Development of Project Assessment Materials based on Scientific

Approach for Editing Newspaper Skill of X Grades at 1

State High

School of Stabat City

Sahri Nova Yoga, Rita, Deliani, Nila Safina

Indonesian Literature and Language Educational Department, Faculty of Teaching and Education, UISU, Medan

Keywords: Assessment Materials, Project, Scientific Approach

Abstract: This study determines the pattern of Project Assessment Materials based on the Scientific Approach to edit

newspaper skills. The samples in this study were 30 students of class X in Public High School 1 in Stabat.

This research model was proposed by the Borg and Gall models. The subjects of the study consisted of

experts, design experts, Indonesian teachers, and students of State High School 1 in Stabat. This study used

9 students for individual testing in a small trial group, while for the test group in a large group, this study

used 30 students. This study uses a questionnaire for its data collection. The results showed that: for

material expert validation, the results showed that 78% of them were in the good category; design expert

validation shows 80% in very good category; individual validation shows 85% in the excellent category;

small group trials shows 86% with very good categories; the large test group shows 84% with a very good

category; and the effectiveness of the assessment material shows 84% in the effective category. Thus, the

Project-Based Scientific Approach Material for editing newspaper skills that have been developed is an

appropriate approach to be used in the learning process as an assessment material.

1 INTRODUCTION

Teaching and learning process is one of the things

that are very complex, because one of the things that

you want to achieve in the teaching and learning

process is to give an assessment. Assessment should

be able to describe students' knowledge, which is

from the material taught specifically in editing

material. In the scientific approach, the teacher will

certainly adjust the characteristics of the materials in

the learning device, especially in the evaluation

aspect by adjusting theassessment instrument. This

research conducted by Ni LuhGedeRiwanPutri

Bintari, I NyomanSudiana, Ida BagusPutrayasa.

Their reasearch title is "The Use of the Scientific

Approach in Planning Learning Among Primary

School Students in Ambarawa District and

Banyubiru Sub-District, Semarang District,". They

try to describe the form of scientific-based

assessment. They described the assessments with a

scientific approach including: (a) Observing

(character assessments such as curiosity,

cooperation, activity, and observations), (b) Asking

questions (activeness of asking questions and

activeness), (c) Trying (character assessments such

as curiosity, cooperation, activeness, independence,

and mutual respect) (d) Reasoning ( character

assessments such as cooperation, activity, and the

results of conclusions obtained) (e)

Communicate(cooperation, ways of communicating,

activeness, and report results).

Recalling that editing skills are part of writing

skills, it requires a more accurate and objective form

of assessment in measuring and describing students'

competencies and understanding. One form of

assessment that has strong similarities with the

scientific approach is authentic assessment. This

authentic assessment has several types of assessment

in it which includes performance assessment, project

appraisal, portfolio assessment, and written

assessment. This is supported by research conducted

by Zulkifli and DhillaFithriyaentiled "Authentic

Evaluation of Assessment of Traditional Literature

Learning in Indonesian Language Learning in

Schools". They described that the assessment

technique that has strong relevance to scientific

approaches such as in literary learning traditional is

authentic assessment. In language learning, authentic

630

Yoga, S., Rita, ., Deliani, . and Saﬁna, N.

Development of Project Assessment Materials based on Scientiﬁc Approach for Editing Newspaper Skill of X Grades at 1st State High School of Stabat City.

DOI: 10.5220/0008891506300636

In Proceedings of the 7th International Conference on Multidisciplinary Research (ICMR 2018) - , pages 630-636

ISBN: 978-989-758-437-4

assessment does not merely ask the knowledge of

the language that students already have, but it will

also ask students to show their actual performance in

harmony with the knowledge of the language they

already have. Authentic assessment has several types

as performance appraisal, project appraisal, portfolio

assessment, and written assessment. Instruments that

can be used in authentic assessments are checklists,

rating scales, educator notes, question sheets, and

projects that students must work on, both

individually and in groups.

Based on the description above, the formulation

of the problems in this research are: (a) How is the

pattern of scientific-based project assessment

instruments developed to assess the skills of

newspaper editing for students of class X, Senior

High School 1 Stabat?; (b) What is the level of

validity of material experts and design experts for

the format of scientific-based project appraisal

instruments on the material for editing newspapers

for students; and (c) How is the effective format of a

scientific project-based assessment instrument that

was applied to the material for editing newspaper

skills for students.

2 METHODOLOGY

2.1 Research Design

The design of this research is a developmental

research. The research findings relates to the product

developed. The development of the product is based

on findings, testing in the area of regulation where it

is used and revising it to correct the deficiencies

found in the stage of submitting the test. The

developmental research design refers to the

Research and Development (R & D) research of the

Borg and Gall models. The product of the appraisal

device is developed with newspaper editing material.

