 78,13 4,5 20,26 15 81 81 70 85 a2b1 15 1196 79,73 3,49 12,21 11 81 81 74 85 a2b2 15 1142 76,13 5,34 28,55 15 81 76 68 83 then, data made in the form of a frequency distribution table. the data analysis requirements are normality test and homogeneity test. normality test usingkolmogorov-smirnov test with degree of freedom (db) = n (the number of subjects is 15) and the real level α = 0.05 is obtained lt (0.05; 15) = 0.338. the testing criteria is that if h0 is accepted it means the sample is normally distributed. the statistical test criteria is to reject h0 if l0 > ltand accept h0 if l0 < lt. the results of the calculation and test of the significance of overall normality are summarized in table 2 below tabel 2. summary of results calculationof normality on 31 children’snaturalistic intelligence and parent involvemnet no. group n d absolute score0 lt score conclusion 1 a1b1 15 0,128 0,338 normal 2 a1b2 15 0,11 0,338 normal 3 a2b1 15 0,102 0,338 normal 4 a2b2 15 0,117 0,338 normal based on table 2, kolmogorov-smirnov obtained, the d-absolute value for all groups of data is smaller than the price of lt (0.05; 15) (at a real level α = 0.05 with n = db = 15). thus, it can be concluded that all groups of data in this study came from populations or samples that were normally distributed. therefore, normal data requirements are met, so that it can be used in the calculation of the research hypothesis. the testing criteria are accept h0 if x 2 count is smaller than x2table at the real level α = 0.05 and db = 3 (x2 (0.05; 3) = 7.815). the summary of the variance homogeneity test results through the bartlett test of the four groups of data as presented in table 3 below: tabel 3. summary of calculation results in the variance homogeneity test children’s naturalistic intelligence data group no. group n varians (s2) score (x2hitung) score (x2tabel) conclusin 1 a1b1 15 53,92 7,292 7,82 homogen 2 a1b2 15 26,78 3 a2b1 15 12,21 4 a2b2 15 28,55 the hypothesis test using a two-way analysis of variance (anava) and continued with further testing with the tukey test. the results of calculating the analysis of variance from a score of children's naturalistic intelligence are summarized in table 4 below: tabel 4. summary of two-way anava test results for calculations data on children's naturalistic intelligence varians db jka rjk = jka/db fcount= rjk/rjkd ftabel (α=0,05) interline (b) (parent involvement) 1 264,59 264,59 8,712 4,01 between columns (k) (hidroponic gardening 1 614,39 614,39 20,23 32 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 activities) interaction (b x k) 1 3005,427 3005,427 98,96 between groups 3 884,407 294,802 9,708 2,72 in group(d) 56 1700,523 30,367 between columns based on the results of the two-way anava calculation above, it can be stated that (1) the results of hypotheses testing related to intercolumn (k) factors, namely hydroponic gardening activities, obtained the fcount score greater than the ftable scoreat the significance level α = 0.05 ( fcount = 20.23> f table = 4.01), (2) the results of testing hypotheses related to inter-line factors (b), namely parental involvement, obtained the price of fcount greater than ftable at a significant level α = 0.05 (fcount = 8.712> f table = 4.01), and (3) to test the hypothesis which states that there is an influence of interactions between hydroponic gardening activities and parental involvement in children's naturalistic intelligence, proven significantly (fcount = 98.90> ftablet = 3.95) at the real level α = 0.05. to prove the results of the anava test, the analysis of the hypothesis test is continued by the tukey test to see the effect of differences in the effect of each variable and test the significance through calculating the difference in the mean scores of the two treatment groups paired in the related variables. 1. first hypothesis the results of the calculation of the mean score of naturalistic intelligence of children in group a1 of 84.33 were significantly higher than the mean score of child discipline in group a2 of 78.13. through the tukey test at the significance level (α = 0.05) obtained the value of qcount = 5.964 ≥ qtable (0.05) = 2.89, then the working hypothesis (h1) received through the f test is in line with the q test results (tukey numbers) . the results of this test illustrate that naturalistic intelligence of children in kindergarten who have hydroponic gardening activities is better than children in kindergarten who do not have hydroponic gardening activities 2. second hypothesis the results of the calculation of the mean scores of children in group b1 amounted to 183.17 significantly higher than the mean score of the of children in group b2 of 175.43. through the tukey test at the significance level (α = 0.05) obtained a value of qcount = 7.261 ≥ qtable (0.05) = 2.89, then the working hypothesis (h1) received through the f test is in line with the q test results (tukey numbers) . the results of this test illustrate that naturalistic intelligence of children with high parental involvement is better than naturalistic intelligence of children with low parental involvement. 3. third hypothesis the results of testing the hypothesis, obtained the price of fcount greater than ftable at the significance level α = 0.05 (fcount = 98.96> ftable = 4.01). this means rejecting the null hypothesis (h0) and accepting the working hypothesis (h1). that is, there is an influence of interaction between the hydroponic gardening activities and parental involvement in children's naturalistic intelligence. thus, it can be said that children's 33 naturalistic intelligence. significantly affected by interactions between hydroponic gardening activities and parental involvement. then from the further calculation, it was obtained that the value of q = 7.449 abel qtable (0.05) = 3.01, then rejecting h0 and accepting h1 that there was a significant interaction effect between hydroponic gardening activities and parental involvement in children's naturalistic intelligence, so it was decided to reject h0 and accept h1. in other words, this is in accordance with the results of the two-way f anava test, namely the interaction between hydroponic gardening activities and parental involvement in the naturalistic intelligence of children at a significance level of α = 0.05. 4. fourth hypothesis the results of the calculation of the mean score of naturalistic intelligence of children in the a1b1 group were 86.73 which was significantly higher than the mean score of the child discipline in the a2b1 group of 79.73. through the tukey test at the significance level (α = 0.05) obtained the value of qcount = 4.919 ≤ qtable (0.05) = 3.01, then the working hypothesis (h1) received through the f test is in line with the q test results (tukey numbers) . the results of this test illustrate that groups of children who carry out hydroponic gardening activities with parental involvement influence the child's naturalistic intelligence, proven. 5. fifth hypothesis the calculation of the mean score of naturalistic intelligence of children in kindergarten who have hydroponic gardening activities with low parental involvement (group a1b2) of 81.93 was significantly higher than the mean score of discipline of children in which parents involved passive a2b2 groups of 76.13. through the tukey test at the significance level (α = 0.05) obtained the value of q count = 4.076> qtable (0.05) = 3.01 then rejects h0 and accepts h1. the results of this test illustrate that naturalistic intelligence of children in kindergarten who have hydroponic gardening activities with low parental involvement is higher than the naturalistic intelligence of children in kindergarten who do not have hydroponic gardening activities with low parental involvement. conclusion the studyfound that there were significant differences in the level of naturalistic intelligence among children in kindergarten who have hydroponic gardening activities and children in kindergarten who do not have hydroponic gardening activities which mean the children’s naturalistic intelligence in kindergarten with hydroponic gardening activities are higher than groups of children in kindergarten that has not hydroponic gardening activities. referring to several previous studies, (rosenow: 2008) revealed that when children explore the environment, at that time they also develop new knowledge and relate it to the knowledge that children have known before. nature provides a variety of opportunities for children to develop new concepts through direct interaction with teachers and direct interaction with activities carried out by children. then (mclennan: 2010) the results of his research state that kindergarten 34 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 as a place of learning that focuses on the approach to children and material according to the right age (age-appropiate) and to foster self-motivation and discovery, now has begun to shift. mc.lennan stated that as educators, they were concerned about the reduction in aesthetic feelings, playing and learning through exporation in activities in kindergarten, displaced by standard-based learning and assessment. hydroponic gardening activities promote awareness about healthy living and active lifestyles. children who are directly involved in growing vegetables and fruits in schools, from seeds to being ready to harvest, and learning healthy lifestyles, are surrounded by a variety of interesting activities. it turns out that many children have never had the opportunity to plant crops starting from seeds, and observe their growth. children are also directed to pay attention to each other and maintain the plants, soon everyone can feel the harvest together. this activity is very interesting for children and provides an opportunity for children to witness the source of food directly. by providing support for children to plant early, it means not only advocating writing and reading, but also teaching to respect life. in line with the above (nimmo & hallet: 2008) in his research explaining the importance of teaching children gardening as a fun adventure. with this activities, children learn their world through stories, playing, learning to take risks, build relationships and deep nature of differences. these things are important to betaught in early childhood. open nature provides a feeling of freedom and calm. the garden is a playground where children can use their sensory and imagination to create a new world. thus, seeing the benefits and importance of activities outside the classroom and natural exploration for children of age, it will greatly benefit the development of intelligence. thus, the more children are give the opportunity to explore the nature around them in a more structured way such as doing hydroponic gardening activities in schools, the higher the naturalistic intelligence. the results of this study indicate that the naturalistic intelligence of children whose parents have high involvement is better than the naturalitic intelligence of children whose parent involvement is low. in line with this (deloatche et al: 2015) in his research increasing parent involvement among head start families concluded that parents in the head star program who implemented parental involvement in learning their children during preschool showed significant results in improving the ability of early childhood. whereas (mahmood: 2013) reveals the viewpoints of kindergarten teachers about collaboration with parents, among the lack of reciprocal responses from parents to teachers, difficulties in establishing relationships between teachers and parents, and the influence of social identity on kindergarten teachers. the teacher hopes that a good relationship will not only start with the teacher but also from the active involvement and strong desire of the parents. collaboration between teachers and parents has a positive influence on children's progress, both at home and in kindergarten. (sharma & dell: 2015) has conducted a pilot project to find out the feasibility and acceptability of gardening-based learning applied to preschoolers in harris county, texas, united states. the results of his research show that gardening-based learning has great possibilities and strong acceptance to be used as a curriculum in kindergarten learning and is a promising program. the results of 35 the study shows that gardening activities have a positive effect on improving children's knowledge and can increase children's desire to consume fruits and vegetables in preschool. based on the results of testing of the hypothesis this study shows the influence of interactions between hydroponic gardening activities and parental involvement in children's naturalistic intelligence. according to (rosenow: 2008) a deep bond will be established between fellow children or between children and adults, when they share experiences with nature. when children have the opportunity to look after plants, plants, animals and insects, they practice caring behavior that can lead to kindness and gentleness to others. therefore it is necessary to think together with learning activities in kindergarten by involving parents and these activities can be carried out outdoors in the form of fun playing chili learning activities. conclusions from the results of this study: 1. hydroponic activities in kindergarten have an impact on naturalistic intelligence of early childhood. nature provides a variety of opportunities for children to develop new concepts through direct interaction with teachers and direct interaction with activities carried out by children. schools that only have concrete yards can also provide outdoor activities that bring children closer to nature, one of which is hydroponic gardening. kindergarten as a place to learn sambal play, should not only focus on the approach to children and material according to the right age (ageappropiate) but also should be accompanied by activities that can foster self-motivation and simple discoveries. 2. the involvement of parents in activities in kindergarten has a positive impact on improving the results of children's learning achievements, especially children's naturalitic intelligence. kindergarten teachers can work together and establish good relationships between teachers and parents. the teacher hopes that this good relationship will not only start with the teacher but also from the active involvement and strong desire of the parents. collaboration between teachers and parents has a positive influence on the progress of children in kindergarten. 3. hydroponic activities in kindergarten and parental involvement have interactions with naturalistic intelligence in early childhood. open nature provides a feeling of freedom and calm. hydroponic gardening activities can be used as children's playgrounds and also as a place for children to recognize risks but within safe limits. with hydroponic gardening children can learn to recognize risks, for example if the garden is not treated, the risk is that the plant will die, while the teacher also learns to give trust to the child. so this hydroponic gardening activity can also be considered to be included as one of the learning activities in schools, especially in kindergarten. 4. hydroponic activities in kindergartens and high parental involvement have a better impact on early childhood naturalitic intelligence, meaning that hydroponic gardening activities are applied to early childhood with high involvement from parents in supporting learning activities for children to increase the children’s naturalistic intelligence. a deep bond will be 36 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 established between children and children, between children and adults, when they share experiences with nature. therefore it is necessary to think together with learning activities in kindergarten by involving more parents and those activities can be done outdoors in the form of learning activities while playing fun. 5. low parental involvement in hydroponic gardening activities in kindergarten has an influence on naturalistic intelligence of early childhood, meaning that low parental involvement and hydroponic gardening activities will affect the low naturalistic intelligence of early childhood. thus hydroponic gardening activities and parental involvement have a positive effect on increasing naturalistic intelligence in early childhood. besides that, this hydroponic gardening-based learning has the possibility to be used as a learning program in kindergarten and is a promising program, especially to introduce nature and improve natural intelligence of early childhood. however, further research is needed with a larger sample and design of learning about gardening-based activities in kindergartens that can increase the involvement of higher parents in early childhood learning activities as well as further research to test the effectiveness of hydroponic gardening activities in kindergarten and test the method used to identify weaknesses in the program. references anderson, melinda & swafford, melinda. (2011) hydroponics garden promotes hands on learning and healthy eating, eric educational resources information center journal, nov/dec 2011, number: ej964091 isbn: n/a, issn: issn-1527-1803 https://files.eric.ed.gov/fulltext/ej964091.pdf epstein, joyce l. (1987), parent involvement, what research says to administrators, education and urban society journal, vol. 19 no. 2, first published february 1, 1987 https://doi.org/10.1177/0013124587019002002 ernest, jeremy v. & busby joe r., dte. (2009). .hydroponics: contents and rationale, the technology teacher, the technology teacher journal volume: 68. issue: 6 publication date: march 2009. handini, myrnawati, crie (2017). metodologi penelitian untuk pemula, banten: pustakapedia. kowald, tracy ostwald. (2014). educational outdoor acticities to built nature smarts, https://blog.connectionsacademy.com/educational-outdooractivities-to-build-nature-smarts/ published april 9, 2014. laird, hollis (2011).garden-based nutrition education programs: a review of impact and evaluation methods, thesis, ba, university of nevada, reno. laird, shelby gull, mcfarland-piazza,laura&allen, sydney (2014).young children’s opportunities for unstructured environmental exploration of nature: links to adults’ experiences in childhood, (international journal of early childhood environmental education (naaee), volume , number 1, winter. https://files.eric.ed.gov/fulltext/ej964091.pdf https://doi.org/10.1177/0013124587019002002 37 louv, richard. (2013).the future will belong to the nature smart,http://rsfsocialfinance.org/2013/01/29/nature-smart/ louv, richard (2013).the future will belong to the nature smart–part ii,http://rsfsocialfinance.org/2013/01/31/nature-smart-2/ mumthas, n.s. & farooque, umer (2012). measuring naturalistic intelligence–a contextual and visual approach , paper submitted for national seminar on naturalistic intelligence (july 12 13, 2012). nimmo, john & hallett, beth (2008), childhood in the garden: a place to encounter natural and social diversity, journal of national association for the education of young children (naeyc),vol. 63, no. 1, january 2008. https://www.jstor.org/stable/42730221 rosenow, nancy. (2008). teaching and lerarning about the natural world, journal of national association for the education of young children (naeyc), vol. 63, no. 1, january 2008. schellman,anne. (20..). school gardens and parent participation, stanilaus county, university of california, http://cestanislaus.ucanr.edu/files/111422.pdf sharma, shreela v. et.al, (2015). feasibility and acceptability of gardening-based nutrition education program in preschoolers from low iincome minority populations, journal of early childhood research, vol. 13 (1) 93-110, sage publishing, uk. first published august 6, 2014, https://doi.org/10.1177/1476718x14538598 shu, l., shen, j., rengel, z., tang. c., & zhang, f. (2005).growth medium and phosphorus supply affect cluster root formation and citrate exudation by lupinus albus grown in a sand/ solution split-root system, springer journal, plant and soil, october 2005, volume 276, issue 1–2. sugiyono (2012).metode penelitian pendidikan. bandung: alfabeta. wilson, leslie owen (2017). the eighth intelligence–naturalistic intelligence, http://thesecondprinciple.com/optimal-learning/naturalistic-intelligence/ http://rsfsocialfinance.org/2013/01/29/nature-smart/ http://rsfsocialfinance.org/2013/01/31/nature-smart-2/ https://www.jstor.org/stable/42730221 http://cestanislaus.ucanr.edu/files/111422.pdf https://doi.org/10.1177/1476718x14538598 1 computer aided instructional materials in teaching cookery in grade 10: it’s effectiveness sharon t. nicolas gen. ricardo g. papa sr. memorial high school gen. luna st., ususan, taguig city email address: sharonnicolas78@yahoo.com abstract today's world is known as the globalization era and is marked by rapid and complex changes both in social and values and learning structures. as such, it is natural for the education sector to review, update and orient their programs to the paradigm of these developments because education is crucial to global competitiveness and total human development. the main purpose/aim of this research is to determine the effectiveness of computer aided instructional materials in teaching cookery to grade 10 students. in this study, experimental method of research was used, the pretest and posttest design. the control group and the experimental group were both given a pretest, then exposed to different teaching methods. the experimental group was exposed to computer aided instructional materials while the control group was taught using the traditional approach. both groups were given a posttest.the researcher used mean, percentage and t-test for the statistical treatment. comparing the results of the pretest and posttest in the control and experimental group, it shows thatstudents who used computer aided instructional materials performed well in class.the result of the experimental group increases in the post test. therefore, computer aided instruction enhances the learning abilities of the students. keywords: globalization era, paradigm, global competitiveness, complex the general purpose of this study is to identify the effectiveness of computer aided instructional materials in teaching cookery in grade 10. in recent years, discussion has increased around the apparent decline of literacy levels. different groups of students have different learning styles. meanwhile, every teacher is unique and each classroom scenario is constantly changing. so educators are looking at hard data and seeking new solutions to help students improve their learning skills. in doing so, students will hopefully excel in grade school and high school, select higher education, choose their college majors, graduate and successfully push forward into their career lives. computer-aided instructional materials are part of the solution teachers are searching. this is the use of computer software to enhance teaching experience. at this point, the researcher deemed it timely to develop and evaluate a computer-aided instructional material that would assist both the teachers and students in learning different concepts and skills. thus, the importance of the present study can be of benefits to the following: mailto:sharonnicolas78@yahoo.com 2 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 tle teachers. the material will ease the burden in preparation of plans and materials it minimizes teachers' load explaining concepts and information, as well as reinforcing the skill. parents. this study may help parents realize their children's educational needs, produce support and acceptance of their child's abilities, capabilities and weakness as well. students. it enhances students' learning in demonstrable ways. it supplements drills, exercises and simulation activities to reinforce skills concept. future researchers. discovering further the value and benefits of the use of computers in the classroom setting may be utilized in considering other discipline and bigger population. the present study is founded on the theory of blended learning (jacob, 2011). it is a formal education program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace. blended learning can generally be classified into six models, namely: face to face driver where the teacher drives the instruction and augments with digital tools; rotation students cycle through a schedule of independent online study and face-to-face classroom time; flex most of the curriculum is delivered via a digital platform and teachers are available for face-to-face consultation and support; labs all of the curriculum is delivered via a digital platform but in a consistent physical location. students usually take traditional classes in this model as well; self-blend students choose to augment their traditional learning with online course work; and online driver all curriculum and teaching is delivered via a digital platform and face-to-face meetings are scheduled or made available if necessary. the present study utilized the later model where the students are exposed to digital technology while conducting a face-to-face discussion, by utilizing multimedia elements that includes graphics, sounds, animations, video, and pictures enhancing presentation of lessons involving more learning channels. this study seeks to design, develop and evaluate computer-aided instructional material in teaching cookery in grade 10: it’s effectiveness. specifically, it sought to answer the following sub-problems: 1. what is the level of performance of the control and experimental group before the study? 2. what is the significant difference on the performance level of the control and experimental group after the study? 3. what is the significant effect of computer aided instructional materials in the level of performance of the students in the experimental group? 3 the conceptual framework of the study the present study is founded on the theory of blended learning (jacob, 2011). it is a formal education program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace. blended learning can generally be classified into six models, namely: face to face driver where the teacher drives the instruction and augments with digital tools; rotation students cycle through a schedule of independent online study and face-to-face classroom time; flex most of the curriculum is delivered via a digital platform and teachers are available for face-to-face consultation and support; labs all of the curriculum is delivered via a digital platform but in a consistent physical location. students usually take traditional classes in this model as well; self-blend students choose to augment their traditional learning with online course work; and online driver all curriculum and teaching is delivered via a digital platform and face-to-face meetings are scheduled or made available if necessary. the present study utilized the later model where the students are exposed to digital technology while conducting a face-to-face discussion, by utilizing multimedia elements that includes graphics, sounds, animations, video, and pictures enhancing presentation of lessons involving more learning channels.the researcher limits this study on the design, development, and evaluation of a computer aided instructional materials material in cookery. topics that were included in the material were based on the existing course outline provided by the division. the design of the materials was done using appropriate presentation software available in the local market. related literature, studies, and research articles that are relevant in the formation of this research work were reviewed. these studies, journals and literatures established the foundation of this research work. it provided the insights in the conduct of this research. there is lingering issue on how educational technology integrated in the teaching learning process. this is due to the fact that the mere use of the computers does not mean technology has already integrated in the instruction (lucido, 2007). example of this is, students just playing around the internet or playing in the games internet like dota and crazy cart. this degrade the technology in the lower standard, giving it a thought that computer is just for games and nothing else. on the other hand of that thing, through progressive state policies that support technology-in-education, and other new development in the pedagogical practices, our educators today have become more aware and active on adopting state-of-the art educational technology practices that they can possibly adopt. furthermore, recent changes have also occurred in the area of pedagogical theory and practice. it is now accepted that the contribution of the computer to pedagogy makes up for "good instruction" (lucido, 2007). but this doesn't mean taking the role of the teachers in the teaching learning process. one assumption is the change of the role of the teacher from the "dispenser of knowledge" to "facilitator of learning". cai can also help the students in their work. in secondary and tertiary schools, most students use tool applications like word processing, spreadsheets and presentation (grabe&grabe, 2006). under ched memorandum order, series of 2007, it is stipulated that it must improve the classroom teachers' efficacy producing innovative and creative instructional programs or materials that will improve the teachinglearning process. the development of these materials is timely because even without the presence of the teacher, learning takes place. as subong (2012) explained, instructional objectives serve as goals that teachers have set in the achievement of a greater goal. they also tell students what is expected of them. instructional objectives make definite the direction in which teaching leads and become the focus of instruction, not only for the teachers, but also for the students. without instructional objectives teaching is comparable to a fallen leaf whose destination is dependent on the will of the wind. without instructional objectives, teachers will have nothing to follow in order to achieve what it should achieve. he also believed that assessment plays an indispensable role in the educative process. it determines whether the teacher has achieved the goals he set or not. the instructional objectives provide teachers the idea of what is the best assessment tool to be used in a given situation. moreover, instructional objectives determine the behavior to be measured. without instructional objectives, the teacher will have no indicator to measure achievement. what then is there to measure anyway with the absence of bases for assessment? adelman (2006) stated that many schools struggling to find creative, effective, and feasible approaches to enhance academic achievement and compensate for the number of out-of-field teachers are turning to advances in computer-aided instruction. although computer accessibility has increased dramatically over the past decade, the evidence on the effectiveness of technology on student achievement has been mixed at best. determining the potential benefits of computer-aided instruction programs could have significant implications both in addressing the over-whelming need to improve stagnantly low levels of academic achievement and in identifying practical, cost-effective solutions for schools. principals may assign students they think would benefit from computerized instruction to the computer labs, resulting in upward biased estimates; and if teachers who are assigned to the lab are those who are more willing to use computerized instruction, the estimated effects could be 4 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 5 capturing the effectiveness of the teacher rather than the effectiveness of the computer program. according to brinton (2005), teachers are required to implement the adopted content standards and to make the connection between standardsbased curriculum and the planning and designing of lessons to ensure that students meet expected content standards. learners should be exposed to a considerable amount of information through stimulating content. learners explore interesting content activities. information is reiterated by strategically delivering information at right time and situation compelling the students to learn out of passion. eventually, greater flexibility and adaptability in the curriculum can be deployed as per the student’s interest. barrow, markman, and rouse (2008), examines the effect of a popular pre-algebra/algebra computer-aided instruction program, i can learn©, in three us urban schools districts suffering similar problems of underachievement and teacher recruitment. each school district agreed to the implementation of a within-school random assignment design at the classroom level, thereby avoiding the sources of student and teacher bias previously described. additionally, since i can learn© subject lessons are designed so each student progresses through the material at her own pace and the teacher's primary role is to provide targeted help when needed, it is a well-suited program for testing the individualized instruction hypothesis mentioned above. one of the many obstacles faced in addressing the education system is the combination of limited financial resources and limited conclusive research on which policies are effective in increasing achievement. while schools are always restricted by limited funds, current economic conditions and the potential for additional budget cuts highlight the importance of thoroughly examining the costs involved in implementing any measure of reform. in the case of computer-aided instruction programs, taking all expenses into consideration, the annual cost per lab is nearly $53,000. but given the evidence that computer-aided instruction aids achievement by increasing the amount of individual instruction time a student receives, it is possible computer-aided instruction could serve as a substitute for reducing class sizes. when ingersoll (2008) benchmark the cost of computer-aided instruction against compensation costs associated with increasing the teaching staff, they conclude the two are equally cost-effective. this is a significant result as it suggests an alternative, and likely easier, means of increasing instruction time for urban and rural districts that struggle to hire highly qualified teachers. computer-aided instructional material brings with several potential benefits as a teaching/learning medium. these include self-paced learning, self-directed learning, the exercising of various senses and the ability to represent content in a variety of media. with self-paced learning, learners can move as slowly or as quickly as they like through the program. if they want to repeat some task or review some material again, they can do so as many times as they choose. the program will not tire or complain about repetitions. learners can skip over a topic if information is already known, making the learning process more efficient. with self-directed learning, learners can decide what they want to learn and in what order. learners have different learning styles and use different learning strategies (lee, grigg, and dion, 2007). when learners can learn in a way that suits them, improvements in the effectiveness of learning process normally ensure. humans are multisensory animals. the more senses through which we receive information, the easier it is to remember. according to wenglinsky (2008) people remember 20% of what they hear, 40% of what they see and hear and 75% of what they hear, see and do. the fact that computers can present information in variety of ways, then there is a big possibility that it can enhance the learning process. the major purpose of the study of alimondo (2005) is to determine the effectiveness of computer-assisted instruction in basic english in the university of baguio. the following problems were investigated: (1) what are the performance levels of the experimental group (treated with cai) and the control group (treated with lecture method) in the pretest and posttest along general vocabulary, parts of speech, embedding, and writing mechanics. (2) are there significant differences in the performance levels identified aspects in the pretest and posttest? (3) is there a significant difference on the performance levels between the experimental group and the control group along the four identified aspects? (4) what is the level of correlation of the performance of both groups? she found out that the students in english 101 control group and experimental group showed a poor level of performance along general vocabulary, parts of speech, embedding, and writing mechanics. however, there was an increase in students’ performance in the experimental group than the students in the control group. it is further found out that students performed better with the use of computer-assisted instruction than in the use of lecture method. the students’ performance level in the control group is the same along embedding and writing mechanics whereas different in general vocabulary and parts of speech. on the other hand, the students’ performance levels in the experimental group is the same along general vocabulary and parts of speech whereas different in embedding and writing mechanics. the performance levels of students in basic english vary in favor of computer assisted instruction along general vocabulary, parts of speech, embedding and writing mechanics. there is a very high overall correlation in the performance levels of students in basic english along general vocabulary, parts of speech, embedding, and writing mechanics with computer assisted 6 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 7 instruction while marked correlation in the students’ overall performance levels in the aforementioned subject areas in the lecture method. the objective of ragasa’s (2008) study is to determine if there is a significant difference in the effects of the treatment and control groups on achievement as well as on attitude as measured by the posttest. a class of 38 sophomore college students in the basic statistics taught with the use of computer-assisted instruction and another class of 15 students with the use of the traditional method from the university of the east, manila (sy 20072008) were the focus of this study. the research method used was the quasiexperimental, nonequivalent control group design. the statistical tool was the multiple analysis of covariance. the researcher made use of the cdrom prepared by math advantage to serve as the teaching medium for the experimental group. the following summarizes the findings of the study. the achievement posttest of the treatment group has higher estimated marginal means than the control group and it is reversed in the attitude posttest. using hotelling’s trace for the multivariate test, the achievement pretest, attitude pretest, and the two groups. the study of huxford (2009), examines the relative efficacy of computer assisted instruction (cai). a review of literature is examined with regard to the positive and negative aspects of the use of cai in the university classroom. an experimental design was outlined incorporating the use of 3 teachers instructing 3 separate sections of volunteer students on a topic. the design measured the differences between affective learning, cognitive learning and student perceptions of teacher nonverbal immediacy. participants were randomly assigned to a class, which utilized either: lecture, handout or the use of cai. results showed significant differences between teachers and a slight difference in perceived immediacy in instruction. the findings suggest that the use of cai may not be as useful in the instructional context as was previously believed. he found out that the matter of external validity must be addressed with regard to this study. external validity consists of a great many variables. of importance in this study are: history, testing, selection, and instrumentation. the testing variable may have been confounded because the students lacked reinforcement for performing well on the quiz. specifically, although the students were informed that their grades would be in no way changed by the quiz they would take, some students may have, for this very reason, not taken the quiz seriously. if they could have been lead to believe the amount of extra credit was contingent on the quiz scores, the cognitive assessment may have increased. previous research had mixed suggests in using cai for more effective teaching. this study seems to concur with previous findings, yet in a more specific way with regards to a decrease in immediacy and no effects in affective learning and cognitive learning. through experimental design, this study evaluated the ways in which teachers perform their functions, whether it be through the use of handouts, straight lecture, or the use of cai. future research should examine the ways in which teachers understand and use cai. the differences between teachers in this study were not significant enough for statistical measures, yet there were differences between the teachers. in this study, the teachers did not have the opportunity to examine the use of cai before their designated instruction period. this may have confounded the ways in which they may have used the medium. specifically, the insignificant finding which stated that teacher had more affective learning using cai than in other conditions brings a question of computer experience. this teacher had a great deal of experience with computers and was comfortable with their workings, although he also did not have any experience with the cai presentation before hand. of importance to future research should be the familiarity of computer use within the teacher. in this study, there were observable differences in the ways which teachers used the cai medium. specifically, they seemed tied to the computer terminal during their presentation of the toulmin model. this would certainly have effects on perceptions of immediacy and possibly on perceptions of affective learning as well. perhaps with the addition of a remote for the computer, perceptions of immediacy may change. the purpose of the research of warren (2012) was to investigate the effects of including adaptive confidence strategies in instructionally sound computer-assisted instruction (cai) on learning and learner confidence. seventy-one general educational development (ged) learners recruited from various ged learning centers at community colleges in the southeast united states were randomly assigned to one of three levels of independent variable: absence of adaptive confidence strategies condition (nonadaptive, or na), adaptive confidence strategies with program control condition (pc), or adaptive confidence strategies with shared control condition (sc). in the na condition, learners received instructionally sound cai that did not measure nor respond to changes in learner confidence during the learning process. in the other two conditions, learners received instructionally sound cai that did measure and respond to changes in learner confidence by implementing various confidence building and confidence sustaining strategies during the learning process, but that differed in the amount of control allowed to learners. implementing the adaptive confidence strategies involved the cai program collecting learner performance data (e.g., from practice items) and learner self-reported confidence data (from an embedded confidence analysis), interpreting the data using a confidence diagnosis-prescription rubric in order to diagnose the confidence state of the learner, and finally prescribing confidence strategies based on the diagnosis. the two dependent variables were learning and learner confidence. learning was measured using a posttest consisting of eight items that reflected the content taught in 8 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 9 the cai. learner confidence was measured on the exit survey using a shortened form of the imms. both learning and learner confidence were expected to be greater for cai containing adaptive confidence strategies than for cai not containing adaptive confidence strategies. in addition, this study explored the effect that the extent of control (i.e., choice of learning task and branching) provided to learners in the form of an adaptive confidence strategy had on learning and learner confidence. methods the study employed conceptual paradigm which is the inputprocess-output (ipo) model of the system approach. input which includes, course outline, references, supplies and materials and technical manuals like computer units, peripherals and accessories. the pretest and posttest that was given to the respondents. output which is the design and development of computer-aided instructional materials in cookery. the administration of pretest and posttest, statistical treatment of data and analysis and interpretation of gathered data. output, is the effectiveness of computer aided instructional materials in teaching cookery in grade 10 students. this study seeks to design, develop and evaluate computer-aided instructional material in teaching cookery in grade 10: it’s effectiveness. specifically, it sought to answer the following sub-problems: what is the level of performance of the control and experimental group before the study? what is the significant difference on the performance level of the control and experimental group after the study? what is the significant effect of computer aided instructional materials in the level of performance of the students in the experimental group? the study was guided by the following hypotheses: there is no significant difference between the performance level of the control group and experimental group in their pre and posttest. there is no significant effect of the proposed computer aided instructional materials in cookery in the experimental group. in this study, experimental method of research was used, the pretest and posttest design. the control group and the experimental group were both given a pretest, then exposed to different teaching methods. the experimental group was exposed to computer aided instructional materials while the control group was taught using the traditional approach. both groups were given a posttest. the respondents of this study were taken from two heterogeneous sections of grade 10 students. lottery was used as sampling technique in selecting the control and experimental group. this study utilizes the pre-test and posttest as its main instrument. the tests were developed by the researcher for the said purpose. fifty items for each test was allotted based on the table of specification and curriculum guide grade 10. both test had the same difficulty to ensure the effectiveness of the treatment to be imposed in the experiment. 1. percentage. this was used as descriptive statistics or something that describes a part of the whole. p = no. of correct response no. of cases 2. t-test. this was used to measure the degree of difference between the pre and posttest mean scores of the respondents. the following formula helped compute the t-test the mean formula: x = _______ n = the arithmetic x = sum of scores n = number of scores results sub-problem no. 1 what is the level of performance of the control and experimental group before the study? the mean percentage score of the control group before the study was 35%while the experimental group was 34%. it revealed that the control group and the experimental group was almost the same in terms of performance level. sub-problem no. 2 what is the significant difference on the performance level of the control and experimental group after the study? the computed value of the control and experimental group was 45 which is higher than the critical value of 2. this means that there is a significant difference between the performance levels of the two groups. therefore reject the null hypotheses. sub-problem no. 3 what is the significant effect of computer aided instructional materials in the level of performance of the students in the experimental group? 10 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 11 the percentage score of the experimental group before the study was 34%and goes up to 97%. it showed that there is a significant effect of computeraided instructional materials in the performance level of the students. conclusions based on the findings following conclusions was drawn: that students who used computer aided instructional materials performed wellin class and can interact with their classmates actively. the result of the experimental group increases in the post test, which signifies that learning is more fun and took place using the computer aided instructional materials. computer aided instruction enhances the learning abilities of the students, hence students will appreciate importance of technologies which will lead to a more meaningful learning interactions. references adelman, c. (2006). the toolbox revisited:paths to degree completion from high school through college. us department of education, washington d.c. alimondo, j. (2005). effectiveness of computer-assisted instruction in basic english in the university of baguio (master's thesis). saint louis, baguio city. arcilla, m. (n.d.). e-sci : an intelligent computer aided instruction. academic paper review. caloocan city: amam university. barlis, j. ,. (2013). effectiveness of simulation and computer assisted instruction (cai) on the performance of students under regimental training on selected topics in physics ii. international journal of applied physics and mathematics, vol. 3, no. 1. barrow, l. m. (2008). technology's edge: the educational benefits of computer -aided instruction. national bereau of economic research working paper, 14240. brinton, e. (2007). electronic education system model. computers & education,, vol. 36, 43-44. britannica encyclopedia. (2011). cohen, l. ,. (2007). research methods in education. london: routledge. fraenkle, j. r., & and hyun, h. h. (2012). how tro design and evaluate research in education, 8th edition. new york: mcgraw-hill education (asia). huxford, d. e. (2009). the relative efficacy of computer assisted instruction (thesis). eberly college of arts and sciences west virginia university. 12 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 lee, j. g. (n.d.). the nation's report card: mathematics 2007. oguz, s. (2011). the effects of the computer-based instruction on the achievement and problem solving skills of the science and technology students (master's thesis). cyprus international university. pilli, o. (2007). the effects of computer-assisted instructionon the achievement, attitude, retention of fourth grade mathematics course. (dissertation). social sciences of middle east technical university. ragasa, c. (2008). a comparison of computer assisted instruction and traditional method of teaching basic statistics. journal of statistics education, volume 16, number 1. spradlin, k. (2012). the effectiveness of computer-assited instruction in developmental mathematics (dissertation). liberty university. subong, r. c. (2012, october). a study on e-learning for philippines. international journal of multimedia and ubiquitous engineering, vol. 2 no. 4,. warren, r. d. (2012). the effect of adaptive confidence strategies in computer-assisted instruction on learning and learner confidence (dissertation) . the florida university. wenglinsky, h. (2009). does it compute? the relationship between educational technology and student achievement in mathematics. eric document reproduction service no. ed425191. 66 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 8 no 1 (2022) website : http://journal.unj.ac.id/unj/index.php/jisae building teachers' creativity in learning development through transformational leadership and knowledge sharing in the pandemic era in state elementary schools in the east jakarta region 12prodi manajemen pendidikan, fakultas ilmu pendidikan, universitas negeri jakarta 3fakultas teknik dan ilmu komputer universitas indraprasta pgri jakarta abstract efforts to increase teacher creativity impact students, especially in improving students' thinking skills to be creative. this study explains teachers' creativity in teaching during the covid 19 pandemic. this study uses a quantitative method that explains the relationship between variables using structural equation modeling partial least square (sempls) based on variance. respondents in this study were madrasah teachers in west java-indonesia using an online survey. the results of this study indicate that transformational leadership and knowledge sharing influence teacher creativity. in the end, this study provides input for schools to give full attention to these variables in increasing teacher creativity, which can increase student creativity. keywords: creativity, transformational leadership, sharing behavior address for correspondence: unifahrosyidi@unj.ac.id1, nurhattati.unj.ac.id,2 rahmatiahahmadnasution@gmail.com3, introduction in 2020 the whole world was hit by a global pandemic, namely the emergence of the coronavirus disease 2019 (covid-19), infecting most of the world, including indonesia. this virus is dangerous because it spreads quickly and causes more severe infections in human organs. with the covid-19 pandemic, the order of people's lives has undergone various changes, one of which is a change in the field of education, which is done face-to-face, currently being done online. the change from face-to-face learning to online learning requires careful preparation. the changes teachers must prepare are lesson plans, identifying essential materials, methods to be carried out, and learning outcomes assessment. teachers must make these changes because education requires professional management in that it is managed in a systemic, comprehensive, sustainable manner and involves all stakeholders. creativity is critical in education because it is related to teaching to improve student competence. many studies show that when teachers do creative thinking, it will encourage students to do something creative. creative teaching carried out by teachers is a significant way to generate creativity for the students themselves. unifah rosyidi1, nurhattati2, rahmatiah3 http://journal.unj.ac.id/unj/index.php/jisae mailto:unifahrosyidi@unj.ac.id mailto:rahmatiahahmadnasution@gmail.com 67|jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 with the online learning system, educational institutions such as schools must be able to utilize network technology and information technology to support learning. however, online learning is not as easy as imagined. however, many obstacles were found, such as the limitations of students, parents in using and accessing online learning media with laptops or smartphones, weak internet network, high quota fees, and not the focus is on parents accompanying and supervising their children in online learning in their respective homes. in the online learning system, the position of creative teachers is essential. in this context, there are three criteria for creative teachers: first, always do creative thinking by using various approaches to create ideas or ideas. second, make new things to generate valuable ideas. third, teachers formulate, refine, analyze, and evaluate their ideas (piirto, 2011). according to lawrence (2015), a teacher can be said to be creative by doing work professionally, acting on knowledge and intuition, carrying out, doing and producing the best possible work, emphasizing processes, not results, and always making developments in learning. teachers, as the center of student behavior change (students), are required to have the ability to provide the best service to students because teachers are "agents of behavioral change," "agents of cultural transmission," and "agents of the next generation shaper." thus, teachers are expected to prepare well and develop their creativity in planning, implementing, evaluating, and developing educational activity programs in order to be able to produce quality education that meets expectations. to achieve this, schools must have a professional management system that involves various elements of education stakeholders and supports the professional development of teachers, students, and the community. in fact, in the future, schools will become essential because they must have professional, institutional capacity. this is in line with the 21st-century learning concept, which states that teachers must have four competencies, namely, (communication skills, critical thinking, problem-solving skills, creativity and innovation, and collaboration) (tavis d. jules & kelly sundberg, 2018). the form of teaching meant by the teacher with his creativity can develop and improve students' creative thinking and behavior so that students know what competencies they have. one way to develop and improve student creativity is that the teacher must be able to find student creativity first. the same thing was expressed (tran et al., 2016) in the results of research that stated teacher creativity and related to pedagogy, namely teaching for creativity. many factors can affect teachers' creativity, both internal and external factors. as revealed by (robbins & judge, 2017) states that one of the factors that can influence creativity is transformational leadership, which positively affects creativity. in addition, a leader needs to pay attention to factors that can reduce creativity. this follows the results of previous studies, which state that transformational leadership has a positive and significant effect on teacher creativity. the results of this study confirm that transformational leadership is one of the essential variables that can influence and increase the creativity of teachers and students. in addition to leadership influencing creativity, another factor is sharing behavior; this is stated by (dong et al., 2017), suggesting ways to increase creativity through developing individual skills and sharing team knowledge. according to (son et al., 2017), in their research, it is stated that to increase creativity, one of them is to be mediated by knowledge sharing carried out by a leader to his members. the same thing was also expressed by (cabrera et al., 2005); sharing knowledge is not only related to creativity but can create new or innovative ideas. based on this narrative, teachers must be creative and continue to show the dedication that is much needed in the current pandemic situation so that the learning process runs optimally; why creativity and dedication 68 are needed because it will be challenging to provide the best learning process for children without the creativity and dedication of teachers in the learning process itself. specifically, this study aims to describe creativity influenced by transformational leadership and knowledge sharing in the pandemic era at state elementary schools in the east jakarta region. the unit of analysis is the principal and sdn teachers (as respondents). the population includes 429 teachers from the sample determined based on the solving formula totaling 210 selected randomly using a data collection instrument in the form of a questionnaire. analyzed with path analysis techniques (path analysis) and sem calculations to achieve research results in the form of a description of creativity, transformational leadership, and knowledgesharing behavior. methods this research uses a quantitative approach with survey methods, path analysis techniques (path analysis), and calculations using structural equation modeling (sem). variables in path analysis consist of exogenous and endogenous variables. in this study, exogenous variables consist of transformational leadership (x1) and knowledge sharing (x2). the endogenous variable is creativity (y). the three variables are thought to affect each other. the influence between the three variables can be described in the research constellation as follows: figure: intervariable model based on the picture above, it is known that the inter-variable model is designed to determine; (1) the effect of transformational leadership on creativity, (2) the effect of knowledge sharing on creativity, (3) the effect of transformational leadership on sharing behavior. data analysis techniques used are descriptive statistical techniques and parametric inferential statistics, with structural equation modeling (sem), and through descriptive statistics, the data can be seen in frequency distribution tables and histograms. meanwhile, through parametric inferential statistics, the standard deviation and variance will be seen as well as the data distribution in the histogram frequency distribution table. before testing the hypothesis, a normality test was first performed using the lilifors technique. then performed regression analysis, regression significance test, and regression linearity test. data analysis for hypothesis testing was carried out using path analysis techniques, namely the established techniques, to explain the influence between research variables. results and discussion transformational leadership (x1) knowledge sharing (x2) creativity (y) 69|jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 transformational leadership research on creativity. knowledge sharing is a systematic process of sending, distributing, and disseminating knowledge from a person or group to people or those who need it using various media. knowledge sharing is included in the management category that essentially provides opportunities for members of the organization to broadly continue to learn and learn to all so that they can improve their competencies independently. the implementation of various knowledge is an effort to meet the needs of global market competition and the development of information technology. in the 21st century, the success of an organization depends on the sharing behavior carried out within the organization. knowledge sharing is carried out because everyone has different knowledge from one another so that the organization continues to run dynamically; the members of the organization must share knowledge because it will generate creative ideas from fellow members. this was stated by (dong et al., 2017), suggesting ways to increase employee creativity through individual skill development and team knowledge sharing. according to (son et al., 2017), in the results of their research, it is stated that to increase creativity, one of them is mediated by knowledge sharing carried out by a leader to his members. the same thing was also expressed by (cabrera et al., 2005); sharing knowledge is not only related to creativity but can create the creation of new knowledge or innovative ideas. transformational leadership against knowledge sharing. much of the literature states that the concept of transformational leadership is a process in which followers and leaders elevate each other to a higher level of motivation and morality. leaders try to raise awareness of their followers by appealing to ideals and moral values like humanity, peace, equality, justice, and freedom are not based on emotions like hatred, jealousy, greed, and fear. furthermore, many experts also define transformational leadership in terms of its effect on followers: they feel respect, loyalty, admiration, and trust in their leaders. in addition, followers tend to act beyond their expectations. researchers suggest that leaders motivate and transform followers by (1) activating their higher levels of needs, (2) encouraging their selfinterest for the team and organizational advancement (3) making followers more aware of the importance of individual goals. in transformational leadership, followers are motivated by the leader to improve their performance. the implementation of transformational leadership is not only limited to increasing the interest of members in achieving organizational goals but must share knowledge, and this is to support members in participating in contributing to the organization. this is in line with the results of research which states that there is a relationship between transformational leadership and knowledge sharing. this illustrates that leaders who have foresight will always do their best and to maintain the sustainability of their organization, one way is by sharing knowledge with fellow members of the organization (mihardjo et al., 2019). the same thing is also expressed in the results of the study which states that the relationship between transformational leadership and knowledge sharing shows a significant correlation. this influence is based on the behavior of a leader with a charismatic leadership approach, inspirational motivation, individual consideration and intellectual stimulation (rs-j. lin & hsioa, 2014). based on the narrative above, the statistical hypothesis the hypothesis testing in this study is as follows: 70 1. statistical hypothesis 1 h0:𝛽𝑦1 0 h1:𝛽𝑦1> 0 1=transformational leadership (x1) has a direct effect on creativity (y) 2. statistical hypothesis 2 h0 :𝛽𝑦2 0 h1:𝛽𝑦2> 0 31 2= knowledge sharing (x2) has a direct effect on creativity (y) 3. statistical hypothesis 3 h0:𝛽𝑦3 0 h1:𝛽𝑦3> 0 3= transformational leadership (x1) has a direct effect on various knowledge (x2) the first hypothesis, there is a direct influence of transformational leadership (x1) on creativity (y). from the calculation results between the positive direct effect of transformational leadership on creativity (βdirect = 0.187, p second hypothesis, there is a positive direct effect of various knowledge (x2) on creativity (y). from the calculation results between the positive direct effect of transformational leadership on creativity (βdirect = 0.383, p third hypothesis, there is a direct effect of transformational leadership (x1) on various knowledge (x2).from the calculation results between the positive direct influence of transformational leadership on creativity of (βdirect = 0.273, p transformational leadership affects creativity after calculating with the help of sem and statistical analysis, it shows that there is a direct influence of transformational leadership on creativity. the results of this calculation show (pdirect = 0.187, <0.01), it can be concluded that transformational leadership has a direct and significant influence to creativity. the results of these calculations regarding the transformational leadership variable on creativity. the results of these calculations regarding the transformational leadership variable on creativity have an influence. this is supported by (gumusluoglu & ilsev, 2009) which says that transformational leadership affects creativity. in addition, teymournejad & elghaei, 2017), states that a person who carries out transformational leadership can be implemented by motivating his members, this can develop creativity, so that they can contribute in the form of suggestions, ideas and new solutions with the aim of improving their organization. according to (gunduz et al., 2016) states that there is an influence between inspirational motivation, ideal influence and individual creativity. in this study, transformational leadership has three indicators, namely: first, inspirational motivation with sub indicators providing motivation and providing hope. second, intellectual simulation with sub-indicators provides challenges and provides training. third, the ideal influence with sub-indicators gives influence and provides an example. while creativity has indicators, namely: first, originality of ideas with sub indicators providing ideas and conducting exploration. second, thinking with the sub-indicator has curiosity and freedom and third, fluency in thinking with the sub-indicator having imagination and being open to new things. 1. the direct effect of inspirational motivation is not significant on the originality of the idea, this can be known by the sem calculation (βdirect = 0.121, p>0.05). 2. the direct effect of inspirational motivation is not significant on independent thinking (βdirect = 0.000, p>0.05). 3. the direct effect of inspirational motivation is not significant on fluency of thinking (βdirect = 0.121, p>0.05) 4. the direct effect of intellectual stimulation was not significant on the originality of the idea (βdirect = -0.027, p>0.05). 5. the direct effect of intellectual stimulation is not significant on independent thinking (βdirect = 0.014, p>0.05) 71|jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 6. the direct effect of intellectual stimulation was not significant on fluency in thinking (βdirect = -0.016, p>0.05). 7. the direct effect of the ideal effect is not significant on the originality of the idea (βdirect = 0.110, p>0.05). 8. the direct effect of the ideal influence is significant on independent thinking (βdirect = 0.186, p 9. the direct effect of ideal influence is not significant on fluency of thinking (βdirect = 0.088, p>0.05). the results of the data above show that the indicators of inspirational motivation, intellectual stimulation and ideal influence are not significant on the originality of ideas, fluency of thinking and independent thinking. this can be interpreted as a principal who motivates teachers to increase their creativity and does not have a strong influence on the creation of originality of ideas, independent thinking and fluency in thinking. this can be due to the motivation given by the principal to the teachers does not inspire or interest the teacher in doing creativity. this is stated by (john r. schermerhorn et al., 2010), which states that transformational leadership occurs when the leader can move and grow the interest of organizational members towards organizational goals. from the explanation above, if a leader only provides motivation, intellectual stimulation and gives influence to the teachers, it will not arouse creativity, because the teachers do not know what the process is for. so, a school principal to increase the creativity of teachers by means of a leadership approach must be accompanied by an explanation to the teachers of the principal's intention to provide motivation, stimulation and the ideal influence. this can be done by providing an explanation of the school's vision and mission, building a joint commitment to carry out the vision and mission, making strategies in carrying out the vision and mission and always communicating the vision and mission. in addition, according to (jyoti & dev, 2015) that transformational leadership affects creativity if it is accompanied by a learning orientation. they emphasize that the application of transformational leadership will encourage members to be able to think differently, generatively and exploratory which produces more solution and creative ideas. however, to generate these thoughts, a leader using transformational leadership must be accompanied by a learning orientation. this learning orientation emphasizes a leader providing opportunities to learn for his subordinates to be able to do something that can make a contribution to the organization. in this case, a leader does not limit his members to be able to develop their competence. apart from that, leaders who emphasize this learning orientation can make organizational members commit to continue learning, keep their minds open, can share knowledge among others in the organization and can unify the understanding of the vision together to achieve organizational goals. in addition, the principal must provide an example or example to teachers regarding the development of creativity so that teachers can follow. furthermore, the principal must have good self-confidence, full of confidence and not in doubt about what he does. if a school principal does not have such characteristics, how can these values be followed by teachers. a good leader is a leader who always provides direction, guidance and example to its members. the value is intended to increase the creativity of teachers in learning. 72 transformational leadership affects creativity after calculating with the help of sem and statistical analysis, it shows that there is a direct influence of transformational leadership on creativity. the results of this calculation show (pdirect = 0.187, <0.01), it can be concluded that transformational leadership has a direct and significant influence to creativity. the results of these calculations regarding the transformational leadership variable on creativity. the results of these calculations regarding the transformational leadership variable on creativity have an influence. this is supported by (gumusluoglu & ilsev, 2009) which says that transformational leadership affects creativity. in addition, teymournejad & elghaei, 2017), states that a person who carries out transformational leadership can be implemented by motivating his members, this can develop creativity, so that they can contribute in the form of suggestions, ideas and new solutions with the aim of improving their organization. according to (gunduz et al., 2016) states that there is an influence between inspirational motivation, ideal influence and individual creativity. in this study, transformational leadership has three indicators, namely: first, inspirational motivation with sub indicators providing motivation and providing hope. second, intellectual simulation with sub-indicators provides challenges and provides training. third, the ideal influence with sub-indicators gives influence and provides an example. while creativity has indicators, namely: first, originality of ideas with sub indicators providing ideas and conducting exploration. second, thinking with the sub-indicator has curiosity and freedom and third, fluency in thinking with the sub-indicator having imagination and being open to new things. 1. the direct effect of inspirational motivation is not significant on the originality of the idea, this can be known by the sem calculation (βdirect = 0.121, p>0.05). 2. the direct effect of inspirational motivation is not significant on independent thinking (βdirect = 0.000, p>0.05). 3. the direct effect of inspirational motivation is not significant on fluency of thinking (βdirect = 0.121, p>0.05) 4. the direct effect of intellectual stimulation was not significant on the originality of the idea (βdirect = -0.027, p>0.05). 5. the direct effect of intellectual stimulation is not significant on independent thinking (βdirect = 0.014, p>0.05) 6. the direct effect of intellectual stimulation was not significant on fluency in thinking (βdirect = 0.016, p>0.05). 7. the direct effect of the ideal effect is not significant on the originality of the idea (βdirect = 0.110, p>0.05). 8. the direct effect of the ideal influence is significant on independent thinking (βdirect = 0.186, p 9. the direct effect of ideal influence is not significant on fluency of thinking (βdirect = 0.088, p>0.05). the results of the data above show that the indicators of inspirational motivation, intellectual stimulation and ideal influence are not significant on the originality of ideas, fluency of thinking and independent thinking. this can be interpreted as a principal who motivates teachers to increase their creativity and does not have a strong influence on the creation of originality of ideas, independent thinking and fluency in thinking. this can be due to the motivation given by the principal to the teachers does not inspire or interest the teacher in doing creativity. this is stated by (john r. schermerhorn et al., 2010), which states that transformational leadership occurs when the leader can move and grow the interest of organizational members towards organizational goals. 73|jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 from the explanation above, if a leader only provides motivation, intellectual stimulation and gives influence to the teachers, it will not arouse creativity, because the teachers do not know what the process is for. so, a school principal to increase the creativity of teachers by means of a leadership approach must be accompanied by an explanation to the teachers of the principal's intention to provide motivation, stimulation and the ideal influence. this can be done by providing an explanation of the school's vision and mission, building a joint commitment to carry out the vision and mission, making strategies in carrying out the vision and mission and always communicating the vision and mission. in addition, according to (jyoti & dev, 2015) that transformational leadership affects creativity if it is accompanied by a learning orientation. they emphasize that the application of transformational leadership will encourage members to be able to think differently, generatively and exploratory which produces more solution and creative ideas. however, to generate these thoughts, a leader using transformational leadership must be accompanied by a learning orientation. this learning orientation emphasizes a leader providing opportunities to learn for his subordinates to be able to do something that can make a contribution to the organization. in this case, a leader does not limit his members to be able to develop their competence. apart from that, leaders who emphasize this learning orientation can make organizational members commit to continue learning, keep their minds open, can share knowledge among others in the organization and can unify the understanding of the vision together to achieve organizational goals. in addition, the principal must provide an example or example to teachers regarding the development of creativity so that teachers can follow. furthermore, the principal must have good self-confidence, full of confidence and not in doubt about what he does. if a school principal does not have such characteristics, how can these values be followed by teachers. a good leader is a leader who always provides direction, guidance and example to its members. the value is intended to increase the creativity of teachers in learning. transformational leadership affects knowledge sharing after performing calculations with the help of sem and statistical analysis, it shows that there is a direct effect of transformational leadership on knowledge sharing. the results of this calculation show (βdirect = 0.273, p <0.001). so it can be concluded that transformational leadership has a significant direct effect on knowledge sharing. the results of these calculations regarding the variable sharing of transformational leadership on knowledge sharing have an influence, these results are in accordance with the results of research from (mihardjo et al., 2019) which illustrates that leaders who have foresight will always do their best and to maintain the sustainability of their organization, one way is to share knowledge with fellow members of the organization. furthermore, according to (rs-j. lin & hsioa, 2014) states that the relationship between transformational leadership and knowledge sharing shows a significant correlation. the influence is based on the behavior carried out by a leader with a charismatic leadership approach, inspirational motivation, individual consideration and intellectual stimulation. the indicators in this study, transformational leadership has three indicators, namely: first, inspirational motivation; second, intellectual simulation; third, the ideal influence. meanwhile, knowledge sharing has three indicators, namely: first, disseminating ideas/information. second, expressing ideas through formal interactions. third, communicating ideas/information through interaction. 74 when viewed from the three transformational leadership indicators, namely inspirational motivation, intellectual stimulation and the ideal influence of transformational leadership variables on knowledge sharing indicator variables, namely disseminating ideas/information, expressing ideas through formal interactions and communicating ideas/information through the following interactions: 1. the direct effect of inspirational motivation is not significant on disseminating ideas (βdirect = 0.117, p>0.05), 2. 2. the direct effect of inspirational motivation is significant on expressing ideas (βdirect = 0.190, p<0.05), 3. 