Teacher Problems in the Science Learning Assessment Process at SMPN 2 Slahung

Yuni Kartika; Yudi Primatama; Yuda Bekti Utama

Yuni Kartika IAIN Ponorogo
Yudi Primatama IAIN PONOROGO
Yuda Bekti Utama IAIN PONOROGO

Abstract

ABSTRACT

In creating an education system relevant to the times, it is necessary to update the curriculum that can be used as a guideline. The independent curriculum is a response in responding to the development of technology and science, which includes intracurricular learning and projects to strengthen the profile of Pancasila students that improve the competence of students. However, in the implementation of the independent curriculum in schools, there are still various obstacles and adjustments, especially for teachers, namely assessment, where teachers are still confused about the form of assessment in the curriculum. This study aims to describe and analyze teacher problems in the process of assessing science learning at SMPN 2 Slahung. This study used a descriptive qualitative approach. The data collection used were interviews and observations. The data in this study were analyzed according to Mile and Huberman. Based on the results of the study, it is known that teacher problems in the process of assessing science learning at SMPN 2 Slahung are difficulties in determining assessment and assessment because there need to be adjustments to the independent curriculum, the characteristics of students vary so that it is difficult to assess, and students experience a decrease in interest in learning science learning. From these problems, there are several teacher solutions in completing the science learning assessment process by the independent curriculum so that it is expected to realize a more directed learning quality.

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