General development research can be grouped into

three procedures, namely product development

models, product development procedures, and

product trials. The steps for developing project

appraisal instruments from the above description on

scientific-based learning in newspaper editing

material can be seen in the following figure(I Made

Tegeh, I Nyoman Jampel, dan Ketut Pudjawan,

2014, p. 7)

Needs analysis/

Literature study/ Field

observation

Figure 1: Roadmap Design of Research and Development

(R & D).

2.2 Sample

To see the effectiveness of the product being

developed, the researcher only takes samples using

random sampling techniques, or random samples, or

mixed samples. Researchers take sample of 30

students.

2.3 Instrument

The data collection technique in this study is an

assessment instrument. To assess products that have

been developed, the main instruments used to collect

data in this study include:

Expert

assessment

PreliminaryStudy

ColectingData

Items planning

Initial

Expert

Problem

analysis and

needsand

other

assessment

Revision

Assessment & advice

Individual trial (3

persons)

Group trial (9

persons)

Large group trial(30

ersons

)

The final product

that has been

develop and ready to

Material

expert

Revision

Development of Project Assessment Materials based on Scientiﬁc Approach for Editing Newspaper Skill of X Grades at 1st State High

School of Stabat City

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1. Questionnaire

The questionnaire needed is as follows:

a) Questionnaire assessment or response

from material experts to edit the

newspaper;

b) Assessment questionnaire or response

from expert appraisal design tools; and

c) Questionnaire assessment or response

from students.

The questionnaire instrument used was a

combination of closed ended questionnaires. Closed

ended questionnaires were questionnaires that had

been provided with answers so that respondents only

had to vote.

Assessment uses the rating scale format for the

product being developed. The content of the

questionnaire can be in the form of statements

relating to the condition or state of the appraisal

device. The packet uses a score range of 1-5. Each

selection of answers is given a weighted score as

follows:a. 1 = not vey good;b. 2 = not good;c. 3 =

medium; d. 4 = good; ande. 5 = very good. While

the questionnaire sheet consists of:

a. The expert team's validation questionnaire

sheet which is used to obtain assessment data

from the instrument valuator, there are two

forms of scientifically based assessment

instrument questionnaire valuators in the paper

editing material, which consists of:

1) Validation sheet for the material expert

team to edit the newspaper; and

2) Validation sheet is from the project

assessment instrument design team.

b. The questionnaire sheet assesses students on

the appearance and presentation of project

appraisal instruments were obtained from

individual trials, small group tests, and large

group trials.

2.4 Data Collection and Analysis

a) Validation of Material Expert

Figure 2: The Percentage of the Average Score of the

Material Expert in the Project Assessment Instrument on

the Newspaper Material.

Validation of material experts was carried out by

Prof. Amrin Saragih, M.A., Ph.D and Agustina.

Validation is done to obtain information that will be

used to improve the quality of project assessment

instruments developed in accordance with the

editing material.

The assessment results show that the percentage

of suitability of the task material with KI and KD is

78% in the good category; the language and writing

instruments are 78% in the good category; the

student learning activities have a percentage of 78%

in the good category; and the supporting material

has a percentage of 75% in good category. With an

overall average of 78% in the good category,it can

be concluded that the project appraisal instrument

can already be used for assessment of newspaper

editing material, but there are still many

improvements, especially for indicators, supporting

material in order to assess ability, and the level of

students' understanding of learning to edit

newspapers, so they can find out the achievement of

the learning objectives of each student.

74%

75%

76%

77%

78%

79%

Material

Expert

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632

b) Designation Validation Expert

Figure 3: The Percentage of Design Expert Scoreon

Project Appraisal Instrument on NewspaperEditing

Materials.

This design expert validation was carried out by

Prof. Dr. PaningkatSiburian, M.Pd. Validation is

carried out to obtain information that will be used to

improve the quality of project assessment

instruments developed in accordance with the

aspects that exist in the assessment of learning in the

form of presentation feasibility. Validation results

are in the form of assessment scores from several

aspects of assessment indicators that exist on the

instrument developed.

The assessment results show that the percentage

of device presentation techniques is 88% in the very

good category, the language and writing instruments

are 75% in the good category, the activity of

assessment tools has a percentage of 75% in the

good category and completeness has a percentage of

75% with good category. With an overall average,

80% is in the very good category. It can be

concluded that the scientific-based project

assessment instrument can be used for assessment of

newspaper editing material.

c) Analysis of Individual Trial Results Data

Figure 4: The Precentage of Individual TestScore (3

Persons).

