Pelatihan Penyusunan Soal AKM bagi Guru PJOK di Kabupaten Banyuwangi
Abstract View: 0,
PDF Download: 0
DOI:
https://doi.org/10.32665/padimas.v3i01.2513Keywords:
Asessment, Teacher, Physical Education, TrainingAbstract
The implementation of the Minimum Competency Assessment (AKM) in all subjects is still not fully understood by teachers regarding how to appropriate questions. This was experienced by physical education teachers in the Banyuwangi Regency area, understanding regarding AKM was still lacking and many experienced difficulties developing AKM questions based on reading literacy and numeracy for physical education subjects. The conditions experienced by these partners require alternative solutions, namely through training to increase teachers' insight and skills regarding AKM and how to prepare questions that are appropriate for physical education subjects. This PKM program aims to improve the understanding and skills of physical education teachers in preparing AKM questions. The target for implementing PKM activities is the physical education teachers in Banyuwangi Regency. The activity was carried out on October 6 and was attended by 11 physical education teachers. Carrying out activities in the form of training and evaluating the activities that have been implemented. Based on the results of filling out the response questionnaire, this training is very important to carry out and the results of the teacher's response to the activities carried out are in the very good category, both in terms of material and facilitators.
References
Safari, “Pengenalan Asesmen Kompetensi Minumim (AKM) 2021,” Pus. Asesmen dan Pembelajaran, 2021.
Pusmenjar Kemendikbud, “Capaian Hasil AN,” 2021.
A. Wijaya and S. Dewayani, “Framework Asesmen Kompetensi Minimum (AKM),” Kementeri. Pendidik. dan Kebud., pp. 1–107, 2021.
T. Meriana and E. Murniarti, “Analisis Pelatihan Asesmen Kompetensi Minimum,” J. Din. Pendidik., vol. 14, no. 2, pp. 110–116, 2021, [Online]. Available: http://ejournal.uki.ac.id/index.php/jdpDOI:https://doi.org/10.51212/jdp.v14i2.7.
A. Fauziah, E. F. D. Sobari, and B. Robandi, “Analisis Pemahaman Guru Sekolah Menengah Pertama (SMP) Mengenai Asesmen Kompetensi Minimum (AKM),” Edukatif J. Ilmu Pendidik., vol. 3, no. 4, pp. 1550–1558, 2021, [Online]. Available: https://edukatif.org/index.php/edukatif/article/view/608.
Suparyanto dan Rosad (2015, “Asesmen Kompetensi Minimum,” Suparyanto dan Rosad (2015, vol. 5, no. 3, pp. 248–253, 2020.
I. C. Wulandari, D.T., & Sayekti, “Evaluasi Pelaksanaan Asesmen Kompetensi Minimum (AKM) pada Kompetensi Dasar Literasi Membaca Peserta Didik Sekolah Dasar,” J. basicedu, vol. 6, no. 4, pp. 5877–5889, 2022, [Online]. Available: https://doi.org/10.31004/basicedu.v5i4.1230.
D. C. Rohim, “Konsep Asesmen Kompetensi Minimum untuk Meningkatkan Kemampuan Literasi Numerasi Siswa Sekolah Dasar,” J. VARIDIKA, vol. 33, no. 1, pp. 54–62, 2021, doi: 10.23917/varidika.v33i1.14993.
Kartina, Missriani, and Y. Fitriano, “Peningkatan Kemampuan Asesmen Kompetensi Minimum (AKM) Literasi Siswa Melalui Pendekatan Saintifik SMP Negeri 2 Payaraman,” Wahana Didakt., vol. 20, no. 1, pp. 128–139, 2022.
F. L. Lestari, “Analisis Problematika Dan Pencapaian Siswa Dalam Pelaksanaan Akm Pada Ptm Terbatas,” JPG J. Pendidik. Guru, vol. 3, no. 1, p. 1, 2022, doi: 10.32832/jpg.v3i1.6193.
Downloads
Published
Issue
Section
Abstract View: 0,
PDF Download: 0
