Developing a Module of Training Application for Assessing

Curriculum 2013

Rosma Fitriya

, Muhammad Kristiawan

and Tobari

SD Negeri 62 Palembang

Universitas PGRI Palembang, Jl.Jend. A. Yani, Lrg. Gotong Royong 9/10 Ulu, Palembang, Indonesia

Keywords: Modules, Applications, Assessments, Curriculum 2013.

Abstract: This study started from the preliminary study that teachers have difficulty in filling out report cards based on

appraisal of curriculum 2013; each teacher has different speeds and abilities in understanding the use of the

curriculum 2013 assessment application; some teachers still have difficulties understanding the guidelines on

applying the curriculum 2013 appraisal even after previous training; most teachers at SD Negeri 62 and SD

Negeri 49 Palembang are senior teachers who have had decades of teaching experience and during that time

they have difficulty relinquishing habits using traditional paper-based judgments; and the need for instruments

that help and facilitate teachers in understanding how to conduct assessments on curriculum 2013. The

purpose of this study was to develop a module that will be used in training which valid, practical and effective.

This research was research and development by using ADDIE model. Sampling technique in this research

used Nonprobability sampling technique that is saturated sample or total sampling. Thus, the sample in this

study were all teachers in SD Negeri 49 and SD Negeri 62 Palembang which consist of 20 persons. The total

are 40 persons as sample trials to see the impact of the use of this module on teacher skills in applying the

assessment application of curriculum 2013. The results in this study concluded that this module successfully

developed and declared valid, practical and effective.

1 INTRODUCTION

Starting Starting from the academic year 2013/2014,

the Government enacted the Curriculum 2013 which

is a refinement of the curriculum 2006 (School Based

Curriculum). Implications of applying the curriculum

2013 to the assessment is the traditional assessment

used by teachers in the curriculum 2006 should be

turned into an authentic assessment based on the

demands of the curriculum 2013. Authentic is an

assessment that focuses on what real students are

learning. Authentic assessment is developed based on

instructional design, competencies and indicators.

Authentic assessment of the curriculum 2013 is a

knowledge-centered assessment through the

assessment of outputs to capacity-based through full,

comprehensive assessment of the process, portfolio

and output assessment. Authentic assessment is

appropriate to assess students' ability, especially in

the skill aspect, but not all teachers understand how

authentic assessment is performed. Assessment of

student learning outcomes in the curriculum 2013

also uses different computer-based applications with

earlier paper-based assessments, and some teachers

have difficulty in applying the Curriculum

assessment app of 2013.

SD Negeri 62 Palembang which is located at Jalan

Sersan KKO Badaruddin 2 Ilir Palembang is the

newly enacted primary school implementation of

curriculum 2013 in the academic year 2017/2018.

Based on the results of preliminary interviews

conducted on January 25, 2018 with some teachers of

Primary School 62 Palembang, researchers got

information that teachers SD Negeri 62 Palembang

have difficulty in filling report cards based on the

application of curriculum 2013 and in applying an

authentic assessment of curriculum 2013, so the

teachers admitted that they are still having difficulties

understanding the curriculum 2013. For additional

information, the researchers found that 12 people

from 20 teachers of SD Negeri 62 Palembang were

over 50 years old, 6 of them have entered the age of

60 years. This shows that more than 50% of teachers

in SD Negeri 62 and SD Negeri 49 Palembang are

senior teachers who have had decades of teaching

experience and during that time they have difficulty

Fitriya, R., Kristiawan, M. and Tobari, .

Developing a Module of Training Application for Assessing Curriculum 2013.

DOI: 10.5220/0009995300002499

In Proceedings of the 3rd Sriwijaya University International Conference on Learning and Education (SULE-IC 2018), pages 73-79

ISBN: 978-989-758-575-3

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

relinquishing habits using traditional paper-based

assessment. This age factor also results in each

teacher having different speeds and abilities in

understanding the use of the curriculum 2013

application.

The researchers also conducted an interview with

teachers of SD Negeri 49 Palembang which is located

at Jalan Brada Burhanudin, 2 Ilir Palembang on

January 26, 2018. SD Negeri 49 Palembang is also

one of the new primary school which enacted the

implementation of curriculum 2013 in 2017/2018. SD

Negeri 49 Palembang has 12 study groups; each class

from grade 1 to grade 6 has 2 study groups, with a

total of 20 teachers. Difficulties are much complained

by the teachers at SD Negeri 49 Palembang is about

the understanding of Core Competence and Basic

Competence. Teachers have difficulties in how to

teach, assess and fill in report cards based on the

application of the curriculum 2013. For authentic

assessment, the teachers only understand but to apply

them and adjust to the demands of the curriculum

2013 is still confusing. In carrying out authentic

assessments, teachers need a lot of time and effort to

create assessment instruments. The senior teachers

are still assessing students even in the middle and at

the end of the semester, whereas the authentic

assessment is an ideal performance assessment

ideally given by the teacher at each face-to-face

meeting in class.