The results of individual trials, namely students'

perceptions of project appraisal instruments that

were compiled / developed showed "very good"

criteria. So, the implementation of individual trials

aimed to find out the initial opinions of students as

users before small group trials of project assessment

instruments in student class X at SMA Negeri Stabat

1 Medan. Student perception consists of several

categories, namely: (a) Used as a measurement of

various aspects; (b) Instruments in accordance with

the objectives; (c) Contents of instruments in

accordance with the material; (d) The contents of the

instrument are easy to understand; (e) There is

feedback; (f) Systematic of the order and structure of

the organization; (g) Can access scientific

understanding and reasoning; (h) Using distance and

space; (i) Use of paper and margins; (j) Students can

study independently; (k) Improving student

performance.

The assessment results show that the percentage

of effectiveness of the assessment instrument is 84%

in the very good category, the language and writing

of the instrument are 85% in the very good category,

and the learning activities of students have a

percentage of 88% in the very good category. With

an overall average, 85% is in the very good

category. It can be concluded that the scientific-

based project assessment instrument can be used for

assessment of newspaper editing material.

d) Analysis of Small Group Test Results Data

Figure 5: The Percentage of Small Group (9 Persons).

The assessment results show that the percentage

of effectiveness of the assessment instrument is 86%

in the very good category, the language and writing

of the instrument are 84% in the very good category,

and the learning activities of students have a

percentage of 87% in the very good category. With

an overall average of 86% in the very good

categoryit can be concluded that the scientific-based

project assessment instrument can be used for

assessment of newspaper editing material.

65%

70%

75%

80%

85%

90%

Design Expert

82%

84%

86%

88%

90%

Individual

Test Score (3

persons)

82%

84%

86%

88%

SmallGroup

TestScore(9

Persons)

Development of Project Assessment Materials based on Scientiﬁc Approach for Editing Newspaper Skill of X Grades at 1st State High

School of Stabat City

633

e) Analysis of Large Group Trial Results Data

Large group trials were conducted on 30 students

of class X at SMA Negeri 1 Stabat. In this trial the

results of students' perceptions of the project

appraisal instruments that have been developed have

the criteria of "very good" with a percentage of 84%.

The trial evaluation of this large group became the

final stage of the trial of an assessment instrument

product in the form of a scientific-based project

appraisal instrument on student editing material. The

results of the trial at this stage get very good

responses from students as media users. The results

of large group trials can be described in the

following diagram.

Figure 6: The Percentage of Big Group Trial Score (30

Persons).

The assessment results show that the percentage

of effectiveness of the assessment instrument is 82%

in the very good category, the language and writing

of the instrument have a percentage 81%percentage

in the very good category, and the learning activities

of students have a percentage of 90% in the very

good category. With an overall average, 84% is in

the very good category. It can be concluded that the

scientific-based project assessment instrument can

be used for assessment of newspaper editing

material.

f) Feasibility and Effectiveness of Products

Based on the results of the trial the feasibility

and effectiveness of the product, it can be seen that

the results of the feasibility test were obtained 84%

with the criteria "very feasible" and "very effective."

This shows that the product developed has a good

level of feasibility and is suitable for use as an

assessment instrument on newspaper editing

material.

g) Product Revision

Based on the responses from the material and

product design experts, this assessment instrument is

feasible to be carried out in the next stage. Some

inputs for improvement are as follows: (a) Some

words need to be revised to link the opening

statement with the next statement; and (b) Indicators

and descriptors are made based on the nature of the

research variable.

3 ANALYSIS

The results of the validation of the material experts

on the feasibility of the content project appraisal

instrument on the newspaper editing material

developed showed that: (1) the suitability of the task

material with KI and KD was considered good with

a percentage of 78%; (2) language and writing of

assessment instruments are considered good with a

percentage of 78%; (3) student learning activities are

considered good with a percentage of 78%; and (4)

supporting material is considered good with a

percentage of 75%. And the overall average has a

percentage of 77% with a good category. Thus, the

project assessment instruments developed based on

the results of the material content as a whole are

included in "feasible." Therefore, the feasibility of

the contents of the scientific-based project

assessment instrument in the material to edit

newspapers the developed can be used as the

contents of the instrument in the assessment that will

be used by students.

