Curriculum Innovation in Assessment of Learning Outcomes through the Implementation of E-rapor

Abstract

This research aims to describe and analyze teachers' perceptions of the implementation of E-rapor policies as a form of reporting and documenting learning outcomes, implementation of E-rapor as part of curriculum innovation in aspects of learning outcomes, as well as supporting factors and inhibition of learning curriculum innovation through the implementation of E-rapor in schools. The type of research used is qualitative research case studies. Data retrieval uses interview techniques to dig deeper into the implementation of E-rapor; observations to observe the condition of the school, the level of competence of teachers in using IT, and the infrastructure facilities used in the implementation of E-rapor; and documentation studies to strengthen the data obtained from the interview results. Data validity checks are conducted with data triangulation and source triangulation to compare and re-examine the degree of trust in information obtained through in-depth interviews. Data analysis using qualitative descriptive models based on the stages of data collection, reduction, presentation, and verification. The results of this study show that: 1) The emergence of various positive and negative perceptions of teachers acting as E-rapor users on E-rapor implementation policies as part of curriculum innovation, 2) Implementation of E-rapor has been developed how to use in accessing E-rapor applications that can not only be accessed through intranet networks in schools but can also be done online at home in processing the learning results of students, 3) Supporting factors and inhibition of learning curriculum innovation through the implementation of E-rapor is fully realized as a determinant of success in its implementation. The implementation of E-rapor conducted online is part of curriculum innovation that plays a very important role in the assessment of students' learning outcomes in schools. With these innovations, documenting the reporting of student learning assessments can be implemented effectively and efficiently resulting in a more accurate, transparent, and accountable report.