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This proposal seminar document discusses the development of authentic assessment tools based on the character education of the Pancasila Student Profiles for teaching Linear Motion Kinematics in Grade XI at SMA Negeri 1 Berastagi. It covers the research background, objectives, literature review, methodology, and sample assessment instruments designed to improve students’ critical thinking, problem-solving, and character values in line with the Merdeka Curriculum. This document is a valuable reference for educators and researchers interested in innovative assessment practices in physics education.
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Submitted For Proposal Seminar In Thesis Preparation
By :
Emeninta Angelina Natasya Pelawi ID 4213121015 Bilingual Physics Education Study Program
TABLE OF CONTENTS ....................................................................................... i LIST OF FIGURES ............................................................................................. iv LIST OF TABLES ............................................................................................... vi
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Figure 2.1 Purpose of Using Authentic Assessment ...................................... 12 Figure 2.2 Authentic Assessment Framework ............................................... 14 Figure 2.3 Authentic assessment flow diagram ............................................. 19 Figure 2.4 Concept Map of Pancasila Student Profile Dimensions ............... 26 Figure 2.5 Borg & Gall Development Models ................................................ 38 Figure 2.7 The position of people cycling can be explained based on their location in relation to the building ................................................ 49 Figure 2.8 A teacher moves left and right while teaching. The professor's position relative to the Earth is given by x. The displacement of +2.0 m is represented by the arrow pointing to the right. ............................. 50 Figure 2.9 Timeline of Jill's movements ........................................................ 52 Figure 2.10 Graph of Jill's position versus time. The average velocity is shown by the slope of the line connecting the start and end points .............. 53 Figure 2.11 In a position versus time graph, the instantaneous velocity is the slope of the tangent line at a given point ................................................ 54 Figure 2.12 The object starts moving in the positive direction, pauses, and then reverses direction. This graph is a realistic approximation of the motion ........................................................................................... 55 Figure 2.13 The velocity is positive for the first part of the journey, zero when the object stops, and negative when the object reverses direction ..... 55 Figure 2.14 A train in Sao Paulo, Brazil, slows down as it enters station ........ 58 Figure 2.15 An object moving east with negative acceleration stops and reverses direction, eventually passing the origin ......................................... 58 Figure 2.16 Racehorses running out of the gate. ............................................... 59 Figure 2.17 Identify the coordinate system ....................................................... 59 Figure 2.18 Velocity versus time graph ........................................................... 60 Figure 2.19 Velocity versus time graph ........................................................... 61 Figure 2.20 Acceleration Diagram ................................................................... 63 Figure 2.21 The plane lands with an initial speed of 70.0 m/s and decelerates to a final speed of 10.0 m/s .................................................................. 64
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Attachment 1. Teacher Needs Interview Questionnaire ................................... 123 Attachment 2. Results of the Teacher Interview Questionnaire ....................... 126 Attachment 3. Student Needs Analysis Questionnaire ..................................... 130 Attachment 4. Results of the Student Needs Questionnaire ............................. 131 Attachment 5. Permission letter to carry out observation ................................. 133 Attachment 6. Attitude Assessment Assessment of Pancasila Learner Profile 134 Attachment 7. Attitude Assessment Rubric Based on Pancasila Learner Profile Character ................................................................................... 135 Attachment 8. Attitude Observation Assessment of Pancasila Learner Profile ........................................................................................ 136 Attachment 9. Rubric for Process Skills Assessment ....................................... 137 Attachment 10. Attitude Observation Assessment of Pancasila Learner Profile ........................................................................................ 139 Attachment 11. Instrument Grids for Authentic Assessment Based on Pancasila Student Profile Character Education ......................................... 140 Attachment 12. Authentic Assessment Instrument Based on Pancasila Student Profile Character Education ...................................................... 143 Attachment 13. Authentic Assessment Instrument Scoring Guidelines ............. 150 Attachment 14. Expert Validation Sheet Questionnaire ..................................... 176
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The results of interviews with physics teachers at SMA Negeri 1 Berastagi show that authentic assessment is understood as an instrument designed based on real situations that occur in everyday life. Teachers recognize the importance of applying authentic assessment in physics learning, especially to help students understand the application of physics concepts in life. Teachers also often create authentic assessment questions on each subject matter as an approach to increase student engagement. However, there are obstacles in the implementation. Teachers mentioned that learning can become monotonous if all assessments use an authentic approach. In addition, although the values of the Pancasila learner profile such as cooperation and sportsmanship have been emphasized, the integration of these values into the assessment rubric has not been optimal due to time constraints and the absence of a comprehensive assessment guide. From the interviews, it appears that the development of authentic assessment instruments that cover cognitive aspects, skills, and student character is an urgent need. Teachers suggested that the development of this instrument emphasizes characters such as sportsmanship, initiative, and independent learning habits, which are relevant to the kinematics of straight motion material. In addition, the potential relationship between authentic assessment results and the achievement of the Pancasila learner profile dimension also needs to be investigated. Students with high scores in authentic assessment may exhibit attitudes and behaviors that are in line with the Pancasila learner profile, such as critical and creative reasoning. This can be analyzed using tools, such as the Winstep application, to determine the correlation between authentic assessment results and student character attitudes. Therefore, the development of authentic assessment based on Pancasila profile character education on straight motion kinematics material at SMA Negeri 1 Berastagi is expected to be a solution in improving the quality of assessment. This development focuses on assessments that not only measure students' cognitive understanding, but also measure students' essential character skills to support holistic and relevant learning in accordance with the principles of the Merdeka Curriculum.