The teachers of SD Negeri 49 Palembang also

experienced difficulties in processing the score into a

final report. In the end the teachers’ experience,

especially for class IV, V and VI when they have to

deposit the score to the homeroom because the work

that should be done within one semester must be

completed within one day or one week. Although they

have received training, but teachers feel the material

is still abstract. Some teachers still have difficulties

on understanding the guidelines on applying the

curriculum 2013 even though they have already

attended previous training.

In order for all teachers understand the assessment

of the Curriculum 2013 and how to use the

Curriculum 2013 assessment application, the

guidance module is needed in the form of Curriculum

Application Training Module 2013. Module is a set

of teaching materials that are presented

systematically so that users can learn with or without

a facilitator. In this case, the module as a teaching

material should be able to explain the use of appraisal

application Curriculum 2013 well and easily

understood for teachers independently, with or

without the help of facilitators.

1.1 Module Development

The module is basically and systematically organized

with language that is easily understood by learners

according to their level of knowledge and age, so that

they can learn independently (Prastowo, 2015). Thus,

a module should be used as a teaching material as a

substitute for teachers’ function. If the teacher has a

function to explain something then the module should

be able to explain something with a language that is

acceptable to learners according to the level of

knowledge and age. Modules can be developed in

various ways including a) adaptation, the learning

material developed on the basis of books on the

market; b) compilation, the learning material

developed on the basis of books on the market,

scientific journal articles and pre-existing modules; c)

writing by yourself, the most ideal module

development. For teachers, lecturers or widiaiswara

write their own modules used in learning is to prove

himself as a professional. Modules can be arranged

in the following structure (a) module title, this section

contains the module name; (c) general instructions,

this section contains an explanation of the steps to be

taken in the learning process, including (1) basic

competence, (2) subjects, (3) indicators of

achievement, (4) references, (5) learning strategy, (6)

sheet learning activities, (7) instructions for readers to

understand the steps and learning materials, (8)

evaluation; (b) module material, This section

provides a detailed explanation of the material

presented at each meeting; (c) evaluation, aims to

measure competence according to the given material

(Prastowo, 2015); (Indonesian Ministry of National

Education); (Directorate General of Quality

Improvement of Educators and Education Personnel

of the Ministry of National Education, 2008).

1.2 Training

Training is defined as an attempt to improve the

performance of employees in their present work or in

other jobs that will be held soon. Training is a short-

term educational process using systematic and

organized procedures, in which non-managerial

personnel learn knowledge and technical skills for a

particular purpose (Directorate General of Quality

Improvement of Educators and Education Personnel

of the Ministry of National Education, 2008).

1.3 Assessment of Curriculum 2013

According to Sudjana (2006) assessment is an action

or activity to see the extent to which instructional

SULE-IC 2018 - 3rd Sriwijaya University International Conference on Learning and Education

objectives have been achieved or mastered by

students in the form of the learning outcomes they

show after their learning experience. Furthermore,

according to Sudjana (2006), judging from its

function, the type of assessment there are several

kinds, namely: a) Formative assessment, is the

assessment conducted at the end of the teaching and

learning program to see the level of success of the

learning process itself; b) Summative appraisal, is an

assessment conducted at the end of the program unit,

ie quarterly, the end of the semester and the end of the

year; c) Diagnostic assessment, is an assessment

aimed at looking at the student's weaknesses and

causal factors; d) Selective appraisal, is an assessment

that aims for selection purposes, such as the entrance

exam into a particular educational institution; e)

Placement assessment is an assessment aimed at

identifying the required prerequisite skills for a

learning and learning program as pre-programmed

prior to starting the learning activities for the

program.

Characteristics of good judgment according to

Ormrod (2008) must satisfy the following four

characteristics: a) Reliability, meaning that the

assessment provides consistent information about the

knowledge, skill, or characteristic being measured; b)

Standardization, meaning that the assessment

includes the same content and format and is executed

and scored equally for each person; c) Validity,

means an instrument of measuring what it seeks to

measure and enables us to draw precise conclusions

about the characteristics or abilities in question; d)

Practicality, meaning that the valuation instrument is

inexpensive and relatively easy to implement and

does not take much time to execute or scorch.