3. the direct effect of inspirational motivation is not significant on communicating ideas (βdirect = 0.010, p>0.05); 4. the direct effect of intellectual stimulation was not significant on disseminating ideas (βdirect = 0.054, p>0.05), 5. the direct effect of intellectual stimulation was not significant on expressing ideas (βdirect = 0.036, p>0.05), 6. the direct effect of intellectual stimulation was significant on communicating ideas (βdirect = 0.191, p<0.05); 7. the direct effect of ideal influence is not significant on spreading ideas (βdirect = 0.080, p>0.05) 8. the direct effect of ideal influence is not significant on expressing ideas (βdirect = 0.046, p>0.05), 9. the direct effect of ideal influence is not significant on communicating ideas (βdirect = 0.074, p>0.05) the results of the data above show that the indicators of transformational leadership are inspirational motivation, intellectual simulation, ideal influence on variable indicators. , communicating ideas/information through interaction is significant. furthermore, there are several indicators of transformational leadership on indicators of knowledge sharing that are not significant such as indicators of inspiration motivation not significant for disseminating ideas, inspirational motivation is not significant for communicating ideas, intellectual stimulation is not significant for disseminating ideas, intellectual stimulation is not significant for expressing ideas, ideal influence not significant for disseminating ideas, the ideal effect is not significant for expressing ideas, the ideal effect is not significant for communicating ideas. the correlation of the two indicator variables shows that the results are not significant, but they still have an influence and are related to each other. the results of the insignificant influence, of course, can be caused by various factors behind the sharing of knowledge. the concept of leadership is focused on providing inspiration and motivation to organizational members in achieving organizational goals. leadership can be the ability possessed by a person to influence, motivate, inspire members of the organization in an effort to achieve organizational goals. organizations can be successful in achieving their goals, depending on the leadership approach taken by organizational leaders. furthermore, there are many approaches to organizational leadership, one of which is transformational leadership. according to (george & jones, 2012), transformational leadership is leadership that inspires members to be able to trust the leader. according to (griffin & moorhead, 2014), transformational leadership is a person's ability to lead who can lead and make changes based on the vision and mission of the organization. furthermore, according to george & jones, the basic concept of transformational leadership has three concepts, namely: 1) leaders who can increase organizational members' 75|jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 awareness of the importance of their duties; 2) leaders who can help organizational members become aware of their need for growth, development; 3) leaders who can motivate their members to work for the benefit of the organization. the concept of leadership according to george & jones emphasizes how a leader can inspire, motivate and build awareness to its members to be able to develop personally and organizationally, so as to increase the participation of members of teachers to be able to share knowledge. the same thing was stated by griffin & moorhead, stating that a leader must recognize the need for future changes in the organization and be able to guide its members to be able to achieve organizational goals. therefore, he calls knowledge sharing a process of exchanging information and based on that information, new knowledge is created by the recipient of the information. the concept shows that sharing, everyone who will do knowledge must know what is shared, why it should be shared, how to share it, and what media is used to share it, and with whom it is shared. conclusion based on the analysis and discussion that has been described in the previous chapter, the conclusions of this study are: first, based on the results of the analysis and discussion, this study can be concluded that there is a direct and positive effect of transformational leadership on teacher creativity. these results are based on the findings of the research that has been done. the influence of transformational leadership on creativity can be seen from three indicators, namely ideal influence, inspirational motivation, intellectual stimulation. based on the findings of this study, the three indicators have an influence on creativity. thus, in an effort to increase teacher creativity, school principals must carry out transformational leadership with indicators of inspirational motivation, intellectual stimulation. second, based on the results of the analysis and discussion, this research can be concluded that there is a direct and positive effect of sharing knowledge on teacher creativity. these results are based on the findings of the research that has been done. the effect of knowledge sharing on creativity can be seen from three indicators, namely disseminating ideas/information, expressing ideas through formal interactions, and communicating ideas/information through interactions. based on the findings of this study, the three indicators have an influence on creativity. thus, in an effort to increase teacher creativity, school principals must carry out various indicators of knowledge sharing. third, based on the results of the analysis and discussion, this research can conclude that transformational leadership has a direct and positive effect on knowledge sharing. these results are based on the findings of the research that has been done. the influence of transformational leadership on knowledge sharing can be seen from three indicators, namely ideal influence, inspirational motivation, intellectual stimulation. based on the findings of this study, the three indicators have an influence on knowledge sharing. thus, in an effort to increase knowledge, the principal must implement the concept of transformational leadership with indicators of motivation, inspiration, and intellectual stimulation. acknowledgments: 1. ministry of research, technology, and higher education 2. chancellor of jakarta state university 3. vice chancellor i of jakarta state university 4. head of institute for research and community servicejakarta state university 5. dean of the faculty of engineering, state 76 university of jakarta 6 education management education study program jakarta state university 7. faculty of education jakarta state university 8. jakarta state university students references abdullah, a. g. k., ling, y.-l., & kader, z. b. s. a. (2016). “principal’s transformational leadership and teacher’s creativity: mediating role of self-efficacy. management research journal. j, 6(1), 1–7. ayo, f. e., folorunso, o., & folorunso, s. o. (2019). ca-kse: a combinatorial algorithm for benchmarking in knowledge sharing environment. international journal of intelligent computing and cybernetics. https://doi.org/10.1108/ijicc-12-2017-0158 cabrera, f, e., & cabrera, a. (2005). fostering knowledge sharing through people management practices. the international journal of human resource management, 16, 720–35. chu, k. w. (2016). beginning a journey of knowledge management in a secondary school. journal of knowledge management, 20(2), 364–385. https://doi.org/10.1108/jkm-042015-0155 craft, a. (2001). approaches to creativity in education in the united kingdom. the routledge international handbook of creative learning (pp. ). in t. r. international handbook of creative learning (ed.), international journal sefton-green. in j. sefton-green, p. thomson, k. jones, & l. bresler (eds.). dong, yuntao, m, k., bartol, zhang, z.-x., & li, c. (2017). enhancing employee creativity via individual skill development and team knowledge sharing: influences of dual-focused transformational leadership. journal of organizational behavior, 38, 439–58. sopandie.,&siswanto a. (2021). evaluation of education program implementation science-based madrasah aliyah. akademika : jurnal teknologi pendidikan, 10(01), 249-260. https://doi.org/10.34005/akademika.v10i01.1097 griffin, r. w., & moorhead, g. (2014). organizational behavior managing people and organizations (11th editi). cengage learning. gumusluoglu, l., & ilsev, a. (2009). transformational leadership, creativity, and organizational innovation. journal of business researchbussines, 62, 461–473. gunduz, h., cekmecelioglua, & ozbagb, g. k. (2016). leadership and creativity: the impact of transformational leadership on individual creativity. procedia social and behavioral sciences, 235, 243 – 249. https://doi.org/doi: 10.1016/j.sbspro.2016.11.020 hellriegel, d., slocum, j., & jr, j. w. s. (2011). organizational behavior. cengage learning. horng, j.-s., hong, j.-c., chanlin, l.-j., chang, s.-h., & chu, h.-c. (2005). creative teachers and creative teaching strategies. international journal of consumer studies, 29(4), 352–358. hsiao, y. p., brouns, f., kester, l., & sloep, p. (2011). cognitive load and knowledge sharing in learning networks. november 2014, 37–41. https://doi.org/10.1080/10494820.2010. 548068 john r. schermerhorn, j., hunt, j. g., osborn, r. n., & uhl-bien, m. (2010). organizational behavior (11th editi). john wiley & sons, inc. kaplan, l. s., & owings, w. a. (2015). teacher quality and student achievement: recommendations for principals. naspp bellutin, 85, 3. lin, r. s.-j., & hsioa, j.-k. (2014). the relationships between transformational leadership, knowledge sharing, trust and organizational citizenship behavior. international journal of innovation, management and technology, 5(3), 171–174. https://doi.org/10.1108/ijicc-12-2017-0158 https://doi.org/10.1108/jkm-04-2015-0155 https://doi.org/10.1108/jkm-04-2015-0155 https://doi.org/10.1080/10494820.2010.%20548068 https://doi.org/10.1080/10494820.2010.%20548068 77|jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 lin, y. s. (2011). fostering creativity through education a conceptual framework of creative pedagogy. scientific reseach, 2, 149–155. mahmood, m., uddin, m. ., & fan, l. (2019). the influence of transformational leadership on employees’ creative process engagement: a multi-level analysis. management decision, 5(7), 741–764. mihardjo, l. w. ., sasmoko, firdaus, a., & elidjen. (2019). knowledge sharing and transformational leadership. journal of security and sustainability issues, 25, 1–25. niphadkar, c., & kuhil, a. m. (2017). the new age of transformational leadership: evolution and attributes. international journal ofscientific & engineering research, 8(6), 546–555. odumeru, j. a., & ogbonna, i. g. (2013). transformational vs. transactional leadership theories: evidence in literature. international review of management and business research, 2(2), 355–361 ravikumar, r. (2017). transformational leadership and follower’s creativity: does follower’s sex matter? journal of humanities and social science, 22, 32–38. ridzwan, s. b., & mokhsein, s. e. b. (2017). creativity in preschool assessment. international journal of academic research in business and social sciences, 7(2), 543–560. rinkevich, j. l. (2011). creative teaching: why it matters and where to begin. the clearing house. a journal of educational strategies, issues and ideas, 84(5), 219–223. robbins, s. p., & judge, t. a. (2017). organizational behavior (seventeent). pearson education. son, yeon, s., cho, d. h., & kang, s. w. (2017). the impact of close monitoring on creativity and knowledge sharing: the mediating role of leader-member exchange. creativity and innovation management, 26, 256– 65. suifan, t. s., & al-janini, m. (2017). the relationship between transformational leadership and employees’ creativity in the jordanian banking sector. international review of management and marketing, 7(issue 2), 284-292. www.econjournals.com teymournejad, k., & elghaei, r. (2017). effect of transformational leadership on the creativity of employees: an empirical investigation. engineering, technology & applied science research, 7, 1413–1419. tran, l. t. b., ho, n. t., & hurle, r. j. (2016). teaching for creativity development: lessons learned from a preliminary study of vietnamese and international upper (high) secondary school teachers’ perceptions and lesson plans. creative education, 7, 1024– 1043. ix tsaniyah, a. b., & poedjiastoeti, s. (2017). moge learning model to improve creative thinking skills. international journal of education and research, 5(1), 165–172. vasudevan, h. (2013). the influence of teachers’ creativity, attitude and commitment on students’ proficiency of the english language. iosr journal of research & method in education (iosr-jrme), 1(2), 12–19. www.iosrjournals.org w, z. q. and p. (2015). a cross-level examination of the process linking transformational leadership and creativity: the role of psychological safety climate. hum perform, 28, 405– 424. http://www.econjournals.com/ http://www.iosrjournals.org/ organizational citizenship behavior teachers in indonesia syafa’at ariful huda stkip kusumanegara syafaathuda@yahoo.com fiki alghadri stkip kusumanegara alghar6450@gmail.com purwani puji utami stkip kusumanegara purwani_puji@stkipkusumanegara.ac.id abstract purpose: in this study, we investigated the effects of organizational justice and trust directed at the organization as a whole on ocb. also investigated were the influence between organizational justice and ocb, and the influence between trust and ocb. design/methodology/approach: from a sample of 273 teachers from 305 private junior high schools in tangerang district, we tested the hypothesized model using structural equation models. findings: the main findings are as follows: findings show that organizational justice and trust have a positive effect on teacher’s ocb and ocb is also positively related to trust. originality/value: the results of the study show that teachers could be engaged in organizational citizenship behavior when they perceive fairness of the equality, needs, rights of opinion, transparency, neutrality and acknowledging the same position of the organizational process. keywords: organizational justice, trust, organizational citizenship behavior the primary duties of a teacher are stated in article 1 section 1 of law of republic of indonesia no. 14 of 2005 about teacher and lecturer which are to educate, guide, direct, train, assess, and evaluate learners in childhood educational program of formal education line, elementary education, and secondary education (uud 1945, 2005). teacher’s absence without clear reasons is the form of action without ocb behavior. the absent teachers have yet to perform their formal obligations and, since they have yet to perform their obligation, it means they have yet to implement ocb. in line with the prior, most principals in tangerang regency revealed there are behaviors which hamper school development such as unwilling to help fellow teachers in need, unwilling to prioritize school interest, and sometimes getting involved in an unhealthy competition with other teachers. according to the explanation, it can be concluded that teachers performing ocb bring more benefits than those who only perform their main duties. unfortunately, not all teachers are willing to perform ocb. it often occurs in various educational institutions that teachers only perform their duties as a teacher without performing ocb behavior. it is proven that many teachers do not want to stay in school for long time, so after performing their duties, they directly go home. simply put, if teachers cannot 13 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 mailto:syafaathuda@yahoo.com mailto:alghar6450@gmail.com mailto:purwani_puji@stkipkusumanegara.ac.id 14 meet their main duties and functions, they surely cannot implement ocb behavior. organizational justice must always be applied in learning activities at schools by all stakeholders since it influences ocb (sjahruddin & sudiro, 2013). the next factor is trust. however, in fact, many teachers, in doing their duties, fail to fulfill their positive expectation, meaning that the trust in private schools remains low. to support life needs, organizational members need trust. therefore, trust can boost proper ocb (access, usikalu, ogunleye, & effiong, 2015) and develop working behaviors outside duties and beyond their obligation limit (ocb). furthermore, trust is a very essential matter and needs to be considered by each teacher. job satisfaction also influences the emergence of ocb (rama & barusman, 2014). teachers who work hard based on feeling of trust to their job are ready to work seriously, perform their duties, and even gladly work beyond their obligation (ocb). they can help other teachers needing their help and defend school interest to achieve national education purposes. referring to above information that ocb is essential, this research tests how far variables can influence the development of ocb in teachers. the units of analysis in this research are teachers at private junior high school (jhs) in tangerang regency, banten. the result of this research is expected to assist school stakeholders to develop ocb in teachers since the development of ocb leads to the success of a school. organizational citizenship behavior organ defines ocb as positive behaviors that arise in individuals without expecting rewards or praise and the behaviors can directly improve the organization effectively (organ, podsakoff, & mackenzie, 2006). the ocb variable is growing as many studies focus on this concept, including the development of the original concept by organ. experts commonly mention four basic characteristics of ocb, namely: (1) discretionary, optional, or voluntary (hashim, 2016); (2) not a measure in the formal reward system (becton, giles, schraeder, & giles, 2008); (3) beyond the call of duty (jain, giga, cooper, & cooper, 2013; smith, organ, & near, 1983); and (4) increasing organizational effectiveness (walz & niehoff, 2000; yen, 2004). luthans (2011) says the following about ocb, “that is discretionary, not directly recognized by the formal reward system, and that in aggregate promotes the effective functioning of the organization” (luthans, 2011). the opinion is in line with the statement proposed (miner, 2005) that organizational citizenship behaviors are individual behaviors that are discretionary and thus not explicitly recognized by any formal reward system yet they promote the effective functioning of an organization; they are not part of the employment contract and failure to perform them is not considered to be punishable. ocb is behavior beyond the call of duty not the main behavior from members of the organization but is still needed for organizational survival and effectiveness. in line with that, ardadi says that ocb is the behavior of employees that exceeds the required role, not directly or explicitly recognized by the formal reward system but affects the performance and effectiveness of the organization (widyananda, emilisa, pratana, ekonomi, & trisakti, 2014). there are indicators to prove the existence of work to improve organizational effectiveness, including the willingness to work hard as stated (schermerhorn, john. hunt, james. osborn, richard. and bien, 2010) that organizational citizenship behaviors are the extras people do in their work”. ocb is the term used to identify the employee behavior (darsana, 2013). thus, ocb refers to additional work people do in their job outside of their job description it represents much hard work they do. experts argue that ocb can take various forms “they include behaviors such as volunteering for assignments, going out of one's way to welcome new employees, helping others who need assistance, staying late to finish a task, or voicing one's opinion on critical organizational issues.” (wagner iii & hollenbeck, 2010) jex and thomas explain in detail the behavior representing the concept of ocb as described by organ as follows (jex, steve m & britt, 2008): 1. altruism represents what we typically think of as “helping behaviors” in the workplace. this form of ocb is some-times referred to as prosocial behavior. an example of altruism would be an employee's voluntarily assisting a coworker who is having difficulty operating his/her computer. 2. courtesy represents behaviors that reflect basic consideration for others. an example of behavior within this category would be periodically “touching base” with one's coworkers to find out how things are going or letting others know where one can be reached. 3. sportsmanship is different from other forms of ocb because it is typically exhibited by not engaging in certain forms of behaviors, such as complaining about problems or minor inconveniences. 4. conscientiousness involves being a good citizen in the workplace and doing things such as arriving on time for meetings. 5. civic virtue is somewhat different from the others because the target is the organization or, in some cases, the work group rather than another individual. an example of this form of ocb would be attending a charitable function sponsored by the organization (jex, steve, and britt, 2008). from the afore-mentioned explanation, ocb is a person’s actions carried out based on volunteerism and outside of the main role, and it is done for the good of the organization with indicators (1) altruism, (2) courtesy, (3) sportsmanship, (4) conscientiousness, and (5) civic virtue. organizational justice justice is a never-ending issue in the context of organizational life. one form of justice is receiving serious attention is organizational justice. organizational justice is an important concept that has been recently introduced into organizational studies (griffin, ricky w and moorhead, 2014). in addition, organizational justice has a positive (ismail, 2014; moorman, 1991) and a significant influence on ocb (lee, kim, & kim, 2013). experts have been paying much attention to this form of justice. organizational justice is how employees feel about the treatment they get from 15 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 16 the organization (iqbal, aziz, & tasawar, 2012). if employees believe they are treated unfairly, then trust, job satisfaction, and ocb decrease (wech, 2002). in unfair circumstances, employees also experience inconvenience in work and then they may try to find other jobs. generally, researchers focus on three aspects of organizational justice: results, processes, and interpersonal interactions (sjahruddin, 2013). organizational justice is one’s perception of justice in the organization(colquitt, conlon, wesson, & porter, 2001), which includes perceptions of how decisions are made related to the distribution of results and perceptions of justice over the output itself. there are three aspects of organizational justice, namely (1) distributive justice (the results they get from the organization), procedural justice (policies or processes in achieving something that has been regulated by the organization) (greenberg & folger, 1983), and interactional justice (how to maintain and implement decision making in organizations) (cropanzano, bowen, & gilliland, 2007; sjahruddin, 2013). according to moorman, in (deconinck, 2010; elovainio, bos, linna, & kivima, 2005), organizational justice is the extent to which employees are treated fairly in the workplace (muchinsky, 2000) defines organizational justice as a fair treatment of someone in the organization,. (ivancevich, konopaske, & matteson, 2005) define organizational justice as the extent to which individuals feel to be treated fairly in the workplace. (beugr, 2011; gordon, 1993) define organizational justice as the treatment of organizations or leaders toward employees, both in the form of regulations for procedural justice or in the realization of the distribution of remuneration according to employee perceptions. that is, organizational justice reflects the attitude of the leaders according to the perceptions of subordinates, i.e. to be fair and objective in making decisions, especially regarding employee selection and promotion, assignments and division of tasks, performance appraisals, and salary increases, positions, and reward services. in summary, organizational justice is a person’s judgment about the extent to which he/she is treated fairly by the organization. fair in that sense, according to weller as quoted by ivancevic, konopaske and matteson, means feeling good, appropriate, true, and honest. if someone sees the difference between the rewards received for their efforts compared to others, it will motivate them to work more (or less) (weller, 1995). with such conditions, organizational justice is the glue that encourages someone to cooperate effectively (brief, motowidlo, & motowidlo, 2016; cropanzano et al., 2007). other experts see organizational justice as a procedure used in obtaining results or the level of employee perceptions related to justice given by the organization in terms of results (lambert, eric and hogan, 2008; sweeney, 1992). this means that organizational justice has a vital role in the dynamics of organizational life. dittret, in (gordon, 1993), identifies seven dimensions of organizational justice, namely pay rules, pay administration, work place, pay level, rule administration, distribution of jobs, and latitude. however, (skarlicki & folger, 1997) mention three forms of organizational justice. the first is procedural justice, related to “the perceived fairness of the procedures that are used in a decision-making process” or justice by actual decision made by organization. the second is distributive justice or justice felt on the methods used to arrive at decisions (deutsch, 1975). the thirs is interactional justice, related to the broader concept of procedural justice. this means that interactional justice is justice felt on the accepted interpersonal treatment (hussain, ahmad, ahmed, & saleem, 2012; kwong, 2002). the three dimensions of organizational justice can be explained in more detail as follows. (muchinsky, 2000) confirms that distributive justice refers to justice on the allocation of results, which can be in the form of salary allocations, workloads, promotions, and penalties. furthermore, muchinsky explains three perspectives in assessing distributive justice. the first is equity or the balance between contributions and results obtained by individuals, as for example bonuses are given in accordance with contributions given by the individual, in which the higher the productivity of the individual work, the higher the bonus is obtained. the second is equality or equal opportunities for everyone to get results or decisions, such as at the end of the year all employees receive the same bonus amount. the last is need, which refers to proper planning between individual needs and results, such as bonus distribution is based on individual financial needs. it can be concluded that distributive justice is planning on outcomes (salary or reward). the next is procedural justice, a process involving work motivation that focuses on perceptions of procedures used to make decisions related to the distribution of work (george & jones, 2012; hubbell & chory-assad, 2007). procedural justice is also related to understanding and feeling of being treated fairly in the process of distributing rewards(wagner iii & hollenbeck, 2010). therefore, procedural justice tests the fairness of the process itself carried out through decisions made with clear standards, processes used consistent with work requirements, and rights of workers to complain about decisions made. procedural justice focuses on the process used to make decisions; the decisionmaking process can be in the form of making regulations and punishment (deconinck & stilwell, 2004). two types of perspectives exist in procedural justice, voice and no-voice. when employees have a voice in making decisions, it is said to be procedurally fair. however, if employees are not given a voice in making decisions, it is categorized as unfair (deconinck & stilwell, 2004). according to lynd and tyler in (dunnet, j and flint, 2006), four values shape procedural justice. they are (1) voice, referring the opportunity for employees to express their aspirations, (2) trust, referring employee trust in decision makers, (3) neutrality, referring to perception of employees on honesty and unbiased position of decision makers, and (4) standing, referring to treatment obtained by employees from authorities who make decisions. the third is interactional justice. according to (dunnet, j and flint, 2006), the core of interactional justice is fair treatment obtained by individuals from other people and the main theme is the treatment obtained from superiors. fair treatment refers to courtesy, honesty, dignity, and respect. injustice is felt when employees are treated disrespectfully, for example a boss calls employees as stupid when they are making mistakes. from the description above, it can be summarized that organizational justice is a person’s perception toward an organization or leader who treat the person and others fairly based on indicators (1) equality, (2) needs, (3) right to speak, (4) transparency, (5) neutrality, and (6) position. 17 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 18 trust trust becomes one of the variables in this study because some studies have indicated a direct effect of organizational trust on ocb (podsakoff & mcallister, 2014). trust has a significant influence on ocb (sjahruddin, 2013; wat & shaffer, 2004; zeinabadi & salehi, 2011). as a concept, mayer et al. in (mollering, 2006), trust is a desire of a party to accept pleasant actions from another party based on an expectation that the other party would take certain actions very important for the trustee, regardless of the ability to supervise or control the other party. meanwhile, trust is a historical dependency process based on relevant but limited experience samples (luthans et al., 2007). it takes time to shape trust it is formed time by time and then accumulates (robbins, 2003). (robbins and judge, 2013) trust as a positive expectation that other parties will not say words, do actions, or make decisions to disappoint other parties. (mcshane & von glinow, 2008) define trust as a person’s positive expectations of others in a situation involving risk. trust also means giving up fate to someone or another group (currall, 2002; mcshane & von glinow, 2008). (colquitt, jason a. lepine, jeffery & wesson, 2015) define trust as a desire to depend on an authority based on positive expectations of actions and attention by authorities. although using diverse narratives or words, in essence, trust reflects positive desires or expectations one has toward other parties. trust is interpreted somewhat differently in the perspective of human resources (hr). (stone, 2005) said that trust is a measure of how much employees want to share information, cooperate with each other, and not take advantage of each other. in more detail, trust is confidence and support from the leaders to achieve organizational goals and the belief that the organization will treat employees well (ismail, 2014). this definition provides a relatively different nuance by emphasizing the element of sharing information in collaboration and taking non-profit attitudes. however, this definition also has content in line with previous definitions, i.e. the attitude of not taking advantage of each other. thus, it remains the same, positive desires for others. (robbins and judge, 2013)mention five key dimensions in the concept of trust, which can be used as indicators to measure trust. they are (1) integrity, referring to honesty and truth; (2) competence, related to the knowledge and technical and interpersonal skills of individuals; (3) consistency, related to the ability to predict and assess individuals accurately in handling situations; (4) loyalty, representing the desire to protect and save others; and (5) openness. openness, according to (devito, 2013), refers to three aspects in interpersonal communication, which include: (1) willingness to self-disclosure as long as the disclosure is adequate; (2) willingness to act honestly to other people; and (3) being able to think and feel clearly. this means that trust can be measured and be built through integrity, competence, consistency, loyalty, and openness. from the description, it can be synthesized that trust is someone’s desire for the organization and for other parties based on positive expectations for action and attention, with indicators of (1) integrity, (2) competence, (3) consistency, (4) loyalty, and (5) openness. research hypothesis the theory and concept of organizational citizenship behavior (ocb) in organizational field have been researched for over 30 years. however, most of the researches focus on how to improve ocb in employees. there are basic differences between teacher and employee, including educational and learning processes where intensive interaction occurs and will psychologically influence life. teachers not only transfer knowledge, but they also educate learners to behave from not good to good, from less good to good, and good to better. it is more complex and broader than employees who, after completing their works, do not think about anything else. according to previous studies, this research proposes the following hypotheses: 1. organizational justice influences organizational citizenship behavior 2. trust influences organizational citizenship behavior method research data and sample collection the data used in this research is collected through questionnaires made based on concept study of each variable. each questionnaire consists of 4 variables: ocb consists of 30 questions, organizational justice consists of 35 questions, trust consists of 35 questions, and job satisfaction consists of 30 questions. testing the questionnaires with validity and reliability results 0.05 rtable significant level in which the question’s criteria is valid when rcalculation > dari rtable and is reliable when rcalculation approaches 1. therefore, valid questions for each variable are 27 questions for ocb, 30 questions for organizational justice, 30 questions for trust, and 28 questions for job satisfaction. valid and reliable questionnaires are used to collect data and they are distributed to 273 respondents. the 273 respondents are obtained by calculating slovin formula with the population of 864 respondents. as for sampling technique for 273 respondents, the writer uses proportional random sampling technique which is a technique with non-systematic, but random collection (based on desire) by considering the proportion of population in each school. the steps conducted to collect the samples are: to determine manageable population namely all 864 teachers in tangerang regency, to create number and sampling frameworks for 864 teachers by adding number 1 to 864, and to randomly select 273 teachers as research samples from the existing 864 teachers. findings and discussion measurement model validity is a correct nature based on available evidence or thinking logic. validity is important since it is the information of a fact to measure existing concept in a research procedure of measurement. in social science research process, measurements based on characteristics are conducted indirectly. researcher uses cfa to analyze the result of research. confirmatory factor analysis (cfa) is conducted to test model, in which the created measurement model is based on the formulation of theory. it has two focuses: whether the conceptualized indicators are consistent and correct and what indicators dominantly form the researched construct. therefore, evaluation through the 19 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 20 validity of five constructs can be conducted whose consideration refers to the result of fit-model index from sem; (rmsea = 0.0587, x 2 /df = 2.014, gfi = 0.911, cfi = 0.991, nfi = 0.983, nnfi = 0.988) in table 1. all models are suitable with acceptable index. the values of cr and ve in the variables of organizational justice are cr = 0.990 ve = 0.774m trusts are cr = 0.985 ve = 0.700, job satisfaction are cr = 0.987 ve = 0.774, and ocb are cr = 0.980 ve = 0.658. all variables meet requirements in which the values of cr (construct reliability) must be over 0.7 and ve (variance extracted) must be over 0.5. result of analysis from lisrel calculation reveals conformity of model and significance of causality of each variable. the relationship of variable and theoretical variable measurements is commonly same or supports the previous study result. structural model analysis results that organizational justice brings positive influence to teacher’s ocb (γ14 = .29, t = 4.88) and supports hypothesis 1. it seems trust has weak relationship but significantly influences teacher’s ocb (γ24 = .21, t = 4.23) and supports hypothesis 2 conclusion first, the writer reviews and synthesizes the theory and concept from all variables, creates indicator, and makes research model to verify research model and answer hypotheses using two methods: literary review and empirical analysis. the result of research shows that organizational justice has significant influence to organizational citizenship behavior (hypothesis 1). therefore, it is known that in the process to improve ocb, organizational justice in implementing policies in school institution is a variable with significant influence and this result is consistent with previous researches (for example, (ismail, 2014; jafari & bidarian, 2012; luthans, 2011). trust is proven to boost ocb (hypothesis 2) which is consistent with previous research findings (for example, (colquitt et al., 2001). in brief, the result of this research shows that citizenship behavior may be influenced by several variables including organizational justice, trust. this research aims to verify suggested model based on theoretical study and concepts from scientific journals and handbooks using empirical analysis. researcher records several suggested implications from the conducted research, including improving the quality of procedural justice, method, and approach in implementing decisions. decisions made by schools have to consider teachers’ expectations and needs and to improve consistency, loyalty, and transparency in educational management either facility, finance, educator, or educational workers in the levels of school, regency education department, provincial education department, and central education department. moreover, the result of this research can be simply presented that proper organizational justice for teachers to work generates the feelings of convenience, happiness, and even satisfaction. if they are fulfilled, it can be said that the teachers have obtained job satisfaction. it will certainly encourage teachers to have positive assessment to their jobs. trust is an encouragement arising from within a person. if a teacher has trust to executives or organizations they will work more diligently and more zealously. the zeal here is used to solve problems, complete duties, and other matters related to the duties performed by a teacher. a teacher with trust will show their persistence to obtain something from their workplace, which can be said to obtain job satisfaction, and to love their jobs with personal responsibility, high expectation to works, and desire to their duties on time. in other words, proper job satisfaction will boost teacher’s trust. trust is basically an encouragement for teacher to trust their co-workers and work conditions triggered by external stimulus or arising from within an individual through psychological and thinking process of the individual. ocb is influenced by distributive, procedural, and interactional justices or behaviors to help and to be responsible to organization. basically, those are all things which support the performance of work. the synergy of organizational justice, trust implemented in school by teacher and organization will bring positive impact to ocb which eventually leads to effective and efficient performance of work and school management activities. therefore, school quality development will be a necessity. references access, o., usikalu, o., ogunleye, a. j., & effiong, j. (2015). organizational trust , job satisfaction and job performance among teachers in ekiti state , nigeria . by. british open journal of psychology, 1(1), 1–10. becton, j. b., giles, w. f., schraeder, m., & giles, w. f. (2008). evaluating and rewarding ocbs potential consequences of formally reward systems. psycological journal, 30(5), 494–514. https://doi.org/10.1108/01425450810888277 beugr, c. d. (2011). understanding organizational justice and its impact on managing employees : an african perspective. the international journal of human resource management, 13(october 2014), 37–41. https://doi.org/10.1080/09585190210131311 brief, a. p., motowidlo, s. j., & motowidlo, s. j. (2016). prosocial organizational behaviors. the academy of management review, 11(4), 710–725. retrieved from http://www.jstor.org/stable/258391 colquitt, jason a. lepine, jeffery & wesson, w. (2015). organizational behavior, improving performance and commitment (fourth edi). new york: mcgraw-hill education. retrieved from www.mhhe.com colquitt, j. a., conlon, d. e., wesson, m. j., & porter, c. o. l. h. (2001). justice at the millennium : a meta-analytic review of 25 years of organizational justice research. journal of applied psychology, 86(3), 425–445. https://doi.org/10.1037//0021-9010.86.3.425 cropanzano, r., bowen, d. e., & gilliland, s. w. (2007). the management of organizational justice. academy of management perspectives, 7(1), 34–49. currall, s. c. (2002). a multilevel approach to trust in joint ventures. journal of international business studies, 33(3), 479–495. darsana, m. (2013). the influence of personality and organizational culture on employee performance through organizational citizenship behavior. the international journal of management, 2(4), 35–42. deconinck, j. ., & stilwell, c. . (2004). incorporating organizational justice, role states, pay satisfaction and supervisor satisfaction in a model of turn over intentions. journal of business research, 57(3), 225–231. deconinck, j. b. (2010). the effect of organizational justice , perceived organizational support , and perceived supervisor support on marketing 21 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 22 employees †tm level of trust. journal of business research, 63(12), 1349– 1355. https://doi.org/10.1016/j.jbusres.2010.01.003 deutsch, m. (1975). equity , equality , and need : what determines which value will be used as the basis of distributive justice ? journal of social issue, 31(3), 137–149. devito, j. a. (2013). the interpersonal communication book. (bowers karon, ed.) (13th ed). new jersey: pearson education. dunnet, j and flint, d. (2006). part-time workers and organizational justice. the business review cambridge, (1), 39–43. elovainio, m., bos, k. van den, linna, a., & kivima, m. (2005). combined effects of uncertainty and organizational justice on employee health : testing the uncertainty management model of fairness judgments among finnish public sector employees $, 61, 2501–2512. https://doi.org/10.1016/j.socscimed.2005.04.046 george, j. m., & jones, g. r. (2012). understanding and managing organizational behavior. (sally yagan, ed.) (sixth edit). new jersey: pearson education. gordon, j. r. (1993). a diagnostic approach to organizational behavior (forth edit). needham heidhts: allyn and bacon. greenberg, j., & folger, r. (1983). procedural justice , participation , and the fair process effect in groups and organizations. in organizational behavior (eleventh, pp. 234–245). new jersey: nelson education, ltd. griffin, ricky w and moorhead, g. (2014). organizational behavior: managing people and organizations,. (tamara grega, ed.) (eleventh e). canada: nelson education, ltd. retrieved from www.cengagebrain.com hashim, n. h. (2016). proceedings of the international social sciences and tourism research conference 20-22 april 2016 editors : in the impact of leader-member exchange on organizational citizenship behaviour readiness among local government employees in southern region of malaysia (first, pp. 121–133). malaysia: terengganu, malaysia. retrieved from https://fssg.unisza.edu.my/ hubbell, a. p., & chory-assad, r. m. (2007). motivating factors : perceptions of justice and their relationship with managerial and organizational trust motivating factors : perceptions of justice and their relationship with managerial and organizational trust. communication studies, 56(1), 37– 41. https://doi.org/10.1080/0008957042000332241 hussain, m. f., ahmad, r., ahmed, r., & saleem, m. (2012). a study of organizational citizenship behaviour : a case of pakistan using model assessment approach, 6(21), 6378–6389. https://doi.org/10.5897/ajbm11.1787 iqbal, h. k., aziz, u., & tasawar, a. (2012). impact of organizational justice on organizational citizenship behavior : an empirical evidence from pakistan. world applied sciences journal, 19(9), 1348–1354. https://doi.org/10.5829/idosi.wasj.2012.19.09.750 ismail, h. (2014). organizational justice and citizenship behavior , the mediating role of trust. international journal of human resource studies, 5(1), 86–96. https://doi.org/10.5296/ijhrs.v5i1.6757 ivancevich, j. m., konopaske, r., & matteson, m. t. (2005). organizational 23 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 behavior and management. new york: mcgraw-hill. jafari, p., & bidarian, s. (2012). the relationship between organizational justice and organizational citizenship behavior. procedia social and behavioral sciences, 47, 1815–1820. https://doi.org/10.1016/j.sbspro.2012.06.905 jain, a. k., giga, s. i., cooper, c. l., & cooper, c. l. (2013). perceived organizational support as a moderator in the relationship between organisational stressors and organizational citizenship behaviors. international journal of organizational analysis, 21(3), 313–334. https://doi.org/10.1108/ijoa-mar-2012-0574 jex, steve m & britt, t. w. (2008). organizational psychology a scientistpractitioner approach (second edi). new jersey: john wiley & sons. kwong, j. y. y. (2002). a moderator of the interaction effect of procedural justice and outcome favorability : importance of the relationship. organizational behavior and human decision processes, 87(2), 278–299. https://doi.org/10.1006/obhd.2001.2966 lambert, eric and hogan, n. (2008). the importance of job satisfaction and organizational commitment in shaping turnover intent a test of a causal model. criminal justice review, 34(1), 96–118. lee, u. h., kim, h. k., & kim, y. h. (2013). determinants of organizational citizenship behavior and its outcomes, 5(1), 54–65. luthans, f. (2011). organizational behavior an evidence-based approach. (jane beck, ed.) (twelfth ed). new york: mcgraw-hill/irwin. luthans, f., avolio, b. j., avey, j. b., norman, s. m., norman, s. m., child, i. g., … gilliland, s. w. (2007). proceedings of the international social sciences and tourism research conference 20-22 april 2016 editors : journal of business research, 30(5), 121–133. https://doi.org/10.1108/01425450810888277 mcshane, s. l., & von glinow, m. a. (2008). organizational behavior, emerging realities for the workplace revolution. (j. biernat, ed.) (4th editio). new york: mcgraw-hill/irwin,. miner, j. b. (2005). organizational behavior i. essential theories of motivation and leadership. new york: m.e. sharpe, inc. mollering, g. (2006). trust: reason, routine, reflexivity. oxford: elsevier. moorman, r. . (1991). relationship between organizational justice and organizational citizenship behaviours: do fairness perceptions influence employee citizenship. journal of applied psychology, 76(6), 845–855. muchinsky, p. m. (2000). psychology applied to work. belmont ca: wadswort thomson learning. organ, d. w., podsakoff, p. m., & mackenzie, s. b. (2006). organizational citizenship behavior, its nature, antecedants, and consequences. california: sage publication. podsakoff, p. m., & mcallister, l. (2014). organizational justice and citizenship behavior, the mediating role of trust. international journal of human resource studies, 5(1), 23–37. rama, a., & barusman, p. (2014). the effect of job satisfaction and organizational justice on organizational citizenship behavior with organization commitment as the moderator. international journal of humanities and social science, 4(9), 118–126. 24 robbins, s. p. (2003). essentials of organizational behavior. (d. shafer, ed.) (sevent edi). new jersey: pearson education limited. robbins and judge. (2013). organizational behavior. (s. yagan, ed.). new jersey: pearson education, inc. schermerhorn, john. hunt, james. osborn, richard. and bien, m. (2010). organizational behavior. (l. johnson, ed.) (11th editi). john wiley & sons, inc. retrieved from www.wiley.com/go/returnlabel. sjahruddin, h. (2013). i nterdisciplinary j ournal o f c ontemporary r esearch i n b usiness organizational justice , organizational commitment and trust in manager as predictor of organizational citizenship behavior, (2000), 133–141. sjahruddin, h., & sudiro, a. (2013). personality effect on organizational citizenship behavior ( ocb ): trust in manager and organizational commitment mediator of organizational justice in makassar city hospitals ( indonesia ). european journal of business and management, 5(9), 95– 105. skarlicki, d. p., & folger, r. (1997). retaliation in the workplace : the roles of distributive , procedural , and interactional justice. journal of applied psychology, 82(3), 434–443. smith, c. a., organ, d. w., & near, j. p. (1983). organizational citizenship behavior : its nature and antecedents. journal of applied psychology, 68(4), 653–663. stone, r. j. (2005). human resources management. milton: sons australia. sweeney, p. d. (1992). distributive and procedural justice as predictors of satisfaction with personal and. journal of business research, 35(3). uud 1945. (2005). uu ri no 14 tahun 2005 (pp. 1–54). jakarta. wagner iii, j. a., & hollenbeck, j. r. (2010). organizational behavior, securing competitive advantage. new york: routledge, taylor & francis group. walz, s. m., & niehoff, b. p. (2000). organizational citizenship behaviors : their relationship to organizational effectiveness. journal of hospitality & tourism research organ, 24(3), 301–319. wat, d., & shaffer, m. a. (2004). equity and relationship quality influences on organizational citizenship behaviors and empowerment. personnel review, 34(4), 406–422. https://doi.org/10.1108/00483480510599752 wech, b. a. (2002). trust context. business & society, 4(3), 353–360. weller, l. d. j. (1995). the equity factor a vital part of the quality equation. in organizational behavior (pp. 345–356). new york: sage publication. widyananda, a., emilisa, n., pratana, r., ekonomi, f., & trisakti, u. (2014). pengaruh public service motivation terhadap job satisfaction dan organizational citizenship behavior. jurnal ekonomi, 5(1). yen, r. (2004). organizational citizenship behaviors and organizational effectiveness : examining relationships in taiwanese banks. journal of applied social psychology, 34(8), 1617–1637. zeinabadi, h., & salehi, k. (2011). role of procedural justice , trust , job 25 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 satisfaction , and organizational commitment in organizational citizenship behavior ( ocb ) of teachers : proposing a modified social exchange model. procedia social and behavioral sciences, 29(iceepsy), 1472–1481. https://doi.org/10.1016/j.sbspro.2011.11.387 analysis of clasical test theory (ctt) approch on academic ability test instrument dinar pratama fakultas tarbiyah iain syaikh abdurrahman siddik bangka belitung jalan raya petaling km. 13 kec. mendo barat kab. bangka email: dinarpratama24@gmail.com abstract the purpose of this study to estimate the parameters in clasical test theory (ctt) approach on academic ability test instrument new students of iain syaikh abdurrahman siddik bangka belitung academic year 2018/2019. data was collected through documentation techniques in the form of 425 sheets of student test answers. based on the results of data analysis, it is known that the index of difficulty level in all problem fields has not shown a balance of comparison of easy, medium and difficult questions. the average questions are distributed in the medium category questions with a percentage of 25% easy questions, 51% medium questions, and 24% difficult questions. distinguishing power index, in all question areas shows there are 37% of questions that are able to distinguish test takers 'abilities and as many as 18% questions are not able to distinguish test takers' abilities. while the effectiveness of distractors there are 239 or 79.6% functioning and there are 61 or 20.3% of the non-functioning distractors. the results of the validity analysis of 100 questions obtained 54% which have a coefficient of validity more than 1.59 and as many as 46% that have a coefficient value less than 1.59. for the overall reliability coefficient, a value of 0.81 is obtained. this means that 80% of the difference in scores obtained by test takers with others is their pure score difference or is not influenced by other factors as a source of error in the measurement. keywords: clasical theory test, test instruments. in the event the selection of new admissions in universities, the test is one of the instruments used to measure the ability of prospective students. test instrument is ideally used not only to determine the acquisition of the highest score or the lowest score of the test participants as the basis for the college in determining the threshold to pass or not prospective students. however, there is a lot of information that can actually be seen from the results of measurement of a test instrument. the quality of the test that are less good will not be a lot to give meaningful information. even the measurement results can be declared invalid. practically, there is a possibility of in determining the pass or the participants of the test. for example, grain test which has the distinguishing features are less good then the grains are not able to distinguish test-takers who have the ability high or low. usually the point about the discriminating of less good will produce a negative score. this shows that, the test participants with the ability low be able to answer correctly. while test-takers with high ability answered incorrectly. on the selection of new admissions in universities, test instruments should have good quality. it is directly related to the quality of prospective students. each college course has a minimum standard for acceptance of prospective students. if the test that is used to perform the selection of candidates 43 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 44 students have the ugly quality, of standards the prospective students desired by the college will not be achieved. zucker, (2003) as quoted by azwar, (2008) revealed that, in order for a test to function effectively at least the test has three such quality, reliable, valid, and unbiased. according to nitko, (2001) test is defined as an instrument or systematic procedure for observing and describing one or more characteristics of a student using either a numerical scale or a classification schame. indrakusuma as quoted daryanto, (2012) defines the test as a tool or a procedure of systematic and objective to obtain data or information desired about a person by the way that can be said quickly and precisely. while norman, as quoted djaali dan pudji muljono, (2008) suggested that the test is one of the evaluation procedure of comprehensive, systematic, and objective result can be used as the basis of decision making. so the test can provide a picture of the person's ability, then, the development of the test need to pay attention to the rules that apply in the preparation of the test. according to djaali dan pudji muljono, (2008) development of minimal test follow the steps as; a) goal setting test; b) curriculum analysis; c) analysis of material and source of support; d) develop a lattice; e) draw up the details of the problem; f) trials of the test; g) the analysis of the test results; h) revision of the question; and i) make about the results of the revision. the above stages is a minimum standard in the preparation of the test. the most important thing from the steps of the preparation of the above tests are pilot tests. that is, the tests which have been compiled based on the lattice should be tested first before use. if there is a grain tests are less functional then the item should be revised. so that the grains of the tests which have good quality are used to measure the ability of a person. the main thing that need to be considered in the preparation of a test instrument is the aspect of the validity of such tests. the validity of the test refers to the quality of the test itself, whether such tests can measure what should be measured. generally a test to measure the maximum capability of a person. so as to avoid wrong interpretation of the results of the test then a test must meet the criteria as a good test. according to surapranata, (2009) to determine the quality of a test can be done in two ways, namely through the analysis of qualitative and quantitative analysis. qualitative analysis in terms of technical writing, materials, construction, and language. while the quantitative analysis emphasis on the analysis of the internal characteristics of the test through the data obtained empirically. the internal characteristics quantitatively intended to include parameters about the level of difficulty, distinguishing features, and reliability (surapranata, 2009) to analyze the test instrument are qualitatively, the test can be seen from how the right test include the purpose or area is measured and the test material in accordance with the lattice developed (saifuddin azwar, 2009) while for the analysis of quantitative test should be tested first before the test is used. based on the theory of classical test analysis about at least include the index of difficulty, index of discrimination, the effectiveness of the rapscallion, and reliability. clasical test theory (ctt) is one method that can be used to determine the quality of an instrument. the basic concepts of ctt is formulated with 45 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 formula x=t+e, where x is the score of the object, t is the score actually, and e is a score measurement error. according to mistiani, (2016) each test taker will have a test score is actually if there is no measurement error. the following will be described the parameter in the method of ctt, which consists of the difficulty level, the discrimination, the effectiveness of the rapscallion, and reliability. the difficulty level of the items shows the proportion of students who answer yes in the matter of which is carried out using an objective test (sukardi, 2010) the difficulty level of the test items are generally shown with the percentage of students who obtained answers the item correctly. according to surapranata, (2009) the difficulty level can be expressed through several ways including, 1) the proportion answered correctly, 2) the scale of the difficulties linear, 3) index davis, and 4) the scale of the bivariate. the equation used to determine the level of difficulty with the proportions answering correctly were: 𝑝 = 𝑥 𝑆 𝑚 𝑁 ket: 𝑝 = the proportions answering true or difficulty level 𝑥 = the number of test takers who answered correctly 𝑆𝑚 = the maximum score 𝑁 = the number of participants test index difficulty levels are usually distinguished into three categories; items with p <0.3 in the category of item difficulty, item with p> 0.7 easily enter the category of items, and items with p between 0.3 to 0.7 in the category of matter being. in the test instrument according to sudjana in syriac, (2017) level of difficulty of items should have a balance between the item easily, simply, and difficult with a ratio of 3: 4: 3 or 3: 5: 2. for example, if there is a numbered item 50 item comparison easy: simply: difficult is 15:20:15 or 11:28:11. in addition to an index level of difficulty, classical test theory can also estimate the item distinguishing. according to barnard (1999) as quoted sukardi, (2010), distinguishing index or coefficient is a number that provides information on distinguishing them individually, including distinguishing between high achievement of students with low achievement of students in a test. distinguishing index, used mainly in reference norm is to distinguish between who is able and who is not. the amount ranging from -1 to + 1. the meaning of a positive price is that the material master answered correctly, and that do not master answered incorrectly. vice versa if the score of the index is negative (mardapi, 2012) distinguishing index is calculated based on the division of the group into two parts, namely the top of which is a group of highly capable test takers with a group under the group of low ability. according to kelley (1939), crocker, and algina (1986) as quote surapranata, (2009) division of the top group and a lower group of the most stable and sensitive as well as the most widely used is to determine the 27% upper group and 27% lower group. crocker, and algina (1986) in azwar, (1993) items having distinguishing good if it has a coefficient greater than rbis = 0.200. 46 a formula that can be used to calculate the index the following distinguishing features: 𝐷 = 𝐴 𝑛𝐴 − 𝐵 𝑛𝐵 ket: d = index tests distinguishing 𝐴 = number of participants who answered correctly on the top group 𝐵 = number of participants who answered correctly on the lower group 𝑛𝐴 = number of participants on the top group 𝑛𝐵 = number of participants on the lower group the test instrument with the form of multiple choice questions generally has stem and response options. in this case there is only one correct answer and the other answer choices are just as distractors in the form of multiple choice questions, the position is very important distractors humbug. according surapranata, (2009), distractors serves as a participant identifier that high-ability test. distractor has function effectively if preferred by the test taker from the lower group. conversely, when the distractor was selected by the test taker from the above group, the distractor was not working properly. a distractor can function well if at least 5% of participants selected by the test. if the distractor elected by all the participants of the test can be classed as a good distractor. according to azwar, (1993), a good distractor should be selected by the person taking the test in the low group. according nitko (1983) as quoted by surapranata, (2009), the criteria for determining which items are either very dependent on the intended use of the test itself. whether for general purpose or specific objective. overall, a good test instrument criteria indicated by the value of coefficient of reliability. uno, (2010) emphasis on the notion of reliability as a consistency test. that is, how consistent test scores from one measurement to the next measurement. reliability refers to the provision of these tools in assessing what is desired, that is to say the ability of the tool used will give relatively similar results. the test instrument is said to be reliable if the results remain when the measurement were taken repeatedly. if the students given the same test at different times, then each student will remain in the same order or steady in his group (widoyoko, 2009) according kirk and miller (1986) as quoted by golafshani, (2003) “identify three types of reliability referred to in quantitative research, which relate to: (1) the degree to which a measurement, given repeatedly, remains the same (2) the stability of a measurement over time; and (3) the similarity of measurements within a given time period”. in estimating the reliability of the test there are several factors that can affect the reliability of the test, so the test is not reliable. in general, the reliability of a test is influenced by the differences idividu. sometimes reliability is influenced by factors that permanently or factor that occurs due to temporary factors such as fatigue, conjecture, or the effects of exercise. according arikunto, (2009) many factors that affect the reliability of the test bit, such as matters 47 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 relating to the test itself, the test length and quality of the grain of the problem. the test consists of many grains, of course, is more valid than the tests that only consists of a few questions grains. high and low validity indicates the high and low reliability of the test. thus, the longer the test, then the higher reliability. to measure the reliability of a test can be using the formula coefficient alpha crombach, kuder-ricardson (kr-20 or kr-21), and techniques spilt half. mardapi, (2012), revealed that to determine the coefficient of reliability of the test in the form of multiple choice score dichotomy better use kuder-ricardson formula (kr-20 or kr-21) the following kr-20 formula to calculate the score dichotomy. 𝐾𝑅 − 20 = 𝑘 𝑘−1 𝑆2𝑋− 𝑃𝑖 2 (1−𝑃𝑖 𝐽 1 𝑆2𝑋 according to linn in mansour et al (2009: 24), as quoted iskandar & rizal, (2018) suggested that the minimum limit of reliability coefficient value of at least 0.70. even though it limits the coefficient value does not default, because each different researchers in determining the standard reference reliabillitas instruments. state islamic institute syaikh abdurrahman siddik bangka belitung is a public university in the process of recruitment of students using the test. new admissions to the test in two ways comprising, um-ptkin lines and self exam. for um-ptkin test, test instrument made by the central committee in the ministry of religion. because this test will be used to measure prospective students throughout indonesia, of course, has been through validation test before using. in this case at least there is no guarantee of the ministry that the test has a good quality. although in fact there will probably not have a good quality test. as well as to test self test, should be validated before use. this is to ensure that tests are of good quality. in fact, the self-exam test iain syaikh abdurrahman siddik bangka belitung had never been analyzed both qualitatively and quantitatively. in addition, scores of new admissions results through independent pathways have also not yet been processed for the sake of improving the quality of student input and output. based on this analysis new admissions test instrument independent pathways iain syaikh abdurrahman siddik bangka belitung important to do in order to ensure the validity of the measurement results. this study will test the quality of new student recruitment instruments used by iain syaikh abdurrahman siddik bangka belitung in the academic year 2018/2019 is based on classical test theory approach. method the research is quantitative approach included the category of research ex post facto, where the researcher does not manipulate the variables or characteristics of the sample due to the existence of these variables has occurred (simon & goes, 2013) the study was conducted in response ability test academic new students iain syaikh abdurrahman siddik bangka belitung 48 academic year 2018/2019, amounting to 425 sheets. academic ability test with a multiple choice item number as many as 100 questions. data collected through technical documentation of manuscript student test questions and answers. the data were analyzed quantitatively by classical test theory test the parameters of the form, an index level of difficulty, distinguishing, distractor effectiveness, and reliability through application anates version 4.0.2. the criteria that are used to determine the level of difficulty refers to the balance between the items easily, simply, and difficult with a ratio of 3: 4: 3. distinguishing item item refers to > 0.3 is accepted, the revised 0.29 0.10, <0.10 was rejected. for the effectiveness of the distractors at least chosen by 5% of the test participants. while reliability coefficient minimum value of 0.70. result academic ability test new admissions iain syaikh abdurrahman siddik bangka belitung totaled 100 questions comprising the field of public knowledge, basic mathematics, general intelligence, english, and arabic. each of these fields amounted to 15 items except arabic numbering 25 items. quantitative analysis is performed using an application anates version 4.0.2. the difficulty level of the index index about the overall difficulty level has not demonstrated a balance about the comparison easy, medium and difficult. on average about distributed in the medium category with a percentage of 25% easy matter, about 51% moderate, and 24% about difficult. distinguishing index the results of the analysis of the index overall distinguishing items in all fields about 37% showed no matter who is able to distinguish the ability of test takers and 18% are not able to distinguish the ability of the test taker. a total of 18 questions on general knowledge about the field, general intelligence, english, indonesian, and arabic is not able to distinguish the ability of the test taker. since there are 8 questions were answered correctly by a lower group and answered one of the above groups. so that such questions better not be used to measure the ability of prospective students. the effectiveness of the distractor based on the analysis, the percentage of distractor effectiveness has largely been functioning as a swindler. from there distractor 300 239 or 79.6% were working and there are 61 or 20.3% do not work. however, the data is only a general description of the functioning of the distractor. if visited by functioning distractors field basic math kindest matter where, amounting to 91.1% distractor function and only 6.7% are not functioning distractors. as for the distractor most do not work there on the field a matter of common knowledge, where there is no functioning distractors 35.6%. validity and reliability 49 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 analysis of the validity of items consisting of 100 questions obtained 54% of which have validity coefficient values > 1.59, as much as 46% which has a value of coefficient of <1:59. the figure shows that almost half of the number of questions that do not meet the validity coefficient. as for the coefficient of reliability tests overall foreign workers obtained coefficient value of 0.81. the purpose of the analysis was to determine the item any items that have the characteristics of a good question based approach ctt as listed in the table below. table. 1. recapitulation subject parameter of analysis recomendation accepted revision rejected common knowledge the difficulty level 6,8,10 1,2,3,4,5,7 9,12,13,14 11,15 item distinguishing 1,10,12 3,5,6,8,9, 2,4,7,11,13, 14,15 distractor 1,4,5,8,10,12,13,14 2,3,6,7,9,11,15 basic mathematic the difficulty level 16,17,19,21,22,25 26,27,28 18,20,23,24 29,30 item distinguishing 16,17,19,20, 21,22,24,25, 26,27,28,29 18,23,30 distractor 16,17,19,21,22,25 26,27,28 18,20,23,24 29,30 general intelegence the difficulty level 32,33,34,35,36,40 43,45 31,37,38,39 41,42,44, item distinguishing 34,39 33,35,36,37, 38,42,43,44, 45 31,32,40,41 distractor 33,36,39,40, 43,44, 45 31,32,34,35, 37,38,41,42 english the difficulty level 49,50,53,56,57,57 59,60 46,48,51,54 55 47,52 item distinguishing 57,58,59 46,47,48,51, 52,53,54,55, 60 49,50,56 distractor 49,50,53,54,55,56, 57,58,59,60 47,48,51,52 indonesian the difficulty level 61,62,63, 65,67,69 70,71 64,66,68,72 73,74,75 item distinguishing 61,62,63,64, 69,70, 65,67,68,71, 72,73,74,75 66 50 subject parameter of analysis recomendation accepted revision rejected distractor 63,64,65,66, 67,68,69,70, 72,73,75 61,62,71,74 arabic the difficulty level 78,79,80,81, 82,83,84,85,86, 89,91,92,93,94, 95,96,97,98,100 76,77,87,88 90,99 item distinguishing 77,79,80,82, 85,86, 90,95,97,98,100 76,81,83,84, 87,88,91,92, 93,94,96 78,89,99 distractor 78,80,81,82,84, 85,86,87,88,89, 90,91,92,93,94, 95,96,97,98,99,100 76,77,79,83, conclusion the new admissions test should ideally not only be used as instruments to determine whether prospective graduate and students. however, it can provide much information about the ability of prospective students. based on classical test theory approach, parameter test that can provide information about the ability of the test taker can be determined by testing the level of difficulty index, the index of distinguishing, distractor effectiveness, validity, and reliability. academic ability test new admissions iain syaikh abdurrahman siddik bangka belitung, academic year 2018/2019 amounted to 100 questions comprising the field of general knowledge, basic mathematics, general intelligence, english, and arabic. related to the level of difficulty of questions, sudjana in suryani, (2017) suggest that, level of difficulty item should have a balance between the matter of easy, medium and difficult with a ratio of 3: 4: 3. when referring to this provision, the comparison about the easy, medium, and hard on the problem of foreign workers matter consists of 30% easy, 40% about the average and 30% about difficult. the analysis showed that only about a subject of indonesian approaching the ideal ratio spread about the difficulty level. items were distributed in an easy category as much as 26.7%, while 46.7% and 26.7% difficult. as for the item subject with high inequality of distribution contained in the item of general knowledge field with a ratio of 60% easy matter, 13.3% moderate, and 26.7% is difficult. general knowledge about the field too much spread about the matter category easily. in contrast to sudjana, according to thomas and dawson (1972), quoted by kartowagiran, (2012) explained that the question of who has the level of difficulty of 0.25 0.75 already includes a good question. in addition, as disclosed kadir, (2015) chose a good test items based on the level of difficulty based on the purpose of the test itself. if the test is only used for the purposes of semester exams, then the matter with the level of difficulty was gaining more 51 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 serving. for diagnostic purposes, it is used about the level of difficulty is low. whereas for the purposes of selection then been a matter of relatively difficult. items are either based on the level of difficulty as expressed sudjana substantially less suited its purpose as an instrument of foreign workers test new student selection. where the distribution of matter at the level of difficulty was more than a matter of easy and difficult. opinion of thomas and dawson (1972) also basically still in line with the opinion that more sudjana choose easy matter and as a matter of good being based on level of difficulty. from some of these opinions, in terms of determining which items are eligible to be used in tests opinions expressed kadir more appropriate because the goal is for the purpose of selection of candidates for new student. composition distribution more difficult problem will provide certainty in the ability of students based on each field questions. if we refer to kadir opinion, test instrument based on the analysis needs to be revised because it is still dominated by problems with category with a percentage of 51%. in addition to the level of difficulty, test questions also ideally be able to distinguish the ability of the test taker. based on the ability of ctt approach is known as the index of distinguishing. distinguishing index is shown with values ranging from -1 to + 1. the meaning of a positive price is that the material master answered correctly, and that do not master answered incorrectly. otherwise if the score of the index is negative mardapi, (2012). further according to saifuddin azwar, (2010) in practice, the parameters with negative values requires that the question is not used. as revealed crocker and algina (1986) in azwar, (1993), item having distinguishing good if it has a coefficient greater than rbis = 0.200. while nitko (1983) as quoted surapranata, (2009) states that, the value of coefficient of distinguishing at least the lowest at 0:30. results of the analysis showed that there were distinguishing features about 37% of participants were able to distinguish the ability of the test, 45% poor and 18% are not able to distinguish the ability of the test taker. problem with power coefficient negative discrimination are still found. problem having distinguishing negative means the question is answered correctly by many groups with low capacity and many answered incorrectly in the group with high ability. at about academic ability test found problems with negative differentiated power contained in the field of general knowledge about the number 14 with a coefficient of -0.04. the parameters contained in the ctt in addition to an index level of difficulty and distinguishing features is the effectiveness of distractors. a dictractor can function well if at least 5% of participants selected by the test. if humbug been evenly, then including posing very good surapranata, (2009) distractors in this case is one of four possible answers in the answer choices academic ability test. the analysis showed as much as 79.7% or 239 distractors functioned well and 20.3% or 61 distractor does not work or have <5% of the 300 participants who answered the test. figures distractor malfunction is quite high, amounting to 20.3%. effectiveness distractor is not only seen the percentage of participants who memili distractor tests only. because it can be, a distractor may 52 have more than 5% of test participants are even more of an answer key. this happens because the person taking the test is still regarded as a key answer distractor. based on the analysis contained at least 6.6% or 3 distractor on the field a matter of common knowledge that is considered as a key response by the test taker. furthermore, in the field of mathematics grounds contained about 2.2% or 1 distractors. in the field of general intelligence contained about 20% or 20 distractors, english field contained about 17.8% or 8 distractors, indonesian field contained about 8.8% or 4 distractors, and the field of arabic contained about 6.6% or 5 distractor. general intelligence about the field has more distractors are not functioning that is as much as 20%. it can also be influenced by distinguishing a matter which is also low. there are only about 13.3%, having distinguishing features. field about english is also only 20% about having distinguishing features, as well as the field about the general intelligence. are changes in the effectiveness of this distractor strongly influenced by distinguishing about the need to do further testing. in addition, to determine whether or not the item can be known through the analysis of the validity. validity in this case refers to the validity of the item itself and not the validity of the test instrument. according sudijono in surapranata, (2009) validity of the items is a degree of correspondence between an item with a score of device items (item total) so it can be understood that if each item has a correlation with the item (item total) means any items these items measure the dimensions the same one. based on the analysis of validity to the whole items with a number of 100 items, a significant 54% and 46% or valid or invalid insignificant. analysis shows there is a 46% validity matter or items that do not measure the same dimension. or in another understanding that, there are 46 items that do not matter to measure the dimensions of each field problems. there are at least two areas of questions that have significant percentage of low validity, namely general knowledge about the field by 33% and the general intelligence field by 33%. the second field is the question if the note does have difficulty index, distinguishing, and distractor unfavorable. there is a possibility of a third validity of the items affected by these parameters. parameter to estimate the overall quality of the test instrument can be known through the analysis of reliability. similarly, the validity, reliability is also seen through the coefficient value which starts from -1 to +1. according to linn in mansour et al (2009: 24), as quoted i iskandar & rizal, (2018) argues that minimum limit of reliability coefficient value of at least 0.70. according suryabrata as quoted solichin, (2017), the reliability of the test instrument refers to the extent to which the degree of consistency score two devices are expressed in terms of the correlation coefficient. the smaller the variability score matter or items, the more shows the value of the consistency of a test instrument. consistency or kejegan very important in the measurement. instrument tests that have high consistency value necessarily produce reliable measuring or trustworthy, and vice versa. meanwhile, according to azwar, (2010) the reliability of the test is the proportion of variability of test scores caused by the actual difference between the test taker. while the tests unreliable is the proportion of variability of test scores caused by error measurement. more azwar, (2010) explains, the smaller 53 jisae. volume 5 number 2 september 2019. copyright © ikacana publisher | issn: 2442-4919 the coefficient of reliability or farther from 1, the greater the variation of errors measuremen that occur. results of reliability analysis generates coefficient value of 0.81. when referring to the opinion linn above, the value of the coefficient of reliability academic ability test new students of iain syaikh abdurrahman siddik bangka belitung more than 0.70 so as to qualify the test reliable. in addition, by knowing the value of reliability coefficient can also be known how large the error of measurement that occur as described by azwar. in this case, the results of the analysis of reliability of 0.81, which means that 81% of the variance scores seemed a variant of pure score. thus, it is understood that, by 80% difference in scores obtained with other test takers is the difference in their pure score or not influenced by other factors as sources of error in the measurement. in reliability, the new applicant academic ability test instrument iain syaikh abdurrahman siddik bangka belitung quite good. references anthony j. nitko. (2001). educational assessment of student (3rd ed.). new jersey: prentice hall inc. arikunto, s. (2009). dasar-dasar evaluasi pendidikan (10th ed.). jakarta: bumi aksara. azwar, s. (2008). the quality of the tes potensi akademik (tpa) 07a. jurnal penelitian dan evaluasi pendidikan, nomor, 2. azwar, saifuddin. (1993). berkenalan dengan teori respons aitem. buletin psikologi, 1(1), 9–16. azwar, saifuddin. (2009). tes prestasi. yogyakarta: pustaka pelajar. daryanto. (2012). evaluasi pendidikan. jakarta: rineka cipta. djaali dan pudji muljono. (2008). pengukuran dalam bidang pendidikan. jakarta: grasindo. golafshani, n. (2003). understanding reliability and validity in qualitative research. the qualitative report, 8(4), 597–606. hamzah, b. u. (2010). pengembangan instrumen untuk penelitian. jakarta: delima press. iskandar, a., & rizal, m. (2018). analisis kualitas soal di perguruan tinggi berbasis aplikasi tap. jurnal penelitian dan evaluasi pendidikan, 22(1), 12–23. kadir, a. (2015). menyusun dan menganalisis tes hasil belajar. al-ta’dib, 8(2), 70–81. 