The Effect of Pedagogic Competence and Professional Attitude on the Ability to Manage PAUD Authentic Assessments in Ambon City

Authors

  • Rosmarin Tutupary Pendidikan Luar Sekolah, Universitas Pattimura, Indonesia
  • Lisa Maarce Sahetapy Pendidikan Luar Sekolah, Universitas Pattimura, Indonesia
  • Emma Rumahlewang Pendidikan Jasmani, Kesehatan dan Rekreasi, Universitas Pattimura, Indonesia

DOI:

https://doi.org/10.31004/obsesi.v7i4.4503

Keywords:

kompetensi pedagogik, sikap profesional, kemampuan mengelola asesmen autentik

Abstract

Kompetensi pedagogik dan sikap profesional terhadap kemampuan mengelola asesmen autentik sangat diperlukan dalam menilai setiap proses pembelajaran siswa. Penelitian ini bertujuan untuk mengetahui adanya pengaruh kompetensi pedagogik dan sikap profesional terhadap kemampuan mengelola asesmen autentik pendidikan anak usia dini (PAUD). Metode yang digunakan adalah survei dengan teknik analisis pengaruh. Sampel penelitian sebanyak 103 orang dengan teknik proporsional random sampling. Hasil penelitian menunjukkan Pertama, terdapat pengaruh yang signifikan antara kompetensi pedagogik terhadap kemampuan mengelola asesmen autentik pada PAUD. Kedua terdapat pengaruh yang signifikan antara sikap profesional guru terhadap kemampuan mengelola asesmen autentik PAUD. Ketiga terdapat pengaruh yang signifikan antara kemampuan pedagogik dan sikap professional secara bersama-sama terhadap kemampuan mengelola asesmen autentik PAUD. Hal ini berarti kompetensi pedagogik dan sikap profesional guru mempengaruhi kemampuan mengelola asesmen autentik pada PAUD. Dengan kompetensi pedagogik dan sikap profesional akan membantu dalam meningkatkan kemampuan mengelola asesmen autentik dan pengembangan keberhasilan siswa.

Downloads

Download data is not yet available.

References

Batlolona, J. R., Baskar, C., Kurnaz, M. A., & Leasa, M. (2018). The improvement of problem-solving skills and physics concept mastery on temperature and heat topic. Jurnal Pendidikan IPA Indonesia, 7(3), 273–279. https://doi.org/10.15294/jpii.v7i3.12432

Batlolona, J. R., & Diantoro, M. (2023). Mental models and creative thinking skills in students ’ physics learning. Creativity Studies, 16(2), 433–447. https://journals.vilniustech.lt/index.php/CS/article/view/14743

Batlolona, J. R., & Jamaludin, J. (2022). Physics problem solving skills with ibl-STEMWeb: Students on Small Islands in Maluku. Jurnal Penelitian Pendidikan IPA, 8(2), 592–598. https://doi.org/10.29303/jppipa.v8i2.1344

Batlolona, J. R., & Kalean, A. (2023). The effect of homogeneity psycho cognition strategies on students ’ understanding of physics concepts in static fluid topics. Jurnal Pendidikan Fisika Indonesia, 19(June), 89–100. https://doi.org/10.15294/jpfi.v19i1.40325

Blömeke, S., Jentsch, A., Ross, N., Kaiser, G., & König, J. (2022). Opening up the black box: Teacher competence, instructional quality, and students’ learning progress. Learning and Instruction, 79, 1–11. https://doi.org/10.1016/j.learninstruc.2022.101600

Bradbury, A. (2014). Early childhood assessment: Observation, teacher “knowledge†and the production of attainment data in early years settings. Comparative Education, 50(3), 322–339. https://doi.org/10.1080/03050068.2014.921371

Braund, H., & DeLuca, C. (2018). Elementary students as active agents in their learning: an empirical study of the connections between assessment practices and student metacognition. Australian Educational Researcher, 45(1), 65–85. https://doi.org/10.1007/s13384-018-0265-z

Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research and Practice, 2(1), 1–10. https://doi.org/10.1186/s42466-020-00059-z

Faizah, A., & Sutopo, D. (2021). The implementation of teachers’ pedagogical and professional competence in authentic assessment. English Education Journal, 11(4), 539–549. https://doi.org/10.15294/eej.v11i1.48823

Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4

Formen, A., & Nuttall, J. (2014). Tensions between discourses of development, religion, and human capital in early childhood education policy texts: the case of Indonesia. International Journal of Early Childhood, 46(1), 15–31. https://doi.org/10.1007/s13158-013-0097-y

Gemnafle, M., Waimuri, S. P., & Batlolona, J. R. (2018). Organizational climate of the school and teacher performance improvement in the 21 st century. International Journal of Science and Research (IJSR), 7(2), 119–126. https://doi.org/10.21275/ART20179865