1) Assessment of Student Learning in Curriculum

2013

The purpose of education is classified into

three categories, namely the skills of thinking,

behavior (behavior), and physical skills that

represent the three domains (domain) education is

the cognitive (cognitive), affective

(psychological) and psychomotor (psychomotor).

In the curriculum 2013, the goal of education is

realized with the mastery of students' competence

in attitude, knowledge and skills aspects

(Endrayanto et al, 2014).

2) Development of Curriculum Valuation

Application Module 2013

In this study developed the application module

assessment of the curriculum 2013. Application of

assessment that will be used in this research is the

application of assessment of curriculum 2013

used in SD Negeri 62 Palembang and is the latest

application version 2017/2018. The multigrade

curriculum assessment application of the 2013

multigrade curriculum is an appraisal application

that can be used at all grade levels 1-6 in

elementary school because in this application the

teacher only needs to change the data only, while

other features have been made in such a way with

the assessment format already in accordance with

the technical guidelines.

2 RESEARCH METHOD

Type of research used in this research is research and

development method (Research and Development).

According Sugiyono (2016) research and

development is a research method used to produce a

particular product and test the effectiveness of the

product. The development of training module for

applying this curriculum 2013 using model

development of ADDIE. The validity of the product

will be tested for its feasibility in order to achieve the

assessment objectives in the curriculum. In this case,

to be able to produce training module of applying the

curriculum 2013 required need analysis and test the

effective of module in order to be used in wide

society, hence need of research to test module

feasibility through process analyze, design, develop,

and evaluate based on the steps of ADDIE model.

This research model Mulyatiningsih (2014) as follow.

1) Analysis

Researchers conducted the needs analysis and

report cards Curriculum Content Analysis in

2013. This needs analysis conducted to determine

whether teachers required use application

modules in curriculum assessment report cards

curriculum 2013. In 2013, the assessment of each

lesson consists of competence of knowledge,

skills and attitude.

2) Design

The second stage of the ADDIE model is the

design. At this stage, began to design modules that

will be developed according to the results of

previous analyzes. Furthermore, the design stage

is done by determining the necessary elements in

the module such as the preparation of module

needs maps and module framework. The

researcher also collects references that will be

used in developing the material in the module. At

this stage, the researchers also devised the

instruments to be used to assess the modules

developed.

3) Development

Developing a Module of Training Application for Assessing Curriculum 2013

Development stage is the stage of product

realization. Module development is done in

accordance with the design. At this stage, the

researcher also performs module validity through

expert lecturers and from LPMP as well as

training instructor. In the validation process,

validators use the instruments that have been

prepared in the previous stage.

4) Implementation

In the implementation phase, the researchers

conducted a module test on a limited sample.

Implementation is limited to schools designated

as research sites. At this stage, the researchers also

conducted questionnaire response to training

instructors and trainees which contains points of

the statement on the use of modules in the

training. This is done to get the data related to the

practicality of using the module. In addition, the

trainees were also asked to comment as a second

revision reference according to the trainees'

responses.

5) Evaluation

At this stage, researchers conduct an

evaluation by analyzing the suitability between

one stage of development with the next stage of

development. Starting from the suitability of

needs analysis with module design, module

design with development, and development with

implementation. Researchers also evaluated the

learning process (formative evaluation) and after

learning (summative evaluation) Curriculum

assessment application usage in 2013.

In this study, the population is all teachers in SD

Negeri 49 and SD Negeri 62 Palembang which

consists of 20 people from 40 teachers. Sampling

technique in this research using non-probability

sampling technique that is saturated sample or often

called total sampling. Thus, the sample in this study

was all teachers in SD Negeri 49 and SD Negeri 62

Palembang which consists of 20 people from 40

teachers.

In this study, the instruments used were the

module assessment sheet; observation sheet; and

questionnaire response. The module assessment sheet

in this study was used to obtain validity data and

modules developed through assessment by material

experts, media experts and training instructors. The

observation sheet referred to an observation sheet of

the implementation of learning. This sheet is used to

record data obtained from the trainee’s input, ongoing

learning activities, and input from the instructor after

the learning process. Furthermore, the data obtained

is used to repair modules developed after being tested

in the learning process. Questionnaire responses were

given to participants and training instructors at the

end of the study after the module was completed. This

instrument aimed at determining the responses of

participants and training instructors to the modules

that have been developed. Questionnaire responses of

participants and training instructors were prepared

with five alternative answers that strongly disagree

(STS), disagree (TS), neutral (N), agree (S), and

strongly agree (SS).