54 kartowagiran, b. (2012). penulisan butir soal. yogyakarta: universitas negeri yogyakarta. mardapi, d. (2012). pengukuran penilaian dan evaluasi pendidikan. yogyakarta: yuha medika. saifuddin azwar. (2010). sikap manusia: teori dan pengukurannya (cetakan xi). yogyakarta: pustaka pelajar. simon, m. k., & goes, j. (2013). ex post facto research. retrieved from. solichin, m. (2017). analisis daya beda soal, taraf kesukaran, validitas butir tes, interpretasi hasil tes dan validitas ramalan dalam evaluasi pendidikan. dirāsāt: jurnal manajemen dan pendidikan islam, 2(2), 192– 213. sukardi. (2010). evaluasi pendidikan: prinsip dan operasionalnya. jakarta: bumi aksara. surapranata, s. (2009). analisis validitas, reliabilitas, dan interpretasi hasil tes: implementasi kurikulum 2004 (4th ed.). bandung: remaja rosdakarya. suryani, y. e. (2017). pemetaan kualitas empirik soal ujian akhir semester pada mata pelajaran bahasa indonesia sma di kabupaten klaten. jurnal penelitian dan evaluasi pendidikan, 21(2), 142–152. widoyoko, e. p. (2009). evaluasi program pembelajaran. yogyakarta: pustaka pelajar. 45 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 7 no 1 (2021) website : http://journal.unj.ac.id/unj/index.php/jisae diagnostic test instruments for the basis of remedial learning deni iriyadi1, universitas islam negeri sultan maulana hasanuddin banten abstract this research is a type of development research that is focused on developing a diagnostic test instrument to see students' conceptions. the research was conducted at sma negeri 1 watampoen in class x. this research regulates the stage of developing an instrument consisting of 6 steps: (1) determining the specifications of the instrument, (2) determining the domain of the instrument, (3) determining whether the format is open-ended or closed ones to be used, (4) determining the test / instrument format, (5) determining whether the instrument is used for groups or individuals, (6) determining the length of the instrument. from this study, one third of the diagnostic tests were obtained which consisted of testing, examination format, and error checking. giving remedials to students should not be done just like that without taking into account the knowledge that students have. by using a diagnostic test, students' understanding can be identified including what material they do not understand. this can be used as a reference for providing improvements to students keywords: diagnostic test, fault type assessment, remedial learning address for correspondence: 1deni.iriyadi@uinbanten.ac.id introduction based on uu ri no. 20 tahun 2003 tentang sistem pendidikan nasional education is a conscious and planned effort to create an atmosphere of learning and the learning process so that students actively develop their potential to have spiritual, religious, self-control, personality, intelligence, noble character, and the necessary skills. himself, society, nation and state. the operationalization of national education has been described in government regulation number 19 of 2005 concerning national education standards (snp) which serves as the basis for planning, implementing and supervising education in the context of realizing quality national education. in accordance with permendikbud no 66 tahun 2013 tentang penilaian pendidikan states that educational assessment as a process of collecting and processing information to measure the achievement of student learning outcomes includes: authentic assessment, self-assessment, portfolio-based assessment, tests, daily tests, midterm tests, final semester tests , competency level examinations, quality http://journal.unj.ac.id/unj/index.php/jisae 46 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 level competency examinations, national examinations, and school/madrasah examinations. in management theory, as a good learning planning system, the curriculum must include four things. first, the final educational outcomes that must be achieved by students (outputs), and formulated as graduate competencies. second, the content of the material that must be taught to, and studied by students (input / standard content), in an effort to form the desired graduate competencies. third, the implementation of learning (the process, including the learning methodology as part of the standard process), so that the three desired competencies are formed in students. fourth, assessment of the suitability of the process and the achievement of learning objectives as early as possible to ensure that the inputs, processes and outputs are in accordance with the plan. effective learning is learning that can condition students to achieve maximum progress according to their abilities (salamah, 2018). a good teacher always tries to create effective learning. the 2013 curriculum emphasizes the assessment of the three components in the process. the three components are skill, knowledge, and attitude (khamim, 2019). the three components are found in the learning process. in addition, the 2013 curriculum emphasizes authentic assessment (actual assessment) (rennert-ariev, 2005; sani, 2016). in a learning process, authentic assessment measures, monitors and assesses all aspects of learning outcomes (which are included in the cognitive, affective, and psychomotor domains), both those seen as the end result of a learning process, as well as changes and development of activities, and learning acquisition. during the learning process inside the classroom and outside the classroom (morales & fernández, 2019). the entire series of student learning becomes the point of attention of an educator in providing an assessment. authentic assessment emphasizes both process and outcome. thus, all students' views in the sequence of learning activities can be assessed objectively, as is, and not solely based on the final result (product) (nurhayati, jayusman, & ahmad, 2018; wildan, 2017). assessment activities are not just asking or tapping knowledge that has been known in the learning process, but the actual performance of the knowledge that has been mastered. authentic assessment assesses students objectively asking students to demonstrate the skills and competencies they have (ashford-rowe, herrington, & brown, 2014; hanifah & irambona, 2019; harianti, 2019; swaffield, 2011). in fact, not all students can achieve maximum progress in the learning process. students often face difficulties or problems and need help and support from the surrounding environment to solve these difficulties or problems. in order to help students appropriately, it is necessary to know in advance whether the difficulties or problems faced by these students are then analyzed and the solutions are formulated. for this purpose, a form of diagnostic test is required. diagnostic tests are intended to determine student learning difficulties experienced by students based on the results of previous formative tests. diagnostic tests can be used to identify the main problems that cause students not to achieve the learning outcomes specified as a reference in determining future remedial learning (rusilowati, 2015; srivastava et al., 2019). thus, a diagnostic test is needed by teachers in determining future learning patterns. diagnostic means identifying a disease from the symptoms it causes. like a doctor's work, before determining the right disease and medicine to cure it, a doctor will conduct a careful examination, for example: checking the pulse, breath sounds, knee reflex, eye pupil reflex, urine, blood, and so on. such initial examination is called 47 diagnosing, while treating is called therapy. likewise, a teacher to his students. before being able to provide proper assistance, the teacher must administer a diagnostic test. figure 1.1 diagnostic administration flow based on the chart above, it can be seen that a diagnostic test is a form of test that is used to find out the weaknesses of student misconceptions so that these results can be used as a basis for providing follow-up in the form of appropriate treatment and in accordance with the weaknesses of students. therefore, we need a form of assessment tool that is able to assess not only the final results obtained by students but also able to detect where students experience difficulties or misconceptions. method 1. types of research this research is a type of development research that focuses on developing diagnostic test instruments to determine students' conceptions. the entire form of evaluation instruments developed meets valid, reliable, and objective criteria. 2. research procedure this study adopts the instrument development stage proposed (shultz, whitney, & zickar, 2005) which consists of 6 steps: (1) determine the type specification of the instrument, (2) determine the domain of the instrument, (3) determine whether the open format -ended or closed-ended to be used, (4) determining the test / instrument format, (5) determining whether the instrument is used for groups or individuals, (6) determining the length of the instrument. these steps are then combined with the instrument development procedure for the preparation of a diagnostic test as follows:pengembangan kisi-kisi the grid is arranged in the form of a question specification table which contains the material to be tested, the competencies to be achieved and the proportions of each to be made. this grid can serve as a guide so that the assessment items to be developed can have the right proportions, so that in turn it can determine a person's success as well. the teaching material used is three dimensional, thus the arrangement of the grid and all its devices will focus on the material 3. guidelines for assessing types of errors guidelines for assessing the types of errors were prepared after giving the initial test to students who had studied the material provided, namely three-dimensional geometry. from the students' answers are then grouped based on possible errors that can occur in the material. among them are concept errors, data usage errors, algorithm errors, prerequisite errors, procedural errors, hierarchical errors, simplification errors, abstraction errors, principle errors, and visualization errors. 4. diagnostic problems doctor diagnosis teacher medicine diagnostic test remedial learning analogy 48 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 the form of a diagnostic test is made in the form of a written test using item questions where the questions and answers given to students are in written form. the questions given are in the form of essay questions. the scoring rubric was also created as a teacher guide in the assessment process of student work. diagnostic questions are made based on the types of errors that have been made previously which are thought to be able to reveal / detect whether the students who will be given the test understand or do not understand the three-dimensional geometry material. 5. guidelines for assessment the instrument of research guidelines was developed to see the extent to which students' ability to solve questions and to detect where students experienced errors. the results of the preparation of this instrument will be obtained such as diagnostic test questions and assessment guidelines to determine student misconceptions. results and discussion initial investigation stage before the development of the instrument was carried out, an investigation was first carried out to examine what material was in accordance with this research and in accordance with the cognitive development of students and then arranged the selected material hierarchically. the material used in this research is geometry material with the subject of the concept of distance and angle in building space. considering that the provision of this diagnostic test is carried out after a lesson material has been carried out, therefore the selection of this material is intended to be in accordance with the purpose of the diagnostic test itself. based on the results of interviews and preliminary observations made by researchers as stated in the background, it was found that all this time teachers, especially in the field of mathematics study, used final assessment which was only result oriented. the reference for remedial giving by the teacher is only based on the test of student learning outcomes as a whole. for students who do not fulfill the kkm, they must be given a remedial together with other students with the same question form. this is considered less effective. remedials are only given to students for material / parts that are deemed insufficient. there is no need to do a repetition process that covers all the material in its entirety. therefore, giving a test that is able to detect students' errors is deemed necessary to streamline the learning process in the future steps preparation of tests at this stage the design of the diagnostic test instrument includes: 1. error type assessment sheet the error type assessment sheet is made based on the types of errors that can appear which are grouped into sections based on the characteristics of the existing errors. this assessment sheet includes common types of errors and a description of the types of errors. this type of error assessment sheet is made based on the results of the initial work of students who have studied three-dimensional geometry material. the results of the assessment of the instrument feasibility sheet for the diagnostic test development of a diagnostic test based on the learning outcomes provided by the validator are presented in table 1 below. table 1 results of the agreement between two experts in the specifications table for the development of a diagnostic test instrument 49 validator i irrelevant score (1 2) relevant score (3 4) validator ii irrelevant score (1 2) 0 0 relevant score (3 4) 0 24 from the assessment given by the two validators above, the validity level can be calculated based on the gregory content validity formula as follows: validitas isi = d a + b + c + d = 24 24 = 1 so it can be concluded that the validity obtained is 1 or v = 100%. this means that the results of the assessment of the two validators have "strong relevance" with a content validity coefficient of more than 75% or v> 75%, so it can be said that the results of the measurement or the interference taken are valid. this type of error sheet can later be a reference for teachers in detecting mistakes made by their students, such as based on the instruments that have been developed in the following table in three-dimensional material no. type of error code description of the forms of the errors made 1 concept error a 1. incorrect placement of points in and out of space 2. incorrect theorem / formula 3. incorrect use of formulas that are not in accordance with the prerequisite conditions for the application of the formula 4. wrong in placing a corner in space 2 data usage errors b 1. does not use data that should be used 2. incorrectly entering data into variables 3. add unnecessary data 3 algorithm error c 1. wrong in the calculation process 2. wrong in doing algebraic manipulation 4 prerequisite error d 1. the prerequisite material has not been mastered (pythagoras, the rule of sin and the rule of cos in a triangle) 5 procedure error e 1. wrong calculation step 2. students' ignorance of the steps that must be taken 6 hierarchy error f 1. wrong in designing finishing steps 7 simplification error g. 1. wrong in completing answers 2. wrong in conceptualization 50 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 no. type of error code description of the forms of the errors made 8 abstraction error h 1. wrong in translating the questions into pictures 2. wrong in transforming the image into other parts 9 principle mistakes g. 1. wrong in determining the distance that must be calculated about the distance from the point to the line 2. wrong in determining the distance that must be calculated about the distance of two intersecting lines 3. wrong in determining the angle between two planes 10 visualization error i 1. wrong in distinguishing lines that intersect with those that cross 2. incorrect in distinguishing lines that cross and intersect 3. wrong in determining parallel lines on the plane 4. wrong in determining the line that penetrates / cuts in the plane 2. diagnostic test sheet for the late diagnostic test, the device is developed following the indicators that have been made with every possible question that can arise for a basic competency. for example, the following diagnostic test instrument is intended to find out possible student errors which will later be used as material for remedials. the results of the assessment of the diagnostic test development questions based on the learning outcomes provided by the validator are presented in table 2 below. table 2 results of the assessment / validation of diagnostic questions for the development of diagnostic tests on three-dimensional geometry material. validator i irrelevant score (1 2) relevant score (3 4) validator ii irrelevant score (1 2) 0 0 relevant score (3 4) 0 28 from the assessment given by the two validators above, the validity level can be calculated based on the gregory content validity formula as follows: validitas isi = d a + b + c + d = 28 28 = 1 so it can be concluded that the validity obtained is 1 or v = 100%. this means that the results of the assessment of the two validators have "strong relevance" with a content validity coefficient of more than 75% or v> 75%, so it can be said that the results of the measurement or the interference taken are valid. 51 3. diagnostic test assessment format for the diagnostic assessment format is made in such a way that in addition to providing the final value obtained by students, it can also provide an overview of what errors the students get. consider the following abcd efgh square image: determine the position between: a. point a about line ab answer: ………………………………………………………………… .. b. point e to the fg line answer: ………………………………………………………………… .. c. point c against the bche plane answer: ………………………………………………………………… .. d. point f with respect to the abcd plane answer: ………………………………………………………………… .. e. be line with pq line answer: ………………………………………………………………… .. f. bc line with dh line answer: ………………………………………………………………… .. g. fh line with the chf field answer: ………………………………………………………………… .. h. ab line with the cdhg plane answer: ………………………………………………………………… .. i. ag line with bdhf plane answer: ………………………………………………………………… .. j. abgh field with pqgh field answer: ………………………………………………………………… .. k. bcgf field with adhe field answer: ………………………………………………………………… .. 52 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 answer type of error if the answer does not fit consider the following abcd.efgh cube image: determine the relationship or position between: a. point a about line ab answer: point a on line ab or point a inside line ab or line ab through point a. b. point e to the fg line answer: point e outside the fg line c. point c against the bche plane answer: point c in the bche field d. point f with respect to the abcd plane answer: point f outside the abcd plane e. be line with pq line answer: the be line intersects the pq line f. bc line with dh line answer: the bc line crosses the dh line g. line ab to line ef answer: line ab is parallel to line ef h. fh line with the chf field answer: the fh line is located in the chf plane i. ab line with the cdhg plane answer: line ab is parallel to the cdhg plane j. ag line with bdhf plane answer: the ag line crosses the bdhf plane k. abgh field with pqgh field answer: the abgh plane intersects the pqgh plane on the line gh. l. bcgf field with adhe field answer: the bcgf plane is parallel to the adhe plane. a1 a1 a1 a1 i1 i1 i3 i4 i4 i5 i1 i4 in the grid table designed for the subject of geometry contains the types of assessment, the material given to students and the number of items used to see the types of errors that occur to students while working on the diagnostic questions they 53 make. the assessment sheet developed by the researcher also helps teachers in the assessment process of their students. giving diagnostic tests diagnostic tests have the following characteristics: (a) are designed to detect student learning difficulties, therefore the form and responses that are screened must be designed to have a diagnostic function, (b) are developed based on an analysis of the sources of errors or difficulties that may be the cause of the problem (disease) students, (c) use questions in the form of supply response (in the form of descriptions or short answers), so that they are able to capture complete information. if there are certain reasons for using the selected response form (for example the multiple-choice form), an explanation must be included for why choosing a particular answer so that it can minimize guessing answers, and can determine the type of error or problem, and (d) accompanied by a follow-up design (treatment) in accordance with difficulty (disease) identified. in completing a basic competency, the teacher is faced with several questions, first: which student learning tasks have been satisfactorily achieved and which ones still need help ?; second: which students have problems in learning and need help? to monitor student learning progress, the teacher provides a formative test. this test is designed to measure completeness of learning or completeness of minimum competence (kkm). if from the results of the formative test it is known that there are students who have not yet completed it, the teacher will conduct a test to diagnose possible sources of the problem. providing diagnostic tests can be done at the end of each meeting. from several diagnostic questions that have been developed, it can be selected according to the teaching material that has been given. questions do not have to be given all at once after all teaching material has been given to students. it may be that the diagnostic questions are given at the end of one basic competency or even each indicator. from these results the teacher then compiles remedial lessons. mastery of the material is very necessary for students as an initial capital to go to the next material because basically new material is difficult to teach when the previous material has not been understood by students. the following is a picture of the flow of giving the diagnostic test that can be done by the teacher. figure 1. diagnostic test flow 54 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 conclusion giving remedials to students should not be done just like that without taking into account the knowledge that students have. by using the diagnostic system, students' understanding can be identified including what material they do not understand. this can be used as a reference for giving remedials to students. so that students do not need to repeat for all the material taught, it is enough that they do not understand material. besides saving time, it can also streamline student learning time. all diagnostic test instruments developed have met the valid, reliable and objective criteria. reference ashford-rowe, k., herrington, j., & brown, c. (2014). establishing the critical elements that determine authentic assessment. assessment & evaluation in higher education, 39(2), 205–222. hanifah, m., & irambona, a. (2019). authentic assessment: evaluation and its application in science learning. psychology, evaluation, and technology in educational research, 1(2), 81–94. harianti, s. e. a. (2019). karakteristik usaha dan tingkat literasi keuangan pada umk di kecamatan pancoran dki jakarta. kompleksitas: jurnal ilmiah …. ejurnal.swadharma.ac.id. retrieved from http://ejurnal.swadharma.ac.id/index.php/kompleksitas/article/download/14/14 khamim, k. (2019). analisis standar penilaian pendidikan pada pendidikan dasar dan menengah di indonesia. misykat: jurnal ilmu-ilmu al-quran, hadist, syari’ah dan tarbiyah, 4, 125. https://doi.org/10.33511/misykat.v4i1.76 morales, h. s., & fernández, l. c. (2019). authentic assessment in the listening comprehension classroom: benefits and implications. gist: education and learning research journal, (19), 6–30. nurhayati, e., jayusman, j., & ahmad, t. a. (2018). implementasi penilaian autentik dalam pembelajaran sejarah di sma negeri 1 semarang. indonesian journal of history education, 6(1), 21–30. permendikbud no 66 tahun 2013 tentang penilaian pendidikan. rennert-ariev, p. (2005). a theoretical model for the authentic assessment of teaching. practical assessment, research, and evaluation, 10(1), 2. rusilowati, a. (2015). pengembangan tes diagnostik sebagai alat evaluasi kesulitan belajar fisika. in seminar nasional fisika dan pendidikan fisika ke-4 2015. sebelas maret university. salamah, u. (2018). penjaminan mutu penilaian pendidikan. evaluasi: jurnal manajemen pendidikan islam, 2(1), 274–293. sani, r. a. (2016). penilaian autentik. bumi aksara. shultz, k. s., whitney, d. j., & zickar, m. j. (2005). measurement theory in action: case studies and exercises. routledge. srivastava, s., love-nichols, j. a., dies, k. a., ledbetter, d. h., martin, c. l., chung, w. k., … prock, l. (2019). meta-analysis and multidisciplinary consensus statement: exome sequencing is a first-tier clinical diagnostic test for individuals with neurodevelopmental disorders. genetics in medicine, 21(11), 2413–2421. swaffield, s. (2011). getting to the heart of authentic assessment for learning. assessment in education: principles, policy & practice, 18(4), 433–449. uu ri no. 20 tahun 2003 tentang sistem pendidikan nasional. wildan, w. (2017). pelaksanaan penilaian autentik aspek pengetahuan, sikap dan keterampilan di sekolah atau madrasah. jurnal tatsqif, 15(2), 131–153. 103 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 7 no 2 (2021) website : http://journal.unj.ac.id/unj/index.php/jisae the evaluation of implementing online learning at unimed faculty of engineering zulkifli matondang1 universitas negeri medan sarwa2 universitas negeri medan liana atika3 universitas negeri medan sutrisno4 universitas negeri medan abstract this research aims to evaluate the online learning implementation activities at the unimed faculty of engineering to determine the various weaknesses and constraints. the research approach used is the cipp model of stufflebeam. and it focused on the content/material, facilities, processes, and outputs of online learning. data were obtained from unimed faculty of engineering students through online questionnaires. the results showed that 1) the availability of learning resources is still low, as a content aspect, 2) network strength is weak at the input aspect, 3) the helpdesk service is lacking at the process aspect, and 4) the online effectiveness is low at the product aspect. on average, out of these four components, the lowest is online learning tools. in conclusion, this research found that learning facilities contributed to online learning effectiveness at the unimed faculty of engineering. keywords: evaluation, cipp model, online learning address for correspondence: 1zulkiflimato@gmail.com; 2sarwa@unimed.ac.id; 3liana_atika@unimed.ac.id; 4sutrisno_unimed@yahoo.com introduction the development of information and communication technology (ict) led to the switch from offline to online to learning by the unimed faculty of engineering (ef) lecturers. they creatively and innovatively implemented this academic process by planning and arranging learning activities through existing networks or online learning models (olm). at the beginning of 2020, the whole world, including medan city in indonesia, contracted a contagious disease called covid-19, which led to the mandatory conduction of learning activities online. therefore, due to the pandemic, the rector implemented the following online lecturing processes in accordance with letter no. 000809/un.33/se/2020, namely theory (face-to-face, structured tasks, and independent tasks) are to be carried out using e-learning, vi-leaning, mailing list, wa group, line, skype, or similar methods. practical lectures (laboratory, workshop, studio, studio, microteaching) are carried out by giving other relevant assignments by the course achievements. eko kurtanto stated that online learning is quite effective in improving student learning outcomes (kuntarto, 2017). its application creates a more active, innovative, creative, effective, and less boring atmosphere, which increases student motivation and ultimately raises achievement. for online learning to run effectively, every element http://journal.unj.ac.id/unj/index.php/jisae mailto:zulkiflimato@gmail.com mailto:sarwa@unimed.ac.id mailto:liana_atika@unimed.ac.id mailto:sutrisno_unimed@yahoo.com 104 involved needs to meet the requirements. the lecturer in implementing online learners needs to first possess the knowledge and skills in using various applications. one of the applications used is sipda. this application is designed for online learning forinternal university. apart from sipda, there are several paid and free applications used. one of the factor that supports the implementation of online learning is shareable lecture material through the network in the form of softcopy. the students need to possess adequate knowledge and skills of online learning activities, with facilities (computer or gadget) that are connected to the internet network to enable them to learn through the network (online). the observations of the online learning implementation at unimed faculty of engineering are varied. llecturers are expected to carry out online learning on each subject using their perceptions, conditions, and abilities. this led to the inadequate implementation of online learning. there fore, to determine the quality of online learning and to reveal its implications, an in-depth study was conducted. according to sitompul, one of the important components in planning a program is to state the general and specific goals in advance (sitompul et al., 2018). several models are used in the program evaluation activities, one of which is the cipp. this model was applied to evaluate the implementation of online learning at ef unimed. stuffle beam developed the cipp model, and it is an acronym for the wordscontext, input, process, and product. it includes four types of decisions, namely (1) planning, which affect the choice of objectives, (2) structuring, which determines the optimal strategy and procedural design for achieving the goals determined from the planning phase, (3) implementing, which include implementation and improvement of the design, method or strategy that has been selected, and (4) recycling, which determine whether the online learning program is repeated, changed or discontinued. it is important to evaluate online learning at ft unimed to find out various obstacles and can be make decisions to fix them. by improving the process and means of online learning, it will improve the quality of ft unimed graduates. the cipp model is very suitable to be used to evaluate a program such as online learning. the cipp model describes various weaknesses that occur in online learning at ft unimed, from the aspect of content (learning planning), input (learning facilities), process (learning implementation), and product (learning outcomes). evaluation of online learning at ft unimed has never been done, let alone using the cipp model approach. matondang stated that the purpose of program evaluation is to obtain accurate and objective information (matondang & sitompul, 2017). therefore, the evaluation is intended to determine the effectiveness and level of achievement (progress/success rate) of an activity, especially the online learning program at ef unimed. the term evaluation is often equated with assessment, although several other terms such as scoring and judgment are sometimes translated as assessment (norman e, 1990). method this is an evaluative research conducted at the ef of unimed, from may to november 2020, using the cipp model designed by stufellbeam. the cipp model is an evaluation activity and an acronym for the words content, input, process, and product. furthermore, this study utilised qualitative and quantitative data. qualitative data is in the form of information on the process and implementation of online learning experienced by ef unimed students, such as the preparation process, work on assignments, implementation of video conferences, and assessment systems in online learning. quantitative data is in the form of descriptive information on the 105 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 quality of online learning implementation, the achievement of student competencies according to the subjects, and the effectiveness of online learning implementation. the data sources are the students and lecturers involved in implementing online learning. several techniques and collection tools were used to obtain data. the data collection techniques weresurveys, observations, interviews, and online questionnaires. while the tools used are the assessment sheet, documentation check, and an online questionnaire. the data analysis model is in accordance with lodico, spaulding, & voegtle concepts (putra, 2012). itcomprises of the following stages, namely 1) organizing and carefully checking the data, 2) re-checking the data, 3) carrying out further data processing by summarising, describing, and organising, codes containing categories that are more specific and differentiated from others, and 4) carry out the final analysis, make interpretations, and conclusions containing the results of the research. results and discussion results the respondents in this study were 882 unimed faculty of engineering students. the distribution of the proportion of students based on the existing majors is shown in figure 1. figure 1. proportion of student respondents based on departments. figure 1 shows that 453 (51%) students majoring in fwe provided data online, while the least was 87 (10%) students from mee majors. the data analysis results provided by unimed faculty of engineering students for online planning documents made by lecturers at sipda obtained an average score of 2.94 with a standard deviation of 0.73. table 1 shows the average score of student responses on the learning planning document. table 1. the average of student responses about learning planning. no aspects average score deviation 1 subject identity 3.31 0.66 2 clarity of competency formulation 3.02 0.76 3 achievement of learning objectives 2.84 0.76 4 outline of material description 3.09 0.71 5 learning media used 2.94 0.73 6 online learning activities 2.71 0.83 7 clarity of content being worked on 2.80 0.76 8 specific assessment instruments 2.96 0.67 9 completeness of assessment instruments 2.97 0.69 125; 14% 87; 10% 217; 25% 453; 51% building engineering education (bee) mechanical engineering education (mee) electrical engineering education (eee) family welfare education (fwe) 106 10 availability of learning resouurces 2.74 0.75 average 2.94 0.73 this data shows that lecturers' quality of online learning planning at sipda is in the good category with an average of 2.94. the assessed smallest aspect of 10 was found in online learning activities, and the availability of learning resources was the lowest, with an average of 2.71 and 2.74, respectively. a good aspect is the identity and outline of the material description of the planning that the lecturer supports in sipda. these results indicate that online learning activities at the unimed faculty of engineering need to be improved. furthermore, efforts are made to improve teachers' and students' competence. the data analysis results regarding the implementation of online learning in terms of the available facilities and based on students' conditions and feelings, are shown in table 2. table 2. the average of student responses about online learning facilities. no aspects average score deviation 1 availability of online devices 2.68 0.70 2 online network strength 2.31 0.74 3 student competence in online learning implementation 2.84 0.76 4 completeness of uploaded material 2.82 0.70 5 completeness of lms features on sipda 2.78 0.73 6 ease of applicating sipda 2.69 0.81 7 availability of sipda guidelines 2.72 0.80 average 2.69 0.75 table 2 shows that the weakest aspect of online learning facilities is the network strength and availability of devices with mean values of 2.31 and 2.68, respectively. the main requirement for online learning is the existence of good and stable internet. furthermore, the quality of online learning can be increased through the provision of networks and devices. in terms of student competence, the feature aspects of sipda and its application are in a good category. this shows that generally students are able to adapt and participate in online learning which is carried out at unimed faculty of engineering. the survey results on the online implementation process are shown in figure 2. figure 2. the average of studentresponses to theonline learning process figure 2 shows that the aspects of helpdesk and communication processes on online learning obtained average values of 2.83, and2,91, respectively. the research 2,91 3,18 3,07 2,96 3,11 3,13 2,91 3,04 2,83 3,02 2,6 2,7 2,8 2,9 3 3,1 3,2 3,3 online accuracy on schedule online presence of students online student participation variance of features used in sipda completeness of assignments online on time submission of assignments online communication process online assignment appraisal process service process (helpdest) on online average 107 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 data obtained indicate that both service processes need to be improved. furthermore, the accuracy of online learning according to the specified schedule also needs to be improved. the data analysis results on the output of online learning are shown in table 3. table 3. the average of student responses on learning planning no aspects average score deviation 1 achievement of learning targets 2.86 0.64 2 adequacy of time according to material 2.84 0.68 3 number of tasks in online learning 2.77 0.75 4 responses to online learning 2.77 0.76 5 achievement of online competences 2.66 0.73 6 effectiveness of learning through online 2.53 0.76 average 2.74 0.72 table 3 shows that learning online's effectiveness and competency outcomes have average values of 2.53 and 2.66, respectively. these results indicate that the effectiveness of learning and competency outcomes through online learning is in a low category. therefore, for the lecturers to improve online learning, the effectiveness and achievement of competencies need to be increased. the data analysis results obtained from the respondents show that the product of online learning activities has an average of 2.74 with a deviation of 0.72. the four components evaluated, namely content, input, processes, and products, are shown in figure 3. figure 3. the average of student responses to online learning components figure 3 shows that the facilities components' average score has the lowest score of 2.69, followed by the product component at 2.74. these results indicate that the implementation of online learning needs to be improved, especially in structuring and improving learning facilities. discussion the evaluation research results on the implementation of online learning at engineering faculty at unimed indicate that the competence of learning planning (content), and resources, had the lowest average value compared to other aspects. 0 0,5 1 1,5 2 2,5 3 3,5 online planning online tools online process online products 2,94 2,69 3,02 2,74 0,73 0,75 0,71 0,72 average s deviation 108 these results indicate that a lecturer needs to compile an online learning plan capable of being implemented properly. another thing that needs to be improved and added is learning resources usable in online learning. therefore, in increasing the quality of online learning planning, it is necessary to have a common perception of the implementation process for the objectives to be achieved according to plan. this is in line with eko kurtanto's opinion, which stated that online learning's success is carried out by increasing teacher competence in making good lesson plans (kuntarto, 2017). evaluation activities on the input component need to be in accordance with the facilities from the online learning program. the evaluation show that the aspects of network strength and the availability of online learning tools are of low quality. the internet network and the availability of devices are very important for online learning success at the implementation stage. furthermore, in improving the quality of online learning, it is necessary to increase the strength and breadth of the internet network and fulfill online learning tools. evaluation is in terms of various aspects related to the online learning process. the evaluation results show that the helpdesk and the online communication processes are of the lowest quality. the implementation of online learning is still relatively new, therefore students, staff, and lecturers still need guidance and training to run effectively. to improve the online learning process at, employees, or helpdesk need to be enhanced. technically, the helpdesk should always be willing to assist students or lecturers in the proper running of the system. similarly, lecturers need to enhance their services to provide quality communication in online learning, which is important in learning both orally and in writing. evaluation activities on product components are reviewed from online learning outputs at ef unimed. the evaluation results on the product components showed that the effectiveness of online learning and student competencies' achievement had low quality. this evaluation indicates that a method or strategy is needed for online learning activities to be implemented more effectively both in terms of implementation time and the achievement of learning objectives. based on these evaluation results, it is necessary to carry out a more appropriate learning strategy or method through online learning. the overall online learning activities are components with lower quality. therefore it is necessary to review the implementation process. according to sitompul, the implication of implementing the cipp model evaluation is that it affects the decisions making process, methods, or strategies carried out in ef unimed online learning (sitompul et al., 2018). conclusion based on the results and analysis of the research data, the following conclusions were drawn: 1) for the content component evaluated in online learning, the aspect of availability of learning resources is still low with a mean score of 2.74, 2) at the input component, the lowest aspect is the power of the online network, with a mean score of 2.64, 3) at the process component, the helpdesk service aspect for online learning still lacks with an average score of 2.83, and 4) product components considered lacking are the effectiveness aspects of online learning with an average score of 2.53. of the four components, the lowest is online learning tools. therefore, to improve the quality of online learning the following need to be achieved 1) additional learning resources provided by lecturers, 2) additional facilities and strong networks to support online learning, 3) enhance the quality of services provided by helpdesk for 109 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 learning online, and 4) increase the effectiveness and achievement of student competencies in online learning. acknowledgment the authors are grateful to the unimed rector for funding this research reference kuntarto, e. (2017). keefektifan model pembelajaran daring dalam perkuliahan bahasa indonesia di perguruan tinggi. journal indonesian language education and literature, 3(1), 53–65. https://www.syekhnurjati.ac.id/jurnal/index.php/jeill/article/view/1820 matondang, z., & sitompul, h. (2017). evaluation of learning outcomes. al-hayat foundation. norman e, g. (1990). measurement and evaluation in teaching. mcmillan inc. putra, n. (2012). educational qualitative research methods. raja grafindo persada. sitompul, h., mursid, r., & matondang, z. (2018). evaluation of learning programs. open university publisher. 55 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 7 no 1 (2021) website : http://journal.unj.ac.id/unj/index.php/jisae teacher supervision using teacher competence assessment in the assessment of learning implementation components in primary school jurumudi 5 tangerang state bambang afriadi1 universitas islam syekh-yusuf dahlia1 sdn jurumudi 5 kota tangerang abstract the focus of this research is mainly based on the elementary school level at sdn jurumudi 5 tangerang city hoping that this research topic will enable teachers to expand their knowledge about the impact of classroom climate on their students' learning processes. these factors contribute to a relevant classroom environment in classrooms with students of all ages and grade levels. for students to be able to learn in school, it is not only important for teachers to instruct students on what is in the textbooks, but it is also important that the classroom environment allows students to perform to their highest potential. the focus of this research is related to the classroom environment and its impact on student learning. this study will use an evaluation analysis model with a qualitative and quantitative method approach. through a qualitative approach, the data collected will try to be processed and presented in a description based on expressions, language, ways of thinking, and the views of the research subject. while the method used in this research is evaluation research. in the analysis of this study using the apkg instrument analysis that has been made by the state university of jakarta. the data that has been obtained were analyzed using the average of the evaluation results with the following criteria with a range of values 1 very not good, 2 enough, 3 good, and 4 very good. the results of the researchers showed results with good criteria, while the components in the assessment that was not optimal could be improved by the teacher. especially in the use of science and technology, this is due to inadequate school facilities. while the components related to methods, the use of learning resources, and class management are very good. in this case, every ideal teacher class is unique and creative and can be an opportunity to build great classroom conditions and situations between teachers and students keywords: assessment of learning, primary school, teacher supervision address for correspondence: 1bambang.afriadi@unis.ac.id http://journal.unj.ac.id/unj/index.php/jisae 56 introduction a classroom is a study room, space where children and adults learn. classrooms are found in all educational institutions, from preschool to university, and can also be found in other places where education or training is provided, such as companies and religious and humanitarian organizations. classrooms provide a space where learning can take place without being distracted by outside distractions. most of the child's time is spent sitting in the school classroom. this place is where they will learn a variety of skills that they deem necessary and appropriate for them to achieve success in the global community. as we all know, the classroom environment is the second teacher for each student, in this study researchers will examine the evaluation of how the concept of learning for each student during this time. to keep the classroom running smoothly, teachers must create and adhere to schedules for class students and individuals (stewart et al., 1997). this timetable should allow teachers to have as much time as possible for core instruction subjects (stewart et al., 1997). as a result, teachers who stick to their classroom schedules tend to run out of time for other lessons (digital works and turano 2005). the classroom climate has not only been shown to affect student outcomes and achievements but is a prominent policy issue in several countries and regions. classroom behavior and management are two variables that have the greatest impact on student learning (marzano and marzano, 2003). teachers must evolve class rules to communicate expectations. stewart et al. argue: "classroom management and control behavior is central to stimulating learning. research has shown that teachers who are effective in managing behaviors in the classroom are also effective in improving achievement" (p. 100). 55). teachers must set a limit of three to five rules for their classrooms. these rules must be clearly stated at the beginning of the school year, posted, and frequently reviewed (stewart et al., 1997). teachers should use many interventions that accommodate state-created curriculum ("creating effective teaching and learning environments: first results from talis executive summary," n.d.) the learning process uses a scientific-participatory approach with children trained and used to observe, and ask, try and reason, to communicate, both oral and written. while the assessment was developed, not only quantitative-numerical but also qualitative-descriptive. "classroom teachers must provide a positive learning environment. it is in this class that teachers have the greatest control over conditions that affect learning and behavior" (stewart, evans &kaczynski, 1997, p.53). teachers should be aware of the environmental impact a class can have on students because of the way they conduct their classrooms. recognizing individual differences from learners is a basic concept when teachers prepare to teach it is a basic assumption of strategic teaching and learning to teach in the classroom should be the interaction of what we know about teaching variables, learning, achievements, and contextual factors. this assumption has prompted our search as individuals and groups to develop an instructional framework (jones, 1987: p. v). students come from different backgrounds and have a variety of experiences and abilities. good teaching depends not only on the teaching strategy or its effectiveness but also depends on the individual needs and adequacy of the content. dyer and osborne (1995) in his study book entitled "the influence of teaching https://en.wikipedia.org/wiki/learning_space https://en.wikipedia.org/wiki/preschool https://en.wikipedia.org/wiki/university https://en.wikipedia.org/wiki/university 57 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 approaches on student agricultural education achievement with varying learning styles "proposes that" the selection of appropriate teaching approaches is one of the most important processes for achieving student teaching success and achievement" (p. 260). joyce and weil (1986, in dyer and osborne 1995), further stated that "students react differently to different teaching methods, and that the selection of the right method is essential to their learning style served by instruction" (p. 260). there is an assumption that students learn with different styles, at different speeds, at different levels of prior knowledge, and in different environments when lesson materials are provided with various teaching strategies(shinn 1997). rosenshine and frust (1973) report that students learn well when following present characteristics: (1) variability in teaching methods and materials, (2) interest, (3) clarity, (4) task-oriented behavior, (5) use of teacher structuring comments, (6) students' opportunities to study the material, (7) varying levels of questions, and (8) enthusiasm. yelon (1996, p. 3) promotes ten strong teaching principles that he believes superior teachers apply: meaningfulness, prerequisites, open communication, organizing important ideas, learning aids, novelty, modeling, active appropriate practices, pleasant conditions and consequences, and consistency. monk and dillion (1995) stated in planning and management for science teaching that the purpose of the activity was to help teachers to develop the following: (1) knowledge of the elements of classroom planning and management; (2) skills and strategies for organizing and managing activities in lessons; (3) skills and strategies in planning and managing continuity between lessons; (4) experience in developing and planning work schemes. the most effective teaching methods and tools include using laboratories, demonstrations, contests, using real objects, discussions, and supervised experiences. teacher characteristics that influence the use of the chosen one to understand the selected teaching method include the number of courses taken focusing on teaching and learning, the length of teaching contracts, school location, school size, academic background, and gender(shinn 1997). the focus of this research is primarily based on the elementary school level at sdn jurumudi 5 tangerang hoping that this research topic will allow teachers to expand their knowledge about the impact of the classroom climate on their students' learning process. those factors contribute to a relevant classroom environment in the classroom with students of all ages and grade levels. thus, my research is based on a clear condition in any class for students to learn in school, teachers are not only important in instructing students about what is in textbooks, but it is also important that the classroom environment allows students to do their highest potential. the focus of this research is related to the classroom environment and its impact on student learning. methods the research approach used is qualitative and quantitative. the quantitative approach is to prioritize the objectivity of research design by using figures and statistical management. this study will use an evaluation analysis model with qualitative and quantitative methods approach. through a qualitative approach, the data collected will be tried to be processed and presented in a description based on expression, the language of the way of thinking, and the subject's views of research. while the method used in this study is evaluation research. evaluation research is not intended to test 58 hypotheses but is intended to improve the programs or policies carried out(emir, 2012). the method of data collection is very closely related to the research problem that wants to be solved. the problem gives direction and influence to the determination of data collection methods. many of the problems that have been formulated cannot be solved properly, because the method for obtaining the validity of the necessary data cannot produce the data as desired. one way to collect data is to use observation methods and documentation. this research analysis using teacher competence assessment instrument analysis that has been created by universitas negeri jakarta. the data that has been obtained is analyzed using the average of the evaluation results with the following criteria with a range of values of 1 very bad, 2 enough, 3 good, and 4 excellent. results and discussion the fundamental ability a teacher must have to organize day by day, hour by hour, by assessing his students and adjusting strategies and tactics over time, requires sophisticated knowledge and skills. to successfully use differentiated instructions, a teacher must first have a strong understanding of each cognitive component of the learning process, what it looks like when they work, and what the specific subcomponents of each form look like when they are damaged. furthermore, a teacher must develop a repertoire rich in strategies and tactics to attract the right strategies or tactics that will overcome specific distractions for a particular task, at the right time. using a great strategy at the wrong time, or a mismatch of strategies with strategies that don't make a profit will frustrate students and teachers alike when the strategy fails to produce the desired results. this research learning process is intended to increase students' attention and focus, motivate them to practice high-level critical thinking skills, and promote meaningful learning experiences by students. teachers who adopt a student-centered approach to teaching increase opportunities for student engagement, which then helps each student more successfully achieve learning goals. the initial activity appraisal component is evaluated with the following indicators: preparing learning conditions, conveying learning objectives, conveying apperception, and conveying motivation. the results of an evaluation of 6 teachers that have been done using teacher competence assessment that has been standardized, it can be known that the early stages of learning activities show the number 4 with excellent results criteria. this becomes important because early-stage learning is the main reference in the next activities. 4 4 4 4 0 1 2 3 4 5 1 2 3 4 initial activity 59 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 instrument evaluation of the core learning activities with evaluation indicators as follows: carrying out 5m (observing, questioning, reasoning, trying, and communicating), using a predetermined learning model, using varied methods, and using communicative language. from the evaluation of existing indicators, there is a score of 3.8 on the indicator using the learning model that has been set. the value is in a good category, but there needs to be sealing as in the evaluation indicator which is in the very good category. instrument evaluation of learning by teachers with components mastering and following the development of science and technology, as for indicators evaluated as follows: following the development of technology, developing materials according to the advancement of science and technology, utilizing ict for learning needs, and implementing ict for material enrichment. from the results evaluated using the teacher competence assessment instrument, it is known that the mastery and knowledge of renewable science and technology have not been optimal. it is found from the evaluation results, that teachers have not used science and technology in all of them. value 2 on the indicator utilizes ict for learning needs, and implementing ict for material enrichment has not been maximized with sufficient credibility. this can be predicted by the limitations of technology owned by the school so that there is no use of such indicators. 4 3,8 4 4 1 2 3 4 learning core activities 3,7 3,5 2,7 2,7 1 2 3 4 mastering and following the development of science and technology 4 4 4 4 1 2 3 4 ability to provide motivation in learning 60 evaluation of the instrument component of ability motivates learning with indicators: pay attention to all students, upload/provoke students to ask, respond well to student questions, and provide reinforcement. from the results of the research showed that all teachers conducted evaluation research using existing components, it was found that the ability of teachers to motivate in learning is optimal. the value of the indicator shows the number 4 with excellent result criteria. this component can be maintained by the teacher optimally because it relates to the way the teacher teaches to keep students in the condition expected by the teacher. evaluation of the components of the ability to manage the classroom in learning with the following indicators: create a fun learning atmosphere, reprimand students who do not want to learn, reward students, and create student interaction in learning. the results of the evaluation of the components of the ability to manage the classroom in 6 teachers who were evaluated showed optimal results, this was stated from a score of 4 on the criteria very good. this component becomes the most important part of learning in the classroom with good classroom management, the purpose of education will lead to the expectations of the school and also the teacher. evaluation on the components of ability to use tools or learning media with indicators: adapted to the subject matter of learning, writing and drawings are clear, interesting, and interactive. the results of the assessment of 6 teachers who were evaluated in the learning process showed good results on the use of learning media with interactive indicators. this is because the evaluation result shows a figure of 3.5 with good criteria. the components on the other indicators show a score of 4, which means very good. this is an important concern in optimizing the use of a good on interactive media indicators. for the sake of teachers must be creative and innovative to create media or use appropriate media in the learning process. 4 4 4 4 1 2 3 4 ability to manage class in learning 4 4 4 3,5 1 2 3 4 ability to use learning aids or media 61 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 evaluation on the ability component using learning methods with indicators: following indicators in the lesson plan, increase student activity, vary, and improve the interactive students in this component has shown excellent results. in this component, the whole indicator shows a score of 4 which has excellent criteria. this component is expected to continue at the same score when researchers perform the same evaluation. evaluation on components utilizes learning resources in learning with indicators: access the internet to obtain learning materials, use libraries, use print media, and use the environment. in the results of evaluation found by researchers, there is a value with excellent criteria that is an indicator of the use of the environment as a learning resource. however, in other indicators, showing good evaluation criteria results, in this case, the results should be optimized by the teacher. that the utilization of learning resources can be accessed anywhere and use anything so that students authentically understand from the subject matter so that more contextual learning objectives will be achieved. evaluation of the components of the closing activity in learning with the following indicators: concluding the material, giving the final test, giving homework, and 4 4 4 4 1 2 3 4 ability to use learning methods 3,7 3,5 3,7 4 1 2 3 4 utilizing learning resources in learning 4 4 4 4 1 2 3 4 closing activities in learning 62 conveying the next topic of the material. the results of the evaluation conducted show significant results are very good in the closing activities in learning, delivery by teachers by the criteria in the research. related components of this assessment need to be maintained by teachers and there needs to be a continuous development so that learning achievements for the next meeting are achieved. conclusion the results of the study showed results with good credibility, while the components in the assessment that have not been optimal can be improved by the teacher. especially in the use of iptek, this is due to inadequate school facilities. while in the components related to the method, the use of learning resources and class management has been very good. in this case, each ideal teacher class is unique and creative and can be an opportunity to build great classroom conditions and situations between teachers and site. effective planning and preparation are essential in maximizing students' learning time. too many teachers went unplanned and found themselves doing nothing for the last few minutes of class. teachers should be familiar with planning that always prepares materials. effective teachers look for every available opportunity to improve student learning. the classroom environment is a teaching resource that should not be ignored. students and teachers spend most of their day in the school classroom, and you are responsible for developing an environment and atmosphere that enhances learning. developing a classroom environment conducive to learning is a process that involves staging physical spaces, getting students to work together, creating communal environments, and ultimately maintaining a positive classroom climate and culture. with the results of this study, researchers as principals can give directions to the teacher council on what needs to be improved and optimized. references afriadi, bambang. 2018. “effective management class concept (case study: student behavior problematics).” jisae: journal of indonesian student assessment and evaluation 4 (2): 97–108. https://doi.org/10.21009/jisae.042.07. bungin, burhan. analisis data penelitian kualitatif, pemahaman fisiologis dan metodologis kearah penguasaan model aflikasi (jakarta: pt raja grasindo persada, 2003) “creating effective teaching and learning environments: first results from talis executive summary.” n.d. creswell w john. pendekatan kualitatif, kuantitatif, dan campuran edisi empat. (yogyakarta: pustaka pelajar) dahlia, d., & afriadi, b. (2020). suvervisi guru menggunakan alat penilaian kompetensi guru (apkg) pada penilaian komponen kepribadian dan sosial guru di sdn jurumudi 5 kota tangerang. jurnal evaluasi pendidikan, 11(2), 67 72. https://doi.org/10.21009/10.21009/jep.0124 digital works, rowan, and amy a turano. 2005. “the impact of classroom environment on student learning recommended citation.” https://rdw.rowan.edu/etd/1089. https://www.thoughtco.com/preparing-a-dynamic-lesson-plan-3194650 63 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 1 emir. metodologi penelitian pendidikan: kuantitatif dan kualitatif. (jakarta: pt. raja grasindo persada, 2012) shinn, yun ho. 1997. “teaching strategies , their use and effectiveness as.” follow this and additional works at: http://lib.dr.iastate.edu/rtd part. https://beneylu.com/pssst/en/classroom-environment-and-its-impact-on-learning/ (diakses 4/20/2019) https://www.cdl.org/articles/understanding-the-learning-process-to-effectivelydifferentiate-instruction/ (diakses 4/2/2019) https://www.washington.edu/teaching/topics/engaging-students-in-learning/(diakses 4/10/2019) https://www.theedadvocate.org/focus-four-areas-create-classroom-environmentconducive-learning/ (diakses 5/15/2019) indriasari, b. a., & afriadi, b. (2020). the analysis of 4th grade student textbook based on the 2013 curriculum on the theme of pahlawanku with the subtheme of perjuangan para pahlawan (lesson six). jisae: journal of indonesian student assessment and evaluation, 6(2), 124 132. https://doi.org/10.21009/jisae.062.02 tim penyusun plpg pgsd fip unj. modul pendidikan dan latihan profesi sekolah dasar. (jakarta : universitas negeri jakarta, 2010) uli l, a. u., partono, t., & lyna, l. (2012). pengaruh supervisi kepala sekolah dan motivasi kerja guru terhadap kinerja guru. economic education analysis journal , 9-13. kemdiknas. (2011). pedoman pelaksanaan pendidikan karakter (berdasarkan pengalaman di satuan pendidikan rintisan). jakarta: kementerian pendidikan nasional badan penelitian dan pengembangan pusat kurikulum dan perbukuan widodo, j. (2007). supervisi guru mata pelajaran ekonomi di indonesia: antara teori dan realita. dinamika pendidikan, 2(2), 291–313. https://doi.org/10.15294/dp.v2i2.453 widodo, joko. 2007. “supervisi guru mata pelajaran ekonomi di indonesia: antara teori dan realita.” dinamika pendidikan 2 (2): 291–313. https://doi.org/10.15294/dp.v2i2.453. wirawan. evaluasi: teori, model, standar, aflikasi, dan profesi. (jakarta: rajawali pres, 2012). https://beneylu.com/pssst/en/classroom-environment-and-its-impact-on-learning/ https://www.cdl.org/articles/understanding-the-learning-process-to-effectively-differentiate-instruction/ https://www.cdl.org/articles/understanding-the-learning-process-to-effectively-differentiate-instruction/ https://www.washington.edu/teaching/topics/engaging-students-in-learning/ https://www.theedadvocate.org/focus-four-areas-create-classroom-environment-conducive-learning/ https://www.theedadvocate.org/focus-four-areas-create-classroom-environment-conducive-learning/ 60 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 the assessment practices by content faculty, student-teaching supervisor and cooperating mentors of pre-professional mathematics teachers in state universities in northeastern philippines mario c. oli cagayan state university carig campus, tuguegarao city mariooli696@yahoo.com contact nos: 0906-755-9753 abstract assessment is the process of teachers gathering information about students’ learning, including their achievement and behavior in both the cognitive and affective domains enabling teachers to make informed decisions for classroom instruction. the pre-professional math teachers were exposed with various assessment practices during their academic years which were implemented by their professors across their academic subject and not to exclude mathematics classes. assessment was just regarded as a means for “grading” the mathematical skills and knowledge of the students and not to measure what is worth measuring.this study aimed to determine the assessment practices of content faculty, student-teaching supervisors and cooperating mentors of pre-professional mathematics teachers in state universities in the cagayan valley region in the philippines it made used of the qualitativequantitative research method and utilized questionnaires and semi-structured interview. frequencies, means, standard deviation, and one-way analysis of variance were used.it was found out that mathematics content faculty used conceptual class discussions or recitations, students’ calculator and computer use, routine homework or drills, student’s use of manipulatives to monitor the learning progress of their students while write up of projects, tests (prelim, midterms, finals), and critique papers are utilized for grading purposes.the student teaching supervisors always used standard checklist for demonstration teaching, and post-conference and the cooperating mentors used formal visit and post conference with the pre-service math teachers for formative assessment in assessing the pedagogical skills of the student teachers during the practicum period. formal visits, standard checklists for demonstration teaching, and post-conferences with concerned individuals were utilized by both for summative assessment. keywords: formative, summative, assessment, pre-professional math teachers introduction assessment is the process of teachers gathering information about students’ learning, including their achievement and behavior in both the cognitive and affective domains enabling teachers to make informed decisions for classroom instruction (huo, 2010). it is used to diagnose student needs, to monitor student progress, to give students grades, to judge teaching effectiveness, to determine raises and promotions, to evaluate curricula and programs, and to decide on allocation of resources and thus being referred to as the “feedback loop in education” (gold, keith & marion, 1999). hence, its main purpose is to improve learning(stassen, doherty & poe, 2001). the result of assessment would be interpreted and serve as the basis of making decision and judgment (nctm, 1995). from this view, it determines to what extent the assessment result becomes more meaningful to the students and teachers.pressing issues concerning mathematics education include the selection, mailto:mariooli696@yahoo.com 61 retention and production of mathematics majors which are related to the nature and quality of assessment in mathematics learning of pre-professional mathematics teachers (streen, 2011). the assessment in mathematics by the content faculty must take various forms in order to meet the competencies and standards intended for the learners. construction of such materials should be based on the objectives or goals of the matter in relation to institution’s mission, vision and alignment to the prescribed national goals for global competitiveness. besides, the trainings or experiential learning of these pre-professional math teachers also matters which is being supervised by the student teaching supervisor from higher education institution with the guidance and help of the cooperating mentors in basic education. nctm (1995) produced a set of assessment standards for school mathematics with the belief that there are new assessment strategies and practices that need to be developed enabling teachers and others to assess student’s performance according to their reformed vision for school mathematics. its vision is to expect students to know and be able to use their learning (dep ed. 2012), the way they have learned it, and how their progress is to be assessed. in the classroom instruction, the teacher must have the ability to construct materials, must know the processes and determines practices to adopt in assessing his students’ learning in the subject (lange, 1999). the quality, validity and reliability of the assessment materials, instruments or tools are very significant in attaining the quality of learning to be achieved. the manner in which content of assessment material is constructed often influences the mathematical value that a teacher wishes to achieve (nctm, 1995). thus, classroom teachers are the best persons and are in the best positions to make judgments about the development of student’s progress and therefore, must be considered the primary assessors of students. hence, it is reasonable that students should know how they are to be assessed, what mathematics they will be expected to do, the criteria for judging their performances, and the consequences of the assessment, and they have the right to receive timely feedback on their performance. therefore, any assessment made by the teacher must be in congruence with the objectives of the subject and in line with the curriculum and instruction (stenmark, 1991; doran, chan, &tamir, 2002; keeley& tobey, 2011). these three dimensions should clearly interface with each other so that fairness, credibility, validity, and utility of assessment would not be compromised. however, nctm (1995) presents four interrelated phases in the assessment processes which are the planning assessment, gathering evidence, interpreting evidence, and using results. since these phases are interactive, differences between them could hardly be determined and that they should not be seen as necessarily sequential. the same applies to the assessment practices of teachers in classroom mathematics. the mathematics teachers of the students are products of teacher education institutions. during the pre-service training, they were exposed with various and assessment practices. these assessment practices have been implemented by their professors across subject areas in all their classes especially in mathematics classroom. however, some professors take for granted the real essence of assessment and they thought of it as a means for “grading” the 62 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 mathematical skills and knowledge of their students and not to measure what is worth measuring (gold, keith, & marion, 1999). in the preparation of the would-be teachers feuer, floden, chudowsky, and ahn (2013) believed that quality of instruction greatly contributes to students’ learning process. they expounded on the need to have a record from observations of teaching for it measures quality of feedback from mentors and assesses whether they are applying what they have learned during the preparation stage. in addition, the quality assurance system in higher education looks into the quality of teaching and learning (cmo, 16, s.2005). this implies that the teaching effectiveness of the instructors is very important in the quality of learning of the students. the result of the classroom assessment or evaluation administered by these instructors in their classrooms is a clear reflection of their teaching effectiveness. the commission on higher education (ched) has set the policy-standard to enhance quality assurance in philippine higher education through learning competency-based standards and an outcomes-based system of quality assurance that is differentiated by type of higher education institution (hei). the said policy-standard applies to both private and public heis which aims to contribute to building a nation capable of transcending the social, political, economic, cultural and ethical issues that constrains the country’s human development, productivity and global competitiveness. in this light, ched explicitly defined quality as the alignment and consistency of outcomes anchored from the institution’s vision, mission, and goals demonstrated by exceptional learning and service outcomes and the development of a culture of quality (cmo 46, s. 2012). achieving high quality in education entails much effort for all individuals and agencies concerned in the educational system. for instance, in its aim of developing a culture of quality, ched will help heis strengthen their management of academic administrative processes in order to achieve their quality goals and educational objectives (cmo 46, s. 2012). furthermore, it ensures the presence of mechanisms, procedures, and processes in order to deliver the quality desired. this task is delegated to the deans of the different colleges and universities through the chairmen of each program. further, the ultimate individuals to implement so as to achieve this quality are the teachers, instructors or professors and students. relative to quality assurance, the department of education conceptualized assessment as a tool to track student’s progress in the attainment of standards, promote self-reflection and personal accountability for one’s learning, and provide a basis for the profiling of student performance. its nature and purpose must address the total development of the learner emphasizing the formative or developmental purpose of quality assuring student learning, standards-based seeking to ensure teachers teaching the standards for students aiming to attain in terms of content and performance as a critical evidence of learning (deped, 2012). in addition, the national council of teachers of mathematics (nctm, 1995) describes assessment as the process of data collection about student’s knowledge of, ability to use, and disposition towards subject matter and of making inferences from that information for a variety of purposes. consequently, the preparation of the pre-service math teachers greatly affects the quality of education they would provide. hence, proper 63 implementation of assessment practices should be manifested in all types of assessment to be conducted across fields of interest most especially to pre-service teachers because they would be agents of quality education to the students in the basic education. the performance of their students in any assessment activity reflects the practices of these pre-service teachers. thus there is a great need to look into the assessment practices of teachers in the classroom in accordance with the international standards of evaluation especially at the level of preparatory stage of becoming teachers. thus, the main purpose of this study. statement of the problem this study aimed to evaluate the assessment practices of content faculty, student-teaching supervisors and cooperating mentors of pre-professional mathematics teachers in state universities in the cagayan valley region. it specifically attempted to answer the following questions: 1. what are the assessment practices used by content faculty, studentteaching supervisors and cooperating mentors in assessing preprofessional mathematics teachers along the following categories: 1.1. formative assessment? 1.2. summative assessment? 2. to what extent do the content faculty, student-teaching supervisors and cooperating mentors adopt the above practices for formative and summative assessment? 3. is there a significant difference in the extent to which the assessment practices across formative and summative assessment categories. statement of null hypotheses there is no significant difference in the extent to which the assessment practices across formative and summative assessment categories. method research design this study employed qualitative-descriptive and quantitative-comparative research designs. the questions on the practices and processes of assessment in classroom mathematics were dealt with qualitative-descriptive research designs. the descriptive method used to describe the assessment practices being utilized in the classroom mathematics teaching and the processes they have implemented in the assessment. comparative method was used to ascertain the differences of some variables in the study. semi-structured interviews, checklist/questionnaire and focus-group discussion were utilized in the gathering and triangulation of data. research environment this study was conducted in four different state universities in northeastern philippines namely: cagayan state university (andrew’s campus), isabela state university (echague campus), quirino state university (diffun campus) and nueva vizcaya state university (bambang campus). the said state universities are offering the course bachelor in secondary education major in 64 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 mathematics. the secondary math teachers of the identified secondary schools in the department of education in the region were considered because of their functions as cooperating mentors to these pre-professional math teachers relative to their training and development as future math teachers. research respondents and sampling procedure the sampling technique utilized in this study was purposive and quota sampling. content faculty, student-teaching supervisors and cooperating mentors of the four state universities in the northeastern philippines offering bachelor in secondary education major in mathematics were the main subjects of this research. the content faculty had a class with the pre-professional math teachers in one of the major subjects in mathematics during the first semester of the academic year 2014-2015. the student-teaching supervisors were the college instructors designated to do the transactions concerning the deployment and monitoring the performances of the pre-service math teachers in their offcampus experience (practicum) while the cooperating mentors are the secondary math teachers from the department of education who were given preservice math teachers to assist and guide them in the duration of their practicum. table 1 shows the number of faculty teaching major subjects in mathematics to the bse-math major students and the number of student-teaching supervisor in the program. it is seen in the table that csu and isu had same number of content faculty which is three (21.43%) while the other two had four (28.57% ) of the total number of content faculty. on the other hand, the average ratio of pre-professional math teachers to the cooperating mentors is one-to-one, i.e. for every pre-professional math teacher there is one cooperating mentor from the basic education. this is to give focus and attention to the performance of the pre-service math teachers in their functions as classroom teachers and to oversee the progress of training in pedagogical skills of the perspective math teachers. table 1: number of math faculty, student-teaching supervisors and cooperating mentors of pre-professional math teachers educator csu isu qsu nvsu total content faculty 3 3 4 4 14 student-teaching supervisor 1 1 1 1 4 cooperating mentors 27 13 5 9 72 further, table 2 presents the number of bse-math major students (preprofessional math teachers) who are currently in their last year of teacher preparation and the actual number of students in the four state universities who are considered in the study. they are included in the study to triangulate the information obtained from the survey and interview from their math content professors. 