Gillanders, C., Iruka, I. U., Bagwell, C., & Adejumo, T. (2021). Parents’ Perceptions of a k-3 formative assessment. School Community Journal, 31(2), 239–266. http://www.schoolcommunitynetwork.org/SCJ.aspx

Grisham-Brown, J., Hallam, R., & Brookshire, R. (2006). Using authentic assessment to evidence children’s progress toward early learning standards. Early Childhood Education Journal, 34(1), 45–51. https://doi.org/10.1007/s10643-006-0106-y

Hashimoto, M., Horiuch, S., Sisoulath, A., & Phanpaseuth, S. (2023). Building consensus on critical thinking assessment tool for undergraduate nursing students in a socialist low-middle income country: A delphi study. Heliyon, 9(4), e15086. https://doi.org/10.1016/j.heliyon.2023.e15086

Hasibuan, R., Fitri, R., & Dewi, U. (2022). STEAM-based learning media: assisting in developing children’s skills. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(6), 6863–6876. https://doi.org/10.31004/obsesi.v6i6.3560

Ibarra-Sáiz, M. S., Rodríguez-Gómez, G., & Boud, D. (2020). Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement. Higher Education, 80(1), 137–156. https://doi.org/10.1007/s10734-019-00469-2

Indrayani, N. (2016). Language Development in Early Childhood. International Conference on Education (IECO) Proceeding, 1, 279-. https://doi.org/10.1007/978-1-349-16746-3_6

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), 1–23. https://doi.org/10.1186/s40468-022-00191-4

Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education, 5(1), 1–20. https://doi.org/10.1186/s40594-018-0131-6

Kempa, R., Ridi, E., Batlolona, J. R., & Laurens, T. (2019). Evaluating equitable distribution of teacher in Southwest Maluku regency, Indonesia. Journal for the Education of Gifted Young Scientists, 7(4), 1–30. https://doi.org/10.17478/jegys.573546

Kerai, S., Almas, A., Guhn, M., Forer, B., & Oberle, E. (2022). Screen time and developmental health: results from an early childhood study in Canada. BMC Public Health, 22(1), 1–9. https://doi.org/10.1186/s12889-022-12701-3

Ketonen, L., & Nieminen, J. H. (2023). Supporting student teachers’ reflection through assessment: The case of reflective podcasts. Teaching and Teacher Education, 124. https://doi.org/10.1016/j.tate.2023.104039

Khatiban, M., Tohidi, S., & Shahdoust, M. (2019). The effects of applying an assessment form based on the health functional patterns on nursing student’s attitude and skills in developing the nursing process. International Journal of Nursing Sciences, 6(3), 329–333. https://doi.org/10.1016/j.ijnss.2019.06.004

Mabaso, T., Downing, C., & Kearns, I. J. (2023). The impact of sustainable assessment methods on first-year nursing students’ self-directed learning. International Journal of Africa Nursing Sciences, 18(November 2022), 100539. https://doi.org/10.1016/j.ijans.2023.100539

Manubey, J., Batlolona, J. R., & Leasa, M. (2021). Peer tutoring analysis in inclusive classes using character education approach. Journal of Education and Learning (EduLearn), 15(2), 303–311. https://doi.org/10.11591/edulearn.v15i2.19190

Mohammadpour, E., & Maroofi, Y. (2023). A performance-based test to measure teachers’ mathematics and science content and pedagogical knowledge. Heliyon, 9(3), e13932. https://doi.org/10.1016/j.heliyon.2023.e13932

Nguyen, T. T. K., & Phan, H. M. (2020). Authentic assessment: a real life approach to writing skill development. International Journal of Applied Research in Social Sciences, 2(1), 20–30. https://doi.org/10.51594/ijarss.v2i1.97

Omolara, S. R., & Adebukola, O. R. (2015). Teachers’ attitudes: A great influence on teaching and learning of social studies. Journal of Law, Policy and Globalization, 42, 131–137. https://bit.ly/2YGnqCo

Orillosa, J. F. (2013). Parental involvement in children’s assessment in kindergarten. Educational Measurement and Evaluation Review, 4, 47–65. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2638774

Ozan, C. (2019). The effect of authentic assessment on academic achievement and attitude towards educational measurement and opinions of prospective teachers. International Journal of Evaluation and Research in Education, 8(2), 299–312. https://doi.org/10.11591/ijere.v8i2.18564

Pahrudin, Martono, T., & Murtini, W. (2016). The Effect of pedagogic competency, personality, professional and social competency teacher to study achievement of economic lesson in state senior high school of east lombok district academic year 2015/2016. Proceeding The 2ndInternational Conference On Teacher Training and Education Sebelas Maret University, 2(1), 332–345. http://suarakita.com/artikel

Parker, R., Thomsen, B. S., & Berry, A. (2022). Learning through play at school – a framework for policy and practice. Frontiers in Education, 7(February), 1–12. https://doi.org/10.3389/feduc.2022.751801

