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Analysis of Non-Formal Education Tutor Capabilities in Exploring Assessment for Science Learning

Jurnal Pendidikan IPA Indonesia · Vol. 9 No. 2 (2020) · hlm. 267–275

DOI
10.15294/jpii.v9i2.24025
ISSN
2089-4392, 2339-1286
Terbit
2020-06-30
Penerbit
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Bahasa
eng

Abstrak

This study aims to explore cognitive assessment techniques based on teaching experience. The method in this study uses a descriptive survey with data collection techniques using purposive sampling of tutors who have taught at PKBM for 5 years. The population in this study were PKBM (Pusat Kegiatan Masyarakat or Community Learning Center) tutors in Jakarta at Package A, Package B, and Package C, namely 158 tutors with details as follows; Package A 45 tutors, Package B 53 Tutors, and Package C 60 tutors. Data collection was done by using question forms and data analysis used descriptive translation to obtain an average frequency of learning assessment techniques. The statistical analysis used Confirmatory Factor Analysis, so that it can be seen directly and indirectly. The results showed that the dominant assessment technique used in non-formal science tutors was a written test that averaged 32 times in one semester. A group of tutors with 5 to 10 years of teaching experience using a variety of assessment techniques. Descriptively, it can be said that the use of the frequency spectrum of cognitive assessment techniques is coupled with experienced tutors with a tendency in written tests. In this study, the results show that the preparation of assessment in non-formal education there is an influence between the preparation of the assessment of the implementation of the assessment. So it is necessary to improve tutor assessment preparation.

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  • State University of Jakarta
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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, pertama di-harvest 29 Okt 2026, terakhir terlihat 1 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Analysis of Non-Formal Education Tutor Capabilities in Exploring Assessment for Science Learning</dc:title>
	<dc:creator>Darmawan, D.</dc:creator>
	<dc:creator>Yatimah, D.</dc:creator>
	<dc:creator>Sasmita, K.</dc:creator>
	<dc:creator>Syah, R.</dc:creator>
	<dc:subject xml:lang="en-US">cognitive assessment of science; teaching experience; diverse assessment techniques</dc:subject>
	<dc:description xml:lang="en-US">This study aims to explore cognitive assessment techniques based on teaching experience. The method in this study uses a descriptive survey with data collection techniques using purposive sampling of tutors who have taught at PKBM for 5 years. The population in this study were PKBM (Pusat Kegiatan Masyarakat or Community Learning Center) tutors in Jakarta at Package A, Package B, and Package C, namely 158 tutors with details as follows; Package A 45 tutors, Package B 53 Tutors, and Package C 60 tutors. Data collection was done by using question forms and data analysis used descriptive translation to obtain an average frequency of learning assessment techniques. The statistical analysis used Confirmatory Factor Analysis, so that it can be seen directly and indirectly. The results showed that the dominant assessment technique used in non-formal science tutors was a written test that averaged 32 times in one semester. A group of tutors with 5 to 10 years of teaching experience using a variety of assessment techniques. Descriptively, it can be said that the use of the frequency spectrum of cognitive assessment techniques is coupled with experienced tutors with a tendency in written tests. In this study, the results show that the preparation of assessment in non-formal education there is an influence between the preparation of the assessment of the implementation of the assessment. So it is necessary to improve tutor assessment preparation.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2020-06-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/24025</dc:identifier>
	<dc:identifier>10.15294/jpii.v9i2.24025</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 9, No 2 (2020): June 2020; 267-275</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v9i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/24025/10482</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/24025/5702</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/24025/5721</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/24025/5722</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2020 Jurnal Pendidikan IPA Indonesia</dc:rights>
</oai_dc:dc>