65 table 2: number of students in bsed – iv math program (2nd semester, 2014-2015) state universities (su) male female total actual number of studentrespondents actual percentage total percentage csu 14 23 37 27 72.97% 49.33% isu 7 11 18 13 72.22% 24.00% nvsu 4 8 12 9 75.00% 16.00% qsu 1 7 8 7 87.50% 10.67% total 26 49 75 56 74.67% as being showed on the table, csu has the largest number with 37 pre service math teachers (49.33%), isu has 18 (24%), nvsu has 12 (16%) and qsu has the least number with eight (10.67%). however, the number of female students dominated the number of male by a difference of 30.66%. there are 27 (72.97%) students’ respondents who were considered from csu, 13 (72.22%) student teachers from isu, nine (75%) student teachers from nvsu and seven (87.50%) student teachers were taken from nvsu. table 3 shows the number of cooperating mentors for student teachers in every state university. as the table provides, out of 37 cooperating mentors of csu, 27 of them were considered, others have served to validate the instruments. however, the largest percentage came from nvsu with 9 out of 12 mentors. qsu has the smallest number of mentors considered (i.e. 5 out of 7) during the time of data gathering. one of its pre-service math teachers was assigned in the high school laboratory of the university and another mentor has been given assignment by the division of quirino outside the school. table 3: number of cooperating mentors su total number cooperating mentors % csu 37 27 72.97% isu 18 13 72.22% qsu 7 5 71.43% nvsu 12 9 75.00% total 74 54 72.97% instrumentation the instruments used in gathering the data for this study was questionnaire / checklist designed for the i) content faculty, ii) student-respondent, iii). supervising instructors and cooperating mentors: a). questionnaire/checklist a.1. content faculty it contained personal-professional information which included the 66 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 educational background and the major subjects taught and the assessment practices employed in assessing mathematics content skills of the math major students. the assessment practices were categorized as formative or summative depending on the purpose of the faculty while the extent of its implementation is rated using the 6likert scale: 6 – always; 5-most of the time; 4 – often; 3-sometimes; 2 – seldom; and 1-never. a.2). student-respondent the checklist contained the respondent’s information sheet, math subjects earned, and the checklist for the assessment practices by the mathematics content faculty. the respondent’s information sheet was used to verify their attendance to the class in the major subjects with the mathematics content faculty. the assessment practices’ checklist was utilized to triangulate the information obtained from the content faculty about the extent of implementation of the assessment practices of their mathematics professors. the extent of implementation is rated using the 6-likert scale: 6 – always; 5most of the time; 4 – often; 3-sometimes; 2 – seldom; and 1-never. as regards the major subjects taken by the pre-professional math teachers across state universities, the universal subjects as reported by all the students’ respondents are abstract algebra, analytic geometry, calculus1 (differential calculus), and calculus ii (integral calculus) while the most common subjects revealed by 49 to 55 (87.5% to 98.21%) student teachers are linear algebra, advanced statistics, history of math, advanced algebra, action research in mathematics, instrumentation in mathematics, and solid geometry. a.3). student-teaching supervisors/cooperating mentors the questionnaire/checklist for both the student-teaching supervisor and cooperating mentors were made parallel. it asked about the respondent’s personal information including their present designation and educational background and the list of assessment practices possibly employed in assessing the pedagogical skills of the pre-service math teachers during the off-campus experience. the assessment practices as identified by the respondents were categorized as formative or summative. a 6-point likert scale was used to rate the extent of implementation of the assessment practices. descriptions of the scale were as follows: 6-always, 5-most of the time, 4-often, 3-sometimes, 2seldom, and 1never. however, in the analysis of results, along the extent of implementation of assessment practices and processes by the content faculty, student teaching supervisors and cooperating mentors the following is the scale used: 1-1.82 (not a practice); 1.83 – 2.65 (rare practice); 2.66 – 3.49 (moderate practice); 3.5 – 4.32 (common practice); 4.33 – 5.15 (very common practice); 5.16 – 6.0 (universal practice) all of the instruments used were validated by mathematics instructors, student-teaching supervisors and cooperating mentors in selected private catholic universities and campuses of state university in the region. prior to the research instruments administration for data gathering, revisions were made to include suggestions and integrate results of the tests conducted regarding their reliability. data gathering procedure 67 the study was conducted in three phases. the first phase was a direct retrieval of initial sample data from the state universities. this served as basis in determining the target samples in the study. the second phase involved the visits to the respondents which were made through the dean of the college of teacher education. the third phase consisted of the interviews that focused on the processes of preparing, implementing/gathering, interpreting, and using results of the assessment. there were follow-up interviews conducted with the respondent’s assessment practices employed in the assessing the skills (content and pedagogical) based from the questionnaire/checklist given to them. the request letters for the permission to conduct one-on-one interview and floating of questionnaires were forwarded to the concerned authorities in the state universities and department of education in the region. a. first phase initial data were collected from the identified state universities where the study was conducted. the data included the number of content faculty with teaching loads during the first semester, ay 2014-2015, the ratio of the student teachers to cooperating mentors, and the student-teaching supervisors. b. second phase this phase has been undertaken to properly negotiate with the dean of the college of teacher education the schedule of the interview and floating of questionnaire to the content faculty. aside from the schedule, relevance of the study to the present scenario in mathematics education in the aspect of assessment was also presented. c. third phase it involved the administration of questionnaires to the respondents and interview. questions in the interview were focused on the implementation of assessing the mathematics content skills (acquired during the preparation stage) and assessing the pedagogical skills (during the off-campus experience) of the preservice mathematics teachers in the college. the interview was divided into two: a) assessment practices, and b)assessment processes. on the assessment practices, the implementation of each practice was initially asked. general idea or concept of assessment from each respondent was then solicited. a video-camera was used to capture the interview. the interviews were transcribed for later analysis. english translations of interview transcripts in the vernacular/dialect were slightly modified in grammar and in sentence structure to present the respondents’ thoughts and ideas in more coherent manner. the ratings of the respondents were encoded in spreadsheets and analysed using spss v.21. treatment of data all quantitative data gathered were entered in spss for the data analysis. descriptive statistics which include means, frequencies and percent, standard deviation, and ranks were used. least significant difference (lsd) was used for post-hoc pair-wise comparisons. statistical hypotheses were tested at 68 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 significance level of 5%. the qualitative data were selected in congruence to the results of quantitative data analysis which were incorporated in the interpretation of findings. also, responses in the interview were categorized according to the criteria of meta-evaluation. results 1. formative and summative assessment practices and processes 1.1. content faculty’s formative assessment table 4 presents the assessment practices of the content faculty along formative assessment with the corresponding frequency and percent of each practice. among the practices, conceptual class discussions or recitations, students’ calculator and computer use, routine homework or drills, and student’s use of manipulatives are the most common for formative assessment which were reported by nine (64.3%) to 12 (85.7%) of the content faculty. however, write up of projects, tests (prelim, midterms, finals), and critique papers are not being utilized. very few (one out of 14 or 7.1%) of them required portfolio of student’s works and factual standardized tests to determine learning progress. furthermore, practices such as open-ended responses, peer assessment, theoretical problem solving, group competitions, student’s applications of mathematics, checklists of students’ disposition/attitudes, interviews with students, textual teacher-made tests, procedural student exhibitions of work, student’s selfassessments, teacher-made quiz (paper-pencil), ready-made test and student journals were reported to be practiced by only two (14.3%) to as many as eight (57.1%) of the content faculty. in a triangulation conducted, conceptual class discussions or recitations, open-ended responses, students calculator and computer use, routine homework / drill / exercises, and student table 4:formative assessment practices by content faculty and as revealed by pre-professional math teachers of the state universities(multiple response, n = 14) formative assessment practices content faculty (n=14) pre-professional math teacher (n=57) freq % freq % checklist of students’ disposition/attitudes 6 42.9 24 42.1 conceptual class discussion/recitation 12 85.7 53 93.0 critique paper 0 0 4 7.0 factual standardized tests 1 7.1 3 5.3 group competition 7 50.0 32 56.1 interviews with students 6 42.9 19 33.3 open-ended responses 8 57.1 40 70.2 peer assessment (by the students’ peers) 8 57.1 32 56.1 portfolio of student’s work 1 7.1 7 12.3 procedural student exhibition of work 5 35.7 20 35.1 ready-made test(no modification, directly lifted from teacher’s guide, book or internet 4 28.6 24 42.1 routine homework/drill/exercises 10 71.4 34 59.6 student journals 2 14.3 4 7.0 69 student use of manipulative 9 64.3 34 59.6 student’s application of mathematics 7 50.0 28 49.1 students calculator and computer use 11 78.6 39 68.4 student’s self-assessment 5 35.7 24 42.1 teacher-made-quiz (paper-pencil) 5 35.7 24 42.1 test(prelim, midterm, finals) 0 0 9 15.8 textual teacher-made tests 6 42.9 11 19.3 theoretical problem solving exploration 8 57.1 18 31.6 write up of projects 0 0 4 7 use of manipulatives were reported by 34 to 53 (59.6% to 93%) of the pre-service mathematics teachers which their mathematics professors were monitoring the student teachers’ learning progress through group competitions, peer assessments, student’s applications of mathematics, checklist of students disposition / attitudes, ready-made test (no modification, directly lifted from the teacher’s guide, book or internet), student’s self-assessment, teacher-made quiz, and procedural student exhibition of work. these were reported by 20 to 32 student teachers ( 35.1% to 56.1%): interviews with students, theoretical problem solving exploration, textual teacher-made tests, tests (prelim, midterm, finals), portfolios of student’s work, critique papers, student journals, write up of projects, and factual standardized tests were practiced by math professors as revealed by 3 to 19 (5.3% to 33.3%) of the pre-service math teachers. 1.2. content faculty’s summative assessment table 5 shows the summative assessment practices by content faculty of the state universities. the table reveals that the content faculty has administered tests (prelim, midterm, finals), teacher-made-quizzes (paper pencil), routine homework/drill/exercises, and write up of projects to summatively assess their students. these are the most common implemented practices reported by nine (64.3%) to 14 (100%) of the mathematics faculty. the assessment practices being least frequently utilized are the student’s use of manipulatives, peer assessments, conceptual class discussions or recitations and group competitions as revealed by only one (7.1%) to four (28.6%) of the content faculty respondents. in addition to the practices for summative assessment, there were eight (57.1%) content faculty who were using student’s self-assessment and theoretical problem solving exploration; seven (50%) were using factual standardized tests, portfolio of student’s work, student’s application of mathematics, textual teachermade tests; six (42.9%) were using ready-made tests, critique paper, open-ended responses, and students calculator and computer use; 5 (35.7%) were using interviews with students, checklists of students’ disposition/attitudes, procedural student exhibition of work, and student journals. in the data obtained from the pre-service math teachers, there were 45 to 53 (78.9% to 93%) of the pre-service math teachers who revealed that that (prelim, midterm, finals), portfolio, write up of projects, teacher-made-quiz (paper-pencil), and textual teacher-made tests were formative assessment practiced by their mathematics content faculty. reported by 30 to 37 (58.6% to 64.9%) student teachers, the mathematics content faculty practiced theoretical problem solving, student’s self-assessment, critique papers, interviews with students, peer assessment, students’ application of 70 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 mathematics, ready-made tests (no modification, directly lifted from the teacher’s guide, book or internet),procedural student’s exhibition of work, students’ table 5:summative assessment practices by content faculty and as revealed by the pre-professional math teachers of the state universities(multiple response) assessment practices content faculty (n=14) pre-professional math teachers (n = 57) freq % freq % checklist of students’ disposition/attitudes 5 35.7 17 29.8 conceptual class discussion/recitation 3 21.4 10 17.5 critique paper 6 42.9 34 59.6 factual standardized tests 7 50.0 30 58.6 group competition 4 28.6 27 47.4 interviews with students 5 35.6 33 57.9 open-ended responses 6 42.9 24 42.1 peer assessment (by the students’ peers) 3 21.4 33 57.9 portfolio of student’s work 7 50.0 50 87.7 procedural student exhibition of work 5 35.7 31 54.4 ready-made test(no modification, directly lifted from teacher’s guide, book or internet 6 42.9 32 56.1 routine homework/drill/exercises 9 64.3 29 50.9 student journals 5 35.7 31 54.4 student use of manipulative 1 7.1 21 36.8 student’s application of mathematics 7 50.0 33 57.9 students calculator and computer use 6 42.9 26 45.6 student’s self-assessment 8 57.1 35 61.4 teacher-made-quiz (paper-pencil) 11 78.6 45 78.9 test(prelim, midterm, finals) 14 100 53 93.0 textual teacher-made tests 7 50.0 45 78.9 theoretical problem solving exploration 8 57.1 37 64.9 write up of projects 9 64.3 48 84.2 journals, and factual standardized tests as formative assessment. lastly, there were 10 to 29 student teachers (17.5% to 50.9%) who reported that their mathematics content faculty practiced routine homework or drills or exercises, group competition, students’ calculator and computer use, open-ended responses, students’ use of manipulatives, checklists of students’ disposition or attitudes and conceptual class discussions or recitation. 1.3. student-teaching supervisor’s (sts) formative assessment table 6 shows the assessment practices implemented by the sts in assessing the pedagogical skills of the pre-service math teachers during the practicum period with the corresponding frequency and percent for formative assessment. interview with the pre-service math teachers, the use of standard checklist for demonstration teaching, and post-conference of the student teaching supervisors with the pre-service math teachers are the three universal practices employed by all student teaching supervisor. table 6:formative assessment practices by student teaching supervisors (multiple response, n = 4) 71 formative assessment practices freq % formal visit (informed) 1 25.0 informal visit (on-the spot, uninformed) 2 50.0 interview 4 100 peer assessment (students’ peer) 2 50.0 portfolio 1 25.0 self-assessment (by the student-teacher) 3 75.0 student journal reflection 3 75.0 standard checklist for demonstration teaching 4 100 post-conference of student-teaching supervisor with • student-teachers 4 100 • cooperating mentors/teachers 3 75.0 • the principal of cooperating schools 2 50.0 • the dean of the college of teacher education 2 50.0 • parents of student-teacher 2 50.0 practices such as self-assessment, student journal reflection and postconference with the cooperating mentors were reported to be utilized by three (75%) supervisors for formative assessment. other practices like formal visit, informal visit, peer assessment, portfolio, and post-conferences with the principal of the cooperating schools, dean of the teacher education institution and parents of the pre-service math teachers were only revealed by one (25%) to two (50%) of the sts. 1.4.student teaching supervisor’s (sts) summative assessment table 7 reveals the summative assessment practices by student teaching supervisors to the pre-service math teachers. the final demonstration teaching is the highlight of the practicum which is considered as a form of summative assessment. it is seen from the table that formal visit, interview with the students, and postconferences with the student teachers, cooperating mentors, principal of the cooperating schools, and dean of the college of teacher education have been reported by all student teaching supervisors as ways to assess the readiness of the pre-service math teachers in joining the teaching force. practices such as portfolio, student journal reflection and standard checklist for demonstration teaching were utilized by three (75%) of the supervisors. informal visit, peer assessment, self-assessment, and post-conference with parents of the practice teachers were only reported by one (25%) to two (50%) of the sts. in the summative assessment, a formal visit is done by all the supervisors for the final demonstration teaching of the practice teachers. supervisors personally observe the teaching performance of their practice teachers. 72 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 table 7:summative assessment practices by student teaching supervisors(multiple response, n = 4) summative assessment practices freq % formal visit (informed) 4 100.0 informal visit (on-the spot, uninformed) 2 50.0 interview 4 100.0 peer assessment (students’ peer) 1 25.0 portfolio 3 75.0 self-assessment (by the student-teacher) 2 50.0 student journal reflection 3 75.0 standard checklist for demonstration teaching 3 75.0 post-conference of student-teaching supervisor with • student-teachers 4 100 • cooperating mentors/teachers 4 100 • the principal of cooperating schools 4 100 • the dean of the college of teacher education 4 100 • parents of student-teacher 2 50.0 1.5. cooperating mentor’s formative assessment table 8 displays the assessment practices by cooperating mentors for formative assessments with the corresponding frequency and percent. of the 54 cooperating mentors, almost all (52 or 96.3%) have been conducting formal visit and 47 (87%) for post-conference with the pre-service math teachers for formative assessment. practices like informal visits, interviews, standard checklists for demonstration teaching and self-assessment were used by 30. (55.6%) to 42 (77.8%) of the cooperating mentors. other practices such as peer assessment, portfolio, student journal, and postconferences with sts, principal of the cooperating school, dean of tei, and parents of the pre-service math teachers were only utilized by five (9.3%) to 25 (46.3%) of the cooperating mentors. formal visit and post-conference of cooperating mentors with the student teachers have always been the formative assessment activities reported by most of the mentors because of their presence inside the classroom during actual teaching by the latter. mentors are required to stay with their practice teachers throughout their actual teaching. in terms of a post-conference with the student teachers, mentors need to provide feedbacks to the practice teachers regarding the observed strengths and weakness in the actual teaching. these functions are embedded in the guidelines for the deployment of pre-service teachers (dep ed order no. 3, s. 2007). table 8:formative assessment practices by cooperating mentors (multiple response, n = 54) formative assessment practices freq % formal visit (informed) 52 96.3 informal visit (on-the spot, uninformed) 42 77.8 interview 38 70.4 73 peer assessment (students’ peer) 25 46.3 portfolio 9 16.7 self-assessment (by the student-teacher) 30 55.6 student journal reflection 13 24.1 standard checklist for demonstration teaching 37 68.5 post-conference of student-teaching supervisor with • student-teachers 47 87 • student teaching supervisor 12 22.2 • the principal of cooperating schools 23 42.6 • the dean of the college of teacher education 5 9.3 • parents of student-teacher 5 9.3 1.6. cooperating mentor’s summative assessment table 9 shows the summative assessment practices by cooperating mentors with the frequency and percent of each practice. it appears in the table that the practices used by 38 (70.4%) to 39 (72.2%) cooperating mentors for summative assessment are formal visits, standard checklists for demonstration teaching, and post-conferences with the sts. about 26 (48.1%) to 35 (64.8%) mentors reported that they were using interview, portfolio, student journal reflection, postconferences with practice teachers and principal of the cooperating schools. practices such as informal visit, peer assessment, self-assessment, and postconferences with the dean of the tei and parents of the student-teachers were only utilized by as many as 10 (18.4%) to 18 (33.3%) of the mentors. table 9:summative assessment practices by cooperating mentors (multiple response, n = 54) assessment practices freq % formal visit (informed) 38 70.4 informal visit (on-the spot, uninformed) 10 18.4 interview 26 48.1 peer assessment (students’ peer) 11 20.4 portfolio 30 55.6 self-assessment (by the student-teacher) 18 33.3 student journal reflection 29 53.7 standard checklist for demonstration teaching 39 72.2 post-conference of student-teaching supervisor with • student-teachers 35 64.8 • student teaching supervisor 38 70.4 • the principal of cooperating schools 32 59.3 • the dean of the college of teacher education 15 27.8 • parents of student-teacher 13 24.1 2. extent of content faculty, student-teaching supervisor and cooperating 74 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 mentors in adopting practices for formative and summative assessment. 2.1.extent of implementation of assessment practices by mathematics content faculty table 10 presents the extent of implementation of the assessment practices of mathematics content faculty. it includes the mean rating of implementation, standard deviation and corresponding qualitative description of each practice. as regard extent of implementation of assessment practices, universal practice is table 10: extent of implementation of assessment practices by content faculty (multiple response,n = 14) assessment practices m sd qualitative description checklist of students’ disposition/attitudes 3.29 1.94 moderate practice conceptual class discussion/recitation 4.50 1.45 very common practice critique paper 2.14 1.61 rare practice factual standardized tests 2.86 2.03 moderate practice group competition 2.93 1.17 moderate practice interviews with students 3.36 1.87 moderate practice open-ended responses 3.71 1.54 common practice peer assessment (by the students’ peers) 2.93 1.50 moderate practice portfolio of student’s work 1.79 1.19 not a practice procedural student exhibition of work 2.50 1.56 rare practice ready-made test(no modification, directly lifted from teacher’s guide, book or internet 2.43 1.60 rare practice routine homework/drill/exercises 4.64 1.55 very common practice student journals 2.08 1.44 rare practice student use of manipulative 2.93 1.49 moderate practice student’s application of mathematics 3.57 2.03 common practice students calculator and computer use 3.57 1.91 common practice student’s self-assessment 3.36 1.78 moderate practice teacher-made-quiz (paper-pencil) 5.29 0.83 universal practice test(prelim, midterm, finals) 4.79 1.63 very common practice textual teacher-made tests 3.86 1.88 common practice theoretical problem solving exploration 3.71 1.68 common practice write up of projects 2.36 1.34 rare practice regarded as a practice which has always been implemented by the mathematics content faculty in assessing the pedagogical skills of the preservice teachers with computed mean rating ranging 5.16 to 6.0; very common practice is most often practiced by the content faculty with computed mean rating ranging from 4.33 to 5.15; common practice is often practiced by the content faculty with computed mean rating from 3.5 to 4.32; moderate practice is a practice sometimes implemented by the content faculty with computed mean rating ranging from 2.66 to 3.49; rare practice is a practice seldom implemented by the content faculty with computed mean rating ranging from 1.83 to 2.65; lastly, not a practice is a practice which has never been implemented with computed mean rating ranging from 1.00 to 1.82. 75 among the practices, the teacher-made quiz is considered universal among the math faculty as indicated by the mean ( x ) of 5.29 with standard deviation (sd) 0.83. prelim, midterm & final tests, routine homework/drill/exercises and conceptual class discussion or recitation are very common practices with mean ratings of implementation from 4.5 (sd = 1.45) to 4.79 (sd = 1.63). the common practices being implemented are open-ended responses (x = 3.71, sd = 1.54), theoretical problem solving ( x = 3.71, sd = 1.68), student’s application of mathematics ( x =3.57, sd = 2.03), and students calculator and computer use ( x = 3.57, sd = 1.91). 2.1. extent of implementation of assessment practices by student teaching supervisors table 11 presents the extent of implementation of the assessment practices of student teaching supervisors which includes the mean, standard deviation and corresponding qualitative description of each practice. as regards extent of implementation of assessment practices, universal practice is regarded as a practice which has always been implemented by the student teaching supervisors in assessing the pedagogical skills of the pre-service teachers with computed mean rating ranging 5.16 to 6.0; very common practice is most often practiced by the student teaching supervisors with computed mean rating ranging from 4.33 to 5.15; common practice is often practiced by the supervisors with computed mean rating from 3.5 to 4.32; moderate practice is a practice sometimes implemented by the supervisors with computed mean rating ranging from 2.66 to 3.49; rare practice is a practice seldom implemented by the supervisors with computed mean rating ranging from 1.83 to 2.65; lastly, not a practice is a practice which has never been implemented with computed mean rating ranging from 1.00 to 1.82. table 11: extent of implementation of assessment practices by student teaching supervisor (multiple response, n = 4) assessment practices m sd qualitative description formal visit (informed) 5.00 1.15 very common practice informal visit (on-the spot, uninformed) 2.75 1.5 moderate practice interview 4.75 .96 very common practice peer assessment (students’ peer) 3.75 2.06 common practice portfolio 5.00 1.15 very common practice self-assessment (by the student-teacher) 4.75 1.5 very common practice student journal reflection 5.25 1.5 very common practice standard checklist for demonstration teaching 6.00 .00 universal practice 76 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 post-conference of student-teaching supervisor with • student-teachers 6.00 .58 universal practice • cooperating mentors/teachers 4.50 1.29 very common practice • the principal of cooperating schools 4.00 1.83 common practice • the dean of the college of teacher education 3.50 2.38 common practice • parents of studentteacher 1.75 .96 not a practice 2.3. extent of implementation of assessment practices by cooperating mentors table 12 describes the extent of implementation of the assessment practices of cooperating mentors in which the mean, standard deviation and corresponding qualitative description of each practice are included. as regards extent of implementation of assessment practices, universal practice is regarded as a practice which has always been implemented by the cooperating mentors in assessing the pedagogical skills of the pre-service teachers with computed mean rating ranging 5.16 to 6.0; very common practice is most often practiced by the mentors with computed mean rating ranging from 4.33 to 5.15; common practice is often practiced by the mentors with computed mean rating from 3.5 to 4.32; moderate practice is a practice sometimes implemented by the mentors with computed mean rating ranging from 2.66 to 3.49; rare practice is a practice seldom implemented by the mentors with computed mean rating ranging from 1.83 to 2.65; lastly, not a practice is a practice which has never been implemented with computed mean rating ranging from 1.00 to 1.82. table 12: extent of implementation of assessment practices by cooperating mentors (multiple response, n = 54) assessment practices m sd qualitative description formal visit (informed) 5.54 0.57 universal practice informal visit (on-the spot, uninformed) 3.26 1.64 moderate practice interview 4.56 1.14 very common practice peer assessment (students’ peer) 2.93 1.92 moderate practice portfolio 3.43 2.13 moderate practice self-assessment (by the student-teacher) 3.69 1.90 common practice student journal reflection 3.24 2.08 moderate practice standard checklist for demonstration teaching 4.80 1.80 very common practice post-conference of cooperating mentor with • student-teachers 5.30 0.94 universal practice • student teaching supervisor 3.78 2.00 common practice • the principal of cooperating schools 3.54 1.81 common practice • the dean of the college of teacher education 1.69 1.33 not a practice • parents of student-teacher 1.52 1.30 not a practice 77 based from the data, formal visit ( x = 5.54, sd = 0.57) and postconference with the student teachers ( x = 5.3, sd = 0.94) are universally practiced by mentors in assessing the pedagogical skills of the pre-service math teachers. practices such as standard checklist for demonstration teaching (x = 4.8, sd = 1.8) and interview with students teachers ( x = 4.56, sd = 1.14) are very common while self-assessment (x = 3.69, sd = 1.9) and post-conferences with sts ( x = 3.78, sd = 2.0) and principal of cooperating schools (x = 3.54, sd = 1.81) are common assessment practices among the cooperating mentors. post-conferences with the a) dean ( x = 1.69, sd = 1.33) and b) parents of student teacher ( x = 1.52, sd = 1.3) are not a practice by the mentors. others like portfolio ( x =3.43, sd = 2.13), informal visit ( x =3.26, sd = 1.64), student journal reflection ( x = 3.24, sd = 2.08), and peer assessment ( x =2.93, sd = 1.92) are practiced moderately. 3. differences in the extent of implementation of assessment practices and processes across assessment categories (formative and summative) 3.1. mathematics content faculty table 13 presents the results of paired sample t-test on the assessment practices across assessment categories practiced by the mathematics content faculty. the table contains the mean, standard deviation, standard error of the means, t-test value, degree of freedom, level of significance at two-tailed test, then the remarks on its significance. table 13:paired samples test on the frequency of assessment categories by mathematics content faculty (n = 14) assessment practices m sd std. error mean t df sig. (2tailed) remarks checklist of students’ disposition/attitudes .071 .829 .221 .32 13 .752 not significant conceptual class discussion/recitation .643 .633 .169 3.80 13 .002 significant critique paper .429 .514 .137 3.12 13 .008 significant factual standardized tests .429 .514 .137 3.12 13 .008 significant group competition .214 .699 .187 1.15 13 .272 not significant interviews with students .071 .829 .221 .32 13 .752 not significant open-ended responses .143 .770 .206 .70 13 .500 not significant peer assessment (by the students’ peers) .357 .842 .225 1.59 13 .136 not significant portfolio of student’s work .429 .514 .137 3.12 13 .008 significant procedural student exhibition of work .000 .679 .182 .00 13 1.000 not significant 78 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 ready-made test(no modification, directly lifted from teacher’s guide, book or internet .143 .663 .177 -.81 13 .435 not significant routine homework/drill/exercises .071 .730 .195 .37 13 .720 not significant student journals .214 .699 .187 1.15 13 .272 not significant student use of manipulative .571 .646 .173 3.31 13 .006 significant student’s application of mathematics .000 .679 .182 .00 13 1.000 not significant students calculator and computer use .357 .497 .133 2.69 13 .019 significant student’s self-assessment .214 .699 .187 1.15 13 .272 not significant teacher-made-quiz (paper-pencil) .385 .870 .241 1.59 12 .137 not significant test(prelim, midterm, finals) the correlation and t cannot be computed because the standard error of the difference is 0. textual teacher-made tests .071 .829 .221 -.32 13 .752 not significant theoretical problem solving exploration .000 .784 .210 .00 13 1.000 not significant write up of projects .643 .497 .133 4.84 13 .000 significant based from the analyzed data, the assessment practices of the mathematics content faculty across state universities use conceptual class discussion, routine homework / drill / students’ use of calculator and computer more significantly for formative purposes and they have used tests, teacher-made quiz, and write up of projects significantly more on summative purposes 3.2. student teaching supervisors table 14 presents the results of paired sample t-test on the assessment practices and processes across assessment categories practiced by the student teaching supervisors. the table contains the mean, standard deviation, standard error of the means, t-test value, degree of freedom, level of significance at twotailed test, and the remarks on its significance. based from the analyzed data, the assessment practices and processes implemented by the student teaching supervisors in assessing the pedagogical skills of the pre-service math teachers are not significantly different. this implies that they have similar practice and processes being practiced. this may be attributed to the handbook of experiential learning provided through the partnerships of the department of education and the commission on higher education (dep. ed. order, no. 3, s. 2007). 79 table 14:paired samples test on the assessment categories by student teaching supervisors assessment practices mean std. deviation std. error mean t df sig. (2tailed) remarks formal visit (informed) -.750 .500 .250 3.000 3 .058 not significant informal visit (on-the spot, uninformed) .000 .816 .408 .000 3 1.000 not significant interview .250 .957 .479 .522 3 .638 not significant peer assessment (students’ peer) the correlation and t cannot be computed because the standard error of the difference is 0. portfolio -.500 1.000 .500 1.000 3 .391 not significant self-assessment (by the student-teacher) .250 .957 .479 .522 3 .638 not significant student journal reflection .000 .816 .408 .000 3 1.000 not significant standard checklist for demonstration teaching .250 .500 .250 1.000 3 .391 not significant post-conference of sts with student-teachers the correlation and t cannot be computed because the standard error of the difference is 0. post-conference of sts with cooperating mentors/teachers -.250 .500 .250 1.000 3 .391 not significant post-conference of sts with the principal of cooperating schools -.500 .577 .289 1.732 3 .182 not significant post-conference of sts with the dean of the college of teacher education -.500 .577 .289 1.732 3 .182 not significant post-conferenceof sts with parents of student-teacher .000 1.155 .577 .000 3 1.000 not significant 3.3. cooperating mentors table 15 presents the results of paired sample t-test on the assessment practices and processes across assessment categories practiced by the cooperating mentors. the table contains the mean, standard deviation, standard error of the means, t-test value, degree of freedom, level of significance at two-tailed test, then the remarks on its significance. based from the results of analysis, the cooperating mentors across state universities are significantly different with their practices on standard checklist for demonstrating teaching, post-conference of cooperating mentors with student teaching supervisors, and post-conference of cooperating mentors with the parents of student-teachers. 80 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 table 15: paired samples test on the assessment categories by cooperating mentors assessment practices mean sd std. error mean t df sig.(2tailed) remarks formal visit (informed) .29 .53 .07 4.04 55 .000 not significant informal visit (on-the spot, uninformed) .61 .59 .08 7.66 55 .000 not significant interview .25 .86 .12 2.18 55 .034 not significant peer assessment (students’ peer) .25 .64 .09 2.93 55 .005 not significant portfolio -.36 .65 .09 4.15 55 .000 not significant self-assessment (by the student-teacher) .25 .72 .10 2.60 55 .012 not significant student journal reflection -.27 .67 .09 2.97 55 .004 not significant standard checklist for demonstration teaching -.02 .56 .07 -.24 55 .811 significant post-conference of sts with student-teachers .25 .67 .09 2.80 55 .007 not significant post-conference of sts with cooperating mentors/teachers -.43 .66 .09 4.88 55 .000 not significant post-conference of sts with the principal of cooperating schools -.13 .74 .10 1.26 55 .212 significant post-conference of sts with the dean of the college of teacher education -.18 .54 .07 2.46 55 .017 not significant post-conference of sts with parents of studentteacher -.13 .51 .07 1.85 55 .070 significant conclusions the mathematics content faculty of the colleges of teacher education in state universities in region 02 commonly determine the learning progress of the pre-professional math teachers through conceptual class discussion or recitations, calculator and computer application, routine homework and working with manipulatives. they use results from long exams, teachermade quizzes, homework and project write-up for grading purposes. the student teaching supervisors and cooperating mentors of the four state universities in region 02 always use the standard checklists for demonstration teaching in assessing the pedagogical skills of their student teachers and the post-conference with the student teachers as universal practices for formative assessment while conduct of formal visits, interviews with students and post-conferences with concerned individuals have also been regularly done for summative assessment. 81 among the practices, the teacher-made quiz has been the universal assessment among the mathematics content faculty in the teacher education institutions of state universities in region 02. the universal assessment practiced by the student teaching supervisors and cooperating mentors is the conduct of post-conference with the student teachers. the assessments by mathematics content faculty, student-teaching supervisors, and cooperating mentors are highly valuable in meeting the needs of intended users in the state universities in region 02. the assessment done with pre-professional math teachers are greatly dependable and valid in support of quality output recommendations mathematics content faculty, student teaching supervisors and cooperating mentors should employ alternative assessment in the mathematics classroom that have been proven to be efficient in assessing the mathematical content and pedagogical skills of the pre-service math teachers. validation studies may be done on the specific assessment practices, to determine the actual conduct and nature of these assessment practices, especially the best ones, if not the unique ones. the qualitative data gathered in this study may be further sieved for this purpose. references commission on higher education (ched) memorandum order no. 16, series 2005. “implementing rules and regulations of cmo no. 15, series of 2005 entitled “institutional monitoring and evaluation for quality assurance of all higher educational institutions in the philippines”. commission on higher education memorandum order no. 30, series 2004.“revised policies and standards for undergraduate teacher education curriculum”. commission on higher education memorandum order no. 46, series of 2012. “policy standards to enhance quality assurance in philippine higher education through an outcomes-based and typological-based qa”. de lange, j. (1999). framework for classroom assessment in mathematics.fredenthal institute and national center for improving student learning and achievement in mathematics and science. retrieved august 12, 2014 from www.fisme.science.uu.nl/catch/.../framework/de_lange_framework.doc department of education (2012). k to 12 toolkit: resource guide for teacher educators, school administrators and teachers. southeast asian ministers of education organization (seameo) and regional center for educational innovation and technology (innotech). philippines. retrieved february 21, 2014 from www.gov.ph/downloads/2012/201209 k-to-12-toolkit.pdf doran, r., chan, f., &tamir, p. (2002).science educator’s guide to assessment.national science teaching association. arlington, virginia. united book press http://www.fisme.science.uu.nl/catch/.../framework/de_lange_framework.doc 82 jisae. volume 4 number 2 september 2018. copyright © ikacana publisher | issn: 2442-4919 | e-issn 2597-8934 feuer, m., floden, r. ,chudowsky, n. &ahn, j. ( 2013). evaluation of teacher preparation programs: purposes, methods, and policy options. washington, dc: national academy of education. gold, b., keith, s., & marion, w. (1999). assessment practices in undergraduate mathematics. maa notes # 49.the mathematical association of america. retrieved may 24, 2014 from http://www.maa.org/sites/default/files/pdf/ebooks/pdf/nte49.pdf huo, f. (2010).integrating new assessment strategies into mathematics classrooms: an exploratory study in singapore primary and secondary schools.national institute of education in singapore. research brief no. 10-003. retrieved april 24, 2014 from www.nie.edu.sg. joint committee on standards for educational evaluation (2013). classroom assessment standards: sound assessment practices for pk-12 teacher. draft # 5. retrieved april 24, 2014 from http://www.teach.purdue.edu/pcc/docs/minutes/12-15_handouts/201301-16/jcsee_assessment_standards.pdf keeley, p. & tobey, c. (2011). mathematics formative assessment: 75 practical strategies for linking assessment, instruction, and learning. virginia: national council of teachers of mathematics. national council of teachers of mathematics (nctm) (1995).assessment standards for school mathematics. virginia: national council of teachers of mathematics, inc. stassen, m., doherty, k., & poe, m. (2001). handbook on program-based review and assessment: tools and techniques for program improvement. office of academic planning & planning.university of massachusetts amherst. stenmark, j. (1991). mathematics assessment: myths, models, good questions, and practical suggestions. virginia, usa. national council of teachers of mathematics. nctm, inc. streen, l. (2011). challenges and transitions: undergraduate mathematics. mathematical association of america.project kaleidoscope at aac&u. retrieved july 20, 2014 from www.aacu.org/pkal. http://www.maa.org/sites/default/files/pdf/ebooks/pdf/nte49.pdf http://www.nie.edu.sg/ http://www.teach.purdue.edu/pcc/docs/minutes/12-15_handouts/2013-01-16/jcsee_assessment_standards.pdf http://www.teach.purdue.edu/pcc/docs/minutes/12-15_handouts/2013-01-16/jcsee_assessment_standards.pdf http://www.aacu.org/pkal 110 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 7 no 2 (2021) website : http://journal.unj.ac.id/unj/index.php/jisae the use of the rasch model in analysing the validity and reliability of students’ coping strategy scale maya oktaviani1 universitas negeri jakarta uswatun hasanah universitas negeri jakarta muhammad faesal universitas negeri jakarta elmanora universitas negeri jakarta vania zulfa universitas negeri jakarta abstract this research is part of the standardization of the students' coping strategy scale (scss). this study aims to reveal the content validity, empirical validity, and reliability of the scss. the non-test instrument consisting of 42 statements from three dimensions: problem-focused coping, emotion-focused coping, and seeking social support. content validity analysis was carried out by experts to obtain gregory's content validity coefficient, while the empirical validity and reliability analysis by empirically testing the instrument on 211 respondents and analysed using the rasch model approach. the results show that gregory's content validity coefficient is 0.714, so it needs improvement on some items that are considered unsuitable. empirical validity analysis using winsteps software shows that three items do not fit the model. the reliability coefficient of the scss is 0.99. thus, the remaining 39 items are appropriate to be used to measure students' coping strategies. keywords: coping strategies; gregory content validity; rasch model address for correspondence: 1maya.oktaviani@unj.ac.id introduction indonesia has become one of the countries that have implemented distance learning since the covid-19 outbreak. the sudden change from face-to-face learning to face-to-face learning makes lecturers must innovate in providing learning. lecturers also must adapt and learn to use these applications. thus, some lecturers only use one type of learning application in teaching several courses. the use of only one application is an alternative solution for lecturers. unfortunately, on the other hand, students are the ones who must learn more. in addition to understanding the material, students must adapt to their lecturers' many learning applications. the use of various applications, of course, requires an adequate internet quota and internet network stability. the ministry of education and culture provides quota subsidies for active students registered in the higher education database (kemendikbud, 2020). as for internet network problems, the government cannot http://journal.unj.ac.id/unj/index.php/jisae 111 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 resolve them quickly. that is because not all regions in indonesia have a good internet network. the development of internet and cellular infrastructure for underdeveloped, leading, and outermost regions is still lacking (evandio, 2020). the united nations (2021) data shows that distance learning is out of reach for most learners in developing countries. lack of access to computers and the internet at home and low levels of skills in using computers make many students unable to access learning. this lack is an obstacle for some students. such constraints can cause stress for students. stress is a stressful event so that a person is in a state of helplessness and has a negative impact (lubis et al., 2015). according to rustiana & cahyati (2012), stress is a condition caused by transactions between individuals and the environment that creates a perception of distance between the demands of the situation and the resources in a person's biological, psychological, and social systems. stress can burden students. the pressure experienced by students can harm them. however, students also will not let these adverse effects last long. therefore, students should take action to overcome this. these actions are called coping strategies (maryam, 2017). in line with the research results of oktaviani et al. (2020), students need coping strategies to create fun learning. coping is a process used by a person in dealing with stressful demands (rustiana & cahyati, 2012). coping strategies are a person's ability to overcome various problems surrounding their life (utami & pratitis, 2013). coping strategies are considered self-regulation abilities (sullivan, 2010). on the other hand, self-regulation is an attempt by persons to control their behaviour. students have done many things during distance learning activities. oktaviani et al. (2020) summarize some activities that students do to keep learning fun: daily writing journals, positive thinking, interacting with friends and family, and creating a learning atmosphere at home like studying in class, delaying doing assignments. as the next generation of the nation, students must face the problems that exist today. thus, it is necessary to have appropriate coping strategies to survive and continue to follow learning well. in achieving these goals, it is necessary to have an instrument that can measure students' coping strategies. based on some of these opinions, coping is an individual's response to stress caused by the problem he is facing. coping strategy means the individual's ability to deal with the stress of the problems that will not cause prolonged adverse effects. coping strategies have three factors: problem-focused coping, emotion-focused coping, and seeking social support. problem-focused coping is a coping strategy that focuses on dealing with the problem at hand, which consists of analysing the causes of the problems encountered, planning steps to deal with the problem, and making efforts to change the situation carefully. emotion-focused coping is a coping strategy that focuses on dealing with emotions that arise because of the problem. it consists of accepting one's shortcomings, directing, and releasing emotions, creating positive meaning to develop oneself, adjusting to circumstances that have occurred, controlling oneself so as not to deal with the problem in a hurry, and avoiding the same problem in the future. finally, seeking social support is a form of coping strategy by seeking social support from the people around him, asking for information from family and friends, asking for emotional support from family and friends, and asking for advice from family and friends. several previous studies have developed a coping strategy scale, but it is slightly different from the scale developed at this time. for example, research from sullivan (2010) aims to develop an academic coping strategy instrument and produces 112 56 items consisting of three factors, namely approach factors (23 items), avoidance (19 items), and social support (14 items). the students from one university become the respondent for test this instrument. thus, the research sample became homogeneous. another study conducted by chesney et al. (2006) aims to develop a coping self-efficacy (cse) instrument consisting of coping strategy factors that focus on problems (6 items), stop unpleasant emotions and thoughts (4 items), and get support from friends and family (3 items). again, the respondents are people who have chronic diseases. this research is part of the standardization of the students' coping strategy scale (scss). this study reveals the students' coping strategy scale's content validity, empirical validity, and reliability. there are several types of coping strategies. this research is limited to the academic aspect, so that the instrument to be developed will focus on student coping strategies, including academic activities. method this study reveals the content validity, empirical validity, and reliability of the scss. this study uses a quantitative approach with a survey method. the population for this study is all students in universitas negeri jakarta, while the sample was selected using a simple random sampling technique. content validity was analysed by giving coping strategy instruments to two experts in the field of family science. the expert will analyse the suitability between the coping strategy variables' indicators, factors, and theory. then, the results of these observations were calculated using the gregory content validity formula. the analysis of empirical validity and reliability was carried out by empirically testing the instrument on 211 respondents. empirical validity and reliability were analysed using the rasch model approach. at the beginning of the instrument development, 42 items developed from three factors: problem-focused coping, emotion-focused coping, and seeking social support. scss is a non-test instrument that has a likert scale. the scale blueprint developed can be seen in table 1. table 1. student coping strategy scale blueprint no. factors indicators item number total items + 1. problemfocused coping analysing the causes of problems encountered 1, 2, 3, 4 4 planning steps for problem-solving 5, 7 6 3 making efforts to change the situation carefully 8, 9, 10 11 4 2. emotionfocused coping accepting one's shortcomings 12 13, 14, 15 4 directing and releasing emotions 16, 17, 20 18, 19 5 creating positive meaning to develop oneself 21, 22, 23, 24 4 adjusting to circumstances that have been occurs 25 26, 27, 28 4 controlling the urge to deal with rush 29, 30 2 113 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 no. factors indicators item number total items + avoiding the same problem later 31, 32, 33 3 3. seeking social support asking for information from family and friends 34, 35 2 asking for emotional support from family and friends 36, 38, 39 37 4 asking for advice from family and friends 40, 42 41 3 total items 30 12 42 results and discussion the scss will go through content validation and construct validation. first, content validity was analysed by giving coping strategy instruments to two experts in family science. the expert will analyse the suitability between the coping strategy variables' indicators, factors, and theory. then, the results of these observations were calculated using the gregory content validity formula as follows. 𝑉𝑖 = 𝐷 𝐴 + 𝐵 + 𝐶 + 𝐷 = 30 1 + 2 + 9 + 30 = 30 42 = 0,714 this figure shows that the interrater coefficient on the content validity of the scss is 0.714. however, this coefficient is still lower than 0.75 (gregory, 2007). so, it is necessary to revise the items considered unsuitable—the significant changes after validation in the items of the scss as in table 2. after revision, the scss is valid, which consists of 42 items. table 2. improvement of items on the scss no before revision after revision explanation 19 i withdraw from other people i withdraw from other people when feel angry become a positive item on the same indicator 21 i speak positively to myself i cry in front of family or friends when facing problems become a positive item on the indicators of directing and releasing emotions after fulfilling content validity, this study involved 211 respondents in being able to validate the instrument empirically. the results of respondents' answers were analysed using the rasch model approach with winsteps software. the results of the analysis are in table 3. table 3. summary of statistics no. statistical measurement item person 1 mean measure 0,00 0,70 2 reliability 0,99 0,86 3 infit mean square 1,00 1,03 114 4 outfit mean square 1,02 1,02 5 mean infit z-standard -0,20 -0,20 6 mean outfit z-standard -0,10 -0,20 7 separation 9,95 2,47 based on the results of the statistical summary analysis above, a more detailed explanation is as follows. a. a person's mean measure value is higher than the item's mean measure value, namely 0.70 > 0.00. this value shows that the ability of respondents to respond to items did not balance with the ability of the developed statement. in general, respondents can understand all the items developed in the instrument. b. the reliability value of the item is 0.99, which indicates that the quality of the items developed in the scss is in a particular category. in comparison, the reliability value of the person is 0.86, which means that the consistency of the response given by the respondent is in a suitable category. c. the infit mean square of item value is 1.00, while the infit mean square of person value is 1.03. thus, the infit mean square of the item is exact 1.00, and the infit mean square of person value is close to 1.00. thus, the developed scss fits with the model. d. outfit mean square of item and person both have a value of 1.02. both values are close to 1.00. thus, the developed scss fits with the model. the data provided by the respondent is not the result of guessing but the actual data. e. both mean infit z-standard items and person values are -0.20. both values are close to 0.00, so the scss developed already fits the model. f. the mean outfit z-standard item value is -0.10, while the mean outfit z-standard person value is -0.20. both values are close to 0.00, so the responses given by the respondents are actual data. g. the value of the separation item is 9.95, while the value of the separation person is 2.47. thus, to classify respondents' abilities in dealing with stress can use this scss. next, analyse each item by paying attention to the measured value, infit mean square, outfit mean square, and point measure correlation. an item considers unfit with the model if it has an infit mean square and an outfit mean square value of less than 0.50 or more than 1.50 (safari, 2017). the infit mean square and outfit mean square values of scss are in table 4. table 4. value of measure, infit mean square, outfit mean square, and point measure correlation items item number measure infit outfit ptmea decision 1 -0.11 0.80 0.81 0.39 fit 2 -0.61 0.57 0.55 0.57 fit 3 -0.25 0.64 0.66 0.53 fit 4 0.51 1.06 1.06 0.43 fit 5 -0.07 0.66 0.66 0.55 fit 6 -0.24 1.27 1.33 0.32 fit 115 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 item number measure infit outfit ptmea decision 7 0.12 0.73 0.74 0.45 fit 8 -0.10 0.73 0.76 0.50 fit 9 -1.03 0.87 0.85 0.38 fit 10 -0.63 0.52 0.53 0.61 fit 11 -0.17 1.31 1.43 0.35 fit 12 -0.41 1.09 1.15 0.24 fit 13 0.14 0.94 1.00 0.39 fit 14 -0.49 1.13 1.13 0.32 fit 15 1.31 1.18 1.19 0.32 fit 16 -0.39 0.71 0.71 0.41 fit 17 -1.25 0.90 0.79 0.54 fit 18 -0.36 1.68 1.67 0.33 unfit 19 -0.07 1.56 1.60 0.05 unfit 20 -0.38 0.89 0.88 0.47 fit 21 1.61 1.48 1.50 0.20 fit 22 1.74 1.27 1.37 0.21 fit 23 0.63 0.93 0.93 0.42 fit 24 -0.23 1.07 1.04 0.31 fit 25 -0.87 0.60 0.61 0.54 fit 26 0.15 1.43 1.48 0.30 fit 27 2.28 1.54 1.89 -0.27 unfit 28 -0.35 1.40 1.50 0.31 fit 29 -0.59 0.70 0.71 0.55 fit 30 -0.78 0.70 0.67 0.56 fit 31 -0.96 0.80 0.74 0.56 fit 32 -1.45 0.97 0.89 0.40 fit 33 -0.98 0.83 0.75 0.60 fit 34 0.54 0.97 0.98 0.51 fit 35 0.69 0.97 0.98 0.42 fit 36 0.67 0.94 0.95 0.41 fit 37 1.06 1.21 1.27 0.20 fit 116 item number measure infit outfit ptmea decision 38 1.12 1.14 1.13 0.30 fit 39 0.16 0.74 0.74 0.49 fit 40 0.38 0.78 0.79 0.54 fit 41 -0.28 1.17 1.18 0.35 fit 42 -0.10 1.03 1.06 0.52 fit the analysis results show that item numbers 18, 19, and 27 have an infit mean square and an outfit square value of more than 1.5. thus, from developing the 42 items, three items do not fit the model. thus, the three items are recommended to be removed from the instrument. the rest, as many as 39 items, were fit in describing student coping strategies. thus, the number of valid items in this study is more than the number of items developed by sullivan (2010) but less than the instrument developed by chesney et al. (2006). the three items that do not fit the model come from the emotion-focused coping factor. emotion-focused coping is a coping strategy that focuses on dealing with emotions that arise due to the problem at hand. items that do not fit the model indicate that these items cannot measure how well students handle emotions. the difficulty level of the item or known as the item's location is in the value range of -1.45 to 2.28. based on its location, item number 27 measures adjust to the situation that has already occurred indicators, with the statement "i believe the problem will be resolved in time" being at 2.28 logit. therefore, item number 27 is the most challenging item for respondents to agree on. while item number 32, which measures avoids the same problem in the future indicators, with the statement "i do not want to repeat the same mistake," which is at -1.45 logit and is the most accessible item for respondents to agree on. details of the item difficulty level are shown in figure 1. furthermore, if the point measure correlation (ptmea) is negative, the item does not have the correct score and does not function properly (linacre, 2018). for example, based on table 4, one item has a negative correlation value, item number 27, with a value of -0.27. besides item number 27, the point measure correlation values of the other 41 items ranged from 0.05 to 0.61. thus, according to the theory, for 41 items, the statement has functioned well in the same direction. figure 1 shows the relationship between the items tested and the distribution of respondents. the left (person) shows that the higher the respondent has a good/high coping strategy, the lower the respondent has a bad/low coping strategy. meanwhile, on the right (item), the higher up means, the more complex the statement items are to be approved by the respondent, while the lower it means the respondent more easily approves the items. based on figure 1, quite many respondents have good coping strategies. more respondents are in a position above the average item difficulty level. so those respondents quickly agree upon more items. 117 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 figure 1. item difficulty level based on the analysis results above, the psychometric characteristics of the scss were good. this characteristic looks from the analysis based on the infit mean square and outfit mean square values that have met the item's suitability with the model. in addition, it has met the criteria, judging from the level of difficulty and the point measure correlation value. analysing the suitability of items with the model resulted should delete three items: items number 18, 19, and 27. these three items came from the emotionfocused coping dimension. items number 18 and 19 come from the indicator "directing and releasing emotions," while item number 27 comes from the indicator "adjusting to the situation that has happened." item number 19 is an item that has gone through the revision stage when an expert carries out content validation. thus, the students coping strategy scale (scss) with 39 statement items is feasible and can measure 118 student responses in dealing with stress caused by the problems they face. the final grid of valid instruments is shown in table 5. table 5. revised students’ coping strategy scale blueprint no. factors indicators item number total items + 1. problemfocused coping analysing the causes of problems encountered 1, 2, 3, 4 4 planning steps for problem-solving 5, 7 6 3 making efforts to change the situation carefully 8, 9, 10 11 4 2. emotionfocused coping accepting one's shortcomings 12 13, 14, 15 4 directing and releasing emotions 16, 17, 18, 19 4 creating positive meaning to develop oneself 20, 21, 22 3 adjusting to circumstances that have been occurs 23 24, 25 3 controlling the urge to deal with rush 26, 27 2 avoiding the same problem later 28, 29, 30 3 3. seeking social support asking for information from family and friends 31, 32 2 asking for emotional support from family and friends 33, 35, 36 34 4 asking for advice from family and friends 37, 39 38 3 total items 30 9 39 conclusion based on the analysis result, the conclusions are: 1. the results of the content validity analysis show that gregory's coefficient of content validity is 0.714. on items deemed unsuitable, require revision. based on the results of the expert test, two items are not appropriate. 2. the results of the empirical validity analysis show that 39 items have an infit mean square (imnsq) and outfit mean square (omnsq) value between 0.5 to 1.5. thus, the final students' coping strategy scale will not include items with imnsq < 0.5 or imnsq > 1.5 and omnsq < 0.5 or omnsq > 1.5. 3. the value of the reliability coefficient of the students' coping strategy scale is 0.99, which means that the instrument is reliable to measure the coping strategy. thus, the 39 items of the statement are appropriate for measuring students' coping strategies. 119 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 acknowledgment the public service agency funded this research for operational instructions for the activities of the faculty of engineering, universitas negeri jakarta, based on the decision of the commitment-making official no. 291/un39/pt.01.02/2021 and a letter of assignment agreement for the dean of the faculty of engineering no 094a/5.ft/pp/iv/2021. reference chesney, m. a., neilands, t. b., chambers, d. b., taylor, j. m., & folkman, s. (2006). a validity and reliability study of the coping self-efficacy scale. british journal of health psychology, 11, 421–437. https://doi.org/10.1348/135910705x53155 evandio, a. (2020). pemerataan jaringan internet 3t belum optimal. https://teknologi.bisnis.com/read/20200705/84/1261845/pemerataan-jaringaninternet-3t-belum-optimal gregory, r. (2007). psychological testing: history, principle, and applications (5th ed). pearson education group. kemendikbud. (2020). kemendikbud terbitkan pedoman penyelenggaraan belajar dari rumah. kemendikbud. https://www.kemdikbud.go.id/main/blog/202/05/kemendikbud-terbitkanpedoman-penyelenggaraan-belajar-dari-rumah linacre, j. m. (2018). winsteps® rasch measurement computer program user’s guide. winsteps.com. lubis, r., irma, n. h., wulandari, r., siregar, k., tanjung, a., wati, t. a., n, m. p., & syahfitri, d. (2015). coping stress pada mahasiswa yang bekerja. jurnal diversita, 1(2), 48–57. oktaviani, m., zulfa, v., & elmanora. (2020). what platform makes students enjoy the learning during covid-19 pandemic? proceeding “international webinar on education 2020,” 102–107. rustiana, e. r., & cahyati, w. h. (2012). stress kerja dengan pemilihan strategi coping. jurnal kesehatan masyarakat, 7(2), 149–155. safari. (2017). analisis data dengan program komputer: excel, spss, iteman, winsteps, quest, rascal, ascal, bilog, parscale, facets, lisrel, amos, dan mplus. universitas negeri jakarta. sullivan, j. r. (2010). preliminary psychometric data for the academic coping strategies scale. assessment for effective intervention, 35(2), 114–127. https://doi.org/10.1177/1534508408327609 united nations. (2021). ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. https://unstats.un.org/sdgs/report/2020/goal04/ utami, a. b., & pratitis, n. t. (2013). peran kreativitas dalam membentuk strategi coping mahasiswa ditinjau dari tipe kepribadian dan gaya belajar. persona, jurnal psikologi indonesia, 2(3), 232–247. 64 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 7 no 2 (2021) website : http://journal.unj.ac.id/unj/index.php/jisae content validity and construct validity on the development of academic anxiety questionnaire muawanah1 stabn sriwijaya, indonesia ahsanul khair asdar2 stabn sriwijaya, indonesia abstract this study was a research and development which aimed to develop an academic anxiety questionnaire for students through content validity and construct validity testing using addie model. this research involved 205 students in the first trial phase and 220 students in the second trial phase. they were selected using the cluster random sampling method. the data were collected using a survey method by distributing the questionnaires using the google form. the results showed that the academic anxiety questionnaire was developed by containing the dimensions of cognitive symptoms, emotional symptoms, and physical symptoms. the coefficient of content validity through the aiken's v by four experts for each item was more than 0.200, while the reliability was 0.893. the first trial phase showed that eight items dropped through the confirmatory factor analysis (cfa) with construct reliability (cr) and variance extracted (ve) values for each measurement model were 0.881 and 0.202, while the cr and ve values for the structural model were 0.888 and 0.730. the second trial phase showed that four items dropped with the cr and ve values for the measurement model were 0.873 and 0.213, while the cr and ve values for the structural model were 0.956 and 0.880. the final academic anxiety questionnaire contains 27 items with a modified likert scale (four choices). keywords: development, questionnaire, academic anxiety, addie, cfa, content validity, construct validity, reliability address for correspondence: 1muawanah@stabnsriwijaya.ac.id 2ahsanul.khair@stabnsriwijaya.ac.id introduction to improve the quality of education in indonesia, the government administrates the examinations, including the national examination at all educational levels. these various forms of it will cause anxiety for the students, the anxiety of failure. nasution and fasti stated that being too anxious about facing the national examination will affect the students' academic life, such as difficulty concentrating. it also has the worst effect on their learning methods, academic competition, and self-confidence (variansyaah & listiara, 2017). anxiety occurs because someone is worried that it will disrupt their emotional security or personal security. anxiousness is closely related to the strength or weakness of self-confidence, and more broadly, it is closely related to the personal characteristics. anxiety can occur when someone faces certain circumstances. for example, when facing an exam, fear of not being able to meet the demands of academic assignments, and so on (setyobroto, 2004; siddiqui & rehman, 2014). http://journal.unj.ac.id/unj/index.php/jisae 65 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 anxiety is an unpleasant affective expressed in many terms, such as anxiety, worry, concern, etc. affective feelings refer to the subjective emotions of a person, namely how a person feels anxious, angry, afraid, depressed, guilty, or embarrassed. anxiety as an intervening variable is a hypothetical or theoretical reaction caused by almost any stimulus and ultimately has further consequences. in other words, anxiety is a response that mediates or be between a stimulus and another response. intervening variables can be known indirectly from the antecedents and observable consequences. so no one cannot take the anxiety but can observe the condition of the stimulus that causes anxiety and its psychological or behavioral consequences (lazarus, 1969; borich, 1996; elliot, 2000; jamaris, 2010; prawitasari, 2012; santrock, 2014; shahrouri, 2016). the main challenge faced by every educational institution is how and what to do so that graduates can realize the goals and ideals of the institution. in simple words, we can say what experiences should be given to students during their education to make their profiles or competencies developed from their profiles or competencies as new students. the introduction of new students profiles is the key to presenting the experiences to the students. the impact of the experience can not be in line with expectations when they are inappropriate. it can even be contrary to what we want (hanifah & abadi, 2018). the students not only get anxiety when they go through the educational process. they also can be anxious at the beginning of their entry into college. it is in line with previous research conducted by sanitiara and nazriati that medical students in the first year are at risk of experiencing more stress. in the first year of university, many students were anxious at a high level. it could be caused by academic pressure, not being familiar with the new educational environment, and high expectations from family, the surrounding community, themself, and educators (sanitiara & nazriati, 2014). new students are very vulnerable to psychological pressure. these pressures arise because they experience changes in their roles and academic environment. when they enter the university, they face a different learning and teaching process from their former school environment. in this environment, they will know the various abilities possessed by other students that they do not know (ati, kurniawati, & nurwanti, 2015). in this phase, new students are vulnerable to their abilities because they compare themselves to the other students. not only as a new student or during the educational process, but a student can also experience anxiety when they are about to complete a series of education in college. it can be categorized as anxiety in determining the future. anxiety about the future is an unpleasant emotion associated with various problems that must be faced in its development period that affect the affective, cognitive, and behavioral aspects (siburian, karyono, dan kaloeti, 2010: 41). feldman, olds, and papalia state that choosing to continue their education or enter the world of work is a problem experienced by students after completing higher education (apriliana, 2016). the students who decide to enter the workforce after graduation will face a new status as job seekers or unemployed. this narrative ultimately explains that students will always experience academic anxiety but to a different degree. academic anxiety is a common phenomenon that commonly occurs among all students at various levels of education. anxiety has a good impact on students who respond positively, but on the contrary, it will hurt students who respond negatively (siddiqui & rehman, 2014; sanitiara & nazriati, 2014; irman, 2015). bandura explained that academic anxiety is an unpleasant feeling of worry because of confidence in one's ability to cope the academic tasks (prawitasari, 2012). there are four characteristics of academic anxiety. they are the pattern of anxiety engendering mental activity, misdirected attention, physiological distress, and inappropriate 66 (ottens, 1991). meanwhile, cassady and johnson stated that academic anxiety could be monitored by cognitive symptoms, emotional symptoms, and bodily symptoms (cassady & johnson, 2002). casbarro also explained that anxiety is a collaboration and a combination of three uncontrolled things. they are cognitive manifestations, affective manifestations, and motoric behavior (suratmi & taufik, 2017). stuart and laraia suggested that the anxiety experienced by a person can be categorized into four levels, namely mild, moderate, severe, and very severe. regardless of the form of the anxiousness experienced by students, in the end, it will affect their academic achievement in the lecture process, including how they get these achievements. one of the existing problems in education is integrity, where students commit academic fraud, such as cheating or even plagiarism (annisa, surani, & mirwanti, 2018). the next problem is what kind of instruments can measure and detect academic anxiety experienced by students, especially in the university? it ultimately attracted the interest of researchers to develop an instrument to measure the students' academic anxiousness through content validity and construct validity testing. method this study was a research and development. it's aimed to develop an academic anxiety instrument for students using the addie model. the sample used in this study was 205 students for the first trial phase and 220 students for the second trial phase. they were selected using the cluster random sampling technique. content validity analysis was carried out through aiken's v and hoyt formula involving four experts, while construct validity was measured through factor analysis using confirmatory factor analysis (cfa). results and discussions 1. analyze the safe and comfortable learning process contributes to determining the student's success in learning. however, the psychological factors of a student are hard to be identified. it is because of their ability to cover up and hide these psychological factors at their age. one of these psychological factors is academic anxiety. so to facilitate the measurement of academic anxiety, it is necessary to develop an academic anxiety instrument. according to the fact, there is no scientific research that measures student academic anxiety at the college level. cassady and johnson stated that academic anxiety can be monitored through cognitive symptoms, emotional symptoms, and bodily symptoms (irman, 2015). casbarro also explained that anxiety is a collaboration and a combination of three uncontrolled things. they are cognitive manifestations, affective manifestations, and motoric behavior (suratmi & taufik, 2017). so, academic anxiety can be interpreted as a description of the anxiety experienced by students in the academic nuances and expressed in the form of scores obtained through an academic anxiety scale with dimensions of cognitive symptoms, emotional symptoms, and physical symptoms. 2. design the initial grille of the academic anxiety instrument is shown in table 1. tabel 1 initial grille of the academic anxiety instrument no. dimension indicators items favorable unfavorable 1. cognitive symptoms anxious or afraid of failure 1 and 2 3 irrelevant in thinking 4 and 6 5 limitations in thinking 7, 8, and 9 2. emotional symptoms easy to get dizzy 11 and 12 10 easy to feel panicked or scared 13 14 and 15 easy to feel tense 16 and 17 18 having trouble sleeping 19, 20, and 21 67 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 no. dimension indicators items favorable unfavorable 3. physical symptoms roll the eyes when angry 23 and 24 22 shortness of breath 25, 26, and 27 the facial muscles look tense 28, 29, and 30 the intonation of the voice became louder 32 and 33 31 experiencing cardiovascular symptoms 34 and 36 35 experiencing urogenital symptoms 37, 38, and 39 total 30 9 each item compiled at this stage is equipped with a measurement scale in the form of a likert scale with five response options, namely strongly disagree, disagree, neutral, agree, and strongly agree. 3. development at this stage, the content validity coefficient is calculated by using aiken's v formula. overall, the validity coefficient of the draft of each item is more than 0.200. it fulfills the criteria of content validity. meanwhile, based on the results of the calculation of the reliability coefficient of hoyt, the reliability coefficient was 0.893. so it means that the draft of the academic anxiety instrument was reliable according to expert judgment. 