AUNTHENTIC ASSESSMENT IN THE LEARNING OF SOCIAL STUDIES

The purpose of this research is to know how authentic assessment given in social studies. Learning social studies in junior high school includes materials of History, Geography, Economics and Sociology. In monodisciplinary, each of these materials have characteristics and a different way in the planning, implementation and evaluation. But in term of interdisciplinary, evaluation was made in order to provide a throught assessment. In an authentic assessment of students are required to show meaningful tasks then assessed directly in the classroom. Nevertheless, authentic assessment is not only implement in the classroom, but also can assess the tasks performed outside the classroom with project-based learning. The method used in this research is a survey conducted for teachers of social studies in Jakarta. The results showed that an authentic assessment can help students to display meaningful tasks then assessed directly in the classroom. However, authentic assessment is not only implemented in the classroom, but also can assess the tasks performed outside the classroom with project-based learning

ROLE OF FAMILY ENVIRONMENT IN CHARACTER DEVELOPMENT

Family environment as the environment is known first and foremost a child has a decisive role in helping the development of his personality. One effort is the essential meaning is to invite the children to enable themselves with moral values to have and develop the basics of character development. These efforts demonstrate the need for the position and responsibilities of parents. Help parents in laying the foundations and development in the character formation of children is to create conditions that encourage children to have the basics of good character and in its development involves two subjects namely parents as educators and children as the educated. This paper comprehensively want to see how the character formation of children in the family environment seen from the pattern adopted by foster parents, with the approach of descriptive analytical method. Thus the character that develops in children can be seen from the pattern adopted by foster parents in the home

Tanggapan Guru Bahasa Indonesia Terhadap Problem Pembelajaran Sastra dan Upaya Mengatasinya di SMP Kabupaten Sukoharjo

This research is a descriptive qualitative study aimed to: (1) identify the problems of Indonesian teachers in teaching literature in junior high school Sukoharjo Regency and (2) describe the response of Indonesian Language teachers in an attempt to overcome the problem of learning literature in junior high school Sukoharjo Regency. The data in this study is the information obtained from the Indonesian Language teachers, while the source of the data in this study is the Indonesian Language teacher in junior high school Sukoharjo Regency. The analysis technique used is the technique of data analysis interactive model. The validity of the data in this study using triangulation sources. The results obtained are: (1) The material of literature is less than the language, (2) only oriented to the text, (3) the allocation of time is less, (4) literary material hasn't been discussed specifically, (5) the portion of material of the language and literature is less balanced, (6) is only theoretical, (7) the books less material, (8) the time limitations in the process of the discussion, (9) students are not interested in the study of literature, (10) the knowledge of literature is limited, (11) low learning motivation , (12) lazy for create their own work, (13) the creativity and interest in reading less, (14) the notion that literature is not important, (15) are hard to stringing the words, (16) the media is limited, (17) facilities and infrastructure is incomplete, (18) the absence of practice exams, (19) in the practice assessment, teacher less the time, (20) the assessment format that has not been uniform. Based on the twentieth these problems then the response of Indonesian Language teachers in an effort to overcome that problems is: (1) adding the material of literature , (2) teaching in accordance with the curriculum, (3) add the allocation of time, (4) add its own material, (5) the addition of servings the material of literature, (6) to change the method of learning, (7) the teacher is more active and creative, (8) if less time, teachers cope with to give the homework to students, (9) students are encouraged to practice practice, (10) by learning literature on an ongoing basis, (12) familiarize more creative, (13) increases interest in reading, (14) changing teaching methods, (15) have the students search for material to his own literature, (16) adding media, (17) teachers seeking on their own, (18) enough written assessment, (19) only provide modest value, and (20) teachers make their own assessment format

Pemanfaatan Media Televisi dalam Pembelajaran Ilmu Pengetahuan Sosial (IPS)

Television is a visual audio (heard and seen) electronic media, which can provide information such as news and entertainmentincluding educational materials. The objective of this paper is to find out how media education is needed to help teachers to developtheir students' understanding of social studies materials. The method used is a descriptive analytical study of literature. It can beconcluded that the television media has a broad impact in diversifying the media or multi media applications. IPS will be more meaningfullearning when using the media of television effectively and efficiently

Functions and Role of Social Studies Teachers in the Disruption and Abundance Era