Data analysis techniques were done by module

validation; module practices; and effectiveness of the

module. The module assessment sheet is used to

obtain the validity of the developed module data. The

validity data is obtained from the assessment by the

lecturers of material experts, lecturers of media

experts, and teachers who collaborated with the

researchers in the lesson. In this study, the module is

valid if it meets the classification of the minimum

module rating either. Guidelines for Classification of

Final Assessment Module can be seen in Table 1.

Table 1: Guide to classification of final assessment of the

module (Putranto & Dhoruri, 2016: 5).

Score Range Classification

> 4,2 Ver

3,4 < X ≤ 4,2 Goo

2,6 < X ≤ 3,4 Enou

1,8 < X ≤ 2,

Less

≤ 1,8 Very Less

In this study, a response questionnaire was used to

obtain practical data on the use of modules. Data were

obtained from questionnaire responses for trainees

and instructors. In this study, the module is said to be

practical if it meets the classification of the minimum

module rating either. The classification of module

assessment can be seen in Table 2.

Table 2: Guide to classification of final assessment of the

module

(Putranto & Dhoruri, 2016: 5).

Score Ran

e Classification

> 4,2 Ver

3,4 < X ≤ 4,2 Goo

2,6 < X ≤ 3,4 Enough

1,8 < X ≤ 2,

Less

≤ 1,8 Ver

Less

The test of learning outcomes is used to obtain the

score of the effectiveness of the module. The data was

obtained by documenting the results of the training

results conducted by the trainees (teachers). In this

study, the module is said to be effective if the

percentage of completeness of classical learning test

results of training participants to achieve a good

SULE-IC 2018 - 3rd Sriwijaya University International Conference on Learning and Education

minimal classification. Academic Exercise

Assessment Criteria can be seen in Table 3.

Table 3: Evaluation criteria of learning completion

(Widoyoko, 2009: 242).

Score Ran

e Classification

> 8

Ver

60 < p ≤ 8

goo

40 < p ≤ 6

Enough

20 < p ≤ 4

Less

≤ 2

Ver

Less

3 RESULTS AND DISCUSSION

3.1 Analysis

In the analysis phase the authors analyzed the needs

and content analysis in the curriculum report cards

2013. The results of interviews with some teachers of

SD Negeri 49 and SD Negeri 62 Palembang indicated

that they face difficulties in applying the Curriculum

2013. In the curriculum 2013 report, the assessment

of each lesson consists of knowledge competencies,

skills, and attitude. The competence of knowledge

and skill competency use scale 1 - 4, while attitude

competency was very good scale, Good, Self, and

Less, converted in A-D predicate.

3.2 Design

At this stage the researcher prepares the necessary

elements in the module such as the preparation of the

module needs map and the module framework, the

reference used in developing the material in the

module, and the instrument used to assess the module

developed.

3.3 Development

Module development consists of several activities

that must be completed by the trainees, including

analysis, reflective thinking, guidance,

brainstorming, discussion, group discussion, practice

and presentation. Preparation of answer keys,

modules for handling instructed training instructors

equipped with key answers. Module validation, at this

stage, the researchers also perform module validity

through experts (Dr. Houtman, M.Pd as expert

lecturer and Sari Ethics, S.Pd. from the LPMP and

also as a training instructor). To obtain the validity of

data and modules developed, a module rating sheet is

used. The module is consulted with supervisor and

revised lecturers, then the module is validated from

material expert, media expert, and training instructor

who collaborates in learning with the researchers as a

material expert as well as a media expert. The

evaluation result of the Module from the validation

results can be seen in Table 4.

The results of data analysis from the assessment

of material experts and media experts in table 4

indicate that the modules compiled are included in the

criteria so well that they are suitable to use in training

on the application of assessment Curriculum 2013.

Revision module, the revision of the module is based

on suggestions and input from the validator at module

validation. The module could be accessed on

https://www.researchgate.net/publication/329391637

_MODUL_PELATIHAN_APLIKASI_PENILAIAN

_KURIKULUM_2013.

3.4 Implementation Phase

At the implementation stage, the researchers

conducted module test to limited sample. Practical

Testing Module, in this study, a response

questionnaire was used to obtain practical data on the

use of modules. Data were obtained from

questionnaire responses for trainees and instructors.

The results of questionnaire responses of participants

and training instructors can be seen in Table 5.

Table 4: Results of the module assessment rating by media experts and material experts.