4. implementation a. the first trial phase the result of first stage showed that seven items are invalid because their t-value is lower than 1.963 (df = 699; = 0.05). they are items number 2, 6, 13, 20, 25, 27, and 31. since there are seven invalid items, the second stage of the first-order cfa testing is carried out by removing them. figure 1 and figure 2 show that 32 items are declared valid because their t-value is more than 1.965 (df = 461; = 0.05). it means that the relationship between the manifest variables and the dimensions is significant. thus, the 32 items can be declared feasible to use. figure 1 the standardized solution figure 2 the t-value of the first-order cfa of the first-order cfa 68 the first stage of second-order analysis showed that item number 34 is invalid (t-value = 1.86). the t-value is lower than 1.965 (df = 491 and = 0.05). a re-analysis was carried out by removing item number 34 from the academic anxiety instrument. figure 3 and figure 4 show that the remaining 31 statement items on the academic anxiety instrument are valid because their t-value is more than 1.966 (df = 431 and = 0.05). it means that the academic anxiety instrument consists of 31 statement items in the first trial phase. all items developed are declared capable of measuring indicators, dimensions, and variables. figure 3 the standardized solution figure 4 the t-value of the second-order cfa of the second -order cfa figure 5 the factor analysis figure 6 the factor analysis structural model standardized solution structural model t-value of the first trial phase of the first trial phase figure 5 and figure 6 show that the factor loading on the dimensions that make up the construct is valid, with the factor loading value more than 0.5 and the t-value more than 1.966 (df = 431 and = 0.05). the factor loading on the dimension of cognitive symptoms is 69 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 0.74, the dimension of emotional symptoms is 0.80, and the dimension of physical symptoms is 1.00. the higher the loading factor value, the more reliable the dimensions to form the construct are. the t-value for each dimension sequentially is 4.26, 6.63, and 4.54. the t-value of 31 items on the academic anxiety instrument is more than 1.965 (df = 461 and = 0.05). it means that items in the academic anxiety instrument are valid and feasible to use. the calculation results showed that cr = 0.881 and ve = 0.202. so, the 31 items are good. meanwhile, for the structural model, the cr = 0.888 and the ve = 0.730. this values have fulfilled the requirements and far exceeds the critical limit. so, the reliability of the measurement model (construct) is good. b. the second trial phase the result of first stage showed that four items are invalid because their t-value is lower than 1.966 (df = 431; = 0.05). they are items number 2, 11, 16, and 28. since there are four invalid items, the second stage of the first-order cfa testing is carried out by removing them. figure 7 and figure 8 show that 27 items are declared valid because their tvalue is more than 1.965 (df = 461; = 0.05). thus the 27 items can be declared eligible to be used. figure 8 shows that the t-value of all manifest variables is more than 1.967 (df = 321; = 0.05). it means that the relationship between manifest variables and dimensions is significant. figure 7 the standardized solution figure 8 the t-value of the first-order cfa of the first-order cfa figure 10 shows that the t-value of 27 items on the academic anxiety instrument is more than 1.967 (df = 321 and = 0.05). it means that items are declared construct valid. so, the academic anxiety instrument consists of 27 items. all items can measure the indicators, dimensions, and variables that were the focus of this study. figure 11 and figure 12 show that the factor loading on the dimensions that make up the construct is valid, with the factor loading value more than 0.5 and the t-value more than 1.967 (df = 321 and = 0.05). the 70 factor loading on the dimensions of cognitive symptoms is 0.93, the dimension of emotional symptoms is 0.92, and the dimension of physical symptoms is 0.96. the higher the loading factor value, the more reliable the dimensions to form the construct are. the t-value for each dimension sequentially is 5.50, 3.26, and 7.87. the t-value of 27 items on the academic anxiety instrument is more than 1.967 (df = 321 and = 0.05). it means that items in the developed academic anxiety instrument are valid. the calculation results showed that cr = 0.873 and ve = 0.213. so, the 27 items are good. meanwhile, for the structural model, the cr = 0.956 and the ve = 0.880. these values have fulfilled the requirements and far exceed the critical limit. so, the reliability of the measurement model (construct) is good. figure 9 the basic model standardized figure 10 the basic model t-value solution the second-order cfa the second-order cfa of the second trial phase of the second trial phase figure 11 the factor analysis figure 12 the factor analysis structural model standardized solution structural model t-value of the second trial phase of the second trial phase 71 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 5. evaluation due to the tendency of respondents in the first trial phase and second trial phase, they tend to choose a neutral response. so, the measurement scale is adjusted for each statement item. the measuring scale used is a modified likert scale. the resulting academic anxiety instrument finally contains 27 items. each item is equipped with four choices, namely strongly disagree, disagree, agree, and strongly agree. based on the results, the indicators that make up the dimensions of cognitive symptoms are anxiety or afraid of failure, irrelevant in thinking, and limitations in thinking. the indicators that make up the dimensions of emotional symptoms are easy to get dizzy, easy to feel panicked or scared, easy to feel tense, and having trouble slipping. meanwhile, the indicators that make up the dimensions of physical symptoms are rolling the eyes when angry, shortness of breath, the facial muscles looking tense, the intonation of the voice becoming louder, experiencing cardiovascular symptoms, and experiencing urogenital symptoms. conclusion based on the results, the conclusions of this study are: (1) the academic anxiety instrument was developed by addie model, (2) the coefficient of content validity through the use of aiken's v formulation for each item is more than 0.200 with a reliability coefficient = 0.893, (3) the first trial phase showed that eight items had to be dropped through cfa so the cr and ve values of 31 items for the measurement model were 0.881 and 0.202, while the cr and ve values for the structural model were 0.888 and 0.730, and (4) the second trial showed that four items had to be dropped through cfa so the cr and ve values for the measurement model were 0.873 and 0.213, while the cr and ve values for the structural model were 0.956 and 0.880. references annisa, l., surani, & mirwanti, r. (2018). tingkat kecemasan mahasiswa keperawatan dalam menghadapi ujian berbasis computer based test. mediasains: jurnal ilmiah ilmu-ilmu kesehatan, 16(2), 67-75. apriliana, r. (2016). hubungan antara kecemasan terhadap karir masa depan dan konsep diri akademik dengan prokrastinasi skripsi pada mahasiswa. jurnal proyeksi, 11(1), 2435. asdar, a. k. (2018). ketidakwajaran skor seleksi penerimaan mahasiswa baru. vijjacariya, 116. ati, e., kurniawati, y., & nurwanti, r. (2015). peran impostor syndrome dalam menjelaskan kecemasan akademik pada mahasiswa baru. jurnal mediapsi, 1(1), 1-9. borich, g. (1996). effective teaching methods. new jersey: prentice hall. cassady, j., & johnson, r. (2002). cognitive test anxiety and acaemic performance. contemporary educational psychology, 27, 270-295. elliot, s. n. (2000). educational psychology: effective teaching, effective learning. london: mcgraw-hill. hanifah, & abadi, a. (2018). hubungan antara pemahaman konsep dan kecemasan menghadapi mata kuliah teori grup dengan prestasi akademik mahasiswa. kreano: jurnal matematika kreatif-inovatif, 9(2), 156-153. irman. (2015). pengelolaan kecemasan akademik siswa melalui pelatihan regulasi emosi. jurnal al-qalb, 7(2), 62-71. jamaris, m. (2010). orientasi baru dalam psikologi pendidikan. jakarta: yayasan penamas murni. lazarus, r. s. (1969). patterns of adjustment and human effectiveness. new york: mcgraw-hill book company. 72 manoppo, y., & mardapi, d. (2014). analisis metode cheating pada tes berskala besar. jurnal penelitian dan evaluasi pendidikan tahun 18, 115-128. ottens, a. j. (1991). coping with academic anxiety. new york: the rosen publishing group. prawitasari, j. e. (2012). psikologi terapan melintas batas disiplin ilmu. jakarta: erlangga. sanitiara, & nazriati, e. (2014). hubungan kecemasan akademis dengan regulasi diri dalam belajar pada mahasiswa tahun pertama fakultas kedokteran universitas riau tahun 2013/2014. jurnal online mahasiswa fakultas kedokteran, 1(2), 1-9. santrock, j. w. (2014). psikologi pendidikan . jakarta: salemba humanika. setyobroto, s. (2004). psikologi suatu pengantar. jakarta: percetakan solo. shahrouri, e. (2016). sources of academic anxiety among undergraduate students contemporary study between private and fovernment universities. journal of emerging trends in educational research and policy studies (jeteraps), 7(2), 118-124. siddiqui, m. a., & rehman, a. u. (2014). an interactional study of academic anxiety in relation to socio-economic status, gender, and school type among secondary school students. international journal of educatonal research and technology, 5(2), 74-79. suratmi, a. r., & taufik, m. (2017). hubungan antara tingkat kecemasan dengan hasil belajar mahasiswa di program studi pendidikan biologi untirta. jurnal pembelajaran biologi, 4(1), 71-76. variansyaah, v., & listiara, a. (2017). hubungan orientasi tujuan performa dengan kecemasan akademik pada siswa kelas x di sma negeri "a" semarang. jurnal empati, 6(1), 419-424. 10 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 8 no 1 (2022) website : http://journal.unj.ac.id/unj/index.php/jisae students' perception of the implementation of online learning in kubutambahan district by using input and outcome evaluation gede suadnya suastika universitas pendidikan ganesha abstract covid-19 makes big problems, especially in education. students have an important role in education, especially in online learning, because they follow the online learning provided by the teacher. based on the observation, students were afraid and embarrassed because of less attention in online learning. this research aimed to identify the students' perception of the implementation of online learning in kubutambahan district by using input and outcome evaluation. this research was descriptive qualitative, using observation, questionnaire, and interview as data collection instruments. input and outcome evaluation are the guidelines in designing the questionnaire and interview. the research results showed that the students stated that assessment, schools' facilities, and infrastructures in smpn 2 kubutambahan and smpn 5 kubutambahan supported them in implementing online learning. the research result can positively impact schools, significantly increasing self-improvement activities related to education so that students can be more productive. keywords: students' perception, online learning, covid-19 address for correspondence: suadnya@undiksha.ac.id introduction the covid-19 pandemic has caused various problems in life worldwide, especially in education called online learning. all schools carry out online learning to continue the learning process. according to nguyen, (2015), online learning is one of the developing education systems in america where online learning has been implemented for a long time. according to yanti (2021), online learning is a learning system that is adapted to the current situation and conditions, especially during the covid-19 pandemic. according to jacobs (2013), quoted by yulia (2020), online learning is a development from traditional learning or face-to-face learning because online learning focuses on using learning applications to carry out online learning. in addition, according to yanti (2021), online learning can also be carried out anywhere and anytime if it is connected to the internet network and the signal is quite good. if there is no internet network and internet quota, then online learning cannot be carried out by teachers or students. however, according to mehra & mital (2007) cited by dhull & sakshi (2017), online learning causes misunderstandings between teachers and students because of signal network problems. in addition, online learning also makes students feel alone because they must participate in online learning, especially at home, and rarely hang out with their friends (mehra & mital, 2007 cited by dhull & sakshi, 2017). online learning also requires students to buy internet quotas; in fact, internet quotas are expensive, and some students http://journal.unj.ac.id/unj/index.php/jisae 11 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 cannot afford quotas. these problems make students unable to follow the online learning process well. students have an essential role in the online learning process because they will carry out and follow the online learning provided by the teacher. paudel (2021) stated that online learning would be carried out well if students were told what they need and want during online learning. however, sometimes students do not tell the problems they face in the online learning process because they are afraid, embarrassed, and there is no support from teachers who do not understand students' problems in the online learning process. if students tell the problem, the teacher can help with the problem. according to martono (2010), quoted by sujarwo et al. (2020), perspective is a person's point of view on something that is happening. this can be in the form of a problem, phenomenon, and experience in implementing a program (sujarwo et al., 2020). with perception, someone can tell what they are experiencing, feeling, and hoping for a phenomenon so that other people can understand the perception and improve, increase, and stop something happening. in online learning, students' perspectives have an essential role in knowing how to implement online learning, such as the processes, benefits, and problems they experience. the observation was conducted in junior high schools in kubutambahan, namely smpn 2 kubutambahan and smpn 5 kubutambahan. smpn 2 kubutambahan and smpn 5 kubutambahan were the research settings selected, using purposive sampling, which means that the selection of sampling is based on criteria. the criterion in this study is junior high schools in strategic places, namely smpn 2 kubutambahan and the other in remote locations, namely smpn 5 kubutambahan. in addition, smpn 2 kubutambahan and smpn 5 kubutambahan had not conducted research that discussed students' perceptions of online learning. this research aimed to find out how students' perspectives on the implementation of online learning in junior high schools in the kubutambahan district area. students were the subject of this research because the observation that had been carried out showed that they experienced difficulties in the online learning process, such as lack of online learning facilities, lack of understanding of online learning materials, signal disturbances, expensive internet quotas, and others. sujarwo et al. (2020) examine students' perceptions of the online learning process during the covid-19 pandemic shows that online learning can have a positive impact because students are highly motivated in the online learning process because they state that online learning can be carried out anywhere and anytime. this is also supported by ja'ashan (2020), discussing the online learning process based on students' perception shows that online learning is a flexible education system. according to puspaningtyas & dewi (2020) examine students' perception of online learning in junior high schools in the province of lampung shows that most students stated that online learning makes them motivated in learning shows most of them also prefer face-to-face learning than online learning because online learning can improve their ability in technology. according to tanjung & utomo (2021), examining the online learning process carried out by students shows that students have good abilities in utilizing learning applications, but it needs support from parties who influence the learning process online. also, there is a schedule adjustment in online learning that is less clear. these previous studies state that online learning is carried out well and positively impacts students. nevertheless, two previous studies have different results toward students' perception of the implementation of online learning. according to ro'fah, hanjarwati, & suprihatiningrum (2017), in their research examining the perceptions of students with disabilities toward the online learning process, online learning is challenging to be implemented due to network or signal constraints and difficulty accessing the applications used in the online learning process. according to zboun & farrah (2021), in their research about students' perception of the implementation of online learning shows that online learning has a negative impact, namely 12 students' misunderstanding of the material from the teacher, unstable signals, lack of learning motivation, and lack of interaction, socialization, and communication between teachers and students during the online learning process. from the previous studies, it can be concluded that students' perceptions of the implementation of online learning indicate that online learning can have positive and negative impacts. in addition, the previous research does not use guidelines in identifying students' perceptions of online learning. there are various guidelines in researching perceptions related to implementing a program. one of them is the cippo evaluation model. according to imansari & sutadji (2017), the cippo evaluation model has five components: context, input, process, product, and outcome. this research focuses on input and outcome evaluation. nurfaizah et al. (2021) stated that input evaluation is about the program's source, which consists of the quality and quantity of the human resources, facilities, funds, and evaluation procedure. in addition, according to imansari & sutadji (2017), outcome evaluation is the effect of the program implementation. so that outcome can give information towards what we get from implementing the program. this research was the newest research related to students' perceptions of online learning in junior high schools in kubutambahan district using the input and outcome evaluation. the input and outcome evaluation become the guidelines for identifying students' online learning perceptions in junior high schools in kubutambahan district. by the input and outcome evaluation, the researcher can get information related to the online learning process and find out how the effects of the online learning outcomes are based on the perceptions of students in junior high schools in kubutambahan district. the research question that could be formulated is the students' perception of the implementation of online learning in junior high schools in kubutambahan district using input and outcome evaluation? furthermore, this research aims to identify students' perceptions on the implementation of online learning in junior high schools in kubutambahan district by using input and outcome evaluation. method this research examined the students' perceptions of the implementation of online learning in junior high schools in kubutambahan district. this study used a qualitative approach with descriptive analysis. the researcher described students' perceptions of the implementation of online learning, especially in junior high schools in the kubutambahan district. in addition, this study focused on user input and outcome evaluation as a guide in knowing students' perceptions of the online learning process. the research subjects were students of junior high schools in kubutambahan district, namely smpn 2 kubutambahan and smpn 5 kubutambahan. the total number of samples was 20 students, where each school consisted of 10 students. the selection of the subject and setting of this research used purposive sampling. the criterion is that students are selected based on their knowledge of their experience with the implementation of online learning, and junior high schools are selected based on location in the kubutambahan district, where one school is in a strategic location, and the other is in a remote location. this study also used coding techniques to describe the data. there is an answer code for each question in the interview that is easily understood. for example, the answer code is s1.a1 means the first student answers the first question in the interview. furthermore, there is respondent code used to make data can be described and understood easily. the following is the respondent code of this research: 13 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 tabel: i respondent code respondent school code student smpn 2 kubutambahan s1 – s10 smpn 5 kubutambahan s11 – s20 several data collection instruments were used in this research, such as observation, documentation, questionnaire, and interview. according to hasanah (2016), observation is the process of observing a phenomenon that is currently happening. in this study, the researcher uses non-participant observation because the researcher does not play an active role directly in the online learning process. after all, the observations in this study were an initial introduction to the learning process carried out in the setting and subject of research. documentation is evidence in a program that supports data results in the form of photos, history, policies, rules, etc. (alhamid & anufia, 2019). in this research, the researcher used several documentations such as observation photos, the implementation of questionnaires and interviews, and the school building. a questionnaire is a collection of statements that have been formulated by researchers to be used as an instrument for collecting data from respondents (alhamid & anufia, 2019). the researcher provided questionnaires directly and online based on the current situation and conditions in this research. this questionnaire was formulated using input and outcome evaluation. in addition, this study uses a likert scale. the following is the likert scale in this study: tabel: i likert scale options question (+) question (-) very agree 5 1 agree 4 2 hesitant 3 3 disagree 2 4 very disagree 1 5 the last one is the interview, and the interview is a collection of questions given by the interviewer and resource person (brinkmann et al. 2008, quoted by aldhaen, 2020). according to chand (2020), as aldhaen (2020) quoted, interviews are conducted to obtain more valid and precise data because respondents answered directly related to the topics discussed. in this research, the researcher used questions formulated using input and outcome evaluations. data analysis is the process of analyzing data that has been collected to provide an understanding of the data (muhadjir, 1998: 104 quoted by rijali, 2018). according to miles & huberman (1994), data analysis has three steps, namely data reduction is the first step in analyzing data by selecting, centralizing, simplifying, abstracting, transcribing data, and coding the data, data display is the process of presenting data in chart form, charts, and tables, and conclusion drawing/verification means to conclude the data that has been presented. results and discussion students' perception of online learning in input evaluation twenty students become the respondents of this research. they are from smpn 2 kubutambahan and smpn 5 kubutambahan. this research aims to identify the students' perception of the implementation of online learning by using input and outcome evaluation. the result data of this research is described through input evaluation using a questionnaire supported by the interview of the students. furthermore, the input evaluation consists of 14 school facilities and infrastructures. this aspect is used to know how school facilities and infrastructure support students in implementing online learning. the following is the result data of questionnaire from students by using input evaluation: figure: i questionnaire result in input evaluation from students from the questionnaire result in outcome evaluation from 20 students in smpn 2 kubutambahan and smpn 5 kubutambahan, which examine the students' assessment, it can be stated that 100% or all of them are very agree that the school provides many facilities such as ebook, document files of the material in online learning, and using applications which become the online learning media which can develop the online learning process. it is also supported by the interview result of input evaluation from the students about the school facilities and infrastructures, which can be divided into two questions as follows: the school has facilities in the form of computers and tablets. students who do not have cell phones can go to school to pick up assignments and materials or use school facilities to do mid-semester tests or final-semester tests. (s1.a3 – s20.a3). sekolah memiliki fasilitas berupa komputer dan tablet. bagi siswa yang tidak memiliki handphone dapat ke sekolah untuk mengambil tugas dan materi, atau menggunakan fasilitas sekolah untuk mengikuti uts atau uas. (s1.a3 – s20.a3). from the interview result above, it can be stated that school facilities and infrastructures support the students in implementing online learning. smpn 2 kubutambahan and smpn 5 kubutambahan already have computers and tablets to develop the online learning process. if some students do not have online learning facilities, especially cell phones, they can go to school directly to get the materials, assignments. if there is a mid-semester test or finalsemester test and they do not have a cell phone, quota package, and problem signal, they can use computers or tablets provided in the schools, and the students must follow the health protocol to prevent the spread of covid-19. they must wear a mask, wash their hands well, keep their distance from each other, and use hand sanitizer. furthermore, the following is the interview result for the next question, which is about the online learning media: online learning is going well because many interesting applications are used in the online learning process, such as zoom meetings, google meet, google forms, google classroom, whatsapp groups, and others. however, zoom meetings and google meet are only once or twice a week to save internet quota. (s1.a5 – s 20.a5). pembelajaran online berlangsung dengan baik karena ada banyak aplikasi yang menarik digunakan dalam proses pembelajaran online seperti zoom meetings, google meet, google form, google classroom, grup whatsapp, dan lain-lain. namun, penggunaan zoom meetings dan google meet hanya sekali atau dua kali dalam seminggu untuk menghemat kuota internet. (s1.a5 – s20.a5). furthermore, when the students follow the online learning process, the teacher uses various applications, namely zoom meetings and google meet, which are used to do online learning virtual, google form for conducting mid-semester test or final-semester test, and 100% input evaluation-students very agree agree hesitant disagree agree 15 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 google classroom and whatsapp group are used for discussing the material that the teacher delivers. although not all students can follow the online learning process, the schools already have two learning systems, namely online learning, and offline learning. it becomes the solution for the students who do not have the facility in the online learning process. so that all students can follow the learning process. students' perception of online learning in outcome evaluation the outcome evaluation consists of one aspect, namely students' assessment. it is used to know how online learning can impact the students in smpn 2 kubutambahan and smpn 5 kubutambahan. the result data of this research is described through outcome evaluation. it is formulated into questionnaires and interviews. the questionnaire is the data result supported from the students' interviews. the following is the result data of questionnaire from students by using outcome evaluation: figure: ii questionnaire result in outcome evaluation from students from the questionnaire result in input evaluation from 20 students in smpn 2 kubutambahan and smpn 5 kubutambahan, which examine the school facilities and infrastructures, it can be stated that 50% or ten students are very agreed that they are very able to do the assignments which become the assessment from the teacher. furthermore, 50% or ten students also agree that they can do the assignment, which becomes the assessment from the teacher. it can be stated that they have positive answers toward the assessment, especially in online learning. the outcome evaluation result is used to know about the impacts and effects of the implementation of online learning. by this assessment, the students are motivated to do activities that can develop them following the online learning process. however, there are two different interview results of outcome evaluation from the students about the students' assessment: we have never participated in that activity because all information related to online learning only comes from the teacher and also the environment around the place of residence. (s1.a8 – s12.a8, s14.a8 – s20.a8) kami belum pernah mengikuti kegiatan tersebut karena segala informasi terkait pembelajaran online hanya berasal dari guru dan juga lingkungan sekitar tempat tinggal. (s1.a8 – s12.a8, s14.a8 – s20.a8) i have never had education related to this, but i have received socialization related to using social media appropriately and healthily. this is for council students and teachers only. (s13.a8) terkait pendidikan belum pernah tapi saya mendapatkan sosialisasi terkait bagaimana bermedia sosial dengan baik dan sehat. ini hanya untuk osis dan guru saja. (s13.a8) 50%50% outcome evaluation-students very agree agree hesitant disagree very disagree 16 from the interviews above, it can be stated that most students stated that they had never participated in activities that could develop the online learning process. although they have never participated in any school activities such as socialization, webinars, and seminars related to education, students provide positive perspectives related to the online learning process because schools have been able to minimize student problems, especially online learning facilities. the schools have implemented two learning systems: online learning for students who have adequate online learning facilities and offline learning for students who do not have online learning facilities. they can take materials and assignments from teachers to schools directly while following health protocols to take part in learning well even though they have never participated in any activities from school. conclusion this research is about students' perception of the implementation of online learning in junior high schools in kubutambahan district using input and outcome evaluation. the result data from the questionnaire and interview in input evaluation shows that online learning is done well because of the schools' facilities and infrastructures, which support the students following the online learning process. they are computers and tablets already provided in smpn 2 kubutambahan and smpn 5 kubutambahan. the students can use it if they do not have an online learning facility, especially a cell phone. furthermore, various applications are used as online learning media, namely zoom meetings, google meet, google forms, google classroom, whatsapp groups, etc. even though not all students can follow the online learning process because of their lack of facility in online learning, the schools already have online learning and offline learning systems. furthermore, students' assessments already positively impact students, which is shown from the result data from a questionnaire in outcome evaluation. however, the result data from the interview in outcome evaluation shows that only one student has followed the activity that can develop online learning, namely socialization, and others have never participated in that activity. all educational parties, namely the headmaster, teachers, and even parents, must support the students in implementing online learning. headmaster must make regulations for making a better online learning process, teachers must be able to make the learning process run well by designing the strategy, method, and assessment in online learning, and parents must be more careful with the students if there is a problem that the students in online learning face. although there is always a problem in online learning, there will be solutions to solve the problem. the last is for further studies which discuss students' perception of the implementation of online learning and must develop more guidelines in examining the students' perception. so that, there will be more developed data towards online learning from students' perception and not only the students' perception but also from other parties, namely headmaster, teacher, and even parents on the implementation of online learning. acknowledgment thank you very much to the supervisors of this research who have already given guidelines so that this research can be done well, smpn 2 kubutambahan and smpn 5 kubutambahan as the research settings and the students who become the research subject or respondents of this research. this research must be developed more to make better information towards students' perception of the implementation of online learning. 17 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 reference aldhaen, m. (2020). interview versus questionnaire from the perspective of cbe members. international journal of education, learning, and development, 8(2). alhamid, & anufia b. (2019). resume: instrumen pengumpulan data. sekolah tinggi agama islam negeri (stain). sorong. dhull, i. & sakshi, m. s., (2017). online learning. international education & research. journal ierj research paper astronomy, 3(8). hasanah, h. (2016). teknik-teknik observasi sebuah alternatif metode pengumpulan data kualitatif ilmu-ilmu sosial. jurnal at-tagaddum, 8(1), 22 – 46. imansari, n. & sutadji, e. (2017). a conceptual framework curriculum evaluation electrical engineering education.international journal of evaluation and research in education (ijere), 6(4), 265-269. ja'ashan, m. m. n. h. (2020). the challenges and prospects of using e-learning among efl students in bisha university. arab world english journal, 11(1), 124-137. https://dx.doi.org/10.24093/awej/vol11no1.11 miles, m.b, & huberman, a.m, (1994). qualitative data analysis, 2 nd ed. usa: sage publication. nguyen, t. (2015). the effectiveness of online learning : beyond no significant difference and future horizons. journal of online learning and teaching. nurfaizah, yuniatari, & sukiman. (2021). evaluasi kurikulum dengan model cippo di lembaga paud. jurnal riset golden age paud uho, 4(1). paudel, p. (2021). online education: benefits, challenges and strategies during and after covid19 in higher education. international journal on studies in education (ijonse), 3(2), 70-85. https://doi.org/10.46328/ijonse.32 puspaningtyas, n. d., & dewi, p. s. (2020). persepsi peserta didik terhadap pembelajaran berbasis daring. jpmi – jurnal pembelajaran matematika inovatif, 3(6), 703-712. rijali, a. (2018). analisis data kualitatif. jurnal alhadharah, 17(33). ro’fah, hanjarwati, a., & suprihatiningrum, j. (2020). is online learning accessible during covid 19 pandemic? voices and experiences of uin sunan kalijaga students with disabilities. jurnal pendidikan islam, 14(1). 10.21580/nw.2020.14.1.5672 sujarwo, sukmawati, akhiruddin, ridwan,& siradjuddin, s. (2020). an analysis of university students’ perspective on online learning in the midst of covid-19 pandemic. jurnal pendidikan dan pengajaran, 53(2), 125-137. tanjung, f. z., & utomo, a. (2021). investigating efl students' perception on online learning. amidst covid-19 pandemic. international journal of indonesian education and teaching, 5(1). yanti, d., (2021). students' perception on the effect of online learning during covid-19. acitya: journal of teaching and education, 3(2). https://doi.org/10.30650/ajte.v3i2.2194 yulia, h. (2020). online learning to prevent the spread of pandemic corona virus in indonesia. eternal (english teaching journal), 11(1). http://journal.upgris.ac.id/index.php/eternal/index zboun, j.s. & farrah, m. (2021). students' perspectives of online language learning during corona pandemic: benefits and challenges. indonesian efl journal, 7(1), 13-20. https://doi.org/10.25134/ieflj.v7i1.3986 https://dx.doi.org/10.24093/awej/vol11no1.11 https://doi.org/10.46328/ijonse.32 https://doi.org/10.30650/ajte.v3i2.2194 http://journal.upgris.ac.id/index.php/eternal/index https://doi.org/10.25134/ieflj.v7i1.3986 29 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 8 no 1 (2022) website : http://journal.unj.ac.id/unj/index.php/jisae management of behavior problems at school bambang afriadi abstract behavior problems become essential to be discussed from time to time, and every era has different challenges in terms of handling. this article focuses on behavioral problems in schools. this paper will evaluate several studies, all of which are based on a google.com search and will be presented in order with their sources. scientific studies, building a trusted website, and https://trends.google.co.id/trend collecting information. it is essential to develop character on behavioral difficulties in this school and how we can work together to find the best solutions for this fast-paced era. this report will serve as a springboard for future research on school behavior issues. keywords: school problems, student behavior, classroom learning management universitas islam syekh yusuf bambang.afriadi@unis.ac.id1 introduction schools are recognized as essential stakeholders in preventing and combating public health problems cherish sex crime and harassment. whereas bar efforts are usually centered on securing youngsters from adult offenders, the basic cognitive process has been dedicated to safeguarding, for example, dangerous sexual behavior displayed by children and adolescents in faculties. (draugedalen, sticky, and rough 2021) the school presents a unique challenge for children with behavioral problems. teachers need tools used to help provide support and guidance. administrators need methods to create a positive learning atmosphere throughout the school. (anon n.a.)within the school, there are some obstacles to an adult's relationship with students, such as the school's organizational structure, teacher teaching practices, transitions that are part of the school, and disciplinary policies. students need an opportunity to feel welcome, cared for, and affirmed in their schools. (allen and to the. 2021) the seeds of affection are already in the student. teachers at different stages of the student's educational trajectory have the opportunity to contribute to the growth of affection in each student. (jazaieri 2018) antisocial behavior is a significant challenge for schools because of its huge negative impact on students and teachers. children spend much time in school from the pre-school years onwards and experience social and academic situations that do not occur at home, so teacher-child interaction can have a unique and additional effect on long-term social development. (hwang and to the. 2020) behavioral development is an educational approach for children and adolescents that provides resources in schools and communities to enable youth to reach their full potential and thrive in a democratic society. (romer and hansen 2018) social support is essential because it meets students' need for interconnectedness and attention. academic support is also essential, as it supports their need for competence. (allen and to the. 2021) behavioral learning theory is critical in understanding http://journal.unj.ac.id/unj/index.php/jisae 30 how to motivate and help students in the classroom. information is transferred from the teacher to the learner from the response to the appropriate stimulus. (anon n.a.) achenbach, ivanova, rescorla, turner, & althoff, 2016; linhares & martins, 2015; marturano, 2013 (martineli, pizeta, and laurel 2018). school-age child behavior is an essential indicator of adaptation at this stage of development; however, not all children thrive and may exhibit externalization or internalization behavioral problems expressed in family and school. research methods the method used to assess some research results using an evaluation approach is the matching method. the matching method is done by matching and comparing the characteristics of the land with the criteria so that an inevitable conclusion is obtained. this research aims to advance society by advancing knowledge through theories, concepts, and scientific ideas from the results of review documentation. furthermore, a systematic review is used in a narrative review by selecting what the researcher has written on a subject or topic. the data used in this smoothing is the latest data from the results of the research reviewed, with supporting bricks https://trends.google.co.id/trends/ results and discussions in some schools, structured character education is part of the curriculum, next to reading, writing, and math. schools strive to instill the values of integrity, respect, responsibility, fairness, honesty, care, and citizenship in their students to strengthen the social fabric of the school and society. (keith n.a.) cases of orderly social behavior do not only occur in society; the need for socially orderly behavior is also needed in schools. behavior at school. what a big topic for families and schools. school becomes an essential institution in shaping children's character as sustainable community development. from 2017 to the end of 2021, behavioral problems in the google search graph became a topic that was never searched. behavioral problems in schools become interesting to find a solution—every culture of a different society and the challenges of such a dynamic era. every expert, or in this case, the teacher, will find out how the appropriate solution to solve this problem. by searching and finding, arrives at implementation. in google trending searches, the average search is more looking at problems in schools rather than looking for how to solve the problem. https://prc.springeropen.com/articles/10.1186/s41155-018-0089-9#ref-cr2 https://prc.springeropen.com/articles/10.1186/s41155-018-0089-9#ref-cr29 https://prc.springeropen.com/articles/10.1186/s41155-018-0089-9#ref-cr37 31 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 america is a country that seeks more behavioral problems as much as 80% of the time than it is looking for solutions to them. on trending searches, it is also known that filifina and india are becoming countries focused on tracing how to solve school problems. this becomes an interesting study because the union focuses on finding problems than finding solutions. "classroom management" means creating a system that supports this type of positive behavior throughout the class. "behavior management" is created strategies and systems that will manage and eliminate problematic behaviors that prevent students from succeeding in an academic environment. (webster n.d.) in this case, the discussion of behavioral problems is critical to continue to be discussed, which becomes a fundamental one. school management is not just about how to form intelligent students. more than that, the current challenges of the era of digitalization and social media are so many. it has implications for behavior change itself. schools as a social order quality assurance agency have an essential role. adaptive problems include challenges with social skills, conceptual skills, and practical skills. (algahtani 2017) an essential finding of student behavior problems is understanding the child's response to leftovers at school by exploring their view of leftovers and empowering them to discuss and develop their solutions. children have a clear understanding of the consequences of food waste for individuals, society, and the environment. they show negative emotions about food waste and respond positively to the possibility of food recycling. their solution to reducing food waste will require the involvement of many stakeholders, including self-regulation, peer monitoring, teacher supervision, and family support. (yen, caps, and dovey 2022) your child's innate personality may be one of the most critical factors that determine his or her character or personality. some children are naturally more open than others, for example. some are more observant than others. every child has advantages and disadvantages from birth that contribute to his personality and character. high levels of stress and psychological anxiety in parents have been linked, since childhood, to psychological conditions present in that population, particularly with emotional and behavioral problems. (rosemary and to the. 2021) when your child starts school, he or she will learn more than just math and reading from teachers. he will learn how to behave from that teacher, as he has done by paying attention to you. the teacher plays an essential role in his life by exemplifying behaviors and characteristics that your child can emulate. your child's friends will play an essential role in determining his or her personality and final character. although your child may have a strong personality that can lead others or can easily withstand peer pressure, the influence of your child's friends will help shape his or her opinions about himself, others, and the wider world. (anon n.a.) school lessons can help improve classroom behavior and relationships with students inside and outside the classroom. it takes some tips to build the character of the school. many of the students' first social activities occur in the classroom, making this the perfect opportunity for character-building exercises that teach them much-needed positive traits and behaviors. (1) learning how to listen will improve your students' character and can also 32 help them perform better in school, (2) discuss what kindness is and how kindness can build the character of the school when students practice it, (3) being respectful is an integral part of building character, (4) promoting self-esteem helps how students see and treat themselves. having a positive view of themselves will help make them better for others and share their skills, (5) having motivation is essential to building character in school and beyond. motivated students will want to learn more about building good character and strive to have good character. (anon n.a.) problem analysis and review literature review in montana, 6 out of 10 teachers experience physical violence or verbal aggression during covid. the responses, collected between july 2020 and june 2021, came from nearly 15,000 school personnel. overall, 59% of teachers, 58% of administrators, 48% of support staff, and 38% of school psychologists and social workers reported being victimized while at work. respondents to the survey made it clear that children act physically when they have significant needs that are not being met, possibly because they have difficulty communicating them. parents complained about his black lives matter t-shirt. the parents refused his request for students to follow the mask policy. another parent scolded him on the phone for more than 20 minutes after he called to do a routine welfare check on a student who did not hand over the assignment. (mother kamenetz n.a.) relationship between the outdoor physical environment and student's social behaviour in urban secondary school research(shamsuddin, bahauddin, and aziz 2012) shows some link between the physical environment outside the school and the social behavior of students. the design and planning of the external environment of schools should consider more to create a conducive learning environment that can foster positive social behavior, especially for urban schools. specific vital measures to support changing the school environment to reduce bullying and aggression. through changing school culture, to ensure that they better promote safety, self-esteem, and positive communication with staff and other students. first, survey students to assess their experiences and views because all schools are different, and priorities will differ in different school environments. second, engage some young people in decision-making directly through action groups consisting of students and staff to review and revise school policies and practices using this survey data. third, appoint external facilitators, or "critical friends", to ensure young people's voices are heard in these action groups and assess and monitor progress. (fletcher and to the. 2015) behavior management requires two types of intervention: proactive and reactive. (webster n.d.) (1) a proactive approach involves teaching replacement or desired behavior. a proactive approach involves creating many opportunities to use surrogate behaviors and strengthen them. (2) reactive approach involves creating consequences or penalties for unwanted behavior. although the best way to create the behavior you want is to reinforce replacement behaviors, quelling behavior is often impossible in a classroom environment. it would help if you gave some negative consequences to avoid seeing peers adopt problematic behaviors because they only see positive outcomes from those behaviors, whether it is tantrums or job rejections. conclusion the first challenge in helping a child better manage their behavior is understanding why they do what they do. (anon n.a.) behavior management refers to the management of problematic behavior of confident children. everyone learns what counts as appropriate behavior. furthermore, they use the same language to talk about it. in this case, it is https://successbydesignplanners.myshopify.com/blogs/news/8-tips-to-keep-students-motivated 33 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 essential for the school as an agent of legal change and needed by the community, not only focusing on the cognitive development of children, more than that social sensitivity to be calm and positive behavior must be taught in the learning process in the classroom. references algahtani, faris. 2017. "teaching students with intellectual disabilities: constructivism or behaviorism?" educational research and reviews 12(21):1031–35. doi: 10.5897/err2017.3366. allen, kelly-ann, christopher d. slaten, gökmen arslan, sue roffey, heather craig, and dianne a. vella-brodrick. 2021. "school belonging: the importance of student and teacher relationships." the palgrave handbook of positive education 525–50. doi: 10.1007/978-3-030-64537-3_21. anon. n.d. "6 factors that determine a child's character and personality." retrieved march 24, 2022a (https://www.openschoolbag.com.sg/blog/6-factors-that-determine-a-childscharacter-and-personality). anon. n.d. "behavior at school | center for parent information and resources." retrieved march 22, 2022b (https://www.parentcenterhub.org/behavior-atschool/). anon. n.d. "how to build character in school – successbydesignplanners." retrieved march 24, 2022c (https://www.successbydesign.com/blogs/news/how-to-build-characterschool). anon. n.d. "understanding disruptive behavior | child mind institute." retrieved march 22, 2022d (https://childmind.org/article/disruptive-behavior-why-its-often-misdiagnosed/). anon. n.d. "what is the behavioral learning theory?" retrieved march 19, 2022e (https://www.wgu.edu/blog/what-behavioral-learning-theory2005.html). anya kamenetz. n.d. "teachers report violence and aggression from parents and students during covid : npr." retrieved march 22, 2022 (https://www.npr.org/2022/03/17/1087137571/school-violence-teachers-covid). draugedalen, kjersti, helle kleive, and øystein grov. 2021. "preventing harmful sexual behavior in primary schools: barriers and solutions." child abuse & neglect 121:105295. doi: 10.1016/j.chiabu.2021.105295. fletcher, adam, natasha fitzgerald-yau, meg wiggins, russell m. viner, and chris bonell. 2015. "involving young people in changing their school environment to make it safer: findings from a process evaluation in english secondary schools." health education 115(3–4):322–38. doi: 10.1108/he-04-2014-0063/full/pdf. hwang, suhlim, rebecca waller, david j. hawes, and jennifer l. allen. 2020. "callousunemotional traits and antisocial behavior in south korean children: links with academic motivation, school engagement, and teachers' use of reward and discipline." journal of abnormal child psychology 48(9):1183–95. doi: 10.1007/s10802020-00663-2/figures/2. 34 jazaieri, hooria. 2018. "compassionate education from preschool to graduate school: bringing a culture of compassion into the classroom." journal of research in innovative teaching &amp; learning 11(1):22–66. doi: 10.1108/jrit-08-2017-0017. keith, kimberly l. n.d. "ways to build character in your children." retrieved march 24, 2022 (https://www.verywellfamily.com/ways-to-build-character-in-children-620266). martineli, ana karina braguim, fernanda aguiar pizeta, and sonia regina loureiro. 2018. "behavioral problems of school children: impact of social vulnerability, chronic adversity, and maternal depression." psicologia: reflexao e critica 31(1):1–11. doi: 10.1186/s41155-018-0089-9/tables/3. romer, daniel, and david hansen. 2018. positive youth development in education. springer international publishing. romero, marina, ester marín, jose guzmán-parra, patricia navas, juan manuel aguilar, j. pablo lara, and miguel ángel barbancho. 2021. "relationship between parental stress and psychological distress and emotional and behavioural problems in pre-school children with autistic spectrum disorder." anales de pediatría (english edition) 94(2):99– 106. doi: 10.1016/j.anpede.2020.03.014. shamsuddin, shuhana, hanim bahauddin, and norsiah abd. aziz. 2012. "relationship between the outdoor physical environment and student's social behaviour in urban secondary school." procedia social and behavioral sciences 50:148–60. doi: 10.1016/j.sbspro.2012.08.023. webster, jerry. n.d. "behavior management versus classroom management." retrieved march 25, 2022 (https://www.thoughtco.com/behavior-versus-classroom-management3110739). yen, dorothy a., benedetta cappellini, and terry dovey. 2022. "primary school children's responses to food waste at school." british food journal 124(13):109–25. doi: 10.1108/bfj-06-2021-0608. 139 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 7 no 2 (2021) website : http://journal.unj.ac.id/unj/index.php/jisae constraints to effective continuous professional development of teachers in government secondary school in fct gregory deborah1 federal university wukari, nigria ogunode niyi jacob2 federal university wukari, nigria jegede deborah3 federal university wukari, nigria abstract the study examined the constraints to effective continuous professional development of teachers in government secondary school in f.c.t. this study was conducted in federal capital territory, abuja, nigeria. survey designed was used for the study. the study used 220 respondents. simple random and stratified methods were used to select the population for the study. questionnaire was used for collection of data. the questionnaire was tagged” constraints to effective continuous professional development of teachers in government secondary school teacher questionnaire [cecpdtgsstq]”. the questionnaire contained two section with nine item sub-questions. the section a: collected information for bio-data while section b collected information on the subject matter. the section (b) was designed to have yes and no. the researcher employed the services of a research assistant. the research assistant went to the various schools to administer the questionnaire. the data collected were analyze with simple percentage. the data collected, analyzed and computed led to the conclusion that inadequate funding, lack of political will, institutional corruption, inadequate data on teacher training need gap, political instability, unstable educational policies, favoritism, improper planning of staff development programme and high cost of training are the constraints to effective teacher development in secondary schools in federal capital territory, abuja. from the above conclusion, the paper hereby recommended that the government should increase the funding of professional development programme of secondary school teachers in fct. keyword: constraints, effective, secondary schools, professional development, education address for correspondence: 1magitdeby@yahoo.com 2ogunodejacob@gmail.com 3jegededeborah30@gmail.com introduction secondary school education is an education designed for children that are leaving basic education. aiyedun (2020) stated that secondary school education is post-basic education that advance with specialization of field. secondary school education is the ladder between the basic education and the higher education. the http://journal.unj.ac.id/unj/index.php/jisae mailto:magitdeby@yahoo.com mailto:ogunodejacob@gmail.com mailto:jegededeborah30@gmail.com 140 objective of secondary school education include; to provide educational opportunity for children leaving primary school education, to provide for tertiary education students. the realization of the objectives of secondary school education depend on the quality of educational resources available. the educational resources include the human and materials resources. the human resources include the non-teaching staff, the teachers and the school administrators. the teacher is one of the key member of the educational institutions. the teacher is a professional individual that have undergone different training in teaching and have been tested in examination in a higher education and com out successful. the teacher is a trained individual that is saddle with the responsibilities of teaching and carrying out other academic activities in an educational institutions. the teacher prepare the lesson, organizes the instructional resources and deliver the lesson. the teacher assess and evaluate the students in tests and examinations (ojelade, aregbesola, ekele & aiyedun, 2020). the effectiveness of the teacher depends on continuous development of professional programmes. for the teacher to be abreast and up to date in his field of study, he need continuous professional development programme constantly. continuous professional development programme or capacity development programme are programmes designed to improve the capacity of employee in an organization. capacity development programme is a special programme within an organization design to meeting the capacity gap of an employee in an organization (olatunde-aiyedun & ogunode, 2021a). in the educational sector capacity development programme is called continuous professional development programme or teacher professional development programme. teacher professional development programme is a programme developed for the teacher in all the educational institutions with the aims of improving their capacity in delivering of lesson, mastery of subject, classroom management and teaching methodology. teacher professional development programme is designed purposely for the teacher professional development (olatunde-aiyedun & ogunode, 2020). the scope of capacity development programme of teachers includes; pedagogical skills development of the teachers, improvement of teachers’ classroom management skills, mastery of subjects matter and recording keeping skills. the teacher capacity development programme can be realized through seminar, conferences, workshops, orientation and in-service training. the aim is to help them improve their classroom teaching for effective learning of students. impact is the net effect on the teaching learning process which was measured on the basis of teaching of those whose capacity were built in different projects in relation to their teaching in classrooms that was observed (olatunde-aiyedun & ogunode, 2021b). the importance of teacher development for secondary school teachers includes: it aids teachers to deliver academic services very well, it boosts teacher confidence and increase his/her commitment to work; it helps to keep teachers with current issues and development in curriculum changes and reforms, it upgrade the teachers’ knowledge and skills in teaching methodologies and it helps teacher to be effective and efficient in resources management in education (olatunde-aiyedun, eyiolorunseaiyedun & ogunode, 2021). teachers that constantly go for professional development programme performed well and discharge their responsibilities well. research has recognized the import of teachers’ professional development as crucial to changing classroom practices, improving schools and bettering pupils’ learning outcomes (borko, 2004). 141 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 goodall, day, lingsay, muiji and harris (2005); and osiesi (2020) noted that teacher professional development programs are learning experiences and activities which are intended to immensely benefit the populace at large both directly and indirectly; as well as aiding teachers’ competencies. therefore, making available opportunities for teachers’ intensive and continuous professional development programme at all levels of education (primary school teachers, most especially) will enhance quality teaching and learning (osiesi, 2020). the implementation of the teacher professional development programme in nigerian educational institutions is facing many challenges especially at the secondary school education level. in line with the above, this study is aimed to find out constrains to effective continuous professional development of teachers in government secondary school teacher in f.c.t. research objective the aim of this study is to find out the constraints to effective continuous professional development of teachers in government secondary school teacher in f.c.t. specific objective includes: 1. to find out the constraints to effective continuous professional development of teachers in government secondary school teacher in f.c.t. research question the following research question where generated to guide this study: 1) what are the constraints to effective continuous professional development of teachers in government secondary school teacher in f.c.t.? literature review there are many investigations on teacher professional development programme across different countries by different researchers. in nigeria, peretomode and chukwuma in (2013) did a study that examined the relationship between manpower development and lecturers’ productivity in tertiary institutions in the delta state of nigeria. the results led to the conclusion that manpower development enhances lecturers’ productivity irrespective of gender, faculty and type of institution, although these predictor variables could explain only eight percent of lecturers’ productivity in institutions of higher learning in delta state of nigeria. mahdi (2020) did a research project with a case study conducted to investigate "teachers’ perceptions of cpd effectiveness in higher education in kurdistan". this will show the impact of cpd at the institutional and individual level, as well as to highlight the current cpd policies at the selected organization. the findings indicate that cpd has a crucial role in the delivery of teaching. however, practitioners note that the sector dynamic is not organized. in other words, findings revealed a mismatch between individual needs and cpd policy, for instance, lack of ict (olatunde-aiyedun, ogunode & eyiolorunse-aiyedun, 2021). basil , felix , and eno (2013) carried out a study that examined university lecturers’ participation in capacity building programmes in south-south nigeria and its implication for sustainable development. it focuses on the extent of lecturers’ participation in workshops, seminars, conferences, ict training and mentoring aspects of capacity building programmes. findings revealed that university lecturers participate mostly in conferences than any other capacity building programme. lecturers’ participation in capacity building programmes is significantly low with respect to workshops, seminars, conferences, ict training and mentoring. there is no significant difference between male and female lecturers’ participation in capacity building programmes. it was recommended that enabling environment should be 142 provided whereby university lecturers are encouraged to participate fully in capacity building programmes (olatunde-aiyedun, eyiolorunse-aiyedun & ogunode, 2021). bernadette & ukaegbu, (2017) did a study on impact of poor implementation of welfare policies on training and development on the performance of academic staff in selected federal universities in south-south nigeria was carried out to examine the extent to which poor implementation of welfare policies on training and development impacts on the performance of workers in the selected federal universities in south south nigeria. the study discovered that, whereas there are good welfare policy statements in the study area, the level of implementation of these policies were poor. furthermore, over 90% of the respondents insisted that full implementation of welfare policies would have positive impact on workers‟ performance to a very large extent. the results further indicated that there have been very few in-house and outside training programmes in the study area. a total of 87% of respondents agreed that poor level of implementation of welfare policies on training and development is a source of discouragement which have negatively affected academic performance of both teaching and non-teaching staff and have led to poor service delivery in our universities (olatunde-aiyedun & ogunode, 2021a). . amir , mohammad & habibunnabi (2016) conducted that a study attempted to find out the impact of capacity building of teachers of government boys’ primary schools on classroom teaching. the objectives of the study were to find out the strengths and weaknesses of the capacity building initiatives for professional development of teachers in district swat. the results revealed that head masters could play more effective role for school effectiveness by developing clear vision; providing instructional feedback to teachers; effective monitoring and supervisory mechanism; setting a democratic environment conducive to teaching learning process and involving the stakeholders in decision-making. the results of the study further indicated that school effectiveness owed itself to capable head masters, committed staff, non-political intervention, a procedure of incentives and disincentives, positive feedback to teachers and last, but not the least, a continuous instructional supervision of what happened in classroom. walton (2005) studied the influence of workshops on teachers’ job performance and reported a significant influence of workshops on teachers’ output. the researcher concluded that teachers should be provided with opportunities to attend workshops to acquire and update their skills for high productivity. dolores and ernest (2018) stated that, poor performance of teachers was due to lack of frequent in-service training, lack of teaching and learning materials, lack of incentives and motivation, and improper supervision. it is therefore, recommended that ghana education service should improve upon its in-service training and development policy to be consistent with the needs of teachers. more so, periodic learning needs assessments should be conducted before training programmes are designed for teachers. igwe and ibara, (2019) noted that: teachers’ capacity building on curriculum development has a strong positive relationship with the students learning outcomes; teachers’ capacity building on information and communication technology (ict), has a strong positive relationship with the students learning outcomes, and teachers‟ capacity building in students’ assessment has a strong positive relationship with the students‟ learning outcomes. the study concluded that teachers‟ capacity building in curriculum development, information and communication technology and teachers‟ capacity building on students’ assessment will enhance teachers’ competencies in 143 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 teaching which will translate into students’ achievement in learning in junior public secondary schools in rivers state. method the objective of this was to find out the constraints to effective continuous professional development of teachers in government secondary school in f.c.t. this study was conducted in federal capital territory, abuja, nigeria. the study cover all the six area councils. two secondary schools was selected from each area council of fct. twelve government secondary schools in fct was used for the study. survey designed was used for the study. the study used 220 respondents. the respondents were teachers. simple random and stratified methods was used to select the population for the study. this implies that ten teachers from the twelve government secondary schools were sampled for the study. this sample sampling method was drawn in such a way that male and female teachers were represented in the study. questionnaire was used for collection of data for the study. the questionnaire was tagged” constraints to effective continuous professional development of teachers in government secondary school teacher secondary school teacher questionnaire [cecpdtgsstq]”. the questionnaire contained two section with nine item subquestions. the section a: collected information for bio-data while section b collected information on the subject matter. the section b was designed to have yes and no. two lecturers were consultant to validate the questionnaire while the trial test was conducted in neighboring state where forty teachers. the teachers were administered and re-administered to the same questions to after two weeks intervene. the scores obtained were analysed using cronbach alpha method. the results gave rise to a reliability coefficient which ranged from 0.66 to 0.82. the resulted collected was positive implying the instrument was reliable. the researcher employed the services of a research assistant. research assistant was engaged to help in collection of data with questionnaire. the distribution and returning of questionnaire in various school recorded hundred percent returns rate. the researchers used simple percentage to analyze the data collected in the study. analysis and results research question: what are the constraints to effective continuous professional development of teachers in government secondary school teacher in f.c.t? table 1: constraints to effective continuous professional development of teachers in government secondary school teacher in fct. constraints yes no total f % f % 1) inadequate funding 182 82.72 38 17.28 220 2) lack of political will 174 79.0 46 21.0 220 3) institutional corruption 190 86.36 30 13.64 220 4) inadequate data on teacher training 169 76.81 51 23.19 220 need gap 5) political instability 147 66.81 73 33.19 220 6) unstable educational policies 143 65.0 87 35.0 220 7) favourite 156 65.4 64 32.1 220 8) improper plan of staff development 198 90.0 22 10.0 220 programme 9) high cost of training 183 83.18 47 16.92 220 ------------------------------------------------------------------------------------------------------------------- 144 from table item one revealed that 82.72% of the respondents agreed that inadequate funding is a constraint to effective teachers continuous development programme in government secondary schools in fct while 19.28 disagreed that inadequate fund is a constraint. this implies that the budgetary allocation for the professional development of teachers in fc t secondary schools in inadequate. table one item two disclosed that 79.0% of respondents agreed that lack of political will from the government to support teachers professional development programme is a constraint to effective teachers professional development programme of secondary school teachers in fct while 21% of the respondents disagreed that lack of political will from the government to support teachers professional development programme is not a constraint to effective teachers professional development programme of secondary school teachers in fct. this means that lack of political will from the government to support teachers professional development programme is a constraint to effective teachers’ professional development programme of secondary school teachers in fct table one item three showed that 86.36% of the teachers agreed that institutional corruption is a constraint to effective teachers continuous development programme in government secondary schools in fct while 13.64 of the respondents disagreed that institutional corruption is not a constraint to effective teachers continuous development programme in government secondary schools in fct. this implies that institutional corruption is a constraint to effective teachers continuous development programme in government secondary schools in fct. result from table 1 item four disclosed that 76.81% of the respondent agreed that inadequate data on teacher training need gap is a constraint to effective teacher development in fct while 23.19% of the respondents disagreed that inadequate data on teacher training need gap is a constraint to effective teacher development in fct. this means that the majorities of the respondents agreed that inadequate data on teacher training need gap is a constraint to effective teacher development in fct. 66.81% of the respondents agreed on table one item five that political instability is a constraint to effective teacher development in fct while 33.19% of teachers disagreed that political instability is a constraint to effective teacher development in fct. this implies that majorities the participant agreed that political instability is a constraint to effective teacher development in fct. table one item six showed that 65% and 35% of the respondents both agreed and disagreed that unstable educational policies is a constraints to effective teacher development in fct. this result revealed that majorities agreed that unstable educational policies is a constraints to effective teacher development in fct. from table one item seven revealed that 82.72% of the respondents agreed that favourism is a constraint to effective teachers continuous development programme in government secondary schools in fct while 19.28 disagreed that inadequate fund is a constraint. this implies that the favourism is a constraint to effective teachers development programme in fc t government secondary schools. result from table 1 item eight disclosed that 90% of the respondent agreed that improper plan of staff development programme is a constraint to effective teacher development in fct secondary schools while 10% of the respondents disagreed that improper plan of staff development programme is a constraint to effective teacher development in fct secondary schools. this means that the majorities of the respondents agreed that improper plan of staff development programme is a constraint to effective teacher development in fct government secondary schools. 145 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 table one item nine showed that 83.18% and 16.82% of the respondents both agreed and disagreed that high cost of training is a constraints to effective teacher development in fct. this result revealed that majorities agreed that high cost of training is a constraints to effective teacher development in fct government secondary schools. results and discussion from table item one showed that the respondents agreed that inadequate funding is a constraint to effective teachers continuous development programme in government secondary schools in fct. this result confirms olatunde-aiyedun and ogunode (2021b) study that inadequate funding of staff development programme is responsible for ineffective teacher development programme in many educational institutions. this submission also agreed with the conclusion of ogunode and aiyedun, t.g. (2020) stated that the government inability of funding education is responsible for poor staff development programme in the nigerian educational institutions. table one item two disclosed that respondents agreed that lack of political will from the government to support teachers professional development programme is a constraint to effective teachers professional development programme of secondary school teachers in fct. this result is in agreement with the finding of ogunode (2020) who concluded that the lack of political will of the government at every levels of government to allocated adequate funds for the development of teachers is responsible for the poor quality of education. table one item three showed that teachers agreed that institutional corruption is a constraint to effective teachers continuous development programme in government secondary schools in fct . kemi (2013) and abdul (2014) all agreed that institutional corruption in the various agencies of government is responsible for poor implementation of educational programme include teacher professional development programme. result from table 1 item four disclosed that the respondent agreed that inadequate data on teacher training need gap is a constraint to effective teacher development in fct. this result is in agreement with the submission of ogunode (2020) who concluded that one of the programme facing the nigerian educational system is lack of adequate data on every educational input. the respondents agreed on table one item five that political instability is a constraint to effective teacher development in fct. this result supported the submission of abdul (2014) who observed that political instability have done more harm to the nigerian educational system because educational programme and policies are often change whenever there is a change in government or administration. this implication is that many educational programme will be abandon and new one start. table one item six showed that respondents agreed that unstable educational policies is a constraints to effective teacher development in fct. this result collaborates with ogunode (2020) who submitted that in nigeria, unstable educational policies is not a new thing, government at every level changes policies whenever there is a change in government and this affects the entire educational programme. from table one item seven revealed that respondents agreed that favourism is a constraint to effective teachers continuous development programme in government secondary schools in fct. ogunode (2020) submitted that poor internal administration and favourism is challenge to effective professional development programme at the primary schools in nigeria. 146 result from table 1 item eight disclosed that respondent agreed that improper plan of staff development programme is a constraint to effective teacher development in fct secondary schools. ogunode (2020) submitted that poor planning of education is responsible for ineffectiveness of educational programme like supervision of education and staff development programme. table one item nine showed that respondents agreed that high cost of training is a constraints to effective teacher development in fct. adeola (2014) submitted that the high cost of staff development programme and other educational input is the cause of poor teacher continuous professional development programme in nigeria. conclusion, implication of the study the aim of this study was to find out the constraints to effective continuous professional development of teachers in government secondary school teacher in f.c.t. the specific objectives was to find out the constraints to effective continuous professional development of teachers in government secondary school teacher in f.c.t. the data collected, analyze and computed led to the conclusion that inadequate funding, lack of political will, institutional corruption, inadequate data on teacher training need gap, political instability, unstable educational policies, favourite, improper plan of staff development programme and high cost of training are the constraints to effective teacher development in secondary schools in federal capital territory, abuja. recommendations from the above conclusion, the paper herby recommended the following: a) the government should increase the funding of professional development programme of secondary school teachers in fct; b) the government should development a road map for staff development programme for secondary school teachers in fct; and c) the government should fight all the institutional corruption within the ministries and department of education. this will help to ensure that funds allocated for staff development programme are effective and efficiently used. references aiyedun, t.g. (2020). effect of animation teaching strategy on secondary school students’ achievement, retention and interest in climate change in lokoja, kogi state. international journal of trend in scientific research and development (ijtsrd), 4 (3) 944-949. https://www.ijtsrd.com/papers/ijtsrd30740.pdf aiyedun, t.g. & ogunode, n.j. (2020). effect of covid-19 on academic program in universities in nigeria. electronic research journal of engineering, computer and applied sciences, 2, 193-201. https://www.researchgate.net/publication/346966789_effect_of_covid19_pandemic_on_academic_programme_of_universities_in_nigeria amir h, mohammad i & habibunnabi2 (2016) impact of capacity building of teachers of government boys‟ primary school on class room teaching in district swat, pakistan. elixir social studies 91,38252-38254 38252 borko, h. (2004). professional development and teacher learning: mapping the terrain. educational researcher, 33(8), 3–15. bernadette c.n & ukaegbu, o (2017) impact of poor implementation of welfare policies on training and development on the performance of academic staff in selected federal universities in south-south nigeria. international journal https://www.ijtsrd.com/papers/ijtsrd30740.pdf https://www.researchgate.net/publication/346966789_effect_of_covid-19_pandemic_on_academic_programme_of_universities_in_nigeria https://www.researchgate.net/publication/346966789_effect_of_covid-19_pandemic_on_academic_programme_of_universities_in_nigeria 147 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 of scientific research and management (ijsrm) volume(5)issue (12)|pages 7718-7729 basil a. a, felix d. n, eno e.e (2013) lecturers’ participation in capacity building programmes in south-south nigeria: implications for sustainable development. makerere journal of higher education. 