Peltzer, K., & Pengpid, S. (2018). High prevalence of depressive symptoms in a national sample of adults in Indonesia: Childhood adversity, sociodemographic factors and health risk behaviour. Asian Journal of Psychiatry, 33(March), 52–59. https://doi.org/10.1016/j.ajp.2018.03.017

Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481

Pullu, E. K., & Gömleksiz, M. N. (2021). Authentic teaching tasks for academic success, attitude, problem solving, and creative thinking skills. Discourse and Communication for Sustainable Education, 12(2), 108–123. https://doi.org/10.2478/dcse-2021-0020

Rafafy Batlolona, J., Laurens, T., Leasa, M., Batlolona, M., Kempa, R., & Enriquez, J. J. (2019). Comparison of Problem Based Learning and Realistic Mathematics Education to Improve Students Academic Performance. Jurnal Pendidikan Progresif, 9(2), 185–197. https://doi.org/10.23960/jpp.v9.i2.201921

Saracho, O. N. (2023). Theories of child development and their impact on early childhood education and care. Early Childhood Education Journal, 51(1), 15–30. https://doi.org/10.1007/s10643-021-01271-5

Seery, N., Buckley, J., Delahunty, T., & Canty, D. (2019). Integrating learners into the assessment process using adaptive comparative judgement with an ipsative approach to identifying competence based gains relative to student ability levels. International Journal of Technology and Design Education, 29(4), 701–715. https://doi.org/10.1007/s10798-018-9468-x

Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33. https://doi.org/10.1108/jrit-10-2016-0007

Seufert, S., Guggemos, J., & Sailer, M. (2021). Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends. Computers in Human Behavior, 115(May 2020), 106552. https://doi.org/10.1016/j.chb.2020.106552

Shaeffer, S. (2019). Inclusive education: a prerequisite for equity and social justice. Asia Pacific Education Review, 20(2), 181–192. https://doi.org/10.1007/s12564-019-09598-w

Shaughnessy, M., Boerst, T. A., & Farmer, S. O. (2019). Complementary assessments of prospective teachers’ skill with eliciting student thinking. Journal of Mathematics Teacher Education, 22(6), 607–638. https://doi.org/10.1007/s10857-018-9402-x

Siraj, I., Melhuish, E., Howard, S. J., Neilsen-Hewett, C., Kingston, D., De Rosnay, M., Huang, R., Gardiner, J., & Luu, B. (2023). Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools. Frontiers in Psychology, 13(January), 1–18. https://doi.org/10.3389/fpsyg.2022.1092284

Stolpe, K., Björklund, L., Lundström, M., & Åström, M. (2021). Different profiles for the assessment of student theses in teacher education. Higher Education, 82(5), 959–976. https://doi.org/10.1007/s10734-021-00692-w

Suciyati Sartika, N., Endrawati Subroto, D., Mauladaniyati, R., Rosdianwinata, E., Rifa, R., Sujana, A., Abidin, Z., Dadi Priadi, M., Setiawati, E., Yanti, D., & Purwanto, A. (2020). Effect of Pedagogic, Professional Competency, and Work Motivation Toward Indonesian Primary School Teachers Performance. Systematic Reviews in Pharmacy, 11(9), 617–626. https://dx.doi.org/10.31838/srp.2020.9.91

Tawfik, G. M., Dila, K. A. S., Mohamed, M. Y. F., Tam, D. N. H., Kien, N. D., Ahmed, A. M., & Huy, N. T. (2019). A step by step guide for conducting a systematic review and meta-analysis with simulation data. Tropical Medicine and Health, 47(1), 1–9. https://doi.org/10.1186/s41182-019-0165-6

Thompson, Z., Yoon, H., & Booth, P. (2023). Dispersed assessment: A novel approach to enhancing student engagement during and beyond Covid-19. International Journal of Management Education, 21(2), 100811. https://doi.org/10.1016/j.ijme.2023.100811

Wartono, W., Suyudi, A., & Batlolona, J. R. (2018). Students’ problem solving skills of physics on the gas kinetic theory material. journal of Education and Learning (EduLearn), 12(2), 319. https://doi.org/10.11591/edulearn.v12i2.8424

Yus, A., Wulan, D. S. A., Sari, W. W., & Salim, S. (2021). Exploring the ability of early childhood teachers to carry out assessment. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 4(1), 689–698. https://doi.org/10.33258/birle.v4i1.2043

Downloads

Additional Files

Published

04-08-2023

Check Article Index

How to Cite

Tutupary, R., Sahetapy, L. M., & Rumahlewang, E. (2023). The Effect of Pedagogic Competence and Professional Attitude on the Ability to Manage PAUD Authentic Assessments in Ambon City. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(4), 3963–3980. https://doi.org/10.31004/obsesi.v7i4.4503

Issue

Vol. 7 No. 4 (2023)

Section

Articles

License

Authors who publish with this journal agree to the following terms:
  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).