The purpose of writing this paper is to look at the function and role of social studies teachers in an era of disruption and abundance. The era of disruption and abundance demands a paradigm shift in producing graduates. A teacher must be able to prepare students to be great people and be able to adjust to the era in which he will take part. Innovative ways of teaching and learning, student-centered learning, the use of technology with unlimited reach, and unlimited access to new knowledge should be developed in education in Indonesia. Novelty can be obtained by various approaches in learning activities, so that the teacher must have comprehensive knowledge about religion, science and social humanities in order to build strong character of students, not give up easily in the face of all changes instead more adaptable or even become agents of change with give new ideas. In order for students to get the knowledge and skills that are able to help them face the era of disruption and the era of abundance, the teacher needs to change the way of teaching in accordance with their roles and functions. Learning can be done using the principle of connectivity so that it is able to present a learning model that recognizes major changes in society because learning is no longer an internal activity but can be done outside of oneself

Functions and Role of Social Studies Teachers in the Disruption and Abundance Era

The purpose of writing this paper is to look at the function and role of social studies teachers in an era of disruption and abundance. The era of disruption and abundance demands a paradigm shift in producing graduates. A teacher must be able to prepare students to be great people and be able to adjust to the era in which he will take part. Innovative ways of teaching and learning, student-centered learning, the use of technology with unlimited reach, and unlimited access to new knowledge should be developed in education in Indonesia. Novelty can be obtained by various approaches in learning activities, so that the teacher must have comprehensive knowledge about religion, science and social humanities in order to build strong character of students, not give up easily in the face of all changes instead more adaptable or even become agents of change with give new ideas. In order for students to get the knowledge and skills that are able to help them face the era of disruption and the era of abundance, the teacher needs to change the way of teaching in accordance with their roles and functions. Learning can be done using the principle of connectivity so that it is able to present a learning model that recognizes major changes in society because learning is no longer an internal activity but can be done outside of oneself

Literature, history, and neuroscience perspective toward urban family disorganization during indonesian revolution era 1945- 1949

Some of the events of the Indonesian revolution (1945-1949) were not written by historians but were written in the form of historical novels. Individual behavior in this era can be explained through a neuropsychological perspective that tells details about the mental and cognitive effects of individuals. Historiography and content analyses were employed to analyze data. Historiography describes historians’ point of view about the Indonesian revolution and its impacts on urban family, while content analysis portrays urban family in the novels of Guerrilla Family. Historians and novelists shared different attentions in their texts since historians focused on revolutionary impacts toward Sultanates' collapse in East Sumatera and inactivity of aristocratic family privileges in society, while novelists emphasized the story of a lower-class metropolitan family in that era. In detail, the novel elaborates on a generational conflict between the young and old generation of urban families during the Indonesian physical revolution. Furthermore, the novel also implied public anxiety in Jakarta due to the uncontrolled social process, which filled with chaotic, criminals, oppression, and betrayal. On the other hand, the novel portrays a disorganizedurban family, particularly in terms of economic, family conflict, feminism and patriarchy issues, as well as infidelity and its social punishment

Pengaruh Video Based Learning terhadap Pengetahuan Konseptual Siswa pada Muatan Pelajaran Matematika Kelas II SDN Cilangkap 01 Pagi

Penelitian bertujuan untuk mengetahui terdapat atau tidak terdapat pengaruh metode Video Based Learning terhadap pengetahuan konseptual matematis siswa kelas II SD. Penelitian dilaksanakan di SDN Cilangkap 01 Pagi. Subjek di dalam penelitian ini adalah peserta didik kelas II C dan kelas II D semester genap 2021/2022 sedangkan objek penelitiannya adalah pemahaman konsep matematis yang menggunakan Video Based Learning dan desain penelitian ini Post-test-Only Design. Instrumen penelitian ini menggunakan tes pemahaman konsep matematika yang sudah diuji validitas, dan reliabilitas sebanyak 5 butir soal esai. Untuk mendapatkan hasil penelitian ini, mempergunakan uji Lilliefors untuk normalitas, uji Fisher untuk homogenitas dan pengujian hipotesis menggunakan uji-t untuk mendapatkan hasil akhir dari penelitian ini. Berdasarkan hasil analisis data, memperoleh nilai rata-rata kelas eksperimen 13,219 sedangkan rata-rata kelas kontrol 11,469. Jika melihat dari segi perbandingan  dengan  menggunakan taraf signifikansi 5%, mendapatkan hasil . Sehingga diambil kesimpulan bahwasanya terdapat pengaruh yang signifikan pada pengetahuan konseptual matematis antara siswa yang diajarkan menggunakan Video Based Learning dengan siswa yang diajarkan menggunakan metode konvensional