4(2), 279 – 292 dolores m., h & ernest c., w. (2018). enhancing teachers’ performance through training and development in ghana education service (a case study of ebenezer senior high school). journal of human resource management, 6 (1), 1-8. goodall, j., day, c., lindsay, g., muijis, d. & harris, a. (2005). evaluating the impact of continuing professional development (cpd). research report rr659. the university of warwick. igwe, m. o., & ibara, e. c. (2019). teachers capacity building skills and students learning outcomes in junior public secondary schools in rivers state. international journal of scientific research in education, 12(2), 290-305. retrieved [date] from http://www.ijsre.com. mahdi, a.q. (2020). teachers’ perception of continuous professional development “cpd” effectiveness in higher education in kurdistan . indonesian journal of educational, 7 (1), 29-39. ogunode, n.j. (2020). effective capacity development programme for educational institutions. kano d. c. bubal printing press. ogunode, n.j. & aiyedun, t.g. (2020). administration of science programme in nigerian higher institutions: issues, challenges and way forward. middle european scientific bulletin, 6, 94-99. https://www.researchgate.net/publication/346653519_administration_of_scien ce_programme_in_nigeria's_higher_institutions_issues_challenges_and_way _forward?_sg=wxqpyo7wfilru9hjyoxtyki77dpvprkeayzc2gzgf7ol9cymy564jes_kffhd8uakjh12bwa449ylqq5l9d9wu74_p0v5ueahcqrlc.5lzx7_yym_loloxosecnpqefvtl1u8pnfaakpybbxf2xjppt2ngldxnrhsrld0phgwrrs 673pfj8fo2n0fobw ogunode n.j, eyiolorunse-aiyedun, c.t. & olatunde-aiyedun, t.g. (2021). educational planning in nigeria during covid-19: problems and way forward. academicia globe: inderscience research, 2(07), 137–147. https://doi.org/10.17605/osf.io/rm4sy ojelade, i. a., aregbesola, b. g., ekele, a., & aiyedun, t. g. (2020). effects of audiovisual instructional materials on teaching science concepts in secondary schools in bwari area council abuja, nigeria. the environmental studies journal (tesj), 3, (2) 52 – 61. https://researchersjournal.org/effects-of-audio-visual-instructional-materialson-teaching-science-concepts-in-secondary-schools-in-bwari-area-councilabuja-nigeria/ olatunde-aiyedun, t.g., eyiolorunse-aiyedun, c.t. & ogunode, n.j. (2021). post covid-19 and digitalization of university lecturers in nigeria. middle european scientific bulletin, 11(1). http://cejsr.academicjournal.io/index.php/journal/article/view/488 olatunde-aiyedun, t.g. & ogunode, n.j. (2021a). shortage of professional science and environmental education teachers in nigeria. asian journal of science education, 3 (1), 1-11. https://www.researchgate.net/publication/346653519_administration_of_science_programme_in_nigeria's_higher_institutions_issues_challenges_and_way_forward?_sg=wxqpyo7wfilru9hjyoxtyki77dpvp-rkeayzc2gzgf7ol9cymy564jes_kffhd8uakjh12bwa449ylqq5l9d-9wu74_p0v5ueahcqrlc.5lzx7_yym-_loloxosecnpqefvtl1u8pnfaakpybbxf2xjppt2ngldxnrhsrld0phgwrrs673pfj8fo2n0fobw https://www.researchgate.net/publication/346653519_administration_of_science_programme_in_nigeria's_higher_institutions_issues_challenges_and_way_forward?_sg=wxqpyo7wfilru9hjyoxtyki77dpvp-rkeayzc2gzgf7ol9cymy564jes_kffhd8uakjh12bwa449ylqq5l9d-9wu74_p0v5ueahcqrlc.5lzx7_yym-_loloxosecnpqefvtl1u8pnfaakpybbxf2xjppt2ngldxnrhsrld0phgwrrs673pfj8fo2n0fobw https://www.researchgate.net/publication/346653519_administration_of_science_programme_in_nigeria's_higher_institutions_issues_challenges_and_way_forward?_sg=wxqpyo7wfilru9hjyoxtyki77dpvp-rkeayzc2gzgf7ol9cymy564jes_kffhd8uakjh12bwa449ylqq5l9d-9wu74_p0v5ueahcqrlc.5lzx7_yym-_loloxosecnpqefvtl1u8pnfaakpybbxf2xjppt2ngldxnrhsrld0phgwrrs673pfj8fo2n0fobw https://www.researchgate.net/publication/346653519_administration_of_science_programme_in_nigeria's_higher_institutions_issues_challenges_and_way_forward?_sg=wxqpyo7wfilru9hjyoxtyki77dpvp-rkeayzc2gzgf7ol9cymy564jes_kffhd8uakjh12bwa449ylqq5l9d-9wu74_p0v5ueahcqrlc.5lzx7_yym-_loloxosecnpqefvtl1u8pnfaakpybbxf2xjppt2ngldxnrhsrld0phgwrrs673pfj8fo2n0fobw https://www.researchgate.net/publication/346653519_administration_of_science_programme_in_nigeria's_higher_institutions_issues_challenges_and_way_forward?_sg=wxqpyo7wfilru9hjyoxtyki77dpvp-rkeayzc2gzgf7ol9cymy564jes_kffhd8uakjh12bwa449ylqq5l9d-9wu74_p0v5ueahcqrlc.5lzx7_yym-_loloxosecnpqefvtl1u8pnfaakpybbxf2xjppt2ngldxnrhsrld0phgwrrs673pfj8fo2n0fobw https://www.researchgate.net/publication/346653519_administration_of_science_programme_in_nigeria's_higher_institutions_issues_challenges_and_way_forward?_sg=wxqpyo7wfilru9hjyoxtyki77dpvp-rkeayzc2gzgf7ol9cymy564jes_kffhd8uakjh12bwa449ylqq5l9d-9wu74_p0v5ueahcqrlc.5lzx7_yym-_loloxosecnpqefvtl1u8pnfaakpybbxf2xjppt2ngldxnrhsrld0phgwrrs673pfj8fo2n0fobw https://www.researchgate.net/publication/346653519_administration_of_science_programme_in_nigeria's_higher_institutions_issues_challenges_and_way_forward?_sg=wxqpyo7wfilru9hjyoxtyki77dpvp-rkeayzc2gzgf7ol9cymy564jes_kffhd8uakjh12bwa449ylqq5l9d-9wu74_p0v5ueahcqrlc.5lzx7_yym-_loloxosecnpqefvtl1u8pnfaakpybbxf2xjppt2ngldxnrhsrld0phgwrrs673pfj8fo2n0fobw https://doi.org/10.17605/osf.io/rm4sy https://researchersjournal.org/effects-of-audio-visual-instructional-materials-on-teaching-science-concepts-in-secondary-schools-in-bwari-area-council-abuja-nigeria/ https://researchersjournal.org/effects-of-audio-visual-instructional-materials-on-teaching-science-concepts-in-secondary-schools-in-bwari-area-council-abuja-nigeria/ https://researchersjournal.org/effects-of-audio-visual-instructional-materials-on-teaching-science-concepts-in-secondary-schools-in-bwari-area-council-abuja-nigeria/ http://cejsr.academicjournal.io/index.php/journal/article/view/488 148 https://www.researchgate.net/publication/350819014_shortage_of_professional_sci ence_and_environmental_education_teachers_in_nigeria olatunde-aiyedun, t.g. & ogunode, n.j. (2021b). school administration and effective teaching methods in science education in nigeria. international journal on integrated education, 4 (2), 145161. 10.13140/rg.2.2.11502.54080 or https://doi.org/10.17605/osf.io/s6n2q olatunde-aiyedun, t.g. & ogunode, n.j. (2021a). school administration and effective teaching methods in science education in nigeria. international journal on integrated education, 4 (2), 145161. 10.13140/rg.2.2.11502.54080 olatunde-aiyedun, t.g. & ogunode, n.j. (2021b). shortage of professional science and environmental education teachers in nigeria. asian journal of science education, 3 (1), 1-11. https://www.researchgate.net/publication/350819014_shortage_of_professional_sci ence_and_environmental_education_teachers_in_nigeria olatunde-aiyedun, t.g., ogunode, n.j. & eyiolorunse-aiyedun, c.t. (2021). assessment of virtual learning during covid-19 lockdown in nigerian public universities. academicia globe: inderscience research, 2 (5) 159-175. https://agir.academiascience.org/index.php/agir/article/view/132 osiesi, m p. (2020). import of professional development programmes for primary school teachers in nigeria. international journal on integrated education. 3 (6), 111-117 peretomode, v.f& chukwuma, r.a (2013) manpower development and lecturers’ productivity in tertiary institutions in nigeria. european scientific journal, 8 (13). walton, d. (2005). effective secondary classroom practice. washington d. c. government printing press. https://www.researchgate.net/publication/350819014_shortage_of_professional_science_and_environmental_education_teachers_in_nigeria https://www.researchgate.net/publication/350819014_shortage_of_professional_science_and_environmental_education_teachers_in_nigeria https://www.researchgate.net/deref/http%3a%2f%2fdx.doi.org%2f10.13140%2frg.2.2.11502.54080?_sg%5b0%5d=jj2clduog-swlc2rcfetj-ddvtel2knwnu22hig1jz25tf4tdbflzl-hc3m8pbxudsbsqbcxzienliuy6sdc98rfuw.oksyjnjegygwmjspuhpkdkofjgsjmw5vtj37-ci3rjy--c9rjykywcdavfootkr2legerero_wbkfjeveypw0q https://doi.org/10.17605/osf.io/s6n2q https://www.researchgate.net/deref/http%3a%2f%2fdx.doi.org%2f10.13140%2frg.2.2.11502.54080?_sg%5b0%5d=jj2clduog-swlc2rcfetj-ddvtel2knwnu22hig1jz25tf4tdbflzl-hc3m8pbxudsbsqbcxzienliuy6sdc98rfuw.oksyjnjegygwmjspuhpkdkofjgsjmw5vtj37-ci3rjy--c9rjykywcdavfootkr2legerero_wbkfjeveypw0q https://www.researchgate.net/publication/350819014_shortage_of_professional_science_and_environmental_education_teachers_in_nigeria https://www.researchgate.net/publication/350819014_shortage_of_professional_science_and_environmental_education_teachers_in_nigeria https://agir.academiascience.org/index.php/agir/article/view/132 130 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 7 no 2 (2021) website : http://journal.unj.ac.id/unj/index.php/jisae social inequality in teachers reviewed based on differences in teacher employment status in dki jakarta irzandy amri maulana university of indonesia abstract this study discusses the social gaps in teachers reviewed from differences in teacher staffing status in dki jakarta. the status of existing teachers is; civil servant teachers (pns), individual employment contract teachers (kki), and school honorer teachers. the research aims to see how gaps occur in teachers with different staffing statuses. the study used the concept of material disparity and dahrendorf's authority to look at gaps in teachers. previous studies of teacher inequality have been limited to policy gaps in teachers and teacher welfare gaps. this study shows that differences in teacher staffing status can lead to material and authority gaps occurring in teachers. this study uses qualitative case studies with informants of civil servant teachers, kki teachers, and school honorer teachers in dki jakarta as research subjects. keywords: teacher, teacher status, material gap, authority gap address for correspondence: maulana.irzandy8@gmail.com introduction social inequality is a condition of inequality that exists in a society that makes a difference. this gap causes differences in achieving the resources that everyone has. social inequalities are essential to address because gaps can lead to some things. social inequality can lead to social distance between individuals coexisting. rahman (2011) suggests that social distance is a separation that occurs in society, both between groups and between individuals. the social distance here is not locational or spatial but rather a social relationship between individuals and groups in society. gaps can also result in individual differences in accessing a variety of resources. the opportunities of the rich and the poor in accessing resources will undoubtedly be different. the access that the rich have is more 1mumpuni than the poor. alternatively, in other words, the gap also determines different opportunities to acquire existing resources. social inequality initially has to do with economic or material aspects only. this is based on marx's thoughts on conflicts that consider the gap in material ownership by the community. it is caused by exploiting the group of capital owners against the group that does not have so that there is a gap in it (zuldin, 2019). marx sees that the gap occurs only because of differences in the ownership of material production tools between the bourgeois and proletarian groups. dahrendorf sees that the factors that cause social inequality are not just material. the power and authority can see the http://journal.unj.ac.id/unj/index.php/jisae mailto:maulana.irzandy8@gmail.com 131 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 cause of inequality in the society of the community (dahrendorf, 1959). the difference in power and authority that each individual has in society is considered to determine the gaps that exist and have an impact on the ownership of the material obtained (zuldin, 2019). dahrendorf takes the definition of authority from weber. weber sees authority as a legitimate force that can be used with the consent of those controlled by it and that conflicts are created by the distribution of authority and power (guclu, 2014). danrendorf says that an essential difference between authority and power lies in that power is essentially related to an individual's personality. authority is always associated with a social position or role (dahrendorf 1959). weber and dahrendorf see authority as a cause of conflict and social inequality. the main point of this authority is that authority is not attached to an individual but rather a position, as dahrendorf says. in this case, the position can be either a position, a title, or a status obtained by an individual. dahrendorf suggests the existence of power relations that include subordinates and superiors, the existence of a dichotomy between those in power and rule (demartoto, 2010). in this case, power and control enter the realm of power because individuals can have power. these relationships that include subordinates and superiors are related to authority, as they are attached to individuals' positions. social inequality also occurs for teachers. previous studies on teacher inequality have addressed policy gaps in teachers. the study written by fauzi &syafar, 2017, and arifin &arifin, 2019 explained that there is a policy gap between civil servant teachers and honorer teachers. this gap has an impact on the material differences each teacher gets. civil servant teachers have policies that govern the acquisition of materials, while honorer teachers do not have them. next there is a study written by (verdugo &schneider, 1994) on the gender gap in teachers that has an impact on the differences in material obtained between male teachers and female teachers, resulting in male teachers getting higher material than female teachers. material gaps in teachers also occur between public school teachers and madrasah teachers, a study written by (muslikh, 2019) explains that the material obtained by public school teachers is higher than that of madrasah teachers. the conclusion of previous studies on teacher inequality is that gaps are more based on material gaps. while there are studies that found gender gaps in teachers, they also affect income differences. thus, based on previous studies, it can be said that gaps in teachers are a phenomenon, especially material gaps. social inequalities that occur in teachers can occur due to differences in the staffing status of existing teachers. the status of teacher staffing in dki jakarta for public schools is civil servant teachers (pns) and honorer teachers. they are divided into regional honorer teachers or honda. however, dki jakarta uses the terminology of individual employment contract teachers (kki) and school honorer teachers or pure honorers. based on existing data collected from dapo disdakmen kemendibud 2020/2021, the number of teachers in dki jakarta amounted to 95,572 overall. civil servant teachers are civil servant teachers whom the government has appointed after going through the selection held by the government. civil servant teachers have obligations and rights that have been regulated in law no. 43 of 1999 that regulates it and have guarantees from the government. the basic salary of civil servant teachers is regulated through pp no. 15 of 2019, with salaries according to their class. kki teacher is an honorary teacher in dki jakarta province. the definition of kki in governor regulation no. 235 of 2015 is an agreement between non-civil 132 servant teachers and local governments that contains the parties' functional requirements, rights, and obligations. honorer school teachers are honorer teachers with employment agreements between teachers and schools only. however, no rules or policies govern school honorer teachers, so legally, certainty is still not guaranteed. also, an honorarium is not clear compared to kki teachers and civil servant teachers. the number of honorer school teachers in each school today is usually tiny compared to kki teachers and civil servant teachers. social disparities that occur in teachers caused by differences in staffing status can be various things. in some contexts, from the beginning, materially, that means related to the welfare of the teacher itself. next, because of the social status of these teachers in the community, the difference in the status of existing teachers can determine the community's view of the teacher. certainty of career, future and additional income can also be a gap because of the difference in status. civil servant teachers certainly have certainty until retirement and fixed income every month. in contrast, kki teachers each year evaluated by the local government and honorer school teachers do not have certainty about staffing status with the future. in the structure of teachers in each school, social gaps can also exist, whether teachers kki and honorer teachers are placed in the school's organizational structure and have authority like other civil servant teachers. last is the opportunity. the opportunity here can be seen in several things; opportunities to get the same material, opportunities to develop in teaching, and other opportunities. with different statuses and other legal certainties, the material obtained, and the authority possessed are different. especially in honorer school, teachers who do not have legal certainty to regulate it will not have great material and high authority. this can also cause a sense of injustice for school honorer teachers legally because no regulations govern the wages of school honorer teachers (arifin, w and arifin, r, 2019). the existing regulations have created a social gap between honorer school teachers, civil servant teachers, and kki teachers. this study looks at the gaps that occur in dki jakarta teachers with differences in staffing status. this is because dki jakarta has the highest provincial minimum wage, which indirectly affects the income earned by teachers, in this case, kki teachers. kki teachers who are notable honorer teachers have a higher income than honorer school teachers. whereas both are honorer teachers, it is just that kki teachers can get better welfare than school honorer teachers. the difference in the fate of these two honoree teachers becomes interesting because they are both honorer teachers, but there is a gap between them. if juxtaposed with the staffing status of other teachers, namely civil servant teachers, there will be a gap between teachers and differences in staffing status. the distribution of the number of teachers in dki jakarta between civil servant teachers, kki teachers, and school honorer teachers whose number is lame is interesting to research. currently, there are not many honorer schoolteachers in dki jakarta, especially high school, only 1 to 2. the number of kki teachers in each school can reach 3 to 6 teachers. civil servant teachers have a considerable amount because every time there is an opening cpns teacher, then the position of honorer teacher will be eliminated just like that. if the percentage of teachers in each school is quite far, then the gap between civil servant teachers, kki teachers, and honorer teachers can occur. 133 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 methods this study uses qualitative because it departs from the assumption of gaps in teachers based on differences in teacher staffing status, using the concept of social inequality. qualitative use in this study also aims to explore the meaning of the difference in teacher staffing status, which then becomes a social gap. qualitative research is derived from the assumptions and uses of interpretation or theoretical frameworks that form or influence the study of research problems related to meaning imposed by individuals or groups on a social or human problem (cresswell, 2004:59). somantri (2005) finds qualitatively trying to construct reality and understand its meaning, so qualitative research usually pays excellent attention to processes, events, and orientations. therefore, a qualitative researcher should master a theoretical framework of the assumptions that want to be studied. the type of research used in this study is a case study. the use of case studies in this study is due to wanting to see the possibility that occurs from social inequality events based on differences in staffing status in detail and depth, as is key to case study research. according to hodgetts &stolte (2012), that allows investigating certain social events, situations, or conditions to provide insight into the process that explains how a particular event or situation occurred. bryman (2012) suggests that case studies focus on collecting data using only one or two units of analysis in a particular case study. the data in this study was obtained by conducting in-depth interviews of informants and also through literature studies. informants in this study are teachers in the dki jakarta environment with the status of staffing civil servant teachers, kki teachers, and honorer schoolteachers. interviews were also conducted with related stakeholders, in this case, the directorate general of teachers and education personnel of the ministry of education, the professional organization of teachers, in this case, the association of education and teachers (p2g), and also to educational observers. in this case, conduct not only in-depth interviews but also verify the data that has been obtained. the literature review chosen by the author is a concept of social inequality and inequality for teachers. result and discussion differences in staffing status cause teacher gap different teacher staffing status is the cause of gaps in teachers. currently, teachers’ staffing status in dki jakarta is civil servant teachers, kki teachers, and honorer schoolteachers. civil servant teachers are teachers whom the government has appointed after passing the government’s selection and tests. kki teachers are non-civil servant teachers who have contract employment agreements with the provincial government of dki jakarta. honorer school teacher is a teacher who has a contract work agreement with the school. civil servant teachers and kki teachers can be employees directly under the auspices of the provincial government of dki jakarta. at the same time, the honorer school teacher is an employee under the auspices of the principal. the gap occurs because of teacher status and policy differences (arifin &arifin, 2019). the point is that existing policies are a gap in teachers themselves. suppose the policy on basic salaries of civil servant teachers stipulated in pp no. 15 of 2019 or kki teachers based on pergub dki jakarta no. 235 of 2015. the two policies regulate the amount of basic salary owned by civil servant teachers and kki teachers, while school honorer teachers do not have policies that govern them. so, the basic salary owned by the school honorer teacher is erratic based only on the teacher’s 134 agreement with the principal followed by the school's ability. the existing policy already shows a gap in teachers, which also causes injustice to school honorer teachers. they review the policy governing the amount of basic salary received by civil servant teachers and kki teachers. based on pp no. 15 of 2019, the basic salary of civil servants is regulated based on the rank and class because teachers at least s1 then the lowest class 3a only get a basic salary of rp. 2,579,000 to rp. 4,236,000. this does not include the regional performance allowance (tkd) owned by every civil servant teacher of dki jakarta, which has its policy stipulated in pergub dki jakarta no. 13 of 2018. tkd is adjusted to the group owned. for groups, 3a to 3b receive tkd of rp. 5,480,000. the basic salary of kki teachers stipulated in pergub dki jakarta no. 235 of 2015 under the regional minimum wage (umr) of dki jakarta, then approximately rp. 4,236,400. there is no regulation on basic salary for school honorer teachers, so the salaries received by honorer school teachers vary in each school, the range is from rp. 2.000.000 to rp.4.000.000 depending on each school's ability and the teacher data is already in dapodik or not. civil servant teachers and kki teachers have policies that regulate basic salaries and are supported by enough basic salary compared to school honorer teachers who do not have policies that govern their basic salaries. because it does not have a policy that regulates the basic salary of honorer school teachers, the honor received by honorer school teachers from each school is different. this is coupled with the basic salary that is far below civil servant teachers and kki teachers. from the explanation above, it appears that the school honorer teacher does not have regulations on salaries, coupled with inadequate salary acquisition. these two things are very closely related. if rules govern the basic salary of honorer teachers of schools, then the basic salary of honorer school teachers will be more appropriate than currently accepted. alternatively, at least have clarity in the legal aspects regarding the basic salary of honorer teachers school. material gap in teachers in dki jakarta the material in this study is nominal, but how the material is used for teachers. the teacher material gap sees a difference in the teacher's ability to use the materials they have in terms of household needs and teaching and learning needs. in this case, the occurrence of material gaps in teachers is based on differences in teacher staffing status that result in material differences in teachers. thus making each teacher has different material skills to meet household needs or teaching and learning needs. although the material gap sees the nominal difference in the material, the material itself is pretty decisive. this can be seen from the needs of each teacher to be able to improve competency skills and support the learning process. civil servant teachers can easily follow the existing training, both paid and facilitated by the government, for civil servant teachers to improve their existing competencies. if paid, civil servant teachers can use the funds owned to improve the competence of teachers. unlike kki teachers, what else with honorer school teachers if they want to improve teacher competence by attending training and seminar. kki teachers and school honorer teachers must use their own money from their basic salaries. kki teachers may still set aside basic salaries under the dki jakarta umr. it is tricky for honorer school teachers to improve their competence by attending training or seminars paid for with low salaries. based on the facts in the field, civil servants can use tkd for the needs of the learning process or improve its comprehension. kin tkd is performance. improving competence is like improving the performance of civil servant teachers. indirectly, civil 135 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 servant teachers should be responsible for kindergarten by improving their performance, improving competence, or buying the needs of the learning process. this is not the case with kki teachers or school honorer teachers, as both do not get performance allowances. therefore, many kki teachers and school honorer teachers still do not set aside their materials to improve competence or buy their materials or learning materials. household needs are still the primary choice of every teacher in allocating their materials. if 80% of teachers in indonesia never allocate a portion of their salary to buy books to support their profession (darmaningtyas, 2015:127). there are several fundamental reasons why teachers do not allocate their salaries for this. of course, the first is due to low salaries, and the second prioritizes the needs of daily life. if the teacher is still thinking about the stomach or household needs, then indirectly, the teachers have not prospered. referring to salihu (2018), one of the prosperous teachers is not thinking about household needs anymore. darmaningtyas (2015) suggests that many teachers still use their salaries for stomach needs rather than improving the teacher's abilities. this is also appreciated by honorer school teachers, who prefer to use existing materials for their immediate living needs rather than improving their competence by attending seminars and training. not only that, to improve competence, buy teaching materials or even new books and laptops, the honorer school teacher will think twice. because the material owned by the honorer teacher of the school is not extensive, it must be competent to organize the material and must prioritize household needs is a wise choice. what needs to be underlined is that the honorer school teacher does not want to improve their competence or buy learning tools or materials. however, the rough material condition makes them not choose to use the material they have for it. civil servant teachers with their materials are more able and easy to improve competence because it is supported by kindergarten. civil servant teachers can also buy tools or materials for the needs of the learning process independently, using the materials they have. in contrast to kki teachers, who prioritize household needs first, improve competence, or buy tools or materials for the learning process. however, not a priority does not mean using materials to improve competence or to use tools or materials of the learning process. there are kki teachers who use the material to improve competence or buy learning tools or materials. for honorer school teachers who have low salaries, of course, they must be more competent in allocating their materials. therefore, honorer school teachers prefer to use their materials for daily needs or household needs rather than improve competence or buy tools or materials of the learning process. differences in teacher staffing status do not necessarily make the teaching burden or teacher workload different as well. teacher workloads are all the same regardless of differences in staffing status. nevertheless, the material obtained by each teacher is not the same, although the burden of teaching to teachers is the same. teachers are required to teach a minimum of 24 hours of subjects. if not fulfilled, they can fill with additional teacher duties such as becoming a homeroom teacher, student or extracurricular coach, head of labor library, and vice-principal or staff vice-principal. nevertheless, unfortunately not all teacher staffing status can occupy these additional tasks. seeing the difference in the material in the teacher and the use of the material by the teacher indirectly causes gaps in the teacher. the material gap in teachers can widen into gaps in teacher ability because honorer teachers rarely use their materials to update knowledge or increase their abilities by purchasing the latest teaching 136 materials or books. kki teachers still have time to buy the latest teaching materials or books to update knowledge and increase their teaching skills. nevertheless, civil servant teachers with their materials are better able to buy the latest teaching materials and books, so that their knowledge and abilities are growing. this also shows that the material gap in teachers has implications on the pedagogy skills of teachers because the existing material can increase the knowledge and abilities of teachers. gap in authority on teachers in dki jakarta the current staffing status of teachers can be said to be an authority when referring to the concept of dahrendorf. this means that the status obtained by each teacher is a position obtained by the individual, which in dahrendorf's thermology of authority relates to the position. the status of civil servant teachers is considered to have a high enough authority compared to kki teachers and school honorer teachers. in school life, civil servant teachers are more respected, especially if they place a structural position in the school, giving them the high authority or being the highest caste. it is like the concept of authority that dahrendorf (1959) presented, that authority is related to its position. in this study, the authors looked at civil servant teachers' status as a position in itself and will be higher if occupying a certain position. this also happens to the authority possessed by teachers to occupy additional tasks. additional teacher duties are the duties of teachers outside teaching or educating what if still have a lack of teaching hours. for example, the position of principal and deputy principal can be ensured that civil servant teachers can only occupy it. civil servant teachers and kki teachers can occupy class guardians, student council trustees, and staff of vice principals; honorer school teachers do not have the authority to occupy the position. honorer school teachers can only be extracurricular coaches. in this case, civil servant teachers have higher authority than other teachers so that they have a better chance, such as occupying certain positions accompanied by the addition of materials. in dahrendorf's authority gap, there is a relationship between a supervised group or individual or superior with a group or individual who becomes an employee or subordinate. demartoto (2010) said that there is a relationship of power and subordinates between those in power and control. in the teachers also happened, there are leaders in the school, the principal and vice-principal, and their ranks with ordinary teachers, especially kki teachers and honorer teachers of the school. as explained above, civil servant teachers have more authority to be principals or viceprincipals and their ranks than kki teachers and honorer teachers. thus, the relationship between civil servant teachers and kki teachers and school honorer teachers is more like superiors and subordinates. the authority of civil servant teachers is so high compared to kki teachers and school honorer teachers. it is as if the relationship that occurred civil servant teachers such as the superiors of kki teachers and honorer teachers of the school. this happens to teachers of subjects or fields of study. civil servant teachers with all the conditions that existed so far ordered kki teachers and school honorer teachers to make a syllabus, plan the implementation of learning, include student grades, to make questions for exam needs. although not all, this happened and was experienced by some kki teachers and honorer teachers of schools. kki teachers and school honorer teachers who are young, and literate of technology have indirectly been utilized by civil servant teachers who have higher authority than kki teachers and school honorer teachers. differences in authority in teachers also have an impact on the different treatment of each teacher. for example, if a school honorer teacher makes a mistake, he will 137 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 get a threat of dismissal because the position of honorer teacher is not legally strong. in contrast to civil servant teachers who make a mistake only get reprimands and administrative sanctions, this is due to the position of civil servant teachers who have legitimacy. here further strengthens that civil servants themselves are already an authority. because authority is a position owned or obtained by a particular individual (zuldin, 2019). so civil servants are a position in itself so that it can be said a high authority, especially can already give orders or directions. conclusion the gap that occurs in teachers can be seen from the difference in staffing status that exists. the status of teacher staffing can determine the material owned by each teacher. the material obtained by each teacher is adjusted to the staffing status of the teacher, even for civil servant teachers determined by rank and class. staffing status can also determine the authority owned by each teacher, as well as the rights and obligations of teachers. the opportunities obtained by each teacher are also different, again determined by the staffing status of the teacher. thus, the social gap in teachers occurs because of differences in teacher staffing status that can determine everything. the gap that occurs in teachers in dki jakarta is in accordance with dahrendorf's thinking. that authority can cause a gap in an individual because authority can indirectly determine the material that everyone has. in the study of teachers, staffing status becomes an authority because the status of teacher staffing is a position obtained by each teacher. from the authority obtained by the teacher, in this case, the staffing status of the teacher can then determine the material owned by each teacher. therefore, indirectly the social disparities that occur in teachers are caused by differences in authority that then determine material differences in teachers. therefore, several steps need to be taken by the policyholders, in this case, the central government, both the ministry of education and culture as the institution responsible for education and the national staffing agency and the ministry of empowerment of state aperture responsible for personnel administration. there needs to be the collaboration of the three sheets with the local government to determine the status of teacher staffing, especially for teachers in public schools. civil servant teachers, kki teachers, and school honorer teachers look the same when viewed as teaching burdens as teachers. however, there are differences in the material obtained, the authority it has, and the responsibilities it assumes. to reduce the gap in teachers, it would be good for the government to reconsider the career path of teachers in public schools. the career path in question is that the honorer teacher of the school can be appointed as a kki teacher without complicated administration, with certain conditions such as a minimum of teaching for several years. then for kki teachers are given the opportunity to become civil servant teachers when there is a vacancy of civil servant teachers in the school, meaning appointed if it meets the competency. then the government can divide the two staffing statuses of teachers for public schools, namely civil servant teachers and kki teachers only. honorer school teachers must be abolished, in addition to the absence of regulations governing them and the low salary received. acknowledge thanks to dr. indera ratna irawaty pattinasary, m.a or commonly called mba ira, for helping the author in compiling this article. the author gets tremendous help from mba ira in the process of writing this article. not infrequently, mba ira gives notes and corrections in this article. the author also received excellent guidance from mba ira, so that able to compose and complete this article. 138 references arifin, w., & arifin, r. (2019). asas keadilan upah guru honorer dalam perspektif hukum (principle of justice for honorary teacher wages in a legal perspective). riau law journal, 3(1), 85-104. bryman, a. (2012). social research methods: fourth edition. new york. usa: oxford university press creswell, john. (2014). penelitian kualitatif & desain riset. penj: ahmad lintang lazuardi. yogyakarta: pustaka pelajar dahrendorf, r. (1959). class and class conflict in industrial society (vol. 15). stanford, ca: stanford university press. darmaningtyas. (2015). pendidikan yang memiskinkan. malang: intrans publishing demartoto, a. (2010). strukturalisme konflik: pemahaman akan konflik pada masyarakat industri menurut lewis coser dan ralf dahrendorf. dalam jurnal dilema sosiologi issn, 0215-9635. fauzi, h., & syafar, d. (2017). studi tentang kebijakan guru honorer sekolah dasar di yogyakarta. tadbir: jurnal manajemen pendidikan islam, 5(2), 162-172. güçlü, i̇. (2014). karl marx and ralf dahrendorf: a comparative perspective on class formation and conflict. eskişehir osmangazi üniversitesi i̇ktisadi ve i̇dari bilimler dergisi, 9(2), 151-168. hodgetts, d. j., & stolte, o. e. e. (2012). case‐based research in community and social psychology: introduction to the special issue. journal of community & applied social psychology, 22(5), 379-389. h nurochim, m. m. (2019). implementasi kebijakan guru honorer; studi kasus di madrasah kota tangerang selatan. tesis. program studi magister manajemen pendidikan islam. fakultas ilmu tarbiyah dan keguruan. universitas islam negeri syarif hidayatullah rahman, m. t. (2011). glosari teori sosial. bandung: ibnu sina press somantri, g. r. (2005). memahami metode kualitatif. makara, sosial humaniora, 9(2), 57-65. verdugo, r. r., & schneider, j. m. (1994). gender inequality in female-dominated occupation: the earnings of male and female teachers. economics of education review, 13(3), 251-264. zuldin, m. (2019). ketimpangan sebagai penyebab konflik: kajian atas teori sosial kontemporer. temali: jurnal pembangunan sosial, 2(1), 157-183. 45 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 8 no 1 (2022) website : http://journal.unj.ac.id/unj/index.php/jisae equating method for learning outcomes of elementary school/madrasah students deni iriyadi1, universitas islam negeri sultan maulana hasanuddin banten abstract this study aims to determine the method of equalizing a good score on a small number of items often found at the elementary/madrasah level. this research is a simulation study that compares capabilities in terms of three distributions. the sample size used in this study was 50 responses for the distribution of the ability of each group (average, positive skewness, and negative skewness). replication was carried out in 50 for each ability group using the help of wingen3. the root means the squared error is the indicator used to evaluate the equation results. the results showed that groups with the same ability skewness distribution (normal ability distribution, normal ability distribution, positive skewness ability distribution, and negative skewness ability distributionnegative skewness ability distribution negative skewness ability distribution) would give a lower rmse score than groups with different ability distributions. a low rmse value indicates that the error of the measurement results is low. keywords: equating, nominal weight means, ability distribution address for correspondence: 1deni.iriyadi@uinbanten.ac.id introduction assessment is a process that is carried out to monitor students’ process and learning progress as evaluation material for future learning improvements. the assessment results are presented in the form of numbers and letters as a sign to determine where the student’s mastery of a subject matter is. the assessment carried out by the teacher cannot be separated from the measuring instrument in the form of a test. the tool is packaged in the form of questions made based on the grid. both the teacher and the government do this. even though using the same grid is rarely found as a truly equivalent test device. compiling truly parallel tests is not easy. making the same test device will not perfectly parallel each other so that their scores cannot be compared directly (gronlund, 1985). from the existing grid, it becomes the primary reference in arranging each question in different schools and regions. often found in one school, there are parallel classes taught by two or more teachers of the same subject. each teacher has different teaching characteristics, but in giving tests to students, the teacher is only based on the existing grid. this will produce a different test device. when two values come from 2 different test devices, both values cannot be exchanged. this is because the scores of the two devices do not have the same scale (zhu, 1998). by equating the scores obtained by students, it can be compared. thus, there is no discrimination http://journal.unj.ac.id/unj/index.php/jisae 46 for students because it has been equated, and it is also possible to carry out mapping of capabilities between schools in indonesia. the fewer the number of students, the process of learning and teaching can be more effective for teachers. in this regard, teachers as implementers of learning in the classroom certainly need a form of assessment to see the achievements of their students; as explained earlier, in one class level, sometimes there is more than one teacher who teaches the same subject. in compiling test kits, they are only based on the agreed-upon grid. of course, it is unfair when the grades of class a are compared to class b taught by different teachers. therefore, it is necessary to use an equalization method that is appropriate to be used according to the class’s characteristics, especially for the number of students. the use of undersized samples is also based on the need that the number of students belongs to a small sample in the classroom. the process of equating the score is statistically called equating. equating is a solution to this problem. kilmer states that equating is a statistical method used to convert values from different tests with the same construct (kilmen & demirtasli, 2012). this process determines the relationship between two or more tests (hambleton & swaminathan, 1985). various kinds of equalization methods have been applied. some of them are based on the classical method, which is known as more practical to apply. many equating methods have been developed. these methods are based on the needs of the world of education. some are based on classical theories, and some are based on modern theories. each of them has its advantages. equating using classical methods is more familiar, rational, and easy to apply (yin, brennan, & kolen, 2004). nominal weight mean some equating methods are developed based on the existing equating method. the method is made as a form of improvement on the weaknesses of the previous method. one of them is the nominal weight mean (nwm) method. this method is a form of linear equating development method from the tucker method, intended to equate with small samples (babcock, albano, & raymond, 2012; laflair, isbell, may, arvizu, & jamieson, 2017). in this method, the synthetic standard deviation x and y values are assumed to be the same (s(x) = s(y)); thus, this makes the formula for linear equating tucker (babcock et al., 2012). (1) to be ly(x) = [x s(y)] + s(x) (2) index ly(x) shows the equalization results for the tucker and x methods as unit x test unit scores which will be equalized where s(x) and s(y) is a synthetic average. this simplification process is carried out because synthetic standard deviation cannot be estimated accurately when using small samples. babcock et al. (2012) explain the synthetic mean in equation (2) as follows: (3) and (4) this method assumes that the variance and covariance values are replaced with other values that can be estimated more accurately by using small samples (dwyer, 2016). variance and covariation values cannot function properly when the sample used is small (babcock et al., 2012). 47 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 the form of the covariance between the x test device scores and the anchor item score is [cov(x, zx)/var(zx)] where x is the total score, and zx is the anchor score found on the x test device (babcock et al., 2012), then the covariance between x and zx is, n is the number of samples/respondents. assuming that x and zx are expressed as deviation scores xi (x) dan zi (zx), then the above equation can be simplified to become, where xip is the unit score on x for the p-respondent and the item i with k is the number of items on x so that the xip value is equal to xp multiplied by the number of items k. so zip can be written in the form k(x)(xp). the same thing applies to anchor items (zx(pi)). thus, the equation above can be written as: (5) x and zx are the respondent’s scores of each x test device and anchor items on the x test device, while k is the number of items from each group. k is substituted because the total score for each respondent equals the average score multiplied by the number of items. for the variance of zx as follows: by assuming a deviation score zi. (zx), so that the above equation can be written into, where zip is the unit score on z for the p respondent and item j with k is the number of items in z so that the value of zpj is equal to the mean of zp multiplied by the number of items k. so the zip can be written in the form k(z)(zx). thus, the equation above can be written as: 48 (6) substitute equations (8) and (9) into equations below obtained results, assuming the average of the total items x for each respondent is equal to the average of the zx items, then the equation above will be, (7) using equation (7), the synthetic mean (3) and (4) becomes: (8) and (9) thus the nominal weight replaces the variance and covariance in the tucker method in the form of total items and anchor items to be the number of respondents (caglak, 2016), where k indicates the number of items on the test device. while w is related to the number of samples/respondents (n), which is the ratio of the number of samples from x and y to the total number of samples (babcock et al., 2012; caglak, 2016) (10) and (11) by substituting equations (8) and (9) to equation (2) is obtained, moreover, using the weights of the number of samples in equations (12) and (13), the above equation becomes: so the equation for the nominal weight mean equating method will be obtained as follows: 49 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 (12) y*nwme shows the result of equalizing the score from the y test device to the x test device. all values contained in the x test device, when substituted in equation (12), the value of the y test device equalization will be obtained. small sample following the explanation from naiman, rosenfeld, and zirkel, which states that the sample size will always affect the calculation results. the number of samples is related to errors that lead to the equalization results. there are two types of errors, namely random errors and systematic errors. random errors related to the number of samples used, the greater the number of samples, the smaller the random errors generated will be more minor. method this research uses simulation data to consider that when making comparisons using several factors determined (the form of distribution of capabilities), using actual data will have several complex problems. when using simulation data, it will be straightforward to condition what has been and will be tested, and the data can represent actual data in the field (harris & crouse, 1993; holland, davier, sinharay, & han, 2006). data is generated based on the 3pl model using the wingen3 program. the program is specifically for generating data on the single model item responses of dichotomous and polytomous, mixed models for several models and several conditions following actual conditions in practice. the wingen3 program can generate item response data with values of grain parameters and capabilities for various distributions that correspond to the distribution of actual data (han & hambelton, 2014). in this data generation, 50 replication conditions are carried out. from the results of the equalization score, rmse was determined to score. thus, each group will have 30 rmse values with the following formula (babcock et al., 2012; klien & jarjoura, 1985): where m is the number of respondents, the score is equated, score xi score is equalized. rmse is used to determine the accuracy of the equalization method used (aşiret & sünbül, 2016; uysal & kilmen, 2016). the mean of a small rmse shows the high accuracy of an equalization method (livingston, 1993). furthermore, according to karton (2008), the small mean value of rmse shows a better quality of equalization. the form of ability distribution is divided into three, namely: (1) normal distribution, (2) favorable skewness distribution, and (3) negative skewness distribution. for the normal distribution using the criteria n (0.1), the favorable skewness distribution uses the criteria (1.1), and the negative skewness distribution uses the criteria (1,1). whereas for the number of items using 30 with an anchor item proportion of 20% of the total item. 50 results and discussion table 1. data descriptions group mean sd n-n 0,6 0,09 sp-sp 0,7 0,15 sn-sn 0,6 0,15 n-sp 1,7 0,73 n-sn 1,5 0,69 sp-sn 1,3 1,02 the table above shows a description of the sample statistics generated using wingen. the results of analysts that have been done using the method of nominal weight mean and with a different distribution of abilities in small samples obtained rmse values of 50 replications carried out using the wingen3 program. the number of questions used is 30 items with a proportion of 20% anchor (angoff, 1984; crocker & alglna, 2008; hamlbleton, swaminathan, rogers, & hambleton, 1991; kolen & brennan, 2004; wright & stone, 1979). figure 1. graph of rmse mean differences equivalent couples group ability the graph above shows the average value of the rmse for each equating that has been carried out for each combination of variations in the ability distribution. it shows that the lowest average value is in the n-n combination group, and the highest average is in the n-sp combination group. figure 2. boxplot of rmse value equivalent couples group ability 0.0 0.5 1.0 1.5 2.0 n-n sp-sp sn-sn n-sp n-sn sp-sn 51 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 research shows that the average rmse value for couples with the same distribution is typically distributed with normal distribution, skewness is positively distributed with fair skewness distribution, and negative skewness distribution with negative skewness distribution is lower than ability pairs who have different ability distributions. the opinion of several experts supports this, one of which states that the similarity in the form of the initial distribution of the two test devices compared provides accurate equalization results as explained by zhu (1998) that the form of the score distribution of the two test devices must be the same likewise from the variance values also show different results when the pairs of groups have the same characteristics. minor variants will be obtained for couples of abilities that are equally distributed while those with different distributions have more significant variance. this shows that with a smaller average and a smaller variance value, the consistency of the rmse value generated from some replications is perfect. thus, for all replications, it produces a small rmse value. this is different from the ability pairs with different distributions and a considerable average value. visually, this can be seen in figures 1 and 2 above. the same thing is shown by kilmen & demirtasli (2012), which shows that the results are accurate when the distribution of the two groups is the same. besides that, in other studies, uysal & kilmen (2016) conducted research on the distribution of capabilities divided into three: normal distribution, favorable skewness distribution, and negative skewness distribution. the results showed that groups that had the same ability distribution (a normal distribution with normal distribution, favorable skewness distribution with positive skewness distribution, and negative skewness distribution with negative skewness distribution) produced a low equating error when compared to groups that had a distribution of abilities that different from each other. in addition, the similarities in the form of the initial distribution of the two test devices compared provide accurate equalization results. in figure 2 above, ability group pairs with the same distribution appear to have the upper whisker line, which is longer than the lower whisker line. in other words, the results of the rmse for equalization using the nwm method on the same initial ability distribution are those that are generally distributed with normal distribution, skewness is positively distributed with a favorable distribution of skewness, and distribution of negative skewness with an unfavorable distribution of skewness has the same characteristics. all three have a whisker line, the upper part of which is longer than the bottom. in addition to the value of drinking, all three have similarities. based on this, it can be concluded that the rmse value for all three generally yields relatively tiny results. unlike the ability group partners who have unequal distribution of abilities, the resulting range is quite extensive, and the value of drinking is relatively more excellent. zhu (1998) explained that the distribution of scores from the two test kits must be the same. this can support the equalization results rather than the forms of distribution of the two different factors. besides that, muraki, hombo, & lee (2000) stated that the equate of scores using the classical method, one of the things that can support the accuracy of the equating results, namely the distribution of scores in both groups of abilities, must be the same even though the mean and standard deviation is different. the same is done by toni, which shows that the equalization results will be good when the raw score distribution is the same. flanagan said that scores of two or more test devices could be compared or matched when they have identical distributions (kolen, 2004). (masse, allen, wilson, & williams, 2006) say that some assumptions for getting a good equalization result are the distribution of scores between two scales or test kits. the accuracy value is measured from a small rmse value. the most commonly used model is the linear equation model in equalizing scores. however, this method assumes that in the target population, the distribution of scores on the x test device and on the y test device only differs in mean and standard deviation (does not take into account the ability distribution) (davier, 2007). reflecting on this, the assumption 52 is difficult to accept, given that the preparation of the test kit is only guided by one standard grid. when the test forms differ in difficulty, the equalization relationships between them are usually not linear. nonlinear methods are used when assuming the difficulty level between x test devices and y test devices is different (albano, 2015). conclusion based on the research results, it can be concluded that the method of equalizing nominal weight means can be used as an alternative method of equalization for the use of small samples. this type of equalization with this method is relatively easy to use, considering that the method is part of the classical method. in addition, a well-implemented application in small samples also provides added value for use. this equalization can be used at the class level considering the condition of the number of students belonging to the small sample and seeing the similarities in the distribution of students’ ability values. thus, teachers no longer make students “victims” of the same inequality as some developed test kits. no more discrimination against students to determine their graduation. reference albano, a. d. 2015. a general linear method for equatingwith small samples. journal of educational measurement, 52(1), 55–69. angoff, w. h. 1984. scales, norms, and equivalent scores. new jersey: educational testing service. https://doi.org/10.1063/1.3131262 aşiret, s., & sünbül, s. ö. 2016. investigating test equating methods in small samples through various factors. kuram ve uygulamada egitim bilimleri, 16(2), 647–668. https://doi.org/10.12738/estp.2016.2.2762 babcock, b., albano, a., & raymond, m. 2012. nominal weights mean equating: a method for very small samples. educational and psychological measurement, 72(4), 608–628. https://doi.org/10.1177/0013164411428609 caglak, s. 2016. comparison of several small sample equating methods under the neat design. turkish journal of education, 5(3), 96. https://doi.org/10.19128/turje.16916 crocker, l., & alglna, j. 2008. introduction to classical and modern test theory. (m. stranz, ed.), harcourt brace jovanovich college publishers. usa: cengage learning. davier, a. a. von. 2007. new results on the linear equating methods for the nonequivalent-groups design. journal of educational and behavioral statistics, 33(2), 186– 203. https://doi.org/10.3102/1076998607302633 dorans, n. j. 2007. linking scores from multiple health outcome instruments. quality of life research, 16(suppl. 1), 85–94. https://doi.org/10.1007/s11136-006-9155-3 dwyer, a. c. 2016. maintaining equivalent cut scores for small sample test forms. journal of educational measurement, 53(1), 3–22. https://doi.org/10.1111/jedm.12098 gronlund, n. e. 1985. measurement and evaluation in teaching. new york: macmillan publishing company,. hambleton, r. k., & swaminathan, h. 1985. item responde theory principle and application. new york: springer. han, k. t., & hambelton, r. k. 2014. user ’s manual : wingen3. 53 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 harris, d. j., & crouse, j. d. 1993. a study of criteria used in equating. applied measurement in education, 6(3), 195–240. https://doi.org/10.1207/s15324818ame0603_3 holland, p. w., davier, a. a. von, sinharay, s., & han, n. 2006. testing the untestable assumptions of the chain and poststratification equating methods for the neat design. https://doi.org/10.1002/j.2333-8504.2006.tb02023.x kartono. 2008. equating the combined dichotomous and polytomous item test model in an achievement test. jurnal penelitian dan evaluasi pendidikan, 12(2), 302–320. kilmen, s., & demirtasli, n. 2012. comparison of test equating methods based on item response theory according to the sample size and ability distribution. procedia social and behavioral sciences, 46(1980), 130–134. https://doi.org/10.1016/j.sbspro.2012.05.081 kim, j. s., & hanson, b. a. 2002. test equating under the multiple-choice model. applied psychological measurement, 26(3), 255–270. https://doi.org/10.1177/0146621602026003002 klien, l. w., & jarjoura, d. 1985. the importance of content representation for common item equating with nonrandom groups. journal of educational measurement, 22(3), 197–206. https://doi.org/10.1111/j.1745-3984.1985.tb01058.x kolen, m. j. 2004. linking assessments: concept and history. applied psychological measurement, 28(4), 219–226. https://doi.org/10.1177/0146621604265030 kolen, m. j., & brennan, r. l. 2004. test equating, scaling, and linking (2nd ed.). new york: springer. kolen, m. j., & brennan, r. l. 2014. test equating, scaling, and linking (third edit). new york: spinger. laflair, g. t., isbell, d., may, l. d. n., arvizu, m. n. g., & jamieson, j. 2017. equating in smallscale language testing programs. language testing, 34(1), 127–144. https://doi.org/10.1177/0265532215620825 livingston, s. a. 1993. small‐sample equating with log‐linear smoothing. journal of educational measurement, 30(1), 23–39. https://doi.org/10.1111/j.17453984.1993.tb00420.x masse, l. c., allen, d., wilson, m., & williams, g. 2006. introducing equating methodologies to compare test scores from two different self-regulation scales. health education research, 21(august), 110–120. https://doi.org/10.1093/her/cyl088 muraki, e., hombo, c. m., & lee, y. w. 2000. equating and linking of performance assessments. applied psychological measurement, 24(4), 325–337. https://doi.org/10.1177/01466210022031787 tong, y., & kolen, m. j. 2005. assessing equating results on different equating criteria. applied psychological measurement, 29(6), 418–432. https://doi.org/10.1177/0146621606280071 uysal, i̇., & kilmen, s. 2016. comparison of item response theory test equating methods for mixed format tests. international online journal of educational sciences, 8(2), 1–11. https://doi.org/10.15345/iojes.2016.02.001 wright, b. d., & stone, m. h. 1979. best test design. chicago: mesa press. https://doi.org/10.1016/b978-0-12-238180-5.50013-6 54 yin, p., brennan, r. l., & kolen, m. j. 2004. concordance between act and ited scores from different populations. applied psychological measurement, 28(4), 274–289. https://doi.org/10.1177/0146621604265034 zhu, w. 1998. test equating: what, why, how? research quarterly for exercise and sport, 69(1), 11–23. https://doi.org/10.1080/02701367.1998.10607662 the functionality of the middle value of the indonesian version of emotional learning instrument erwin sulaeman universitas negeri jakarta erwinsulaiman_pep17s2@mahasiswa.unj.ac.id wardani rahayu universitas negeri jakarta wardani.rahayu@unj.ac.id erdawaty kamaruddin universitas negeri jakarta erda_kamaruddin@yahoo.com winona amanda tiara widodo universitas indonesia winona.amanda@gmail.com abstract this article discusses the psychometric validity of the indonesian version of emotional learning instruments with a scale of five and four response categories.the purpose of this study is to produce an indonesian version of emotional learning instrument with an effective response category scale used by indonesians. the instrument is a modification of the scale of the learning environment research questionnaire on emotional climate classroom. this study is a survey of 1494 responses of 7th and 8th grade junior high school students.samples were selected by random sampling and based on considerations of schools implementing the 2013 curriculum.modification instruments consisting of 43 items were tested in obtaining validity based on item difficulty estimations and psychometric criteria with rasch modeling.the results of this study indicate that the andrich threshold validity testing meets the monotonic characteristics and the standardized residual correlation is higher, so the scale of the five response categories is more effective to measure the indonesian version of emotional learning instruments than the scale of the four response categories. keywords: functionality of middle value, elvi, raschmodeling introduction emotions in the learning environment are formed from experiences and physical feelings. this condition must consider students' cognitive interests, aspirations and emotional lives to develop (woodhouse, 2017). the importance of the learning environment influences student achievement and attitudes, (ghosh, 2015; koul, fraser, maynard, & tade, 2018; marchesi & cook, 2012) reported that in the schools of appalachian states in west virginia, nearly 51000 students dropped out of high school due to less than 85 90% attendance, serious discipline violations, and stress in learning. learning environment in classrooms embodies relationships between teachers, students, and student attitudes(lópez et al., 2018). 26 | jisae. volume 6 number 1 february 2020. mailto:erwinsulaiman_pep17s2@mahasiswa.unj.ac.id mailto:wardani.rahayu@unj.ac.id mailto:erda_kamaruddin@yahoo.com mailto:winona.amanda@gmail.com 27 subjective perceptions of teachers or students are felt with various important results regarding achievements (jones et al., 2017), emotional and social aspects (taylor, oberle, durlak, & weissberg, 2017).the progress of practice in schools can be designed through emotional ability (jones et al., 2017; taylor et al., 2017; yaeger, 2017), this becomes the basis for developing the indonesian version of emotional learning instruments (elvi). emotional learning in developed countries has been carried out, one of which is in central indiana and schools in the united states (melnick, cook-harvey, &darling-hammond, 2017).in indonesia, emotional learning is still theoretically introduced to character education(suriyanti, 2015). some research on emotions in relation to classroom environment is mostly concentrated on student anxiety.(watt, carmichael, & callingham, 2017). the nature of emotional learning that influences how behavior is carried out leads to a learning environment or behavioral responses that appear on different time scales(lowe, 2014). to get information about emotional learning, the right instrument is of course needed to be applied in indonesia.the learning environment research (ler) measurement scale was chosen in the modification of the elvi instrument, based on recommendation of (koul et al., 2018) about ler in asia, that there is room for asian researchers to modify the study environment study. to measure the level of latent nature related to the ability of emotional learning analysis using rasch modeling. its ability to predict missing data is based on a systematic response pattern, producing a standard measurement value of error and calibration in three ways, namely: the measurement scale, respondents, and items (jae jeong, 2016; perera, sumintono, & jiang, 2018). instruments said to be valid must have a scaled concept.(perera et al., 2018). the problem of the optimal number of response categories has not been resolved, as seen from the response patterns and information retrieval (jae jeong, 2016). a scale with more than two or three response categories can provide maximum information retrieval (green, 2010). odd and even category scale, with respect to functioning of mean. odd numbers from the response category are generally preferred, because the functioning of the middle value is interpreted as a neutral point, thus providing an opportunity to represent respondents' emotions neutrally and discriminatively. omission of the middle value forces respondents to be wiser, resulting in a more precise ranking(andrich, 2016; green, 2010). the elvi instrument was designed with five and four-category response frequency type scales. this has become a renewal in following up research (adelson & mccoach, 2010) which previously compared the five-point scale and the four-point likert type scale.the research has not yet investigated the effect of the number of response categories affecting the stability of student responses and helped answer whether the scale of the five response categories with functioning of middle values psychometrically outperformed the four response category scales. the effectiveness of the scale used can be known through the validity of the andrich threshold.the purpose of this study is to determine the differences in the validity of the andrich threshold in an elvi instrument with a scale of five and four response categories based on rasch modeling. emotional learning is an inseparable component of cognitive process, testing how emotions during learning experience affect metacognitional progress that holds at the level of students' abilities(chao, dede, & star, 2016). cognitive processing is influenced by states of emotion(lizzio, wilson, & simons, 2010). emotional learning is defined as an ability to help students recognize, express and regulate their own emotions, build relationships with peers and adults, empathize with other people's perspectives, maintain and focus attention (cognitive regulation), and understand the emotional perspectives of others.recognizing how different situations are and deal with feelings in a prosocial way(jones et al., 2017; marchesi & cook, 2012). (swartz, 2017) divided two emotional areas, namelypersonal competence and empathy.personal competence includes self-awareness, self-management, and social awareness. empathy is an awareness to give attention, needs or care to others and maintain social relationships. a rating scale that involves more than two response categories is a popular response format of measurement in education. aresponse scales is closely related to building validity(salzberger, 2014). (revilla, saris, & krosnick, 2014) showed in their study that a few response categories tend to produce smaller validity. (green, 2010; neumann, neumann, & nehm, 2011) explained that odd numbers from the response category are generally preferred over even numbers because the middle category is interpreted as a neutral point so it tends to strengthen preferences for a scale of five categories.(wakita, ueshima, & noguchi, 2012) explained that a scale without neutral intermediaries is preferred because respondents are forced to make definite choices. (sumintono, 2015) explained that the ranking scale validity analysis is conducted to verify whether the ranking of choice used confuse respondents or not.the rasch model analysis provides a process of verifying the ranking assumptions given by looking at the obsvd avrge. andrich threshold tests whether the polytomic values used have been correct or not. (distefano, greer, kamphaus, & brown, 2015; distefano & morgan, 2010) argue that the threshold as a moving point from one category to an adjacent category on the rating scale. the threshold number is equal to the number of scale categories (k-1). (lundgren-nilsson, dencker, jakobsson, taft, & tennant, 2014) threshold is a point between two categories that have the same possible response.when a threshold gets broken, items can be saved again by reducing the category.(huang, 2016) states that the higher the estimated threshold parameters, the greater the defect measured.if the defect is not too severe, the item category with some or a little difficulty can dominate. (gonza, zabalegui-ya, lo, & siso, 2014) explained 28 | jisae. volume 6 number 1 february 2020. 29 that the number of responses in each category and the threshold for each item assessed the effectiveness of the rating scale. method this research is a survey adopted from the post-positivism paradigm with a questionnaire method.samples on a scale of five and four response categories on as much as 1494 student responses were taken at random in the province of jakarta.rasch modeling (kean, bisson, brodke, biber, & gross, 2018; kutlay, küçükdeveci, gönül, & tennant, 2018) describe the rasch model, concerning the ability of nature, difficulty of items, and suitability of items used to examine psychometric properties of a collected instrument.(andrich, 2016) explains the rasch modeling put forward first by george rasch from denmark in the 1950s.according to (kutlay et al., 2018) rasch modeling relates to irt as a modern measurement theory, while an existing measurement theory is stated as a classical measurement theory.according to (distefano & morgan, 2010) that the rasch model requires endurance of assumptions for accurate estimates, including (1) establishing unidimensionality, (2) monotonous scales, and (3) item fit. the elvi instrument grids can be seen in table 1 below: table 1 elvi instrument grids dimension indicator item number before modified tota l item number after modified total selfawereness captivate 33,34,35,36, 37,38,39,40 8 33,34,35,36,37,38,39 ,40 8 selfmanageme nt control 9,10,11,12,13,14,15 ,16 8 10,11,12,13,14,16,16 a 7 socialawereness care 1,2,3,4,5,6,7,8 8 1,2,3,4,4a,5,6,7,8 9 confer 41,42,43,44, 45,46,47,48 8 41,43,47,48 4 relationshi p skills challenge 25,26,27,28, 29,30,31,32 8 26,27,29 3 decision making responsibl e clarify 17,18,19,20, 21,22,23,24 8 17,19,20,21,22,23,24 7 consolida te 49,50,51,52, 53 5 49,50,51,52,53 5 total 53 43 result the basic requirement in construct validity is that instruments must be designed to measure one latent construct.unidimension in rasch modeling refers to invariant measurements(kaliski et al., 2013). unidimension becomes important as the essence of determining parameter estimation(sinnema, meyer, & aitken, 2016). the importance of determining unidimension as proof of internal consistency(huberty et al., 2013). the results of the unidimensional calculation of five and four response categories are shown in table 2 below: table 2unidimensions for scales of five and four response categories unidimension for five response category scale unidimension for four response category scale unidimensional criteria are seen in "raw variance explained by measure.‖the results in table 2 are 39.3% for the scale of five response categories and 43.5% for the scale of four response categories.both of them have a value greater than 20% so that the instruments meet the requirements for unidimension(shih, chen, sheu, lang, & hsieh, 2013). further dimensional analysis is proven through the eigenvalue units column(huberty et al., 2013; kaliski et al., 2013), the value obtained is a scale of five response categories, namely: 2.6, 2.3, 2.2, 2.0, and 1.7.variances that cannot be explained as follows: 4.0%, 3.6%, 3.5%, 3.1% and 2.7%.eigenvalue units on a scale of four response categories: 2.7, 2.4, 1.9, 1.8, and 1.6, variance that cannot be explained: 4.1%, 3.6%, 2.9%, 2.7%, and 2.5%.an 30 | jisae. volume 6 number 1 february 2020. 31 unexplained variance of both scales is less than 15%(sinnema et al., 2016). the value of variance is in the range of 3-5% in the very strong category(seol, 2016). thus empirically the elvi instrument with a scale of five and four response categories of unidimension and building construct validity. the monotonic nature of the modified elvi instrument from the ler scale, questionnaire on classroom emotional climate. the use of frequency scales from five and four response categories can be seen in the following table 3: table 3rating expression in each scale scale response category 5 never rarely occasional often always 4 never rarely often always in table 3, the scale of the five response categories prioritizes the functioning of the middle value, placing a choice of three (3) with "occasional" indication (naga, 2012).the scale of the four response categories negates the functioning of the middle value, so that students' responses are wiser and produce more precise rankings (green, 2010). table 4 andrich thresholdin five and four scale response categories scale category obsvd avrge (5) andrich threshold (5) obsvd avrge (4) andrich threshold (4) -0,83 none -0,83 none -0,15 -2,17 0,17 -2,48 0,33 -0,38 1,21 0,33 0,94 0,59 2,43 2,14 1,54 1,97 (andrich, 2011) explained that sequential threshold distances are not positively isolated and it is said that the response category can be interpreted as an ordinal scale.table 4 shows that there was an increase in value on both scales, shown in the observed average column from negative to positive direction.logit scores on a scale of five response categories start at -0.83 for choice of category 1 (never), 0.15 for category 2 (rare), 0.33 for category 3 (occasional), 0.94 for category 4 (often), and 1.54 for category 5 (always).logit scores on a scale of four response categories start at -0.83 for category 1 (never), 0.17 for category 2 (rarely), 1.21 for category 3 (often), and 2.43 for category 4 (always). the andrich threshold value on the scale of five monotonous response categories rises from none towards negative logit direction (-2.17) and leads to positive logit (1.97). the andrich threshold value on the scale of the four monotonous response categories rises from none towards negative logit direction (-2.48) and leads to positive logit (2.14).thus the increase in logit scores monotonically indicates that student responses can distinguish between the choices of response categories and verify the level of response of students who agree on the basis of both scales.this monotonic movement illustrates that items are in accordance with the students‘ choice of response categories for measurement. fit item in rasch modeling can see the quality of the item's conformity to the model, explaining whether the statement item is functioning normally in taking measurements or not. examination of mismatch index is seen in the value of outfit mean square (mnsq), estimated outfit z standard (zstd), and point measure correlation (distefano & morgan, 2010; perera et al., 2018).mnsq through squared standardized residual assumptions aims to determine misfits in reporting actual data.showing a match between items and student responses that are not standardized. criteria for an item to be declard fit, mnsq values has to be between 0.5 to 1.5 logit (abd-el-fattah, 2015; elisabet, benito, & miguel, 2012; harachi, 2012; seol, 2016). zstd with a value of -1.96 to +1.96 indicates that an estimation is accepted(elisabet et al., 2012; seol, 2016). point measure correlation to measure the identification of internal consistency in items and student responses. items with negative point measure correlation (-) are misfit items.estimation in the pt-measure corr column with acceptance criteria is 0.32 <x <0.8 (abdullah et al., 2012; boone & noltemeyer, 2017). this research tests 43 items on the elvi instrument with a scale of five and four response categories, the results of the analysis can be seen in the following table 5: 32 | jisae. volume 6 number 1 february 2020. 33 table 5fit and unfit items in five and four response category scales category mnsq out fit values (fit items) ptmeasure correlation values (item fit) unfit items fit items elvi instruments with scale of five 0.68 to 1.4 0.24 to 0.60 b9, b10, b11, b27 b1, b2, b3, b4, b5, b6, b7, b8, b12, b13, b14, b15, b16, b17, b18, b19, b20, b21, b22, b23, b24, b25, b26, b28, b29, b30, b31, b32, b33, b34, b35, b36, b37, b38, b39, b40,b41, b42, b43 total 4 39 elvi instruments with scale of four 0.76 to 1.33 0.84 to 0.68 b9, b10, b11, b13, b15, b27 b1, b2, b3, b4, b5, b6, b7, b8, b12, b14, b16, b17, b18, b19, b20, b21, b22, b23, b24, b25, b26, b28, b29, b30, b31, b32, b33, b34, b35, b36, b37, b38, b39, b40,b41, b42, b43 total 6 37 based on table 5, there are 39 fit items in the five response category scales. four items are unfit, which are b9, b10, b11, and b27. mnsq values from 0.68 logit to 1.4 logit and pt-measure correlation value from 0.24 logit to 0.60 logit.fit items on a scale of four response categories contained 37 items.six items are unfit, namely: b9, b10, b11, b13, b15, and b27. mnsq values from 0.76 logit to 1.33 logit and pt-measure correlation value from 0.84 logit to 0.68 logit.thus the elvi instrument with a scale of five response categories has 39 fit items, while the scale of the four response categories has 37 fit items.no repairs for unfit items, so they are not used.monotonic movements see an increase in average values of each item. the increase is described as in the andrich threshold logit value from negative to positive logit direction. take a look at the following figure 1: 34 | jisae. volume 6 number 1 february 2020. figure 1 andrich threshold monotonic graph on a scale of five response categories -2 0 2 4 6 8 1 2 3 4 5 item 8 item 6 item 3 item 2 item 1 -6 -4 -2 0 2 4 6 8 1 2 3 4 5 item 18 item 17 item 16 item 14 item 13 -4 -2 0 2 4 6 8 1 2 3 4 5 item 23 item 22 item 21 item 20 item 19 -4 -2 0 2 4 6 8 10 1 2 3 4 5 item 29 item 28 item 26 item 25 item 24 -2 0 2 4 6 8 1 2 3 4 5 item 34 item 33 item 32 item 31 item 30 -2 0 2 4 6 8 1 2 3 4 5 item 39 item 38 item 37 item 36 item 35 -4 -2 0 2 4 6 1 2 3 4 5 item 43 item 42 item 41 item 40 0 2 4 6 8 1 2 3 4 5 item 15 item 12 item 7 item 5 item 4 35 in figure 1 it shows 39 items on a scale of five response categories, item analysis is depicted in detail to show that the functioning of middle value on a scale of five response categories is more likely to be selected(moors, 2008). item description of students' responses in distinguishing between choices ‘never‘, ‗rarely‘, ‗occasional‘, 'often', and 'always'.the findings based on figure 1 show that the student response styles were clearly observed.line graphs for each monotonous upward item indicate that the average is highest among the two response categories: ‗often‘ and ‗always‘. the difference in format on the scale of the five response categories is how the middle response category positions, an analysis of each item where the average for the response category 'occasional' rises monotonically.the highest average value falls on item b30 in the self-awareness dimension of the captivate indicator with the statement "i have an interesting homework to do." the functioning of the middle value is prominent in items with dimension of self-awareness. this shows that according to (kupana, 2015; lapoint & butty, 2009) students'responses assess students' feelings, interests, values, and strengths accurately to maintain reasonable self-confidence. student responses that choose alternative middle values do not need to answer the question in the same way as other respondents.this shows that the response of students which are less intense is more influenced by presence or absence of the middle response category (moors, 2008).thus the instrument with a scale of five response categories that prioritizes the functioning of the middle value measures emotional learning based on self-awareness responses. the monotonous nature based on andrick threshold requirements can be seen in figure 2 below: -5 0 5 10 15 1 2 3 4 item 19 item 23 item 43 item 25 item 20 -5 0 5 10 15 1 2 3 4 item 42 item 26 item 32 item 34 item 6 figure 2 andrich threshold monotonics on a scale of four response categories based on figure 2, showing 37 items on a scale of four response categories, item analysis is depicted in detail to show that a scale of four response categories that negates the middle function is more likely to be chosen. item description of students' responses in distinguishing between choices 'never','rarely,‘ ‗often,‘ and ‗always.‘the findings based on figure 2, the student response style is clearly observed.the line graph for each item is monotonically upwards, indicating that the average is highest between the two response categories: ‗often‘ and ‗always.‘ the difference in format on the scale of the four response categories is to exclude the middle response function, an analysis of each item where the average for the monotonous response category rises. the highest average value fell on item b7 on the care indicator in the social-awareness dimension with the statement "my 36 | jisae. volume 6 number 1 february 2020. -5 0 5 10 15 1 2 3 4 item 37 item 41 item 28 item 31 item 35 -5 0 5 10 15 1 2 3 4 item 8 item 16 item 36 item 33 item 18 -5 0 5 10 15 1 2 3 4 item 30 item 39 item 38 item 17 item 22 -5 0 5 10 15 1 2 3 4 item 1 item 7 item 21 item 2 item 40 -2 0 2 4 6 8 10 1 2 3 4 item 4 item 3 item 29 0 2 4 6 8 10 12 1 2 3 4 item 5 item 12 item 24 item 14 37 teacher knows when something is bothering me."the scale of four response categories is prominent in items with social-awareness dimension. this shows that according to (kupana, 2015; lapoint & butty, 2009) the choice of student responses is based on perspectives on individual and group differences.student responses on a scale of four response categories are consistent in reflecting higher agreement (moors, 2008). thus the instrument with a scale of four response categories measures emotional learning based on social awareness responses. each item has an andrich threshold value with a different monotonous increment distance. (andrich, 2011) explained that sequential threshold distances from negative to positive were not isolated and it was said that the response category could be interpreted as an ordinal scale.the scale of five response categories in the figure shows that out of 39 items, there are five items that did not meet andrich threshold requirements: items b4, b5, b7, b12, and b15. item b4 with the statement "when i am sad, the teacher helps to feel better" is in the care dimension, with logit values (0.03, 0.38, 0.66, 1.14, to 1.61). item b5 with "when i'm angry, the teacher helps to feel better" is in the care dimension, with logit values (0.08, 0.36, 0.68, 1.07, to 1.61). item b7 with the statement "my teacher knows when something is bothering me" in the care dimension, with values (0.03, 0.48, 0.69, 1.20, to 1.57).item b12 with the statement "friends in class behave according to my teacher's wishes" on the control dimension, with values (0.08, 0.38, 0.53, 1.11, to 1.63). item b15 with the statement "my class is busy during the learning process" on the control dimension, with values (0.34, 0.50, 0.35, 0.69, to 1.08). figure on the scale of the four response categories shows that out of 37 items, four items did not meet andrich threshold requirements: items b5, b12, b14, and b24. item b5 with the statement "when i am angry, the teacher helps me to feel better" in the care dimension, with values (0.04, 0.63, 1.51, to 2.82).item b12 with the statement "friends in class behave according to my teacher's wishes" in the control dimension, with values (0.31, 0.56, 1.43, to 2.73).item b14 with the statement "every student knows what he must learn in class" in the control dimension, with values (0.57, 0.33, 1.10, to 2.10).item b24 with the statement "my teacher does not let students give up when doing difficult tasks" in the clarify dimension, with values (0, 0.05, 1.13, to 1.96). thus in the scale of the five response categories, there are five items and in the scale of the four response categories, there are four items that have a positive upward movement, but not in accordance with andrich threshold requirements. monotonic movements of 34 items on a scale of five response categories and 33 items on a scale of four response categories show evidence of use of the two scales to be ordinal.the inappropriate items were isolated as ordinal scale response categories (andrich, 2011). testing the information function scale of five response categories and the scale of four response categories is to find out which scale provides a lot of information (gonza et al., 2014).a detailed description can be seen in figure 3 below: figure 3 the informational function scale of five and four response categories the functioning of the middle value compares the scale of the five and four response categories, to show that the information functions of the two scales must be calculated.the information function explains the strength of an item in uncovering the latent trait measured in the elvi instrument, so that it is known which items are suitable for the model (pretz et al., 2016).different informational functions are seen from the plot of the two scales.the ability (emotional learning) level of student responses is shown on the x axis while the magnitude of the informational function is by the y axis.both plots show different pictures so that it can be interpreted that the informational function of the two plots is not optimal for each individual. the peak heights of both plots are different; the peaks of the scale of five response categories appear to be higher than the scale of the four response categories.this is in line with the opinion of (vaughan, 2018) that the higher the peak of informational function, the higher the information can be given.thus it can be concluded that the scale of the five response categories provides more information than the scale of the four response categories for various values of θ (emotional learning). the validity of the andrich threshold elvi instrument with a scale of five and four response categories can prove that there is an effective response category scale used to measure emotional learning in indonesia. the results of analysis of the scale of five and four response categories can be seen in the following table 6. 38 | jisae. volume 6 number 1 february 2020. 39 tabel 6 comparison of andrich threshold‘s psychometric validity fit persons fit items response category andrich threshold fit itemsbased on andrick threshold validity standardized residual correlation (src) 907 39 five -2.17, -0.38, 0.59, 1.97 34 -0.177 and 0.638 976 37 four -2.48, 0.33, 2.14 33 -0.195 and 0.565 testing on 43 items of the elvi instrument using the scale of five response categories resulted in 39 fit items with 907 fit persons, while the use of scale of four response categories produced 37 fit items with 976 fit persons.the functioning of response categories in the scale used can be seen through the andrich threshold parameter (gonza et al., 2014; meiser, 2017).comparison of threshold results responding to the existence of one of the response categories that is effectively used in measuring the elvi instrument (andrich, 2011).the results in table 6 show the andrich threshold value of the scale of five response categories moving from negative (-) towards positive direction, namely: (-2.17, -0.38, 0.59, to 1.97), while on a scale of four response categories moves from the values (-2.48, 0.33, to 2.14).the estimated threshold value on the scale of the four response categories runs higher than in the scale of the five response categories. this is consistent with the opinions of (mcdonald, vidacovich, ascione, williams, & green, 2015) that the higher the estimated threshold parameters, the greater the disability measured.it was concluded that the scale of the five response categories with estimated threshold parameter values, for each item assessing the effectiveness of the rating scale in measuring elvi instruments (gonza et al., 2014). following up on the andrich threshold value for the two scales, an andrich threshold value was analyzed for each item. this can be ensured by looking at the increase in the average value of each item as required by the andrick threshold, which moves from negative to positive direction.thus as described in figure 2 before, fit items are obtained from 39 to 34 items for emotional learning instruments with a scale of five response categories. fit items for emotional learning instruments with scale of four response categories from 37 items to 33 items. the acquisition is reviewed based on the suitability of each item that meets the andrick threshold requirements. further analysis of the andrich threshold differences can be seen in figure 4 below: 40 | jisae. volume 6 number 1 february 2020. scale of five response categories scale of four response categories figure 4 andrich probability threshold of scale of five and four response categories figure 4 is about the threshold probability of scale of five and four response categories, both of which have different probability information. opinion of (distefano & morgan, 2010; meiser, 2017) that the number of andrich threshold is equal to the number of scale categories (k-1).this means that the andrich threshold on the scale of the five response categories in the figure has four lines, while the scale of the four response categories with three lines. the meaning of the cut lines can provide decisions about which scale is more effectively used in measuring elvi instruments.the distance between the cut lines should be noted, this is in line with the explanation (meiser, 2017) the distance between adjacent thresholds is not significant with alpha = 0.05. the probability of the scale of four response categories indicates close distances compared to the scale of five response categories. thus, it can be stated that the polytomous type scale of five responses is more effectively used to measure elvi instruments that have a functioning mean value which is "occasional." in this table, the standardized residual correlation (src) value is presented to measure the mismatch of the scale of five and four response categories in the elvi instrument (maydeu-olivares et al., 2017). src values are based on item correlation values from negative to positive ranges which are then compared with significance values (p <α = 0.05) (gonza et al., 2014).rasch modeling with the winsteps program version 4.0.1 obtained src value of items -0.177 to 0.638 on scale of five response categories and -0.195 to 0.565 on scale of four response categories. testing the correlation of the two scales can be seen in table 7 below: table 7 correlation of scale of five and four response categories reliability (x) reliability (y) correlation disattenuated correlation 0,92 0,95 0,095 0,098 1 2 3 4 1 2 3 41 table 7 shows the reliability value for the scale of five response categories of 0.92 and reliability of 0.95 for the scale of four response categories, both of which have an ideal reliability value.the correlation of elvi instruments with both scales is of 0.095 or 0.95% of the variance distributed, but this correlation is weakened by measurement error.erasing the measurement error through disattenuated correlation with the resulting value of 0.098 or 0.98% with an increase of 0.3% from the previously observed correlation.thus it shows that the correlation scale of the five response categories based on items is higher than scale of the four response categories.the observed correlation based on both scales is 0.098 after correction of attenuation.this was interpreted as not statistically significant (p <α = 0.05) in the expected direction. following up on this, referring to research conducted by (wang et al., 2014) to support a significant src value at α = 0.05, bonferroni correction was used. bonferroni correction determines the cut-off is significant at α / n with a value of α = 0.05 and n is the number of independent variables tested (maydeu-olivares et al., 2017), due to the increased risk of type i errors, namely: concluding that errors made in research rejecting the null hypothesis (h0), even though the null hypothesis is true (armstrong, 2014; maydeu-olivares et al., 2017). calculations with bonferroni produce significant values, namely: 0.05 / 2 = 0.025. this can be interpreted that the statistical correlation value with bonferroni (0.025 < 0.05) then h0 is rejected, thus the src validity of andrich threshold based on rasch modeling of the response of the elvi instrument with scale of five response categories is more effective than scale of the four response categories. conclusion this study shows the differences in the validity of the andrick threshold of the elvi instrument on a scale of five and four response categories based on the rasch modeling. this model provides an overview of the characteristics of items and respondents on a rating scale (logit scale). rasch modeling combined from various empirical opinions provides effective information on psychometric concepts.modification of the elvi instrument from ler can be used as empirical support to state that this emotional learning measurement instrument has a good psychometric assurance. this can be shown in the cronbach alpha reliability values possessed by the two scales in the very ideal category. the validity of andrick threshold plays an important role in following up the effectiveness of using one of the scales in measuring elvi instruments. the results show that a scale of five response categories is effectively used to measure the elvi instrument.developed phenomenon of testing the elvi instrument showed significant results in its use. in addition, the modified statement items meet the psychometric criteria, thus the elvi instrument can be used to measure emotional learning. 42 | jisae. volume 6 number 1 february 2020. references abd-el-fattah, s. m. (2015). rasch rating scale analysis of the arabic version of the physical activity self-efficacy scale for adolescents : a social cognitive perspective. (december), 2161–2180. abdullah, h., arsad, n., hanim, f., abdul, n., amin, n., & hamid, s. (2012). evaluation of students ‘ achievement in the final exam questions for microelectronic ( kkkl3054 ) using the rasch model. 60(c), 119–123. https://doi.org/10.1016/j.sbspro.2012.09.356 adelson, j. l., & mccoach, d. b. (2010). measuring the mathematical attitudes of elementary students: the effects of a 4-point or 5-point likert-type scale. educational and psychological measurement, 70(5), 796–807. https://doi.org/10.1177/0013164410366694 andrich, d. (2011). rating scales and rasch measurement. 11(5), 571–585. andrich, d. (2016). georg rasch and benjamin wright‘s struggle with the unidimensional polytomous model with sufficient statistics. educational and psychological measurement, 76(5), 713–723. https://doi.org/10.1177/0013164416634790 armstrong, r. a. (2014). when to use the bonferroni correction. https://doi.org/10.1111/opo.12131 boone, w. j., & noltemeyer, a. (2017). rasch analysis : a primer for school psychology researchers and practitioners. cogent education, 25, 1–13. https://doi.org/10.1080/2331186x.2017.1416898 chao, t., dede, c., & star, j. r. (2016). using digital resources for motivation and engagement in learning mathematics : reflections from teachers and students. digital experiences in mathematics education, 253–277. https://doi.org/10.1007/s40751-016-0024-6 distefano, c., & morgan, g. b. (2010). evaluation of the bess trs-ca using the rasch rating scale model. school psychology quarterly, 25(4), 202– 212. https://doi.org/10.1037/a0021509 distefano, c., greer, f. w., kamphaus, r. w., & brown, w. h. (2015). using rasch rating scale methodology to examine a behavioral screener for preschoolers at risk. https://doi.org/10.1177/1053815115573078 elisabet, l., benito, g., & miguel, a. (2012). an outcomes-based assessment of quality of life in social services. 81–93. https://doi.org/10.1007/s11205011-9794-9 ghosh, p. (2015). historical perspectives of classroom learning environment ( 1920-present ). (july), 436–437. gonza, l., zabalegui-ya, a., lo, j. a., & siso, m. d. n. a. (2014). ethical behaviour in clinical practice : a multidimensional rasch analysis from a survey of primary health care professionals of barcelona ( catalonia , 43 spain ). https://doi.org/10.1007/s11136-014-0720-x green, p. e. (2010). information and to categories. response, 34(3), 33–39. harachi, t. w. (2012). nih public access. 7(1), 16–38. huang, h. (2016). mixture random-effect irt models for controlling extreme response style on rating scales. 7(november), 1–15. https://doi.org/10.3389/fpsyg.2016.01706 huberty, j., vener, j., gao, y., matthews, j. l., ransdell, l., & elavsky, s. (2013). developing an instrument to measure physical activity related self-worth in women : rasch analysis of the women ‘ s physical activity self-worth inventory. psychology of sport & exercise, 14(1), 111–121. https://doi.org/10.1016/j.psychsport.2012.07.009 jae jeong, h. (2016). item response theory-based evaluation of psychometric properties of the safety attitudes questionnaire—korean version (saqk). biometrics & biostatistics international journal, 3(5). https://doi.org/10.15406/bbij.2016.03.00079 jones, s. m., doolittle, e. j., greenberg, m. t., domitrovich, c. e., weissberg, r. p., durlak, j. a., … yeager, d. s. (2017). social and emotional learning 3 social and emotional learning: introducing the issue 33 sel interventions in early childhood 73 social and emotional learning programs for adolescents. 27(1). kaliski, p. k., wind, s. a., engelhard, g., morgan, d. l., plake, b. s., & reshetar, r. a. (2013). educational and psychological measurement. https://doi.org/10.1177/0013164412468448 kean, j., bisson, e. f., brodke, d. s., biber, j., & gross, p. h. (2018). an introduction to item response theory and rasch analysis: application using the eating assessment tool (eat-10). brain impairment, 19(1), 91–102. https://doi.org/10.1017/brimp.2017.31 koul, r. b., fraser, b. j., maynard, n., & tade, m. (2018). evaluation of engineering and technology activities in primary schools in terms of learning environment, attitudes and understanding. learning environments research, 21(2), 285–300. https://doi.org/10.1007/s10984-017-9255-8 kupana, n. (2015). social emotional learning and music education. sed journal of art education, 3(1). https://doi.org/10.7816/sed-03-01-05 kutlay, s., küçükdeveci, a. a., gönül, d., & tennant, a. (2018). adaptation and validation of the turkish version of the rheumatoid arthritis quality of life scale. rheumatology international, 23(1), 21–26. https://doi.org/10.1007/s00296-002-0247-2 lapoint, v., & butty, j. m. (2009). encyclopedia of cross-cultural school psychology. in encyclopedia of cross-cultural school psychology. https://doi.org/10.1007/978-0-387-71799-9 lizzio, a., wilson, k., & simons, r. (2010). studies in higher education university students ‘ perceptions of the learning environment and 44 | jisae. volume 6 number 1 february 2020. academic outcomes : implications for theory and practice. (september 2013), 37–41. https://doi.org/10.1080/03075070120099359 lópez, v., torres-vallejos, j., ascorra, p., villalobos-parada, b., bilbao, m., & valdés, r. (2018). construction and validation of a classroom climate scale: a mixed methods approach. learning environments research, 21(3), 407–422. https://doi.org/10.1007/s10984-018-9258-0 lowe, r. (2014). embodiment in emotional learning, decision making and behaviour: the ―what‖ and the ―how‖ of action. lecture notes in computer science (including subseries lecture notes in artificial intelligence and lecture notes in bioinformatics), 8515 lncs(part 3), 672–679. https://doi.org/10.1007/978-3-319-07446-7_64 lundgren-nilsson, å., dencker, a., jakobsson, s., taft, c., & tennant, a. (2014). construct validity of the swedish version of the revised piper fatigue scale in an oncology sample a rasch analysis. value in health, 17(4), 360–363. https://doi.org/10.1016/j.jval.2014.02.010 marchesi, b. a. g., & cook, k. (2012). social and emotional learning as a catalyst for academic excellence. white paper: icf international, 1–9. maydeu-olivares, a., shi, d., rosseel, y., maydeu-olivares, a., shi, d., & rosseel, y. (2017). assessing fit in structural equation models : a monte-carlo evaluation of rmsea versus srmr confidence intervals and tests of close fit assessing fit in structural equation models : a monte-carlo evaluation of rmsea versus srmr con fi dence intervals and tests of close fit. structural equation modeling: a multidisciplinary journal, 00(00), 1–14. https://doi.org/10.1080/10705511.2017.1389611 mcdonald, s. e., vidacovich, c., ascione, f. r., williams, j. h., & green, k. e. (2015). the children‘s treatment of animals questionnaire: a rasch analysis. anthrozoos, 28(1), 131–144. https://doi.org/10.2752/089279315x14129350722172 meiser, t. (2017). response style analysis with threshold and multi-process irt models : a review and tutorial. 159–181. https://doi.org/10.1111/bmsp.12086 melnick, h., cook-harvey, c., & darling-hammond, l. (2017). encouraging social and emotional learning in the context of new accountability. the learning insitute, (april), product/encouraging-social-emotional-learningnew. retrieved from https://learningpolicyinstitute.org/product/encouraging-social-emotionallearning-new-accountability-brief moors, g. (2008). exploring the effect of a middle response category. 779–794. https://doi.org/10.1007/s11135-006-9067-x neumann, i., neumann, k., & nehm, r. (2011). evaluating instrument quality in science education: rasch-based analyses of a nature of science test. international journal of science education, 33(10), 1373–1405. 45 https://doi.org/10.1080/09500693.2010.511297 perera, c. j., sumintono, b., & jiang, n. (2018). the psychometric validation of the principal practices questionnaire based on item response theory. international online journal of educational leadership, 2(1), 21–38. https://doi.org/10.22452/iojel.vol2no1.3 pretz, c. r., kean, j., heinemann, a. w., kozlowski, a. j., bode, r. k., & gebhardt, e. (2016). a multidimensional rasch analysis of the functional independence measure based on the national institute on disability, independent living, and rehabilitation research traumatic brain injury model systems national database. journal of neurotrauma, 33(14), 1358– 1362. https://doi.org/10.1089/neu.2015.4138 revilla, m. a., saris, w. e., & krosnick, j. a. (2014). choosing the number of categories in agree-disagree scales. sociological methods and research, 43(1), 73–97. https://doi.org/10.1177/0049124113509605 salzberger, t. (2014). the rasch model (rasch, 1960) is a model for the measurement of quantitative latent variables (. 43(1978). semiar, p., pendidikan, n., sebelas, u., & surakarta, m. (2015). " emotional learning " sebagai pengembangan pendidikan karakter yulia suriyanti stkip persada khatulistiwa sintang. (november). seol, h. (2016). using the bootstrap method to evaluate the critical range of misfit for polytomous rasch fit statistics. https://doi.org/10.1177/0033294116649434 shih, c., chen, c., sheu, c., lang, h., & hsieh, c. (2013). validating and improving the reliability of the eortc qlq-c30 using a multidimensional rasch model. value in health, 16(5), 848–854. https://doi.org/10.1016/j.jval.2013.05.004 sinnema, c., meyer, f., & aitken, g. (2016). capturing the complex , situated , and active nature of teaching through inquiry-oriented standards for teaching. https://doi.org/10.1177/0022487116668017 sumintono, b. (2015). pemodelan rasch pada asesmen pendidikan : suatu pengantar. (december). swartz, m. k. (2017). social and emotional learning. journal of pediatric health care, 31(5), 521–522. https://doi.org/10.1016/j.pedhc.2017.06.001 taylor, r. d., oberle, e., durlak, j. a., & weissberg, r. p. (2017). promoting positive youth development through school-based social and emotional learning interventions: a meta-analysis of follow-up effects. child development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864 vaughan, b. (2018). a rasch analysis of the revised study process questionnaire in an australian osteopathy student cohort. studies in educational evaluation, 56(july 2017), 144–153. https://doi.org/10.1016/j.stueduc.2017.12.003 46 | jisae. volume 6 number 1 february 2020. wakita, t., ueshima, n., & noguchi, h. (2012). psychological distance between categories in the likert scale. educational and psychological measurement, 72(4), 533–546. https://doi.org/10.1177/0013164411431162 wang, l., ertmer, p. a., newby, t. j., wang, l., ertmer, p. a., newby, t. j., … newby, t. j. (2014). increasing preservice teachers ‘ self-efficacy beliefs for technology integration increasing preservice teachers ‘ selfefficacy beliefs for technology integration. 1523. https://doi.org/10.1080/15391523.2004.10782414 watt, h. m. g., carmichael, c., & callingham, r. (2017). students ‘ engagement profiles in mathematics according to learning environment dimensions : developing an evidence base for best practice in mathematics education. https://doi.org/10.1177/0143034316688373 woodhouse, h. (2017). contrasting views of emotion in learning: alfred north whitehead and jerome bruner. interchange, 48(3), 217–230. https://doi.org/10.1007/s10780-016-9299-1 yaeger, d. (2017). social and emotional learning programs for adolescents. future of children, 27(1), 73–94. retrieved from http://web.b.ebscohost.com.proxygw.wrlc.org/ehost/detail/detail?vid=0&si d=2b78f5d2-09a2-45cc-a273ae3d107fc5cb%40sessionmgr103&bdata=jnnpdgu9zwhvc3qtbgl2zq% 3d%3d#an=123568102&db=sih 88 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 7 no 2 (2021) website : http://journal.unj.ac.id/unj/index.php/jisae instrument development of mathematics learning outcomes by the rasch model in elementary school to support the implementation of the 2013 curriculum mustamin idris1, tadulako university, palu, indonesia dasa izmaimusah2, tadulako university, palu, indonesia ahmad3 state university of malang, malang city, indonesia abstract this research aims to produce a grid design of mathematics learning outcomes instruments at the elementary school level in implementing the 2013 curriculum. this research is expected to bring about the availability of grid design and supporting devices for the implementation of elementary school mathematics learning outcomes instruments. output which obtained in this study is to help teachers in the development system of assessment that is sustainable, focussing on aspect of the analysis of the level of difficulty gains and the level of ability of students to use the model of rasch. the sustainability implementation of curriculum 2013, which may involve the heads of schools, teachers and students and the other relevant. in terms of the effectiveness, fostering sustainable used as the focus of a major system development as an instrument to validate test by the teacher and doing test try limited to the four schools in palu. at the first stage, the design of instrument is carried out in the form of lattice and grain instruments, pieces of observation and questionnaires, test the construct, and the revision of the group of teachers and students of the school elementary grade iv. result of test respondents (elementary school students in palu) obtained that the point about the difficulty is the question number 26 (s26) with a value logit 2,08. while the matter of the most easily is the matter of number 3 (s3) with a value logit -1,84. result output tables obtained information that does not exist grain matter which does not meet all the requirements fit (oufit mnsq, outfit zstd and pt mean corr) so that the point about including category fit or appropriate. keywords: item analysis, instrument development, students’s abilities. address for correspondence: idrisuntad@gmail.com1, dasaismaimuza@yahoo.co.uk2 ahmad.fip@um.ac.id3 (correspondence) 1,2 jl. soekarno hatta no. km. 9, tondo, mantikulore, kota palu, sulawesi tengah 3 jl. semarang 5 malang, kota malang, indonesia introduction education is a process that greatly determines the development of individuals and society. the progress of a society can be seen from the development of education. the curriculum functions as a tool in the educational process in schools.(priestley et al., 2014) in it not only contains the direction and goals to be http://journal.unj.ac.id/unj/index.php/jisae mailto:ahmad.fip@um.ac.id3 89 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 achieved.(matlakala & maritz, 2019). however, it also concerns the content, guidelines in compiling procedures or strategies to achieve goals to how to evaluate the success of achieving those goals. curriculum 2013 should be prepared comprehensively, because there is important aspect that becomes a point of debate in the world of education, even at the community and student levels, is the abolition of the national exam into a school-based school exam (usbn) and a school assessment that is handed over to schools or teachers who know closely the abilities/competencies of children or students.(wahyudi & chamdani, 2017). the unj national seminar on march 10, 2020 regarding independent learning, the minister of education and culture stated that the assessment that will be carried out next year is mapping of minimum literacy and numeracy competencies and strengthening learning applications oriented to the pissa and timss sizes which are carried out at the education unit level, namely in grade 4 elemenetary school, 8 junior high school, and 11 senior high school. aspects of development, the 2013 curriculum authorizes the education unit to develop. the center prepares the curriculum as steadily as possible, and teachers have a room to develop it. at the implementation level, the government facilitates all curriculum components such as syllabus, textbooks and assessment guidelines(wahyuni & berliani, 2019). these statements are consistent with the idea of usbn being centered on schools. the granting of autonomy allows teachers to develop and express their own creativity, including the assessment system. however, there are no internal studies that describe the curriculum, the teacher is again faced the situation to implement the 2013 curriculum. off course it is not an easy job to change something that has been adopted and implemented, regardless of whether the implementation has been perfect or not. teachers as the holder of educational praxis control must be given many opportunities to continue learning, solving problems, developing creativity both from the experiences of other people's success and their own experiences.(yuen et al., 2018).,(wahyuni & berliani, 2019). thus, it becomes very urgent if in the implementation of the 2013 curriculum, teacher readiness is really mature and supported by a conducive system.(diena san, 2019) the preparation must be carried out on an ongoing basis based on the progress achieved at each stage.(rusman, 2018). in this study, the aspect of teacher readiness and ability becomes a priority and as a basis for designing an assessment system in preparing instruments for mastering the competencies of each student that supports the implementation of the 2013 curriculum.(winarti dwi febriani., geri syahril sidik., 2013) this research focuses on developing instruments for learning mathematics outcomes as an effort to support one aspect of the assessment, namely development of instruments based on the syllabus of mathematics learning at the fourth or fifth grade elementary school before completing studies in elementary school.(oktaviani & wulandari, 2019) this research was developed at least as complementary or even as an alternative to the assessment system prepared by the ministry of education and culture, namely the preparation of standardized tests through a design of assessment grids and instrument items. in this case, a primary school teacher assessment system will be developed that includes aspects of material, competence, grids and assessment structures based on the readiness and ability of teachers to map students' abilities using the rasch modelling application.(van de grift et al., 2019) the purpose of this study is to develop an instrument to obtain a grid and instrument items that were validated by construct by the teacher based on the criteria 90 for the assessment system and teacher preparation in implementing the 2013 curriculum. at the same time mapping students’ abilities based on the level of difficulty of the questions. however, the ideal and perfection 2013 curriculum, especially the standard of assessment as a curriculum document, its success really depends on the implementation process carried out by teachers in schools. based on a study conducted with students who have collected instruments and an assessment system carried out by teachers at the elementary school in palu, it turns out that the test instrument used is still very low in the level of achievement of cognitive abilities and does not use criteria in compiling the test so that the instrument used was found to have several problems. testing a test, dominantly is a weakness at the implementation level that is not able to reveal the competence of students. this study has a strategic position in order to contribute to the successful implementation of curriculum 2013 for providing assessment system in achievement of each competency learning of the existing system so that the principles of sustainable development (continuous improvement) can be met. the curriculum development approach is based on a management system, target focus and competence.(ikhsan & hadi, 2018). when it is viewed from the management system, curriculum development is distinguished between centralized (centralized) and dispersed (decentralized) management systems. in the context of development. the principles of curriculum development including: goal-oriented principles, relevance, efficiency and effectiveness, flexibility, continuity, balance, integration and quality principles. (hairon et al., 2018)(purwadhi, 2019) to support the implementation of the curriculum in terms of developing assessment instruments, the program developed is a teacher assessment system. teacher training is a program aimed at helping teachers develop the knowledge, skills and attitudes they need to teach competently. (tronsmo, 2019).in its development, the term teacher training is widely used in developing countries which includes teacher preparation programs (pre-service training), skills upgrading and/or teacher qualifications (in-service training). in industrialized countries, training tends to mean a form of education that focuses on specific outcomes obtained through a series of stages within a certain period. it based on the assumption that through mastering discrete skills, teachers will be effective in the classroom, (yani achdiani & rusliyani, 2017). the implementation of the assessment system for teachers is how to measure changes in the cognitive aspects of students at each level of education which is the responsibility of the school, therefore, to measure it of course requires a valid and reliable measuring instrument. so far, there is no valid measuring instrument to measure the ability of students in mathematics in elementary schools. steps taken in developing the instrument: 1) developing a concept definition, 2) developing an operational definition, 3) choosing a technique for giving a scale, 4) conducting a review of item justification based on a predetermined scale,5 ) selecting the response or sample size, 6) developing instructions for the response, 7) preparing a draft of the instrument, 8) conducting an initial trial, 9) analysing the initial trial data , 10) revising the instrument , 11) conducting an extended or final trial, 12) producing instruments, 13) performing validity and reliability analysis, 14) preparing test manuals.(demonbrun et al., 2017), (yuyun dwi haryanti & dudu suhandi saputra, 2019), several steps to develop the instrument, so that the tool is feasible to use, 1) defining the insight or latent aspect to be measured, 2) determining the user or 91 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 respondent, 3) specifying the content covering the topic, 4) determining the item format., types of responses and scoring procedures, 5) planning trials for item analysis, 6) determining the procedures used for standardizing measuring instruments, 7) forming a draft test implementation guide.(kearney, 2016)., (muñiz & fonseca-pedrero, 2019). according to(ulfah & felicia, 2019), in the results of their research using the 4d model or thigarangan model which consists of 4 main components; define, designed, develop , and disseminate , it shows that it is very effective in developing cognitive development test instruments in physics learning with the results expert assessment of 3.89, which means that all aspects asked are very valid, although the trials carried out are very limited and did not reach stage 4, namely disseminate which means not conducting expanded trials to see the extent to which the level of testability or reliability of the instruments developed. from the opinion of the experts on almost all the experts believe things are equal, the point in the process of development of the instrument originated from the assessment theories that continue to define the constructs, dimensions and indicators. furthermore, make grating and develop instruments, validated by the content and construct to the experts, revised and then test try in test validation and reliabilities later revisions and tested back over and continued so until the end fulfuilledlimit the maximum value of the validity and reliabilities grain. stages of development instruments outcomes studied mathematics based on learning process of mathematics at the level of elementary school, especially class grade 4 can be describe as follows: a. development of the conceptual and operational definition are based on basic competence study and indicators of achievement of mathematics learning process. b. preparation of grain instrument by grating the result of learning mathematics, followed confirmation legability grain of instruments to the expert. c. readability test on the expert panellist group as judges for the selection of items based on the scale value (s). d. test try on students at four elementary schools in palu, followed by analysis of the model application rusch. the application of the model in the trial can provide data about the effectiveness of using the instrument. effectiveness is determined based on quantitative analysis of the result of the observation of the implementation of the validation. observing recent developments that it is very rare to develop instruments for learning mathematics outcomes in elementary schools based on the implementation of the 2013 curriculum in the field, this research is important to do and provide up-todate information on the practical use of instruments at the elementary school level. in addition, with the existence of high-level cognitive development at the elementary school level, this research is an initial illustration in mapping the quality of learning mathematics and at the same time supporting the development of minimum ability assessment at the elementary school level. method the analysis that used to process the result of the test is a model rash were presented by goeorg rash (erling b. andersen, 1982), stated that the opportunity to be able to resolve the problem with the right to rely on the ratio between the ability of the people and the level of the question difficulty. furthermore, he states that an individual who has a level of ability or abilitas are more substantial than individuals more should have a big opportunity to answer correctly. with the principle that each 92 item that is more difficult to cause the chances of individuals to afford answer becomes small. in the mathematical probability of odd-ratio and rasch logit be in formulated as follows: odd ratio = p/(np) p is the amount of matter that is done with the right (total score); n is the number of questions were given. in mathematical using functions logarithms were called logarithm odd unit or plain called logit embodied in the question: logit=log(p/(np)) results and discussion 1. overview of 2013 curriculum implementation curriculum 2006 (sbc) developed into the curriculum in 2013 to be based thinking challenge period before a nation that is marked by centuries of science knowledge, knowledge-based society is based on thinking about the challenge period ahead, the perception of society, the development of knowledge and pedagogy, competencies future ahead, and the phenomenon of negative that surfaced. in order for the implementation of curriculum 2013 can run with both, has done training for teachers who will implement the curriculum are on the teachings of 2014/2015 to 2018/ 2019 is an elementary school, junior high, and high school/vocational school teachers. the development of the instrument in the implementation of curriculum 2013 began with the activities of preparation (syllabus and grating instruments were designed by researchers), the implementation of the validation, evaluation and development of instruments in the field to involve four schools in palu. teachers who have followed the equation perception regarding the validation of the instrument, as mentioned above, it is necessary the implementation and development of instruments that brazilians tool measurement to evaluate the standard of competence and competence base each level on the level of unit training base. in this research, grade 4 of elementary school became the target. in this case, teacher becomes an instrument which designed based on the 2013 curriculum and syllabus with consideration of time and budget are very limited, the participants are elementary school teachers who represented every school that exist in palu by assuming schools are already implementing the curriculum in 2013 as a whole from grade 1 to 6. grade 6 becomes the target object of research, because it is considered as the students that are already able to resolve the problem of mathematical basis on grade high as an attempt to determine the achievement of competencies basic to choose 4 schools in palu. implementation of the development of instrument -level primary school based curriculum in 2013 is involve several components, including lecturers as researchers vice universities high and teachers as a validator that is tasked to inspect the instrument based on lattice problems and instruments with plilihan yes or no , then followed statements by a matter that troubled with make clarifications / improvements aagar about the bisamenjadi instrument representative measure the ability of the participant students . the following is the place and name of the elementary school for carrying out the research as follows: school name place (district) sd inpres palupi south palu 93 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 sd inpres 4 birobuli east palu sd inpres i lolu east palu sd inpres bumi bahari west palu 2. instrument development goals basically, the focus of this research is the target students and teachers in implementing the 2013 curriculum, both in the validation process and carried out in schools so that there is continuity by involving the principal, students as a means of controlling the extent to which students’ abilities change or the expected goals of the 2013 curriculum. furthermore, the interested parties are the community, especially parents of students who have experienced directly in accompanying their children so that parental involvement can provide very important information in the development of the 2013 curriculum. to the effectiveness of coaching curriculum in 2013 sustainably, then the necessary mentoring elementary school teachers to work with a groups of working teachers (kkg) that there is any sub-district or equivalent cluster schools with the terms of the school 's core as the centre of activities of teachers to discuss all issues relating to the improvement of the quality of learning process to teach and systems assessment moreover, it is necessary to consider the 2013 curriculum development pattern as follows: (1) following the school/cluster-based modified-lesson study system., (2) doing revision and improvement of validation instrument carried out by researchers and teachers., dan (3) evaluating and monitoring of every step or stage are given. data assessment of authenticity can be analysed by qualitative and quantitative methods. qualitative analysis of assessment authentic in the form of narrative or description on the achievements of the results of study participants learners. for example, about the advantages and weaknesses, motivation, courage argued, and so on. quantitative analysis of the data assessment authentically applies a rubric score or analysis about the selection of multiple (dichotomy data) which is derived from the right answers and one that is encoded into a number 1 or 0 which is derived from about multiple choices with a selection of answers to four to five answers that truth is only one. device software that is used (software) is ministep for modeling rasch with system microsoft windows. 3. wright map analysis (person-item map) this analysis will produce a picture of the distribution of the ability of the students / respondents and the level of difficulty of the same scale, based on the data in table 1 will produce a map of the following: 94 figure 1. wright map of distribution of ability and difficulty of problems data on the distribution of student logit (person) or item logit can be described by a normal curve. it is the distance between the average in the middle (mean) and one standard deviation (grade 1) is 34% the amount of data so that if the average value. + grade 1 and -grade 1 which means there is a distribution of 68% of the data in it. if + grade 2 and – grade 1, then the distribution of the data in it is 95%. if the logit value is found outside of the distance + grade 2and – grade 1, this condition can be called an outlier. a. distribution of student ability analysis above contains of the abilities of students who are on the wright map on the left has a scale with the same distance (equal interval) which means that a position at +3.0 logit can be compared to an ability of about 0.0 logit. students who are at +3.0 are three times that of students who are in a position of ability around 0.0 logit. based on the students who have high ability, almost all the questions can be answered correctly, because the ability with logit + 2,24 including high-ability students that show the image on top of obtained information that the students with high capability are found in these numbers 4, 7, 21, 25, 26, 31, 38, 39 43, 47, 49 and 51 with logit (2,24). low ability respondent is found in student number 1 with logit (-4,16). b. distribution of item difficulty level (item) then from the wright map on the right above, it can also explain the distribution of the logit value of the item with the highest level of difficulty, which means that the probability of all students doing this problem correctly is very small, while the other lowest logit problem in this case illustrates that almost all students can work on this question correctly. highest logit indicates the high level of difficulty. this is corresponded with the total score is declared how the number of correct answers. each question that is given will be analysed and divided into questions which are relatively difficult and which are easily done by students. modeling rasch with program 95 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 ministep can perform the analysis as quickly and accurately as a good measurement information, because it can specify each item about by logit item measurement. based respondents 1-58 about 1 up to 30 above obtained information that the point about the difficulty is the question number 26 (s26) with a value logit 2.08. while the matter of the most easily is the matter of number 3 (s3) with a value logit -1.84 which can in see figure 2 and table 1. the average logit value of the item is always set in 0.0 logit which indicates the initial reference point of the scale; average logit person found to be 0.40 logit shows in over 0.0 logit. the case shows the achievements of students in the upper grades the average level of difficulty standard matter compared with the value of the average are located in under 0.0 logit shows the achievement of students are in the carry value of the average level of difficulty. figure 2. wright map of distribution of ability and difficulty of problems map grains provide information about the level of difficulty grains (in scale logit) for each question. logit value inherent in each item about an information that is valuable in the preparation of the bank problem, it is very useful for teachers preparing a new test, because tests are either contains the level of difficulty about that diverse. map of person grain that is produced can be based on the type of sex or type of matter that is used by taxonomy bloom as follows: condition map shows there is a level interval of difficulty grains can be in to be a level of difficulty item that is the level of cognitive memory, comprehension and application. this information serves to create a question bank in the national final exam based on its content. likewise, the distribution of student abilities can be detected on gender, school, or area of origin. 96 table 1 level of difficulty grain problem (item measures) c. level of compliance item problem (item fit) the level of difficulty level of each item can be observed by looking at the quality of the item’s suitability with the model or item fit, explaining whether the item can be used to measure or not. if the questions do not fit the data, this is an indicator that students have misconceptions about the items that function to improve the quality of teaching, so that misconceptions can be avoided during the learning process. table 1 shows that from the main menu the output table shows sequentially the items that have unfit criteria. based on the table above shows information that does not exist grain matter which does not meet all three requirements fit (oufit mnsq, outfit zstd and pt mean corr) so that the point about including fit or appropriate. according to boone et al. (2014) the criteria used to check the suitability of items that do not fit (outliers or misfits) are: 1. the outfit mean square (mnsq) value received is 0.5 < mnsq < 1.5 2. accepted z-standard outfit value (zstd): -2.0 < zstd < + 2.0 3. point measure correlation (pt mean corr) value: 0.4 < pt measure corr < 0.85 it should be noted that the zstd value is greatly affected by the sample size, if the sample size is very large (n > 500), then the zstd is always above 3 so that some experts do not recommend not using zstd. in the table above, it can be seen that the topmost item, namely s1 shows a fit value, that is, it meets the requirements for the mnsq outfit (1.36) and the point measure correlation (0.52), while the zstd outfit value is still within the allowed limits, therefore s1 questions are maintained and do not need to be changed or replaced, as well as other questions all meet the three conditions mentioned above so that all items are fit or appropriate and are recommended to be maintained or do not need to be changed, this is in accordance with the results of validation by teachers who are members of west and south palu cluster. 97 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 school name place (district) sd inpres palupi south palu sd inpres 4 birobuli east palu sd inpres i lolu east palu sd inpres bumi bahari west palu 2. instrument development goals basically, the focus of this research is the target students and teachers in implementing the 2013 curriculum, both in the validation process and carried out in schools so that there is continuity by involving the principal, students as a means of controlling the extent to which students’ abilities change or the expected goals of the 2013 curriculum. furthermore, the interested parties are the community, especially parents of students who have experienced directly in accompanying their children so that parental involvement can provide very important information in the development of the 2013 curriculum. to the effectiveness of coaching curriculum in 2013 sustainably, then the necessary mentoring elementary school teachers to work with a groups of working teachers (kkg) that there is any subdistrict or equivalent cluster schools with the terms of the school 's core as the centre of activities of teachers to discuss all issues relating to the improvement of the quality of learning process to teach and systems assessment moreover, it is necessary to consider the 2013 curriculum development pattern as follows: a. following the school/cluster-based modified-lesson study system. b. doing revision and improvement of validation instrument carried out by researchers and teachers. c. evaluating and monitoring of every step or stage are given. data assessment of authenticity can be analysed by qualitative and quantitative methods. qualitative analysis of assessment authentic in the form of narrative or description on the achievements of the results of study participants learners. for example, about the advantages and weaknesses, motivation, courage argued, and so on. quantitative analysis of the data assessment authentically applies a rubric score or analysis about the selection of multiple (dichotomy data) which is derived from the right answers and one that is encoded into a number 1 or 0 which is derived from about multiple choices with a selection of answers to four to five answers that truth is only one. device software that is used (software) is ministep for modeling rasch with system microsoft windows. 3. wright map analysis (person-item map) this analysis will produce a picture of the distribution of the ability of the students / respondents and the level of difficulty of the same scale, based on the data in table 1 will produce a map of the following: 98 figure 1. wright map of distribution of ability and difficulty of problems data on the distribution of student logit (person) or item logit can be described by a normal curve. it is the distance between the average in the middle (mean) and one standard deviation (grade 1) is 34% the amount of data so that if the average value. + grade 1 and -grade 1 which means there is a distribution of 68% of the data in it. if + grade 2 and – grade 1, then the distribution of the data in it is 95%. if the logit value is found outside of the distance + grade 2and – grade 1, this condition can be called an outlier. a. distribution of student ability analysis above contains of the abilities of students who are on the wright map on the left has a scale with the same distance (equal interval) which means that a position at +3.0 logit can be compared to an ability of about 0.0 logit. students who are at +3.0 are three times that of students who are in a position of ability around 0.0 logit. based on the students who have high ability, almost all the questions can be answered correctly, because the ability with logit + 2,24 including high-ability students that show the image on top of obtained information that the students with high capability are found in these numbers 4, 7, 21, 25, 26, 31, 38, 39 43, 47, 49 and 51 with logit (2,24). low ability respondent is found in student number 1 with logit (4,16). b. distribution of item difficulty level (item) then from the wright map on the right above, it can also explain the distribution of the logit value of the item with the highest level of difficulty, which means that the probability of all students doing this problem correctly is very small, while the other lowest logit problem in this case illustrates that almost all students can work on this question correctly. highest logit indicates the high level of difficulty. this is corresponded with the total score is declared how the number of correct answers. each question that is given will be analysed and divided into questions which are relatively difficult and which are easily done by students. modeling rasch with program ministep can perform the 99 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 analysis as quickly and accurately as a good measurement information, because it can specify each item about by logit item measurement. based respondents 1-58 about 1 up to 30 above obtained information that the point about the difficulty is the question number 26 (s26) with a value logit 2.08. while the matter of the most easily is the matter of number 3 (s3) with a value logit -1.84 which can in see figure 2 and table 1. the average logit value of the item is always set in 0.0 logit which indicates the initial reference point of the scale; average logit person found to be 0.40 logit shows in over 0.0 logit. the case shows the achievements of students in the upper grades the average level of difficulty standard matter compared with the value of the average are located in under 0.0 logit shows the achievement of students are in the carry value of the average level of difficulty. figure 2. wright map of distribution of ability and difficulty of problems map grains provide information about the level of difficulty grains (in scale logit) for each question. logit value inherent in each item about an information that is valuable in the preparation of the bank problem, it is very useful for teachers preparing a new test, because tests are either contains the level of difficulty about that diverse. map of person grain that is produced can be based on the type of sex or type of matter that is used by taxonomy bloom as follows: condition map shows there is a level interval of difficulty grains can be in to be a level of difficulty item that is the level of cognitive memory, comprehension and application. this information serves to crea te a question bank in the national final exam based on its content. likewise, the distribution of student abilities can be detected on gender, school, or area of origin. table 1 level of difficulty grain problem (item measures) 100 c. level of compliance item problem (item fit) the level of difficulty level of each item can be observed by looking at the quality of the item’s suitability with the model or item fit, explaining whether the item can be used to measure or not. if the questions do not fit the data, this is an indicator that students have misconceptions about the items that function to improve the quality of teaching, so that misconceptions can be avoided during the learning process. table 1 shows that from the main menu the output table shows sequentially the items that have unfit criteria. based on the table above shows information that does not exist grain matter which does not meet all three requirements fit (oufit mnsq, outfit zstd and pt mean corr) so that the point about including fit or appropriate. according to boone et al. (2014) the criteria used to check the suitability of items that do not fit (outliers or misfits) are: 1. the outfit mean square (mnsq) value received is 0.5 < mnsq < 1.5 2. accepted z-standard outfit value (zstd): -2.0 < zstd < + 2.0 3. point measure correlation (pt mean corr) value: 0.4 < pt measure corr < 0.85 it should be noted that the zstd value is greatly affected by the sample size, if the sample size is very large (n > 500), then the zstd is always above 3 so that some experts do not recommend not using zstd. in the table above, it can be seen that the topmost item, namely s1 shows a fit value, that is, it meets the requirements for the mnsq outfit (1.36) and the point measure correlation (0.52), while the zstd outfit value is still within the allowed limits, therefore s1 questions are maintained and do not need to be changed or replaced, as well as other questions all meet the three conditions mentioned above so that all items are fit or appropriate and are recommended to be maintained or do not need to be changed, this is in accordance with the results of validation by teachers who are members of west and south palu cluster. conclusion 1. based on the results of the test respondents (elementary school students in palu) obtained information that the point about the difficulty is the question number 26 (s26) with a value logit 2.08. while the matter of the most easily is the matter of number 3 (s3) with a value logit -1.84. 101 |jisae (journal of indonesian student assessment and evaluation)|volume 7 number 2 2. the output table is obtained information that does not exist grain matter which does not meet all three requirements fit (oufit mnsq, outfit zstd and pt mean corr) so that the point about including fit or appropriate. 3. respondents 1-58 questions 1-15. the output map wright or images obtained information that the students with high capability are number 4,7, 21, 26, 31, 38, 39, 49 and 51 with a logit (2,24). low ability student is in number 1 with logit (-4,16). 4. respondents 59-116 about 115, obtained information that the students with high capability are number 1, 2, 4, 6, 13, 17, 20, 23, 26, 29, 33, 39, 49 and 52 with a logit 4,40). student with low ability is number 14 with logit (-0.86). suggestions 1. item analysis is very important to do in working on exam questions, namely the analysis of student abilities which helps teachers a lot to be more effective in helping the learning process. 2. high ability levels have a different response rate pattern with low ability levels. students can be identified who play guessing or cheat 3. item analysis can detect questions that are difficult and easy to work with, so that the questions provide a consistent pattern of responses and bias occurs, such as difficult questions that can be solved with low ability and vice versa. 4. the function of information measurement can connect the test and individual who tested. it can identify the students with high and low capability. reference demonbrun, m., finelli, c. j., prince, m., borrego, m., shekhar, p., henderson, c., & waters, c. (2017). creating an instrument to measure student response to instructional practices. journal of engineering education, 106(2), 273–298. https://doi.org/10.1002/jee.20162 diena san, r. m. i. (2019). volume 02 nomor 01, januari 2019. 11–16. erling b. andersen. (1982). psychometrika: georg rasch (1901–1980). hairon, s., chua, c. s. k., & neo, w. l. (2018). school-based curriculum development in singapore: a case study of a primary school. asia pacific journal of education, 38(4), 518–532. https://doi.org/10.1080/02188791.2018.1530192 ikhsan, k. n., & hadi, s. (2018). implementasi dan pengembangan kurikulum 2013. in jurnal edukasi (ekonomi, pendidikan dan akuntansi) (vol. 6, issue 1, p. 193). https://doi.org/10.25157/je.v6i1.1682 kearney, m. h. (2016). under-appreciated steps in instrument development, part i: starting with validity. research in nursing and health, 39(2), 81–83. https://doi.org/10.1002/nur.21713 matlakala, m. c., & maritz, j. e. (2019). curriculum development at institutional level: reflections and lessons learnt. africa journal of nursing and midwifery, 21(2). https://doi.org/10.25159/2520-5293/4781 muñiz, j., & fonseca-pedrero, e. (2019). ten steps for test development. psicothema, 31(1), 7–16. https://doi.org/10.7334/psicothema2018.291 oktaviani, n. m., & wulandari, i. (2019). implementasi standar proses dalam kurikulum 2013 di sekolah dasar. primary: jurnal pendidikan guru sekolah dasar, 8(2), 180–187. https://doi.org/10.33578/jpfkip.v8i2.7960 priestley, m., minty, s., & eager, m. (2014). school-based curriculum development in scotland: curriculum policy and enactment mark priestley, sarah minty and michelle eager school of education, university of stirling. 1–19. 102 purwadhi. (2019). pengembangan kurikulum dalam pembelajaran abad xxi. mimbar pendidikan, 4(2), 103–112. https://doi.org/10.17509/mimbardik.v4i2.22201 rusman. (2018). implementasi kurikulum 2013 di sekolah dasar studi tentang best practice yang dilakukan guru sekolah dasar dalam perencanaan, pelaksanaan, dan penilaian kurikulum 2013. al-bidayah: jurnal pendidikan dasar islam, 10. tronsmo, e. (2019). investigating teachers’ work with multiple knowledge resources in local curriculum development. pedagogy, culture and society, 27(4), 555– 574. https://doi.org/10.1080/14681366.2018.1539025 ulfah, m., & felicia, l. (2019). pengembangan pembelajaran matematika dalam national council of teachers of mathematics (nctm) pada anak. equalita: jurnal studi gender dan anak, 1(2), 127. https://doi.org/10.24235/equalita.v1i2.5642 van de grift, w. j. c. m., houtveen, t. a. m., van den hurk, h. t. g., & terpstra, o. (2019). measuring teaching skills in elementary education using the rasch model. school effectiveness and school improvement, 30(4), 455–486. https://doi.org/10.1080/09243453.2019.1577743 wahyudi, w., & chamdani, m. (2017). implementasi kurikulum 2013 di sekolah dasar masalah dan solusinya (studi kasus di kabupaten kebumen). dwija cendekia: jurnal riset pedagogik, 1(1), 92–108. https://doi.org/10.20961/jdc.v1i1.14492 wahyuni, r., & berliani, t. (2019). problematika implementasi kurikulum 2013 di sekolah dasar. jurnal manajemen dan supervisi pendidikan, 3(2), 63–68. https://doi.org/10.17977/um025v3i22019p063 winarti dwi febriani., geri syahril sidik., dan r. f. z. (2013). analisis pengelolaan evaluasi pembelajaran kurikulum 2013 di sekolah dasar. jurnal tunas bangsa, 7(1), 60–72. yani achdiani, d., & rusliyani, a. (2017). pengetahuan keterampilan dasar mengajar dalam menyiapkan guru sekolah menengah kejuruan. teknobuga, 5(2), 34– 43. https://doi.org/10.1529/jtbb.v5i2.15368 yuen, s., boulton, h., & byrom, t. (2018). school-based curriculum development as reflective practice: a case study in hong kong. curriculum perspectives, 38(1), 15–25. https://doi.org/10.1007/s41297-017-0032-8 yuyun dwi haryanti, d., & dudu suhandi saputra. (2019). instrumen penilaian berpikir kreatif pada pendidikan abad 21. jurnal cakrawala pendas, 5(2), 58– 64. https://doi.org/10.31949/jcp.v5i2.1350 35 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 8 no 1 (2022) website : http://journal.unj.ac.id/unj/index.php/jisae program for international student assessment (pisa) analysis of asian countries using k-mean clustering algorithms dinar pratama1, institut agama islam negeri syaikh abdurrahman siddik bangka belitung, indonesia ihda husnayaini2 institut agama islam negeri syaikh abdurrahman siddik bangka belitung, indonesia abstract the organization for economic co-operation and development (oecd) report shows that there are still some asian countries at the lowest level in terms of achieving the program for international student assessment (pisa), such as the philippines, lebanon, indonesia, kazakhstan, azerbaijan, and saudi arabia. based on these problems, it is necessary to group countries in asia based on pisa indicators so that the characteristics of each country can be known through the k-mean clustering algorithm method. the data in this study are secondary data from the 2018 pisa results, which include variables in reading, mathematics, and science. the sample in this study were asian countries that participated in pisa in 2018, totaling 17 countries. based on the clustering results, three clusters are 3 clusters formed: cluster 1 is china and singapore, which are countries with pisa capabilities above average. cluster 2 consists of malaysia, brunei darussalam, qatar, saudi arabia, thailand, azerbaijan, kazakhstan, indonesia, lebanon, and the philippines with below-average pisa acquisition. whereas cluster 3 consists of countries with medium capabilities in pisa acquisition, such as macau, hong kong, korea, japan, and chinataipei. keywords: clustering analysis, program for international student assessment. address for correspondence: 1dinarpratama24@gmail.com introduction quality human resources are one of the determining factors in the quality of a country's education. some developing country experiences show that human resources prioritize the availability of natural resources (tjalla, 2010). even if there is a country with abundant natural resource availability, it should be able to have an impact on human resources. in this context, some countries in asia that have abundant natural resource reserves do not impact increasing human resources. countries that do not have natural resources, such as china, singapore, korea, and taiwan, have far better human resources (sholikin, 2019). one indicator measuring a country's education quality is the program for international student assessment (pisa). pisa is a collaborative program between countries that are members of the organization for economic co-operation and development (oecd), which is carried out three times a year to assess the reading, math, and science skills of 15-year-old students. (organisation for economic co-operation and development, 2003). pisa assessment not only measures theoretical abilities but rather the ability to solve problems in everyday life. pisa questions emphasize higher-order thinking skills. this ability domain requires students to master concepts that can be implemented to solve problems (ernawati et al., 2019). in addition, the results of pisa have been widely used by several http://journal.unj.ac.id/unj/index.php/jisae mailto:1dinarpratama24@gmail.com 36 developed countries in formulating essential policies to improve the quality of their education (schleicher, 2019). if you look at the results of the pisa, the achievement of the asian trading countries is quite reasonable compared to countries in europe and america. pisa 2018 results reported by the oecd(oecd, 2020b) show china, singapore, macao, hong kong, korea, and japan ranked at the top for the achievement of reading, math, and science skills. even these countries are pretty stable in achieving pisa 3 times. however, the success of these countries has not yet been followed by other asian countries. of course, several factors can influence this, such as the high and low values of a country's gross domestic product (gdp). studies (barclay et al., 2017) prove that gdp contributed to improving education in china. in addition, the human development index (hdi) can also affect the improvement of the quality of education and human resources of a country. (alitasari, 2014) based on oecd data (schleicher, 2019), some countries are still at the lowest level regarding pisa achievements, such as the philippines, lebanon, indonesia, kazakhstan, azerbaijan, and saudi arabia. efforts to increase pisa achievement are undoubtedly essential to be done so that they can continue to compete with other asian countries. in this case, each country certainly has a different policy to increase these achievements. it is not enough to formulate policies related to pisa results by looking at the average acquisition of pisa scores in each area of ability. however, there is a need for further analysis by knowing the characteristics of each country through the k-mean clustering algorithm or cluster analysis. cluster analysis is a method of grouping objects into groups called clusters. data or objects with similar characteristics will be grouped in one cluster with specific characteristics (bansal et al., 2017). in this case, the grouping is done on objects or countries in the asian region based on the acquisition of pisa scores in each area of ability. in addition, this cluster analysis will also consider the country's gdp and hdi factors. this method will be known how many clusters are formed and what characteristics appear in each of these clusters. cluster analysis via the k-mean algorithm method is relatively easy to apply because it does not have a complicated equation like any other statistical method (jamesmanoharan et al., 2014). the k-mean algorithm in its analysis consists of two separate phases: first, choose the cluster center randomly by selecting the number of clusters at the beginning. second, determine each data object to the nearest cluster center (na et al., 2010). the clustering process begins by identifying the data clustered through the following steps: first, randomly determining the cluster's center. second, choose the data object to the nearest cluster center. third, update the cluster center. fourth, after placement for all objects, recalculate the cluster center position (k-centroid) (shankar et al., 2016). next, repeat the second and fourth stages until no more data is switched to another cluster (nugraha & hairani, 2018). the k-mean formula can be written as follows (shankar et al., 2016), =.∑ ∑ 𝑒𝐾𝑚𝑡𝑚=1 (𝐶𝑚 − 𝑘 𝑚=1 𝑡𝑚𝑡) 2 𝑆(𝑥) {𝑏(𝑥)−𝑎(𝑥)} max⁡{𝑎(𝑥),𝑏(𝑥)} studies on cluster analysis have been carried out because this method is indeed quite easily applied in various scientific fields. cluster analysis applied to the statistical field is carried out by (kalra et al., 2018) to group heterogeneous data types. this research proves that cluster analysis is not only done on homogeneous data types. the results of other studies in business (ahmed et al., 2019) show that k-mean algorithm cluster analysis can be done with multidimensional data applied to game sales. the application of other cluster analyzes can also be found in various scientific fields such as geology to classify types of groundwater (javadi et al., 2017) and information technology (raval & jani, 2016). the application of cluster analysis in education itself is carried out by (singh et al., 2016) to group elementary school students' abilities by place of residence. in terms of grouping students 'abilities, cluster analysis can be done to group students' cognitive abilities (chiu et al., 2009). research (mansur & yusof, 2018) also applies cluster analysis to classify student behavior. in indonesia, the application of cluster analysis, especially in education, is carried out 37 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 (lase & panggabean, 2019) in terms of choosing majors for vocational students. to find out student learning styles can also be done through cluster analysis as research conducted (palupi et al., n.d.) the results showed that student learning styles can be grouped into four categories: audio-visual, visual-audio, visual, and kinesthetic audio. so far, based on literature studies, no studies have been found relating to the application of cluster analysis to analyze the ability of students in pisa, especially in asian countries. this study is essential because, based on the previous description, pisa scores of students in asian countries are, on average, relatively low. cluster analysis in this study will focus on applying the k-mean algorithm cluster analysis to determine the characteristics of countries in the asian region based on mastery of reading, mathematics, and science skills. method this research is quantitative. this study aims to explain the phenomenon through data collection in the form of numbers that are analyzed using statistical methods (sukamolson, 2007). the statistical method used in this study is multivariate analysis. the use of multivariate analysis is used to estimate enormous numbers of variables and samples. one classified as multivariate analysis is the cluster analysis-mean algorithm (alvin, 2002). the data in this study are secondary data from the 2018 pisa results, which include variables in reading, mathematics, and science (oecd, 2020a). the sampling technique is done intentionally (purposive sampling) based on the objectives and research needs (guarte & barrios, 2006). the sample in this study were asian countries that participated in pisa in 2018, totaling 17 countries. data analysis techniques using cluster analysis-mean algorithm with the help of spss software. the data structure in this study can be seen in the table below. table 1. research data structure no country variable reading (x1) mathematics (x2) science (x3) 1 china 555 591 590 2 singapore 549 569 551 3 macau 525 558 544 4 hongkong 524 551 517 5 korea 514 526 519 6 japan 504 527 529 7 china-taipei 503 531 516 8 malaysia 415 440 438 9 brunei darusalam 408 430 431 10 qatar 407 414 419 11 saudi arabia 399 373 386 12 thailand 393 419 426 13 azerbaijan 389 420 398 14 kazakhstan 387 423 397 15 indonesia 371 379 396 16 lebanon 353 393 384 17 philippines 340 353 357 source: oecd data, 2020 38 results and discussion in cluster analysis, the first step that needs to be done is to transform the variable to the z-score (standard value). the transformed data is based on descriptive analysis, as shown in the following table. table 2. descriptive statistics n min max mean std. deviation reading ability 17 340 555 443.29 73,787 mathematical ability 17 353 591 464.53 78.501 science ability 17 357 590 458.71 72,787 valid n (listwise) 17 based on the variable data in table 2, using spss software, the following data transformation results are obtained. table 3. data transform no country variable z-reading (x1) z-mathematics (x2) z science (x3) 1 china 1.51390 1.61107 1,80380 2 singapore 1.43258 1.33082 1,26799 3 macao 1.10732 1.19069 1.17182 4 hongkong 1.09377 1.10152 0880088 5 korea 0.95824 0.78305 0.82836 6 japan 0.82272 0.79579 0.96574 7 china-taipei 0.80916 0.84674 0.78714 8 malaysia -0.38345 -0.31247 -0.28447 9 brunei darusalam -0.47832 -0.43986 -0.38064 10 qatar -0.49187 -0.64367 -0.54550 11 saudi arabia -0,60029 -1.16596 -0.99888 12 thailand -0.68161 -0.57998 -0.44933 13 azerbaijan -0.73582 -0,56724 -0.83401 14 kazakhstan -0.76293 -0.52903 -0.84775 15 indonesia -0.97977 -1.08953 -0.86149 16 lebanon -1.22371 -0.91119 -1,02636 17 philippines -1.39990 -1.42074 -1.39730 after the variable data has been transformed, as shown in table 3 above, cluster analysis is performed. as stipulated in the cluster analysis of the k-mean method, the cluster formation was determined in advance. in this case, the cluster is determined by 3 clusters. the first cluster analysis output using spss software is the initial cluster table below. table 4. initial cluster centers cluster 1 2 3 zscore: reading ability 1.51390 -1.39990 .80917 zscore: mathematical ability 1.61107 -1.42074 .84675 zscore: science ability 1.80381 -1.39731 .78715 39 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 in the initial cluster table above, it can be seen that 4 clusters have been formed. then, proceed with iteration to test and relocate each cluster (rivani, 2010) as stated in the following table. table 5. iteration history iteration change in cluster centers 1 2 3 1 .305 1,106 .217 2 .000 .000 .000 the minimum distance between initial centers is 1,454. from the iteration results in table 5, it can be seen that the iteration process is carried out two times. iteration is done to get the right cluster. the minimum distance between cluster centers after iteration is 1,454. the final cluster analysis results after iteration are explained in the final cluster centers table below. table 6. final cluster centers cluster 1 2 3 zscore: reading ability 1.47325 -.77377 .95825 zscore: mathematical ability 1.47095 -.76597 .94356 zscore: science ability 1.53590 -.76258 .91079 noting the final cluster centers table above basically still refers to the transformation process of the previous z-score data. values on positive clusters (+) indicate that the data is above the total average. at the same time, the cluster values that are negative (-) indicate that the data is below the total average. to determine how much the average variable in each cluster can be calculated using the formula x = µ + z .𝜎. calculating the average variable can be seen in the following table. table 7. variable averages cluster 1 2 3 zscore: reading ability 552.0 -353.3 213.4 zscore: mathematical ability 580.0 -365.8 234.9 zscore: science ability 570.5 -362.3 240.6 table 7 above shows that states in cluster 1 are superior in mastering mathematical abilities. in cluster 2, most of them excel at mastering mathematical abilities. whereas in cluster 3, most of them excel at mastering scientific ability. furthermore, to determine whether the three clusters have significant differences, it is necessary to test, which can be identified through the anova table below. 40 table 8. test the significance of cluster differences cluster error f sig. mean square df mean square df zscore: reading ability 7,460 2 .077 14 96,641 .000 zscore: mathematical ability 7,323 2 .977 14 75,721 .000 zscore: science ability 7,340 2 .94 14 77,912 .000 significance test results for differences between clusters based on table 8 variables of reading, mathematics, and science showed a significance value smaller (<) than 0.05. the greater the value of f, the more significant the difference between clusters on each ability variable. then, there are significant differences between clusters 1, 2, and 3 relating to the variable ability to read, mathematics, and science. based on the information in table 8, it can be seen that the most considerable f value on the reading ability variable is 96,641. this shows that students' reading ability in countries in cluster 1 is very different from students in countries in cluster 2. the ability to read students in countries in cluster 1 is also very different compared to students in countries in cluster 1 3, and the reading ability of students in countries in cluster 2 is very different compared to students in countries in the cluster. to find out which countries are grouped in each cluster can be seen in the following table. table 9. number of cases in each cluster cluster 1 2 3 china singapore malaysia brunei darussalam qatar saudi arabia thailand azerbaijan kazakhstan indonesia lebanon philippines macao hongkong korea japan china-taipei based on the results of data analysis using cluster analysis, it can be seen that the cluster formed consists of 3 clusters. as table 6, cluster 1 is a cluster consisting of countries in asia (china and singapore) with the highest pisa score or 11.8 percent. cluster 2 consists of countries in asia (macau, hong kong, korea, japan, china-taipei) with a medium pisa score of 29.4 percent. in cluster 3, those were the countries with the lowest pisa scores, such as malaysia, brunei darussalam, qatar, saudi arabia, thailand, azerbaijan, kazakhstan, indonesia, lebanon, the philippines or 58.8 percent. the inclusion of china and singapore in the group with the highest pisa achievement did occur in 2018. however, the results of pisa 2012 china were ranked top for the achievement of mathematical ability with an average score of 613. singapore also filled the second rank with an average score of 573. the acquisition of the scores of these two countries 41 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 also exceeded the average of the oecd countries (oecd, 2013). in 2015, china and singapore also dominated the pisa score. this year, the two countries received the highest reading ability scores. even singapore's score of 535 exceeded the average score of oecd 493 countries, followed by china, canada, and finland (oecd, 2016). singapore also achieved the score of science ability with 556, followed by japan 538 and china 532. many things certainly influence singapore and hong kong's achievements in international competition. research conducted by robinson (2008) in harris et al. (2014) proves that school leadership significantly impacts academic ability. this aspect of school leadership is at least an essential aspect of the education system in singapore. for example, teachers in singapore who have leadership potential are detected from the beginning and continue to be maintained by their leadership potential by occupying certain positions such as school principals. even teachers who have leadership talent undergo training in the national institute of education (nie) in singapore for six months (harris et al., 2014). in addition, china started in 2009, becoming a global concern. his participation in pisa 2009 amazed the world, as sellar & lingard (2013) termed it "pisa-shock". even at that time, china was also used as an essential reference in several asian countries and the world. the achievement of pisa in countries in our cluster 3 are countries with a middle category or slightly lower than cluster 1. in pisa 2018, macau, hong kong, korea, japan, and china-taipei, are still in the level 3 category or above the average oecd country (schleicher, 2019). this shows that countries in cluster 3 have many of the same characteristics. the achievement of pisa scores in the last three times also showed satisfying results. pisa 2012 data shows that macau, hong kong, korea, japan, and china-taipei also score math abilities above the oecd country average (oecd, 2013). another optimal factor achievement of pisa, especially in countries in east asia contained in clusters 1 and 3, is parents' attitudes and beliefs in their children (jerrim, 2015). if you look at countries in east asia, indeed, most people obey the preservation of local traditions to shape the mentality of their generation. in this case, the mental reinforcement is carried out by parents at home, which has a positive impact on the development of their children's achievements. the human development index of countries belonging to clusters 1 and 3 is also relatively high. based on data from the united nations development program (undp), hong kong-china (sar) ranks 6th with an index of 0.939. singapore ranked 9 th with an index of 0.935, japan ranked 19 th with an index of 0.915, and korea ranked 22 nd with 0.906 (pedro conceição, 2019). in addition, the countries in clusters 1 and 3 also have an average gross domestic product (gdp) high (the world bank, 2019). this shows that gdp contributes to the human development index. the high human development index also impacts increasing human resources, which contributes to the achievement of the country's pisa. in contrast, countries in cluster 2 generally have low human development indexes and gdp. in addition to these factors, the still low achievement of pisa 2018 in countries in cluster 2 can be seen from the low reading ability, as shown in table 7. in table 7, it is known that reading ability is the lowest ability in cluster 2. this is consistent with the study conducted (akbasli et al., 2016) that reading ability is correlated with math and science skills. a study conducted (by imam, 2016) also proved that reading, especially in terms of discovering the main ideas and drawing conclusions, contributes to the improvement of mathematical and scientific abilities. especially for science, studies jufrida et al. (2019) prove that students' level of science literacy affects science achievement. 42 conclusion the cluster analysis results on the field of pisa capability based on countries in asia consist of 3 clusters. cluster 1 consists of china and singapore, countries with above-average pisa capabilities. these two countries generally excel in mastering mathematics. cluster 2 consists of malaysia, brunei darussalam, qatar, saudi arabia, thailand, azerbaijan, kazakhstan, indonesia, lebanon, and the philippines, with the acquisition of pisa below the average of other countries in clusters 1 and 3. the most capable area low on cluster 2 is reading ability. whereas cluster 3 is a cluster consisting of countries with medium ability to obtain pisa. countries in cluster 3 such as macau, hong kong, korea, japan, and china-taipei are superior in science capabilities. references ahmed, s. r. a., al barazanchi, i., jaaz, z. a., & abdulshaheed, h. r. (2019). clustering algorithms subjected to k-mean and gaussian mixture model on multidimensional data set. periodicals of engineering and natural sciences, 7(2), 448–457. http://dx.doi.org/10.21533/pen.v7i2.484 akbasli, s., sahin, m., & yaykiran, z. (2016). the effect of reading comprehension on the performance in science and mathematics. journal of education and practice, 7(16), 108–121. https://eric.ed.gov/?id=ej1108657 alitasari, n. (2014). analisis faktor-faktor yang mempengaruhi kualitas sumber daya manusia di jawa timur. http://repository.unej.ac.id/handle/123456789/59473 alvin, c. r. (2002). method of multivariate analysis (second edi). john wiley&sons, inc. bansal, a., sharma, m., & goel, s. (2017). improved k-mean clustering algorithm for prediction analysis using classification technique in data mining. international journal of computer applications, 157(6), 975–8887. barclay, r. t., weinandt, m., & barclay, a. c. (2017). the economic impact of study abroad on chinese students and china’s gross domestic product. journal of applied business and economics, 19(4). http://www.na-businesspress.com/jabe/barclay_abstract.html chiu, c.-y., douglas, j. a., & li, x. (2009). cluster analysis for cognitive diagnosis: theory and applications. psychometrika, 74(4), 633. https://doi.org/10.1007/s11336-009-9125-0 ernawati, m., muhammad, d., asrial, a., & muhaimin, m. (2019). identifying creative thinking skills in subject matter bio-chemistry. international journal of evaluation and research in education, 8(4), 581–589. https://eric.ed.gov/?id=ej1238241 guarte, j. m., & barrios, e. b. (2006). estimation under purposive sampling. communications in statistics-simulation and computation, 35(2), 277–284. https://doi.org/10.1080/03610910600591610 harris, a., jones, m. s., adams, d., perera, c. j., & sharma, s. (2014). high-performing education systems in asia: leadership art meets implementation science. the asiapacific education researcher, 23(4), 861–869. https://doi.org/10.1007/s40299-0140209-y imam, o. a. (2016). effects of reading skills on students’ performance in science and mathematics in public and private secondary schools. journal of education and learning, 10(2), 177–186. jamesmanoharan, j., ganesh, s. h., felciah, m. l. p., & shafreenbanu, a. k. (2014). discovering students’ academic performance based on gpa using k-means clustering algorithm. 2014 world congress on computing and communication technologies, 200–202. doi: 10.1109/wccct.2014.75 javadi, s., hashemy, s. m., mohammadi, k., howard, k. w. f., & neshat, a. (2017). 43 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 classification of aquifer vulnerability using k-means cluster analysis. journal of hydrology, 549, 27–37. https://doi.org/10.1016/j.jhydrol.2017.03.060 jerrim, j. (2015). why do east asian children perform so well in pisa? an investigation of western-born children of east asian descent. oxford review of education, 41(3), 310–333. https://doi.org/10.1080/03054985.2015.1028525 jufrida, j., basuki, f. r., kurniawan, w., pangestu, m. d., & fitaloka, o. (2019). scientific literacy and science learning achievement at junior high school. international journal of evaluation and research in education, 8(4), 630–636. https://eric.ed.gov/?id=ej1238303 kalra, m., lal, n., & qamar, s. (2018). k-mean clustering algorithm approach for data mining of heterogeneous data. in information and communication technology for sustainable development (pp. 61–70). springer. https://doi.org/10.1007/978-981-10-3920-1_7 lase, y., & panggabean, e. (2019). implementasi metode k-means clustering dalam sistem pemilihan jurusan di smk swasta harapan baru. jurnal teknologi dan ilmu komputer prima (jutikomp), 2(2), 43–47. https://doi.org/10.34012/jutikomp.v2i2.723 mansur, a. b. f., & yusof, n. (2018). the latent of student learning analytic with k-mean clustering for student behaviour classification. journal of information systems engineering and business intelligence, 4(2), 156–161. http://dx.doi.org/10.20473/jisebi.4.2.156-161 na, s., xumin, l., & yong, g. (2010). research on k-means clustering algorithm: an improved k-means clustering algorithm. 2010 third international symposium on intelligent information technology and security informatics, 63–67. doi: 10.1109/iitsi.2010.74 nugraha, g. s., & hairani, h. (2018). aplikasi pemetaan kualitas pendidikan di indonesia menggunakan metode k-means. matrik: jurnal manajemen, teknik informatika dan rekayasa komputer, 17(2), 13–23. https://doi.org/10.30812/matrik.v17i2.84 oecd. (2013). “executive summary”, in pisa 2012 results: ready to learn (volume iii): students’ engagement, drive and self-beliefs. https://doi.org/https://doi.org/10.1787/9789264201170-2-en oecd. (2016). pisa 2015 results (volume i): excellence and equity in education, pisa. https://doi.org/nce and equity in education, pisa, oecd publishing, paris. http://dx.doi.org/10.1787/9789264266490-en oecd. (2020a). pisa. oecd. https://www.oecd.org/ oecd. (2020b). reading performance pisa indicator. https://doi.org/oecd (2020), reading performance (pisa) (indicator). doi: 10.1787/79913c69-en (accessed on 28 april 2020) organisation for economic co-operation and development. (2003). literacy skills for the world of tomorrow: further results from pisa 2000. https://www.oecd.org/ palupi, s., andrea, r., & qomariah, s. (n.d.). cluster analysis for learning style of vocational high school student using k-means and fuzzy c-means (fcm)-analisis clustergaya belajar siswa sekolah menegah kejuruan dengan pendekatan metode k-means dan fuzzy c-means (fcm). jurnal penelitian komunikasi dan opini publik, 21(2). pedro conceição, et all. (2019). beyond income, beyond averages, beyond today: inequalities in human development in the 21st century. raval, u. r., & jani, c. (2016). implementing & improvisation of k-means clustering algorithm. international journal of computer science and mobile computing, 5(5), 191–203. rivani, e. (2010). aplikasi k-means cluster untuk pengelompokkan provinsi berdasarkan produksi padi, jagung, kedelai, dan kacang hijau tahun 2009. jurnal mat stat, 10(2), 122– 134. http://eprints2.binus.ac.id/id/eprint/13690 schleicher, a. (2019). pisa 2018, insight and interpretation. 44 https://doi.org/10.4324/9780429475993 sellar, s., & lingard, b. (2013). looking east: shanghai, pisa 2009 and the reconstitution of reference societies in the global education policy field. comparative education, 49(4), 464–485. https://doi.org/10.1080/03050068.2013.770943 shankar, s., sarkar, b. d., sabitha, s., & mehrotra, d. (2016). performance analysis of student learning metric using k-mean clustering approach k-mean cluster. 2016 6th international conference-cloud system and big data engineering (confluence), 341– 345. doi: 10.1109/confluence.2016.7508140 sholikin, a. (2019). teori kutukan sumber daya alam (resource curse) dalam perspektif ilmu politik. madani jurnal politik dan sosial kemasyarakatan, 11(3), 271–287. https://doi.org/10.52166/madani.v12i1.1898 singh, m., nagar, h., & sant, a. (2016). k-mean and em clustering algorithm using attendance performance improvement primary school student. vol, 1, 131–133. sukamolson, s. (2007). fundamentals of quantitative research. language institute chulalongkorn university, 1, 2–3. the wold bank. (2019). gdp growth (annual %). https://data.worldbank.org/indicator/ny.gdp.mktp.kd.zg tjalla, a. (2010). potret mutu pendidikan indonesia ditinjau dari hasil-hasil studi internasional. http://repository.ut.ac.id/2609/ 55 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 8 no 1 (2022) website : http://journal.unj.ac.id/unj/index.php/jisae teachers' perception and practices on giving feedback on students' work during online learning kadek nina harnin 1 universitas pendidikan ganesha ni nyoman padmadewi 2 universitas pendidikan ganesha ni luh putu eka sulistia dewi 3 universitas pendidikan ganesha ni komang arie suwastini 4 universitas pendidikan ganesha abstract the aims of this study focused on looking at teachers' perception and practice of giving feedback and their challenges of giving feedback during online learning. this study used a descriptive qualitative method, and an online questionnaire was used to collect the data. the result of this study found that the teacher had a positive perception of giving feedback. about 90% of teachers revealed that feedback was given to communicate the gaps in performance, teachers' expectations, affirming the marks, and provide chances for self-assessment. moreover, for correcting errors, there were 80% of teachers corrected the errors and highlighted them, and 90% of them used word feedback positively. time management was the biggest challenge found by the teachers for giving individual feedback. hence, it needs to be considered to use an effective and efficient technique or tool to aid teachers in giving feedback during online learning. keywords: giving feedback; teachers' perception; online learning; challenges in feedback address for correspondence: 1 nina.harnin@undiksha.ac.id 2 nym.padmadewi@undiksha.ac.id 3 sulistia.dewi@undiksha.ac.id 4 arie.suwastini@undiksha.ac.id introduction because of the current situation, the covid-19 epidemic, all schools throughout the world, including indonesia, should be closed for some time; fakhrunisa & prabawanto, 2020). online learning has become inextricably linked to students' learning in today's english classroom. the term "online learning" refers to a type of remote education over the internet (fakhrunisa & prabawanto, 2020). there are two types of online learning which cover asynchronous learning that give opportunities for students to access the learning anytime as they can download the material, document yet still also connect with the teachers and classmates; meanwhile, the second type is synchronous learning works opposite with asynchronous as it allows students to do communication in a real-time with the teachers and classmate. asynchronous learning needs some media to support, such as forums, powerpoint, video, audio, pdf, and some learning platforms (edmodo, google classroom, etc.). however, synchronous learning can make students feel more connected to and in charge of their learning and less alienated. synchronous online learning is frequently facilitated through media such as video conferencing and chat. students frequently use zoom meeting and google meet, both popular services (khotimah, 2020). there are five factors which affect e-learning and online instructions' impacts, including: (1) students' ability to learn independently and their learning habits (being on-time in class, http://journal.unj.ac.id/unj/index.php/jisae mailto:nina.harnin@undiksha.ac.id mailto:nym.padmadewi@undiksha.ac.id mailto:sulistia.dewi@undiksha.ac.id mailto:arie.suwastini@undiksha.ac.id 56 ability to learn self-discipline, etc), (2) the instructors' feedback, the platform's function stability, and the teaching approach and technique, (3) the support of software and hardware (support for online instruction in school policies, network speed and stability, course selection for online instruction, online technical service support, and teachers' teaching space and equipment), (4) teaching platform technical tools training which covers teachers' familiarity with teaching platforms and tools, as well as course-related electronic teaching materials, and students' knowledge with teaching platforms and tools, (5) evaluation of teachers and the upkeep of a classroom curriculum such as choose proper evaluation techniques, maintain classroom teaching order, and provide a certain number of course assistants (chang & fang, 2020). as mentioned before, instructors' feedback affects the process of online learning. it was supported by hyland (2001), which emphasizes the necessity of feedback in the online learning environment or remote learning because it is the only way for students to learn about their performance. students' involvement is also an essential factor that teachers should consider. according to martin & bolliger (2018), how students interact in online learning affects their pleasure, motivation, perception of isolation, and performance. therefore, teacher feedback and student engagement are important aspects of online learning. feedback is crucial when it comes to developing language skills (. because feedback is so fundamental in the learning process, an educator's ability to provide good online feedback is crucial (leibold & schwarz, 2015). giving excellent online feedback is a crucial skill for instructors to master since it directs the growth of students. moreover, the feedback given in online becomes highly needed by students as the process of learning online is limited comparing to conventional learning. based on the result of the previous study, it was found that online learning challenges teachers in providing feedback on students' work. however, it is the opposite of the advantages of online learning, which is supposed to help the teachers give feedback easily (fakhrunisa & prabawanto, 2020). during online learning, ict provides a means for learners to obtain feedback through engagement, allowing them to identify their strengths and weaknesses (yilmaz, 2017). moreover, with the help of the resource or facilitators, students must receive feedback to achieve their actual level of progress (mohamadi, 2018). in addition, the level of motivation that students impact their replies to the feedback they have received. students with poor motivation are unlikely to take their teachers' criticism seriously or appreciate their efforts (lee et al., 2019). moreover, teachers need to have a skill in giving feedback; as explained by hattie (2003), one of five significant dimensions from excellent teachers is being able to monitor the learning and provide feedback on students' performance or work. since the feedback influences students' motivation in learning, the teachers' practice of giving feedback should consider many points to avoid demotivating the learning process. as the background above, this study formulated three research questions focusing on teachers' perception of giving feedback during online learning, teachers' practice in giving feedback to students' work during online learning, and the challenges teachers face in giving feedback during online learning. therefore, this study aimed to describe teachers' perception and their practice to provide feedback for students' work and to find out the challenges teachers face in giving feedback during online learning. method this study was designed in a descriptive qualitative method (miles et al., 2014). the core data in this study was qualitative. the instrument used in this study was an online questionnaire. the online questionnaire was adapted from (gul et al., 2016), and two openended questions were adapted from (hamid & romly, 2021). the researcher modified some of the items to be applied in this study, and it used likert as the options of the answer in the questionnaire, which strongly disagreed (1), disagree (2), neutral (3), agree (4) and strongly disagree (5). there were twenty-one close-ended questions in the questionnaire and two 57 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 open-ended questions. the researcher used the instrument to collect the data from the teachers' perceptions through an online questionnaire. it was used to describe teachers' perceptions and practices on giving feedback to students' work during online learning and to find out the difficulties faced by the teachers in giving feedback to students' work during online learning. the responses to the open-ended questions were classified into seven categories: purposes of feedback, anticipation on students' response, concept of feedback, factors affecting feedback quality, types of feedback provision, approach to correct errors, and feedback mechanics. moreover, two open-ended questions were categorized into two categories: tools for providing feedback and challenges in giving feedback. after the data had been collected through a questionnaire, the next step was data condensation, which was summarising the data acquired from the participants and classifying them based on the four categories, including teachers' perspective of feedback, teachers' practice of giving feedback, the tools of providing feedback and the challenges faced by teachers in giving feedback. next, it was continued to data display. the result of the data was displayed in the finding and discussion through tables and graphs, which showed the result of the questionnaire in the percentage for each item of the questions. the last step was after condensation and data display; all the data findings were concluded based on the research questions as the drawing and verification conclusion step. results and discussion teachers' perspective on feedback the findings were showed related to the two research questions in this study. the teachers' perspective in giving feedback on students' works and the practice of giving feedback by the teacher is discussed, and then it is continued to describe some challenges and difficulties that occurred during feedback given. the result of this questionnaire was classified into seven categories: purposes of feedback, anticipation on students' response, concept of feedback, factors affecting feedback quality, types of feedback provision, approach to correct errors, and feedback mechanics. then, it was added by two descriptions of tools that teachers used in giving feedback and challenges in giving feedback. the result of the questionnaire can be seen in table 1 below. table 1. teachers' perception of giving feedback no statements strongly disagree (1) disagree (2) neutral (3) agree (4) strongly agree (5) the purpose of feedback 1. the use of feedback can justify the marks/grades 10% 60% 30% 2. the user feedback is used to communicate the gaps in performance 10% 50% 40% 3. feedback is used to communicate teachers' expectations 10% 20% 70% 4. feedback is used to help students to self -assess their performance 10% 40% 50% 5. the purpose of feedback is for institutional policy 30% 40% 10% 20% anticipation on response of students 6. ignore comments and consider grades 50% 40% 10% 7. critical feedback demotivates students 50% 20% 30% 8. students improve work after feedback 50% 50% the concept of feedback 9. the feedback should focus on good work 20% 30% 30% 10% 10% 58 rather than areas of improvement 10. remarks should be compatible with marks 10% 40% 40% 10% factors affecting quality of feedback 11. teachers' training for providing feedback influences the quality of feedback 60% 40% 12. the workload of the teacher influences the quality of feedback 10% 30% 20% 30% 10% 13. comments are influenced when the teacher knows the student 10% 40% 30% 20% figure 1 below shows the data from teachers' perceptions of giving feedback during online learning. it is shown through the graphic below. figure 1. teachers' perception of giving feedback based on the result of teachers' responses to a questionnaire, there were some reasons for the teachers in giving feedback on students' work. it was found that 90% of responses revealed that giving feedback was to justify the marks or the grades in work, and only 10% chose neutral for this statement. about 90% of responses showed that the aim of feedback was for communicating the gaps in performance. nine respondents answered that the purpose of feedback was used to communicate teachers' expectations. moreover, 90% mentioned helping students self-assess performance through feedback. besides, 30% of respondents disagreed about giving feedback on institutional policy, and 40% chose neutral. five respondents disagreed with ignoring comments and considering more on grades regarding anticipated students' responses to the feedback they acquired, and only one participant agreed about it. 50% of respondents disagreed that critical feedback given would demotivate students in doing their work, while 50% of them also agreed that it would influence students' motivation. about 100% of respondents had a positive attitude toward feedback, which can help the students improve their work after feedback even. regarding the concept of feedback, it was shown that 20% of responses revealed that feedback should be focusing on good work rather than improvement areas, while 50% of the responses mentioned the opposite thing, and 30% chose neutral for this statement. besides, five respondents agreed that remarks must be compatible with marks given, then one participant disagreed with this, and the rest chose neutral. the next category is factors that affect the quality of feedback which consists of three items. each item is mentioned as follows. all participants agreed that the teacher's training for providing feedback affected the quality of feedback. in addition, 40% of participants perceived teachers' workload as one of the factors that can influence the feedback quality, while the other 40% disagreed about this statement. only 20% of them did not agree or disagree 0 10 20 30 40 50 60 70 80 90 100 q1 q2 q3 q4 q5 q6 q7 q8 q9 q10q11q12q13 strongly disagree disagree neutral 59 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 (neutral). about 50% of the respondents agreed that knowing the students could affect the comment given in the feedback. however, 10% disagreed. there were 40% chose neutral to this item. in general, feedback was used to justify the marks, communicate the gaps in performance and help students do self-assessments. the respondents agreed that feedback could improve students' work, and teachers' training for giving feedback mainly affected the quality of feedback. teachers' practice of giving feedback from teachers' practices in giving feedback, there are three categories described in detail: types of feedback provision, approach for correcting errors, and feedback mechanics. there are three items in the types of feedback provision category. the results can be observed in table 2 below. table 2. teachers' practices on giving feedback no. statement strongly disagree (1) disagree (2) neutral (3) agree (4) strongly agree (4) types of feedback provision 1. return all marked assignments 20% 50% 30% 2. provide marks to students without feedback 10% 50% 20% 10% 10% 3. provide good grades 20% 70% 10% approach for correcting errors 4. highlight errors 20% 60% 20% 5. carefully using word feedback positively 10% 30% 60% 6. correct errors as found 20% 50% 30% feedback mechanics 7. provide comments on relevant pages 30% 40% 30% 8. use of specially designed checklist/grid as feedback 50% 40% 10% figure 2 shows the result of the data about teachers' practices in giving feedback during online learning. the data is shown in a graphic in figure 2 below. 60 figure 2. teachers' practices on giving feedback based on the questionnaire result, 80% of respondents agreed about returning all marked assignments, and only 20% chose neutral. 60% of respondents disagree about providing marks to students without feedback, while 20% of them agreed to give marks only without feedback. besides, only 20% of them chose neutral. furthermore, about 80% of respondents revealed that they provide good grades for students' work, and 20% answered neutrally. related to the approach for correcting errors, eight respondents admitted that they mainly highlight errors in students' work in correcting errors. besides highlighting errors, 90% of the respondents also use word feedback positively and apply them carefully to students' work. in addition, 80% of respondents directly correct errors when they were found and 20% did not agree or disagree. about the mechanics of feedback, most of the respondents (70%) agreed to provide comments as feedback on relevant pages. moreover, 50% of respondents agreed to use a designed checklist or grid, especially when giving feedback on students' work, while 50% chose neutral. overall, the respondents gave the marks with feedback, and they highlighted and corrected the students' work when they were mistakes or errors found. the use of positive words was included in the comment as feedback on to approach for correcting errors. the tools of providing feedback the teachers used variations of tools to provide feedback during online learning. table 3 below shows the tools used by the teacher in delivering the feedback routinely. table 3. the tools of providing feedback no. respondents whatsapp group telegram google classroom zoom mentimeter lentera 1. teacher 1 ✓ ✓ 2. teacher 2 ✓ 3. teacher 3 ✓ 4. teacher 4 ✓ ✓ 5. teacher 5 ✓ 6. teacher 6 ✓ 7. teacher 7 ✓ ✓ 8. teacher 8 ✓ ✓ 9. teacher 9 ✓ 10. teacher 10 ✓ ✓ tools for providing feedback are highly recommended to help the teachers give feedback on students' work, mainly when it occurs in online learning. the digital tools help the teachers in giving the feedback effectively and efficiently. based on the open-ended questionnaire given to the respondents, most of the respondents chose to use whatsapp 0 10 20 30 40 50 60 70 80 90 100 q1 q2 q3 q4 q5 q6 q7 q8 strongly disagree disagree neutral agree strongly agree 61 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 group discussion in giving feedback on students' work. 60% of respondents revealed that group discussion on whatsapp was a medium for them to give feedback on students' work as it was also used to communicate, share the task, discuss, and submit the work through whatsapp group. one of the respondents revealed that group discussion on whatsapp was used since many students could reach this tool instead of using the other platform such as google classroom or zoom. in addition, it also could help the students to resist the internet network. moreover, the rest of the respondents used google classroom, zoom, mentimeter, telegram, and lentera. google classroom and zoom were also the second-highest tools used by respondents to give feedback on students' work. one respondent wrote, "sometimes i use google classroom and sometimes mentimeter. i use google classroom when i w ant to provide feedback to my students about certain tasks or assignments. then, i also can take feedback on the learning process by using mentimeter. it can tell me how the students feel after online learning". the other respondents explained using zoom as a tool for giving feedback to make sure the feedback was delivered well. only one respondent used lentera as it was used as a learning management system in the school, and it was used for the students to submit the task and leave feedback for students' work. challenges faced by teachers in giving feedback teachers faced many challenges while giving feedback to students in online learning. the table showed the most common problem they found during feedback on online learning and the number of teachers who had the same challenges. table 4. challenges faced by teachers in giving feedback no. challenges number of teachers 1. time constraint (limitation of time) 4 2. ignoring the feedback given by teachers 3 3. students' limited internet access 2 4. misunderstanding the meaning of feedback given by teachers 3 5. not finishing the task given by teachers 1 the finding of the result in the open-ended questionnaire showed many different challenges. it was found that three respondents perceived that time-consuming was the challenge for them in giving feedback during online learning as the respondents had to give individual feedback to the students in their work. they were having a problem with time management as it was also related to time limitation that they had to provide more feedback for each student. one respondent revealed, "in giving online feedback, sometimes there are many things that we need to let the students know, but because it is an online class, we need to make it simpler until we may miss some points. the huge number of students and the various basic knowledge of the students make me take a very long time of writing the feedback because i need to read every task carefully". two respondents admitted that limited internet access became a challenge in giving feedback during online learning. it occurred when the students did not have good internet access. therefore, that condition is perceived hard for the teacher to share the feedback with students. not only that, but the other respondents also had a challenge in making the students read and understand the feedback. some of the students ignored the feedback and did not read it correctly. in the end, a misunderstanding occurred in completing the work. one teacher said that the task was sometimes not completed by the students, and they never care about the feedback we sent to them. since there was no work given to the teacher, that became the problem of delivering feedback. in summary, some students did not pay attention to the teacher's feedback, which creates a challenge for the teachers in 62 helping the students improve their work. time-consuming and limited internet access also become some challenges teachers face during online learning. the study has found that the feedback given by the teachers aimed to make just the marks. it is in line with the finding found by gul et al. (2016). besides that, feedback was found to communicate about gaps in performance and teachers' expectations. since the study context is an online learning context, the interaction was conducted online. in an online learning context, feedback is aimed to enhance the interaction between teachers and students. on the other hand, communication is conducted through feedback. it is related to one of the factors that influence the engagement of students in online learning, which is communication and interaction between students and teachers (lee et al., 2019). providing students with the opportunity to exercise regulating qualities of their learning and reflect on that practice is an effective strategy to strengthen their self-regulation process. it was connected to the finding that mentioned feedback for self-assessment in performance (ferguson, 2011; al-bashir et al., 2016). based on the finding, all teachers agreed that feedback given by teachers could improve students' work. by giving feedback on students' work, the students acquire a chance called resubmission opportunity, which directly gives a chance for repairing and simultaneously improving their work (espasa et al., 2018). it is in line with the result of a previous study from hamid & romly (2021), which stated that feedback was helping students improve their paragraph and essay writing skills and guided them in developing their potential as online learners. most teachers disagreed that feedback should focus on good work rather than improvement areas. learners should receive online discussion comments within 72 hours of the due date and time. it is excellent if learners get feedback on their assignments within a week of the due date. this helps the learner quickly recognize their strengths and areas for improvement before moving on to the next course assignment. because feedback is a vital part of successful instruction, it is preferable when it is given right away. this allows learners to see where they excelled and need to improve. another recommended practice for offering effective online feedback is to provide precise feedback that delivers specific information to the learner. it is preferable to send a message with enough detail for the learner to understand the meaning (lewis & abdul-hamid, 2006). what has to be corrected in terms of meeting the assignment specifications should be included in feedback that focuses on areas for improvement. learners may benefit from valuable materials that are also educational (leibold & schwarz, 2015). based on the finding, teachers' training was one of the factors that affected the quality of feedback. it is in line with schartel (2012), which mentioned that teachers' training affects the teachers in providing feedback. besides, when students incorporate the teacher's advice into their following work, teachers are naturally encouraged to deliver high-quality feedback, and when students appear to ignore it, teachers are naturally disappointed. therefore, the relationship between teachers and students also affects the quality of feedback. not only that, but workplace arrangements and teacher workload are essential also for affecting the quality of feedback (gul et al., 2016). it was parallel to the result of this study about workload and knowing the students can be some factors to influence the quality of feedback. in practice, feedback should use a sandwich method of feedback that has three parts: starting to comment positively, the next is a comment to some part that needs to be improved, and the last is a positive comment for the students. when the feedback covers an area for improvement, the highlight for correction is required to help the learners improve the work. praise and encouragement may reward and motivate a learner to keep working hard and strive to improve (leibold & schwarz, 2015). on the other hand, positive word feedback is required to approach correcting errors. the finding found that teachers use 63 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 specially designed checklists or grids as feedback, which is in line with leibold & schwarz (2015), which revealed that technology, rubrics, templates, or responses automatically are common themes implemented in the practice of online feedback. several tools were used to give feedback on students' work during online learning, and the finding shows that whatsapp, google classroom, and zoom became the tools used by the teachers during online learning for giving feedback. these tools were also found by hamid & romly (2021) as the tools used most in giving feedback. whatsapp and telegram are also used to be a medium for interaction between teachers and students. besides, whatsapp seemed familiar to the students as it is used in daily routine and is easy to use for the students. the previous study found that the use of miscellaneous tools during online learning avoid boring class. the role of technology in online education is teaching, conveying, and disseminating information, checking for the presence of students, providing tasks, doing tasks, taking exams, presenting presentations of feedback, and so on (rahayu & wirza, 2020). about the challenges to giving feedback, there were several challenges found in the study's findings. one of them is the lack of internet quotes, which becomes the main problem for online learning in the pandemic (rahayu & wirza, 2020). some reasons for ignoring the feedback include feeling uninterested or bored with feedback gained. as the problem emerges, the teachers should consider not putting too many criteria and choosing the significant aspects in the feedback. as a result, e-feedback techniques are highly suggested, such as email feedback, audio & video feedback, screencasts, and recycling written comments (al-bashir et al., 2016). recycling written comments can be a suggestion for a limited time, especially for individualized feedback online (al-bashir et al., 2016). as individualized feedback seems timeconsuming and becomes a challenge for teachers (gul et al., 2016), recycling written comments in an online learning context can be a great suggestion with the help of some software or tools. as long as the matter in work is similar to the other students' work, that will be helpful. thereby, several considerations need to be noticed in giving effective feedback during learning, such as 1) a focus on students' performance rather than their qualities; 2) a focus on students' performance rather than their characteristics, and 3) a focus on students' performance rather than their characteristics. 3) compatibility with the assignment's goal; 4) timing, e.g., needed at the right moment; 5) utility, i.e., providing instructions on what to do (sugianto & prasetyo, 2020). conclusion based on the result of this study, it was concluded that teachers had a positive perception of giving feedback that revealed that feedback could help the students to improve their work, and it should not only focus on good work but also areas of improvement. furthermore, feedback becomes a medium for teachers to communicate during online learning. in addition, teachers provided marks and comments as feedback in practice; it was done by highlighting errors and then correcting them. even though online learning gives students many benefits in teaching, many challenges also appear during teaching online. some of the challenges are limited time, internet access, and students' ignorance about the feedback given. thereby, it was suggested that the following study focus more on the reasons that cause the students' attitude, such as ignorance related to the feedback given to the teachers. 64 references al-bashir, m. ., kabir, m. r., & rahman, i. (2016). the value and effectiveness of feedback in improving students' learning and professionalizing teaching in higher education. journal of education and practice, 7(16), 38–41. chang, c. l., & fang, m. (2020). e-learning and online instructions of higher education during the 2019 novel coronavirus diseases (covid-19) epidemic. journal of physics: conference series, 1574(1). https://doi.org/10.1088/1742-6596/1574/1/012166 espasa, a., guasch, t., mayordomo, r. m., martínez-melo, m., & carless, d. (2018). a dialogic feedback index measures key aspects of feedback processes in online learning environments. higher education research and development, 37(3), 499–513. https://doi.org/10.1080/07294360.2018.1430125 fakhrunisa, f., & prabawanto, s. (2020). online learning in covid-19 pandemic: an investigation of mathematics teachers' perception. acm international conference proceeding series, 207–213. https://doi.org/10.1145/3439147.3439179 ferguson, p. (2011). student perceptions of quality feedback in teacher education. assessment and evaluation in higher education, 36(1), 51–62. https://doi.org/10.1080/02602930903197883 gul, r. b., tharani, a., lakhani, a., rizvi, n. f., & ali, s. k. (2016). teachers' perceptions and practices of written feedback in higher education. world journal of education, 6(3), 10–20. https://doi.org/10.5430/wje.v6n3p10 hamid, h. a., & romly, r. (2021). teachers' perception on giving feedback to students' online writing assignment during movement control order (mco). proceedings of the first international conference on science, technology, engineering and industrial revolution (icsteir 2020), 536(icsteir 2020), 461–464. https://doi.org/10.2991/assehr.k.210312.076 hattie, j. (2003). teachers make a difference, what is the research evidence? [conference session]. australian council for educational research. http://research.acer.edu.au/research_conference_2003/4/ hyland, f. (2001). providing effective support: investigating feedback to distance language learners. open learning, 16(3), 233–247. https://doi.org/10.1080/02680510120084959 khotimah, k. (2020). exploring online learning experiences during the covid-19 pandemic. december. https://doi.org/10.2991/assehr.k.201201.012 lee, j., song, h. d., & hong, a. j. (2019). exploring factors, and indicators for measuring students' sustainable engagement in e-learning. sustainability (switzerland), 11(4). https://doi.org/10.3390/su11040985 leibold, n., & schwarz, l. m. (2015). the art of giving online feedback. journal of effective teaching, 15(1), 34–46. http://ezproxy.ace.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true& authtype=ip,uid&db=eric&an=ej1060438&site=eds-live&scope=site lewis, c. c., & abdul-hamid, h. (2006). implementing effective online teaching practices: voices of exemplary faculty. innovative higher education, 31(2), 83–98. https://doi.org/10.1007/s10755-006-9010-z martin, f., & bolliger, d. u. (2018). engagement matters: student perceptions on the importance of engagement strategies in the online learning environment. online learning journal, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092 miles, m. b., huberman.a.m, & saldana, j. (2014). qualitative data analysis a methods sourcebook (3rd ed.). sage publication. mohamadi, z. (2018). comparative effect of online summative and formative assessment on efl student writing ability. studies in educational evaluation, 59(february), 29–40. https://doi.org/10.1016/j.stueduc.2018.02.003 65 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 rahayu, r. p., & wirza, y. (2020). teachers’ perception of online learning during pandemic covid-19. jurnal penelitian pendidikan, 20(3), 392–406. https://doi.org/10.17509/jpp.v20i3.29226 schartel, s. a. (2012). giving feedback an integral part of education. best practice and research: clinical anaesthesiology, 26(1), 77–87. https://doi.org/10.1016/j.bpa.2012.02.003 sugianto, a., & prasetyo, i. a. (2020). unravelling the lecturer's feedback quality and the students' engagement in online learning. loquen: english studies journal, 13(2), 69. https://doi.org/10.32678/loquen.v13i2.3588 yilmaz, r. (2017). exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. computers in human behavior, 70, 251–260. https://doi.org/10.1016/j.chb.2016.12.085 appendix table 1. teachers' perception on giving feedback no statements strongly disagree (1) disagree (2) neutral (3) agree (4) strongly agree (5) the purpose of feedback 1. the use feedback can justify the marks/grades 10% 60% 30% 2. the use feedback is used to communicate the gaps in performance 10% 50% 40% 3. feedback is used to communicate teachers' expectations 10% 20% 70% 4. feedback is used to help students to self -assess their performance 10% 40% 50% 5. the purpose of feedback is for institutional policy 30% 40% 10% 20% anticipation on response of students 6. ignore comments and consider grades 50% 40% 10% 7. critical feedback demotivates students 50% 20% 30% 8. students improve work after feedback 50% 50% the concept of feedback 9. the feedback should focus on good work rather than areas of improvement 20% 30% 30% 10% 10% 66 10. remarks should be compatible with marks 10% 40% 40% 10% factors affecting quality of feedback 11. the quality of feedback is influenced by teachers' training for providing feedback 60% 40% 12. the quality of feedback is influenced by workload of the teacher 10% 30% 20% 30% 10% 13. comments are influenced when teacher knows the student 10% 40% 30% 20% table 2. teachers' practices on giving feedback no. statement strongly disagree (1) disagree (2) neutral (3) agree (4) strongly agree (4) types of feedback provision 1. return all marked assignments 20% 50% 30% 2. provide marks to students without feedback 10% 50% 20% 10% 10% 3. provide good grades 20% 70% 10% approach for correcting errors 4. highlight errors 20% 60% 20% 5. carefully using word feedback positively 10% 30% 60% 6. correct errors as found 20% 50% 30% feedback mechanics 7. provide comments on relevant pages 30% 40% 30% 8. use of specially designed checklist/grid as feedback 50% 40% 10% table 3. the tools of providing feedback no. respondents whatsapp group telegram google classroom zoom mentimeter lentera 1. teacher 1 ✓ ✓ 2. teacher 2 ✓ 3. teacher 3 ✓ 67 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 4. teacher 4 ✓ ✓ 5. teacher 5 ✓ 6. teacher 6 ✓ 7. teacher 7 ✓ ✓ 8. teacher 8 ✓ ✓ 9. teacher 9 ✓ 10. teacher 10 ✓ ✓ table 4. challenges faced by teachers in giving feedback no. challenges number of teachers 1. time constraint (limitation of time) 4 2. ignoring the feedback given by teachers 3 3. students' limited internet access 2 4. misunderstanding with the meaning of feedback given by teachers 3 5. not finishing the task given by teachers 1 figure 1. teachers' perception on giving feedback figure 2. teachers' practices on giving feedback 0 10 20 30 40 50 60 70 80 90 100 q1 q2 q3 q4 q5 q6 q7 q8 q9q10q11q12q13 strongly disagree disagree 0 10 20 30 40 50 60 70 80 90 100 q1 q2 q3 q4 q5 q6 q7 q8 strongly disagree disagree neutral agree strongly agree 18 https://doi.org/10.21009/jisae jisae (journal of indonesian student assessment and evaluation) issn : p-issn: 2442-4919│e-issn: 2597-8934 vol 8 no 1 (2022) website : http://journal.unj.ac.id/unj/index.php/jisae the application of the rasch model to develop a two-tier multiple-choice test to measure higher-order thinking skills on motion and force swastika rhea zivanka1, universitas tanjungpura, pontianak, indonesia haratua tiur maria silitonga2 universitas tanjungpura, pontianak, indonesia hamdani3 universitas tanjungpura, pontianak, indonesia abstract in indonesia, students' higher-order thinking skills are considered low, and students still struggle to solve hots problems. one of the reasons is that students are unfamiliar with hots questions. this research aims to produce a two-tier multiple-choice test to measure students' higher-order thinking skills on motion and force. the method used in this research is 4d by thiagarajan. the test developed was validated by experts and was tested on 250 8th grade students in pontianak. analysis of the test used the rasch model to determine item fit, reliability, and difficulty levels using winstep. based on the qualitative and quantitative analysis, the test developed is feasible to measure students' higher-order thinking skills with the content validity value score 0,84 and construct validity explained by the test 64,71%. the item reliability is excellent, with a score of 0,94, but students have low consistency in answering the test. the test consisted of 2 complicated items, six difficult items, five easy items, and two specific items. keywords: hots; two-tier multiple choice test; rasch model; motion and force address for correspondence: 1swastika.rhea9@student.untan.ac.id 2haratua.tiur.maria@fkip.untan.ac.id 3hamdani@fkip.untan.ac.id introduction in the 21st century, human resources are required to have skills, those are including 1) critical thinking, 2) creativity, 3) collaboration, and 4) communications (mukhtar & haniin, 2019). critical thinking is highly associated with higher-order thinking skills; hence students must be able to pick, interpret, and evaluate different kinds of information that are relevant, credible, and valid to solve problems creatively based on the information given that has to be considered (afandi, sajidan, akhyar, & suryani, 2018; mislia, indartono, & mallisa, 2019; miterianifa, ashadi, saputro, & suciati, 2021). critical and creative thinking skills can be improved through work experience in solving hots questions, which will impact problemsolving abilities habit (widana, 2017). indonesia is currently implementing the hots-oriented curriculum to develop these skills, the 2013 curriculum revision. according to permendikbud ri number 37 of 2018, in the knowledge core competence stated that students are expected to have to comprehend and apply knowledge based on their curiosity, and in the skill, core competence stated that students are expected to be able to process, present, and reason in concreate and abstract realm based on what they had learned. this shows that learning in the 2013 curriculum, students are expected to have conceptual comprehension and develop http://journal.unj.ac.id/unj/index.php/jisae 19 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 higher order thinking skill so they can apply what they had learned at school to their daily lives. the bloomian taxonomy revised by anderson thinking skills or cognitive process is divided into six skills, remember; understand; apply; analyze; evaluate, and create (krathwohl, 2002). those six skills are then divided into two categories: low order thinking skills (lots) and higher order thinking skills (hots). anderson and krathwohl define hots as an analysis, evaluation, creation process. higher-order thinking is a skill that requires a person to think logically and critically to understand a fact, concluding then linking it to facts in a new way to use it to solve a problem creatively (thomas & thorne, 2009). hence, conceptual comprehension is not enough to solve hots problems; students also have to be able to connect between concepts logically and creatively. according to pisa 2018, indonesia placed 62 out of 79 countries participating in the science field with a score below the oecd average. the students can only solve problems with low complexity (oecd, 2019). based on the pisa results, students' general ability is inadequate in integrating information, generalizing case by case to formulate a general solution, formulating real-world problems to the scientific concept, and investigating. the national examination results also show the lack of students' higher-order thinking skills. according to the national examination 2018 and 2019 results in science, students are still struggling to solve questions that require them to analyze and questions that have indirect information such as tables, pictures, and graphs (puspendik, 2018, 2019). hence students' higher-order thinking skill needs to be improved. teachers' evaluation process is one of the necessary factors in students' higher-order thinking skills development (bhattacharya & mohalik, 2021). low physics learning achievement can be caused by the learning process or an inaccurate model assessment (istiyono, mardapi, & suparno, 2013). students' lack of practice and experience in solving problems that test students' higher-order thinking skills can also be the reason. putri and raharjo (2017) state that one way to improve students' hots is to provide and familiarize students with problemsolving, creative thinking, and critical thinking. providing training or assessment in the form of hots questions can improve students' thinking abilities and learning motivation (brookhart, 2010). regulation of the minister of education and culture of the republic of indonesia no. 104 of 2014 concerning assessment of learning outcomes by educators in primary and secondary education states that the targets of assessment of learning outcomes by educators on knowledge competence include the level of ability to know, understand, apply, analyze, and evaluate factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. the use of hots questions to assess learning outcomes is expected to encourage students to think broadly about the subject matter to improve students' higher-order thinking skills. nevertheless, in reality, in the field, the use of tests categorized as hots is lacking, even on a national scale. based on the results of pre-research in several public junior high schools in pontianak, it was found that educators very rarely used hots questions in the assessment process, both informative and summative assessments. the test instruments used in the assessment primarily only measure c1 to c3 cognitive level, which is to measure students' comprehension and ability to apply. this shows that the test questions used are still in the lots category. items that measure hots are only limited to measuring the ability of students to analyze, and there are no items that measure their skill in evaluating and creating. the form of the test used in schools is multiple choice four choices. the lack of use of hots level questions was also found in the national examination. in the results of the analysis of items used in the national examination, the use of hots questions is still low. the majority of items used in the national examination only measure 20 students' low-order thinking skills. there are only a few items that measure students' higherorder thinking skills, and the items are limited to analysis skill (c4) only (afifah, 2020; iffa, fakhruddin, & yennita, 2017; ukhtia, 2020; wijaya, eresti, despa, & walid, 2019). the hots test is usually given in the form of an essay or multiple choice. the twotier multiple-choice test developed to better measure an ability is the two-tier multiple-choice test. the two-tier multiple-choice test developed by treagust (2007) can be used to measure students' ability and find out students' misconceptions. this two-tier test was developed to reduce the shortcomings of the ordinary multiple-choice test model. namely, in the ordinary multiple-choice test model, test takers are only asked to answer the given problem without considering the reasons why the test taker chose the answer. in the first tier, hots questions are presented, and in the second tier, the reasons are presented to determine students' understanding of the material and reduce the lucky guess factor. in multiple-choice one tier, students are only asked to work on questions without being asked why they chose the choices presented. cullinane (2011) states that the inclusion of reasons at the second level of the twotier multiple-choice question form can be used to improve higher-order thinking skills and see the ability of students to give reasons. rasch model was developed to produce an objective measurement, where the measurement is sample dependent rather than test-dependent scoring (novinda, silitonga, & hamdani, 2019; safihin, 2019). the total of correct answers depends on the subject being measured, which is descriptive and applies to all subjects. on rasch model, there is a probabilistic model, which is that subjects who have higher abilities than the rest should have a greater chance of answering one item correctly and the other way around (bond & fox, 2020). method the method used in this research is research and development. to develop the test, this research used the development procedure by thiagarajan (1974), 4d (define, design, develop and disseminate). the test was written with higher-order thinking test development method by widana (2017), which consist of six steps, (1) analyze core competency that can be developed to hots questions; (2) create hots items' blueprint; (3) write down the items based on the analysis done; (4) determine scoring guidelines; (5) perform qualitative analysis; and (6) perform quantitative analysis. the subjects of this study are 8th-grade students in pontianak. this research was conducted in 3 different junior high schools in pontianak, selected by the average national examination score, smp negeri 10 pontianak, smp negeri 11 pontianak, and smp negeri 18 pontianak. there are 15 items developed in this study to measure students' higher-order thinking skills on motion and forces. the test developed were validated by experts. the test was then given to 250 8th grade students from the selected schools. the data collected were analyzed using rasch model with winstep. the analysis was done to observe the test characteristics: item fit, person reliability, item reliability, and the difficulty of the items. results and discussion this research produced a two-tier, multiple-choice test instrument to measure students' higher-order thinking skills on motion and force. higher-order thinking skills (hots) test instrument on this research is based on bloomian taxonomy revised by anderson and krathwohl, which consists of analysis(c4), evaluation (c5), and creation (c6). the test instrument developed has 15 items with three answer choices on each tier. the first tier of the item is the hots question and the second tier of the item is the arguments following the first tier. the answer collected then were quantitatively analyzed using rasch model with winstep. 21 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 on the define stage, a preliminary study was done to gather information about students' higher-order thinking skills, their difficulty in solving hots problems, and the use of hots questions at school. based on the evaluation documents, most of the items used to evaluate students only measure students' low order thinking skills or comprehension skills. a) test development results the items developed were analyzed qualitatively based on the construction, materials, and the use of language (widana, 2017). the test developed was validated by two experts in physics education and three science teachers on the development stage to obtain content validity. the validation results based on the aiken v score are shown in table 1. table 1 : content validity item number aiken v’ score category validity 1 0,88 very high valid 2 0,86 very high valid 3 0,85 very high valid 4 0,86 very high valid 5 0,81 very high valid 6 0,89 very high valid 7 0,84 very high valid 8 0,83 very high valid 9 0,85 very high valid 10 0,87 very high valid 11 0,83 very high valid 12 0,82 very high valid 13 0,83 very high valid 14 0,82 very high valid 15 0,84 very high valid based on expert validation, the test instrument developed has an average coefficient of validity of aiken v' of 0.84, so it is valid with perfect criteria. items validated by experts are assessed in material, construction, and language. in terms of material, the test instrument developed was valid in the very high category with an average aiken v' coefficient of 0.83. this shows that the material tested on the test instrument follows the essential competencies; the question indicators refer to higher-order thinking skills. the questions developed by the questions indicators can measure higher-order thinking skills according to their cognitive dimensions. in addition, the construction of the test instrument is also valid with a very high category with an average aiken v' coefficient of 0.83. this shows that the formulation of the subject matter is excellent and clear, the stimulation used is clear and functioning, and the answer choices on both tiers are homogeneous and logical. linguistically, the test instrument is also valid with a very high category with the average aiken v' coefficient of 0.90. this shows that the language on the test instrument is communicative, following the rules of the indonesian language, and does not cause double interpretation. after the items developed were revised based on the experts' comments and suggestions, the items' readability was tested on a few 8th-grade students. the test was done to discover if the language used on each item can be understood and do not cause any misconception, also to test if the time given is enough to finish the whole items developed. the results show that the items developed are feasible to be tested on a bigger scale. the test instrument then was tested on 250 eighth-grade students from three state junior high schools in pontianak. the test was scored by afnia (2020) with four criteria as follows in table 2. 22 table 2: scoring guidelines criteria score both tiers incorrect 0 first-tier correct and second-tier incorrect 1 first-tier correct and second-tier incorrect 2 both tiers correct 3 b) testing results the test results were quantitatively analyzed using rasch model with winstep to discover item fit, person reliability, item reliability, and items difficulty. the items developed were tested on 250 eighth-grade students from three state junior high schools in pontianak. item fit item fit shows whether the item developed function normally in measuring. the score of outfit mnsq (0,5<mnsq<1,5); outfit zstd(-2,0<zstd<+2,0); and pt. measure correlation (0,4<pt. measure corr<0,85) are the criteria of item fit that should be met (sumintono & widhiarsono, 2015). an item can be categorized as fit or valid if met at least two of three criteria. the result of the item fit analysis is shown in table 3. table 3 : item fit item number outfit mnsq outfit zstd pt. measure corr validity 1 0,94 -0,63 0,43 valid 2 1,14 2,23 0,43 valid 3 1,22 3,29 0,4 valid 4 0,55 -8,25 0,44 valid 5 0,92 -1,25 0,51 valid 6 0,95 -0,71 0,48 valid 7 1,04 0,65 0,47 valid 8 0,99 -0,13 0,24 valid 9 0,97 -0,18 0,37 valid 10 1,14 2,23 0,43 valid 11 1,11 1,17 0,21 valid 12 1,04 0,30 0,22 valid 13 0,82 -3,29 0,41 valid 14 1,09 0,97 0,23 valid 15 1,12 1,35 0,07 valid some items do not meet outfit zstd, and point-measure correlation criteria based on the item fit analysis. outfit zstd shows if the item fits the rasch model. a negative value of the outfit zstd shows that the data is overfitting to the rasch model or it has too slight variance in students' response than the rasch model and is closer to the guttman-style response string where all of the students with high ability answer the item correctly and the students with low ability answer the item incorrectly (susac, planinic, klemencic, & milin sipus, 2018). whereas, a positive value of the outfit zstd shows that the data is underfitting or it has too much variance in students' response than the rasch 23 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 model, which means that the students answer the item unpredictability (bond & fox, 2020; lailiyah, supriyati, & komarudin, 2018). point-measure correlation describes how an item correlates with the test as a whole. if the point-measure correlation value is 1,0, it shows a perfect correlation between the item responses and the estimated rasch measure of the test takers where all students with low ability answer the item incorrectly and all students with high ability answer the item correctly. if the value is 0,00, it shows that the item does not correlate with the rest of the items; whether students answer correctly or incorrectly is random and do not have anything to do with their ability (planinic, boone, susac, & ivanjek, 2019; smiley, 2015). however, all of the items developed met at least two of the three criteria needed to be met. it can be concluded that all of the items developed are fit. this shows that all items are valid and can be used without needing any items to be removed or replaced. reliability rasch model informs about the person dan item reliability. the person and item reliability of this study is shown in picture 1. person reliability pictures respondents' consistency in answering the test, which means that respondents will reproduce the sequence of order if they are given another test measuring the same construct (chan, ismail, & sumintono, 2014; sumintono & widhiarsono, 2015). based on the analysis, the personal reliability of this research is categorized as low, with a score of 0,46. this shows that the consistency of the students' answers is weak. the value of the person separation is 0,93 or below 1,0, which means that the test developed could not distinguish students' ability well enough (pratama & husnayaini, 2020). adding items to the test or testing students with a more extreme ability (high and low) can help to increase person reliability (chan et al., 2014). on rasch model, item reliability pictured the items' quality of the test instrument. based on the analysis, the item reliability on this research is categorized as excellent, with a score of 0,98. the high value of item reliability shows that the test developed is sufficient and can measure students' higher-order thinking skills in motion and forces (erfan, maulyda, ermiana, hidayati, & widodo, 2020). 24 picture 1: person and item reliability wright-map the difficulty level states how difficult the items are by students' responses. the higher the level of difficulty, the lower the opportunity for students to answer the questions correctly. the items' difficulty level is classified by the standard deviation (sd) value and the items' logit value (hamdu, fuadi, yulianto, & akhirani, 2020). if the logit value is less than the minus of sd value (logit < -sd), the item is categorized as very easy; if the logit value is between the range of minus sd value to zero (-sd – 0), the item is categorized as easy; if the logit value is in the range of zero to sd value (0 – sd), the item is categorized as brutal; if the logit value is greater than the sd value (logit > sd), the item is categorized as very difficult (palimbong, mujasam, & allo, 2019). the level of difficulty in the developed test instrument has difficulty in the straightforward, easy, challenging, and very difficult categories, with two tough questions, six difficult questions, five easy questions, and two straightforward questions, which are shown in table 4. table 4: item difficulty measure category item number total percentage >+0,38 very difficult 12, 14 2 items 13% 0-0,38 difficult 11,15, 4, 3, 10, 7 6 items 40% -0,38 – 0 easy 13, 8, 2, 6, 5 5 items 33% <-0,38 very easy 1, 9 2 items 13% the width of the distribution of test items should match the population's ability so that the ability can be well measured (planinic et al., 2019). based on the results of the analysis 25 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 of the difficulty level of the items, all the items developed were within the range of the students' abilities. the distribution of students' abilities is shown in picture 2. the wrightmap compares students and the items developed, placing the difficulty of the items on the same measurement scale with the students' ability (azura, samsudin, & utari, 2020). the wright-map shows that there are students that have ability greater than what the test measured, so there is no item that can differentiate their ability with the rest of the students tested, and there are also students that have ability lower than what the test measured, so there is no item that can discriminate them with the rest of the students. the most difficult question for students to work on is item number 12, this is indicated by the logit value of 0.89 which is the highest logit value compared to other items. in addition, the easiest question for students to work on is item number 9 with a logit value of -0.78 which is the lowest logit value of the other items. picture 2: wright-map more able students more difficult items less able students less difficult items 26 construct validity the construct validity of this research was conducted using spss with exploratory factor analysis. construct validity shows how well the indicators describe the construct based on the measurement (djamba & neuman, 2014). the items ' dimensions or factors can be explained with the exploratory factor analysis method. the factor analysis using spss shows that the developed test instrument has a percentage of variance that the test of 64.71% can explain through 5 factors. conclusion 1. the test instrument developed is valid based on the validation results. the results of expert validation are in the very high category with a value of 0.84, and the results of construct validation of the developed test instrument have a percentage of variance that the test of 64.71% can explain. 2. the test instrument developed is valid and reliable, and the difficulty level was known according to the rasch model. all items met at least two of the three criteria for item suitability; person reliability in the weak category with a value of 0.46; item reliability in the particular category with a value of 0.98; and the test instrument consists of 2 tough questions, six difficult questions, five easy questions, and two straightforward questions. reference afandi, a., sajidan, s., akhyar, m., & suryani, n. (2018). pre-service science teachers' perception about high order thinking skills (hots) in the 21st century. international journal of pedagogy and teacher education, 2(1), 107. https://doi.org/10.20961/ijpte.v2i1.18254 afifah, n. (2020). analisis soal ujian nasional mata pelajaran ipa smp/mts tahun ajaran 2018/2019 berbasis higher order thinking skill (hots). afnia, p. n., & istiyono, e. (2020). development of two-tier multiple choice instrument to measure higher order thinking skills. advances in social science, education and humanities research, 397(icliqe 2019), 1038–1045. https://doi.org/10.2991/aisteel19.2019.94 azura, a., samsudin, a., & utari, s. (2020). analisis peta wright keterampilan berpikir level lots dan hots. wahana pendidikan fisika, 5(1), 76–83. bhattacharya, d., & mohalik, r. (2021). factors influencing students' higher order thinking skills development. education india journal : a quarterly refereed journal of dialogues on education, 10(1), 349–361. bond, t. g., & fox, c. m. (2020). applying the rasch model : fundamental measurement in the human sciences. in applying the rasch model (fourth edi). new york: routledge. https://doi.org/10.4324/9781410614575 brookhart, s. m. (2010). how to assess higher-order thinking skills in your classroom. in journal of education (vol. 88). alexandria. https://doi.org/10.1177/002205741808801819 chan, s. w., ismail, z., & sumintono, b. (2014). a rasch model analysis on secondary students' statistical reasoning ability in descriptive statistics. procedia social and behavioral sciences, 129, 133–139. https://doi.org/10.1016/j.sbspro.2014.03.658 chandrasegaran, a. l., treagust, d. f., & mocerino, m. (2007). the development of a twotier multiple-choice diagnostic instrument for evaluating secondary school students' ability to describe and explain chemical reactions using multiple levels of representation. chemistry education research and practice, 8(3), 293–307. 27 |jisae (journal of indonesian student assessment and evaluation)|volume 8 number 1 https://doi.org/10.1039/b7rp90006f cullinane, a. (2011). two-tier multiple choice questions (mcqs) how effective are they. international journal of science & technology education, 7(1), 611–624. djamba, y. k., & neuman, w. l. (2014). social research methods: qualitative and quantitative approaches. in teaching sociology (seventh ed, vol. 30). london: pearson education. https://doi.org/10.2307/3211488 erfan, m., maulyda, m. a., ermiana, i., hidayati, v. r., & widodo, a. (2020). validity and reliability of cognitive tests study and elementary curriculum development using rasch model. psychology, evaluation, and technology in educational research, 3(1), 26–33. https://doi.org/10.33292/petier.v3i1.51 hamdu, g., fuadi, f. n., yulianto, a., & akhirani, y. s. (2020). items quality analysis using rasch model to measure elementary school students' critical thinking skill on stem learning. jpi (jurnal pendidikan indonesia), 9(1), 61. https://doi.org/10.23887/jpiundiksha.v9i1.20884 iffa, u., fakhruddin, & yennita. (2017). analisis higher order thinking skills (hots) siswa smp n 1 salo dalam menyelesaikan soal ujian nasional ipa fisika tingkat smp/mts. jurnal online mahasiswa fakultas keguruan dan ilmu pendidikan, 4(1), 1–9. istiyono, e., mardapi, d., & suparno, s. (2013). pengembangan tes kemampuan berpikir tingkat tinggi fisika (pysthots) peserta didik sma. jurnal penelitian dan evaluasi pendidikan, 17(1), 108–126. retrieved from https://journal.uny.ac.id/index.php/jpep/article/view/1364/1133 krathwohl, d. r. (2002). a revision of bloom's taxonomy : an overview. theory in practice, 41(4), 352. retrieved from http://books.google.com/books?id=jpkxaqaamaaj&pgis=1 lailiyah, l., supriyati, y., & komarudin, k. (2018). analysis of measures items in development of instruments self-assessment (rasch modeling application). jisae: journal of indonesian student assesment and evaluation, 4(1), 1–9. https://doi.org/10.21009/jisae.041.01 mislia, t. s., indartono, s., & mallisa, v. (2019). improving critical thinking among junior high school students through assessment of higher level thinking skills. advances in social science, education and humanities research, 323(icossce 2018), 326–333. https://doi.org/10.2991/icossce-icsmc-18.2019.58 miterianifa, m., ashadi, a., saputro, s., & suciati, s. (2021). higher order thinking skills in the 21st century: critical thinking. proceedings of the first international conference on social science, humanities, education and society development. eai. https://doi.org/10.4108/eai.30-11-2020.2303766 mukhtar, m., & haniin, k. (2019). modul penyusunan soal keterampilan berpikir tingkat tinggi (higher order thinking skills) fisika (s. hadi & j. abdi, eds.). direktorat pembinaan sekolah menengah atas. novinda, m. r. r., silitonga, h. t. m., & hamdani. (2019). pengembangan tes pilihan ganda menggunakan model rasch materi gerak lurus kelas x pontianak. jurnal pendidikan dan pembelajaran, 8(6), 1–11. retrieved from https://jurnal.untan.ac.id/index.php/jpdpb/article/view/33452 oecd. (2019). pisa 2018 results. combined executive summaries. journal of chemical information and modeling, 53(9), 1689–1699. retrieved from www.oecd.org/about/publishing/corrigenda.htm. palimbong, j., mujasam, m., & allo, a. y. t. (2019). item analysis using rasch model in semester final exam evaluation study subject in physics class x tkj smk negeri 2 manokwari. kasuari: physics education journal (kpej), 1(1), 43–51. 28 https://doi.org/10.37891/kpej.v1i1.40 planinic, m., boone, w. j., susac, a., & ivanjek, l. (2019). rasch analysis in physics education research: why measurement matters. physical review physics education research, 15(2), 20111. https://doi.org/10.1103/physrevphyseducres.15.020111 pratama, d., & husnayaini, i. (2020). applying rasch model to measure students` reading comprehension. jisae: journal of indonesian student assessment and evaluation, 6(2), 203–209. https://doi.org/10.21009/jisae.v6i2.14920 puspendik. (2018). ringkasan eksekutif hasil ujian nasional 2018 smp/mts. jakarta. puspendik. (2019). ringkasan eksekutif hasil ujian nasional 2019 smp/mts. jakarta. putri, b. a. y., & raharjo, r. (2017). emprical validity questions of high order thinking (hot) evaluation instrument based on computer based test (cbt) at sensory system sub topic of student class xi senior high school. berkala ilmiah pendidikan biologi, 6(3), 353–359. safihin, m. (2019). pengembangan tes menggunakan model rasch materi gaya untuk sma. jurnal pendidikan dan pembelajaran, 8(6), 1–11. retrieved from http://jurnal.untan.ac.id/index.php/jpdpb/article/view/33424/75676581548 smiley, j. (2015). classical test theory or rascha personal account from a novice user. shiken, 19(1), 16–29. sumintono, b., & widhiarsono, w. (2015). aplikasi permodelan rasch pada assessment pendidikan. cimahi: trim kominikata. susac, a., planinic, m., klemencic, d., & milin sipus, z. (2018). using the rasch model to analyze the test of understanding of vectors. physical review physics education research, 14(2), 23101. https://doi.org/10.1103/physrevphyseducres.14.023101 thomas, a., & thorne, g. (2009). how to increase higher order thinking. center for development and learning, 264. retrieved from https://eric.ed.gov/?id=ed421544 ukhtia. (2020). analisis soal ujian nasional (un) tahun 2017/2018 dan 2018/2019 mata pelajaran ipa terpadu smp berdasarkan tahap kognitif dan tingkat berpikir. banda aceh. widana, i. w. (2017). higher order thinking skills assessment (hots). jisae: journal of indonesian student assesment and evaluation, 3(1), 32–44. https://doi.org/10.21009/jisae.031.04 wijaya, a., eresti, a., despa, d., & walid, a. (2019). analisis butir soal persiapan ujian nasional ipa smp/mts tahun 2018 sampai dengan 2019 berdasarkan taksonomi bloom. lensa (lentera sains): jurnal pendidikan ipa, 9(2), 57–63. https://doi.org/10.24929/lensa.v9i2.78