The results of the validation of the design experts

on the feasibility of the contents of the design of the

project appraisal instrument on the newspaper

editing material developed showed that: (1) the

device presentation technique was considered very

good with a percentage of 88%; (2) the language and

writing of assessment instruments are considered

good with a percentage of 75%; (3) the activity of

the device is considered good with a percentage of

75%; and (4) completeness is considered good with

a percentage of 75%. And the overall average has a

percentage of 80% very well. Thus the project

assessment instrument developed based on the

content of the overall device design assessment

indicator is included in "very feasible." Therefore,

the feasibility of the design of the scientific-based

project assessment instrument on the material for

editing a newspaper developed can be used as a

design pattern of the instrument in the assessment

that will be used by students.

75%

80%

85%

90%

95%

BigGroup

TestScore

(30persons)

ICMR 2018 - International Conference on Multidisciplinary Research

634

The results of the assessment of students class X

at SMA Negeri 1 Stabat in the product trial stated

that the scientific-based project assessment

instrument on newspaper editing material developed

was categorized as "very good." The indicators of

the assessment were in the form of: (1) Can be used

as a measurement of student ability from various

aspects are considered very good with a percentage

of 92%, (2) Instruments that are made in accordance

with the learning objectives are considered very

good with a percentage of 92%, (3) The contents of

the instrument are in accordance with the material

studied is considered very good with a percentage of

83%, (4) The contents of the instrument are easy to

understand and are understood to be good with a

percentage of 77%, (5) Can provide feedback to

students rated as good with a percentage of 75%, (6)

This assessment instrument can collect all student

assessment data on newspaper editing material rated

very well with percentage of 86%, (7) Systematic of

tasks according to the order and organizational

structure of learning materials at Very good value

with a percentage of 94%, (8) The instrument can

access scientific understanding and reasoning is

considered very good with a percentage of 86%, (9)

Using language that matches EYD and is easily

understood is considered very good with a

percentage of 86%, (10) Consistent Font use (letters)

is considered very good with a percentage of 94%,

(11) The use of line spacing and spacing is

considered good with a percentage of 75%, (12) The

use of paper formats and typing layouts is

considered very good with a percentage of 81%, (13)

Making students can learn independently is

considered to be very good with a percentage of

83%, (14) Can increase student participation in

practicum on newspaper editing material is

considered very good with a percentage of 94%, (15)

Can know the strengths and weaknesses of students

in learning is considered very good with a

percentage 86%, and (16) Can improve student

performance in the application of newspaper editing

in daily life is considered very good with a

percentage of 83%. With an overall average number

of 86% with the category "very decent." So that this

product can be used as an assessment tool for the

learning process of editing newspapers in class X

SMA 1 Stabat.

The use of project assessment instruments as an

evaluation of student learning outcomes in schools is

a solution that can be offered to see the extent to

which learning is carried out effectively. On both

sides this is something that benefits both students

and teachers or schools. The benefit for students is

being able to express both their understanding of

academic material, express and strengthen their

mastery of competencies, such as gathering

information, using resources, handling technology

and thinking systematically, connecting learning

with their own experiences, their world and the

wider community, sharpening their skills think at a

higher level. While the benefits for the teacher,

project appraisal can be a comprehensive benchmark

of students' abilities. Some methods given to

students can be carried out. Therefore, the

application of project assessment instruments as

learning evaluation tools in schools are important

because the students just not being learners, but in

the end can mix and match achievement with the

abilities they have into the real world.

4 CONCLUSION

Based on the research above, Some elements can be

concluded: (a) The pattern of scientific-based project

appraisal get very good score by using the

assessment of newspaper editing skills with

percentage of 84% with a very good category; (b)

The level of validity of material experts on the

content of scientific-based project appraisal

materials has an average percentage of 78% with

good categories; (c) The level of validity of the

design experts of the instrument against the

scientific assessment instrument based on the project

has an average percentage of 80% with very good

categories; and the effectiveness of scientific-based

project appraisal instruments has a percentage of

84% with a very good category.

RECOMMENDATION

a) Teachers should usethese learning tools that

can support the application of assessment

instruments developed in this study.

b) The teacher must convey aspects that are the

focus of the assessment in editing newspapers

produced by students. Thus, students will try to

maximize aspects that become the focus of

assessment in learning.

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Development of Project Assessment Materials based on Scientiﬁc Approach for Editing Newspaper Skill of X Grades at 1st State High

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Sudjana, N. 2005.Media Pengajaran. Bandung: Sinar

Baru.

Sugiyono, A. 2012. Metode Penelitian Pendidikan

Pendekatan Kuantitatif, Kualitatif dan R &

D.bandung: Alfabeta.

Tegeh I Made, I NyomanJampel, Ketut Pedjawan. 2014.

Model Penelitian Pengembangan. Yogyakarta: Graha

Ilmu.

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