Rated aspect

Assessment

Average of

each Aspect

Category

Media

Expert

Master of

Materials

Material in the Module 4,27 4,48 4,38 Ver

Form Modules develo

3,98 4,28 4,13 Goo

Motivation on the Module 4,13 4,09 4,11 Goo

Language and Legibility Module 4,23 4,37 4,30 Very goo

Average Overall 4,15 4,31 4,23 Very goo

Developing a Module of Training Application for Assessing Curriculum 2013

Table 5: Average scores of questionnaire responses participants and training instructors.

Rated aspect

Assessment

Training

Participant

Training

Instructo

1 Use of the Module makes it eas

for teachers 4,08 4,50

2 Use of the Module stimulates teacher motivation 4,00 4,00

3 The use of the module makes the stages of training conducted by researchers

more clearl

4,03 4,50

4 The use of the Module makes the training stage conducted by researchers more

regularl

4,15 4,50

5 Module can reduce teacher's anxiet

/ anxiet

3,80 4,00

6 Material in accordance with the

roblems / needs of teachers 4,25 4,50

7 Implementation of the training is easier for teachers to understan

4,10 4,00

8 Exciting training to follow 3,90 4,00

9 Through the module, information is obtained on how to use the Curriculum

raisal A

lication 2013

4,10 5,00

Average Overall 4,05 4,33

Criteria Practical

The results of participant's response and training

instructor indicate that the developed module is

considered practical because it is included in the

classification of good judgment so it is suitable to use

in training the use of application assessment of

Curriculum 2013. Effectiveness testing module used

to get the score of the effectiveness of the module, test

results are used. The test result data were obtained by

documenting the result of the training result

conducted by the trainee (teacher) with minimum

mastery criterion (KKM) is 75. The result of teacher’s

training test can be seen in Table 6.

Table 6: Results of training tests.

Completeness amount

Percentage

(%)

Criteria

Completed

training

articipants

34 85

Effective

Unresolved

training

articipants

6 15

Based on the results of the analysis of the learning

result test, then the module prepared is declared

effective so worthy to be used in training use of

appraisal Curriculum 2013.

3.5 Evaluation Phase

The evaluation stage is done by analyzing the

suitability between requirement analysis and module

design, module design with development, and

development with implementation. The module

improvement at the evaluation stage was based on the

suggestions and comments of teachers and training

instructors both written in the response questionnaire

and delivered at the end of the learning process. In

addition, module improvements are also based on

observation and evaluation after the lessons learned

through preliminary tests and final tests on the

application of assessment Curriculum 2013.

Based on the results of the development research

that has been described, the module development is

done with the steps of ADDIE model Analysis,

Design, Development, Implementation, and

Evaluation generated Training module use the

application of assessment curriculum 2013 that meets

valid, practical, and effective.

This research was supported by Kristiawan et al

(2017) the teachers could not operate computer as

well, the national result of teachers’ competency test,

and Kristiawan (2014) implemented A Model for

Upgrading Teacher’s Competence on Operating

Computer as Assistant of Instruction. And the model

revealed that it was considered valid, practical and

effective. Then Yuliandri and Kristiawan (2017)

states that the principals should be responsible for

teachers’ performance. It also needs the influence of

principal’s leadership for getting effective teachers on

implementing curriculum 2013.

4 CONCLUSION

The conclusion that can be taken after the

implementation of the study as follows.

1) Based on the results of the assessment conducted

by the material experts, media experts, and

training instructors who collaborate with the

SULE-IC 2018 - 3rd Sriwijaya University International Conference on Learning and Education

researchers, the module developed is valid as it

meets the minimum classification either. The

average score given through the assessment by the

material expert is 4.31 with a very good

classification. While the average score given

through assessment by media experts is 4.15 with

good classification.

2) Based on the results of questionnaire responses

given to trainees and training instructors, the

module is considered practical because they meet

the minimum classification either. The average

score given through the training instructor’s

response questionnaire is 4.33 so the module is

classified very well. While the average score

given through the results of questionnaire

responses of trainees is 4.05 so the module is in

good classification.

3) Based on the test results of learning conducted at

the end of the study, the module is effective

categorized. This is shown by the percentage of

learning participants completeness by 85% so the

classification is very good.

ACKNOWLEDGEMENTS

We would like to express our special thanks and

gratitude to our rector (Bukman Lian) who gave us

the golden opportunity to do this wonderful project

on the topic (Developing A Module of Training

Application for Assessing Curriculum 2013).

Secondly, we would also like to thank our graduate

director (Houtman) and friends in Graduate Program

of Educational Management Universitas PGRI

Palembang who helped us a lot in finalizing this

project within the limited time frame.

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Developing a Module of Training Application for Assessing Curriculum 2013