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1.2 Identification of problems Based on the background presented, several issues arise in the implementation of authentic assessment in physics learning at SMA Negeri 1 Berastagi:
1.3 Scope of Research This research is limited to the following scope:
1.4 Scope of the Problem The limitations of this research are as follows:
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1.7 Benefits of the Research The anticipated benefits of this research are as follows:
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2.1 Authentic Assessment 2.1.1 Definition of Assessment Learning consists of three main stages: planning, implementation, and evaluation. Assessment, as part of the learning process, is located in the evaluation stage. It is conducted to measure the achievement of learning objectives (Pasaribu & Saparini, 2016). Linch (1996) stated that assessment is a systematic effort to collect information to make informed considerations and decisions. Brown (2004) defines assessment as a method of measuring a person's skills, knowledge, or performance within a deliberately determined context. Similarly, the Indonesian National Education Standards Board (Badan Standar Nasional Pendidikan, 2006) describes assessment as the process of collecting and processing information to measure the achievement of student learning outcomes. 2.1.2 Understanding Authentic Assessment Authentic assessment is an evaluation method aimed at measuring students' knowledge, skills, and attitudes through tasks relevant to real life (Airasian, 2005). This method emphasizes critical thinking to solve real problems, requiring students to integrate their knowledge, skills, and attitudes to tackle new challenges (Darling- Hammond & Snyder, 2000). It not only hones analytical and reflective thinking but also fosters social skills like communication and collaboration (Nitko & Brookhart, 2011; Birenbaum & Dochy, 1996). The main purpose of authentic assessment is to provide a comprehensive evaluation of students’ abilities, encompassing cognitive understanding and life skills applicable in real-world scenarios. Authentic assessments allow students to see the relevance of their knowledge outside the classroom, helping them develop problem-solving, critical analysis, and decision-making skills that align with real- life situations. Moreover, authentic assessment motivates students to engage more deeply with their learning by connecting classroom material to practical applications (Gielen et al., 2003). By fostering meaningful learning, authentic assessments
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Imitating or simulating challenging contexts as experienced by adults in the workplace or in public or private life, Assess students' ability to use a variety of knowledge and skills effectively in complex tasks, Provide opportunities to practice, consult resources, receive feedback, and refine work. Authentic assessment is not merely a measure of understanding; it also serves as a means of developing real skills that students can apply in their daily lives. Unlike conventional test questions, which typically assess students' abilities indirectly, authentic assessment evaluates how well students can apply their knowledge and skills in practical contexts. While conventional tests play an important role in education, they cannot replace the value of authentic assessment. The table below illustrates the differences between conventional tests and authentic assessments. Table 2.1 Comparison of Authentic and Traditional Assessments (Source: Indiana University Bloomington, 2024). Traditional Assessment
Authentic Assessment Authenticity Indicator
Requires correct answer.
Requires high quality products or performance and a rationale for the solution taken.
Success is not only about the correct answer, but also about the student's ability to provide reasons for their answer. The test material must be unknown to the students in advance to be valid.
It is best for students to be aware of assignment information as early as possible.
Students need to know or be able to predict the tasks and assessment standards.
Regardless of the real context and challenges.
Connected to real-world contexts and challenges; students must practice the material directly.
The tasks and constraints are similar to the situations faced by experts in the field.
Contains questions that isolate specific skills or facts.
An integrated challenge that requires a variety of interrelated skills and knowledge.
The tasks are varied and complex, even if there is one correct answer.
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Easy questions to assess.
Involves complex tasks that may not have a right answer and are difficult to assess.
The validity of the assessment is not sacrificed for the sake of ease of assessment. Students only have one opportunity to demonstrate learning outcomes.
Iterative in nature; includes repetitive tasks.
Students may use a particular skill or knowledge in several different ways or contexts.
Gives the final score. Provides useful diagnostic information about student skills and knowledge.
These assessments are designed to improve future performance and this important information is directed to the student.
Authentic assessment offers several advantages over conventional tests. It is generally more valid, particularly for learning outcomes that demand higher- order thinking skills. By involving tasks relevant to real-world scenarios, authentic assessment is also more engaging and motivating for students. Furthermore, it provides more detailed insights into what students have learned and what areas require improvement. However, developing authentic assessments requires more time and effort from teachers and can be more challenging to score. To address the difficulties in scoring, creating a detailed scoring rubric can be beneficial. This rubric should outline the aspects to be evaluated and the corresponding scoring criteria. 2.1.4 Objectives and Principles of Authentic Assessment The purpose of authentic assessment is to:
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requires reflection. Portfolios are often assessed across multiple dimensions (Slater, 1996).
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in real-world scenarios that challenge them to apply their knowledge and skills. This approach evaluates student achievement as an effort to determine their collective capabilities, measures skills that cannot be effectively assessed through traditional methods, and is designed to align with criterion-referenced rather than norm-referenced standards.
Figure 2.1 Purpose of Using Authentic Assessment according to its characteristics (Source: Ngadip, 2012) Authentic assessment focuses on students' performance, reflecting their knowledge, skills, and competencies in a way that allows them to express themselves most appropriately and comfortably. However, implementing this assessment model presents several challenges. First, the process requires considerable time to manage. Second, a well-structured curriculum is essential. Third, minimizing bias in the assessment is critical to ensure objective results. The objectives of authentic assessment, aligned with its characteristics, are as follows:
