Indexed in

h ps://iceap.kemdikbud.go.id/ Published Date: January 31, 2019

PROCEEDING BOOK
Volume 2
1st INTERNATIONAL CONFERENCE ON

EDUCATIONAL
ASSESSMENT AND POLICY
Building Competitiveness and Quality Education
through Educational Assessment Programs
SWISS-BELHOTEL - JAKARTA, NOVEMBER 6, 2018

HOSTED BY :
PUSPENDIK
CENTER FOR EDUCATIONAL ASSESSMENT
AGENCY OF RESEARCH AND DEVELOPMENT
CEAP
INTERNATIONAL CONFERENCE ON
MINISTRY OF EDUCATION AND CULTURE EDUCATIONAL ASSESSMENT & POLICY
 PROCEEDING BOOK
Volume 2

1st INTERNATIONAL CONFERENCE

ON EDUCATIONAL ASSESSMENT
AND POLICY (ICEAP 2018)

Building Competitiveness and Quality Education

through Educational Assessment Programs

CENTER FOR EDUCATIONAL ASSESSMENT

Agency of Research and Development – Ministry of Education and Culture

ICEAP 2018 ii
 PROCEEDING BOOK
Volume 2
1st INTERNATIONAL CONFERENCE ON EDUCATIONAL ASSESSMEN AND POLICY

Building Competitiveness and Quality Education through

Educational Assessment Programs

Conference Chair : Moch. Abduh, Ph.D.

Conference Advisor : Dra. Asrijanty, Ph.D.

Drs. Benny Widaryanto, M.Si
Drs. Giri Sarana Hamiseno
Sidik Pranyoto, M.M.

Conference Coordinator : Dr. Bagus Hary Prakoso, M.A.

Reviewer : Bahrul Hayat, Ph.D

Prof. Dr. Burhanuddin Tola
Bambang Sumintono, Ph.D
Surya Dharma, Ph.D

Editor : Dr. Safari, MA

Dr. Bagus Hary Prakoso, M.A.
Dr. Ence Oos Mukhamad Anwas, M.Si

Finance and : Lilis Windiarti, S.E., Subihardadi, M.M.

Registration Chair Lili Holiludin, M.Si., M. Arfan Farobi, S.IP

Program Chair : Heni Handayani, M.Pd, Sosiati Gunawan, MA

Rahmah Zulaiha, MA, Rina Rosdiani, M.Ed
Margaretha, M.Sc

Information and : Winci Firdaus, M.Hum, Fajar Aditio

Technology Chair

Cover and Layout : Dicky Wahyudy

ISBN : 9786022 591801

First Print : January 31, 2019

Publisher : CENTER FOR EDUCATIONAL ASSESSMENT (PUSPENDIK)

Agency of Research and Development – Ministry of Education and Culture
Jalan Gunung Sahari Raya No. 4 Jakarta Pusat, 10710, Indonesia
Tel. 3847537, Fax. 3949451, Web. iceap.kemdikbud.go.id

ICEAP 2018 iii

 KEYNOTE SPEAKERS

Mark Heyward, Ph.D.

Program Director for INOVASI, Australia
Mark Heyward holds a PhD and a Masters in Educational Administration from the
University of Tasmania, Australia. He began his career as an early childhood teacher in
Australia, and has since worked as a primary school principal, a consultant, and a
program manager. Dr Heyward has spent the last 26 years living and working in
Indonesia, where he has been a teacher, a school head and founder of an international
school, an education researcher, and an advisor on numerous education development
programs. He is currently the Program Director of INOVASI. Dr Heyward is a frequent
presenter at international conferences and seminars. He is also a published author, and
has travelled extensively throughout Indonesia and South-East Asia, including
assignments in Kalimantan, NTB, NTT, South Sulawesi, West Java, Aceh, and Jakarta.

David Hodges, Ph.D.

Educational Specialist and Practitioner, Australia
David is an educational specialist with over twenty years experience. He has held
leadership positions in secondary education, vocational education and in tertiary
education. Between 1998 and December 2015 David was an academic at RMIT
University, first in the Faculty of Education and then in the School of Management. His
primary focus was on management of education, educational research and international
political economy. At RMIT he managed undergraduate and postgraduate programs in
Australia, China, Vietnam, Singapore and Indonesia. Between 2004 and 2017 he was an
advisor to the Indonesian Ministry of Education and Culture primarily with the
Directorate of Junior Secondary School Development. He was also an education
specialist with the Australian Department of Foreign Affairs and Trade’s Australian
Civilian Corps. David’s international experience began in the early 1980s as a teacher
and then team leader of an education project in a Thai refugee camp. Since then he has
conducted assignments in Singapore, Thailand, Indonesia, China, Lao PDR, United
Kingdom and Portugal.

Jahja Umar, Ph.D.

Lecturer, Islamic State University Syarif Hidayatullah, Indonesia
1. Teaching Fellow : Univ. of California at Los Angeles (UCLA), 1982 to 1985.
2. Research Associates: in various research institutions at UCLA, 1983 to 1986, includes:
(a) Department of Education, (b) Department of Psychology, (c) The Center for Afro-
American Studies, and (d) Johnson Cancer Research Center.
3. Post Graduate Researcher III, at the Center for the Study of Evaluation (CSE), UCLA,
Los Angeles, 1986 -- 1987.
4. Co-Lecturer: (with Dr. Kathleen Kappy) at the California Graduate School for
Professional Psychology (CSPP), Los Angeles, USA. Spring 1986.
5. Expert Consultant: International Movement for Technological and Educational
Changes (IMTEC), Oslo, Norway (for its project in Indonesia), 1 984.
6. Expert Consultant in the Application of Rasch Measurement Model, at the IOX
Assessment Associates, Culver City, California, USA. Fall, 1986.
7. Consultant on the evaluation of WHO fellowships programs, at the Ministry of Health, Jakarta, 1989.
8. UNESCO Consultant in Myanmar, Mei-June 1991, and Nov.-December 1993.
9. Consultant for TAL International (Dakka, Bangladesh), October, 1995.
10. Consultant for theWorld Bank: Education Sector Institutional Reform Project (ESIRP) in Pakistan, 1995 and 1996 (three
visits).
11. International Consultant, Madecor Career System (Manila), in the field of Academic Supervision and Accreditation, for
the Basic Education Project, Asian Development Bank, Ministry of Religious Affair, (October 1998 -– March 2000).

ICEAP 2018 iv
 WELCOME FROM THE CHAIR

Moch. Abduh, Ph.D.

Head of the Center for Educational Assessment

Welcome to the 1st International Conference of Educational Assessment and Policy (ICEAP) held in
Jakarta Indonesia. This conference is one of our strategies in supporting vision of the Center for
Educational Assessment (PUSPENDIK) to become a professional national institution which is
working with international standard. By thorough discussion and planning that supported by its
resources, PUSPENDIK proudly present an international platform with provide obvious and
measurable meanings, as well as broad reach.

This first international conference theme is "building competitiveness and quality education through
educational assessment programs." We hope that this event will generate innovative concepts and
practices on educational assessment and policies which are fruitful for making decision from micro to
macro level.

I would like to take this opportunity to express my heartfelt thanks to all key note speakers, authors,
session chairs, reviewers, participants, and committee for their contributions to the 1st ICEAP. Your
active assistance and participations, as already demonstrated, have a great contribution for the
success of this conference. I am grateful for this, and wish you a nice activity during this event.

ICEAP 2018 v
 INTRODUCTION TO ICEAP

Dr. Bagus Hary Prakoso, M.A.

ICEAP Coordinator

In order to build organizational competitiveness, a framework can be

applied to create value as a competitive advantage. Furthermore, to build
the competitiveness, it is necessary to have ability which can integrate
the knowledge as the tip of innovation.

Concerning that issue, the Center for Educational Assessment (Puspendik) as a research institution,
carries out an integrated step in accordance with the programs owned. The integrated step is to create
synergy among the role of researcher as knowledge creator, scientific journal as knowledge and policy
media, and conference as a platform for building stakeholder engagement, legitimacy, and credibility.
Through this synergy, it is expected that there will be accelerated process and output improvements
which can support the achievement and the organization's vision.

This thought fits with the Porter's concept of innovation and value creation. This concept requires
professional researchers, scientific journal publication, as well as the implementation of distinctive
competencies and capabilities. This concept is actualized by Puspendik by publishing the Indonesian
Journal of Educational Assessment (IJEA). The brand of Indonesian Journal was selected due to
Puspendik’s functions and vision.

Besides, Puspendik conducts the first International Conference on Educational Assessment and Policy
(ICEAP). As an attemp to build competitive resources and outputs, conference participants come
from internal and external Puspendik. Through this innovation, it is expected that there will be a
competition space to improve the quality of research results and the capacity of researchers. This
activity has also several competitive values compared to the previous conference in term of resource
efficiency, credit value, index measurement, ISBN code, article output to be submitted in accredited
journals.

Therefore, the first International Conference on Educational Assessment and Policy (ICEAP) has
sustainable goals, namely:
1. Building competitiveness and legitimacy of Puspendik through conference programs and scientific
journals;
2. Building synergy between Puspendik and stakeholders in developing concepts and practices of
educational assessment in Indonesia and other countries;
3. Building synergy between Puspendik and stakeholders in creating public values through conference
programs and scientific journals.

ICEAP 2018 vi
 PROCEEDING BOOK
1st INTERNATIONAL CONFERENCE ON EDUCATIONAL ASSESSMEN AND POLICY
Volume 2 - January 31, 2019

List of Contents

Conference Structure iii

Keynote Speaker iv
Welcome from the Chair v
Introduction to ICEAP vi
List of Contents vii-viii

Rebecca S. Gaddi, Ph. D, and Flora C. Arellano

Organizational Assessment of Education Network, Philippines, Inc. Using 1-9
Organizational Capacity Development Tool (OCD)

Cosmas Poluakan and Anetha F. Tilaar

They Categorized Lower Order Thinking Skills but They Answer Incorrectly: How is the 10-17
Opposite?

A.A. Istri Ngurah Marhaeni, Nyoman Dantes, and A.A.G. Yudha Paramartha
Teacher Assessment Literacy: Discrepancies in Authentic Assessment Practice in EFL 18-21
Context

Malissa Maria Mahmud, Yazilmiwati Yaacob, Chandra Reka Ramachandiran,

Wong Shiet Ching, and Othman Ismail
Theories into Practices: Bloom’s Taxonomy, Comprehensive Learning Theories (CLT) 22-27
and E-Assessments

Ajat Sudrajat, Vina Iasha, and Fina Femayati

The Influence of the Use of Cooperative Learning Model Jigsaw & Two Stay Two 28-33
Stray and the Learning Interest Result on 5th Grade Social Science

Milla Sovia, Yufiarti, and Riana Bagaskorowati

The Influence of the Use of Learning Approaches and The Critical Thinking Ability of 34-39
Learning Outcomes in Natural Sciences in Elementary Scholls

Titik Harsiati
Effect of Assessment as learning on Creative Critical Thinking Ability and Self- 40-47
Regulating Ability

Guntur Budi Herwanto, Yunita Sari, Bambang Nurcahyo Prastowo, Mardhani

Riasetiawan, Isna Alfi Bustoni, and Indra Hidayatulloh
UKARA: A Fast and Simple Automatic Short Answer Scoring System for Bahasa 48-53
Indonesia

Bambang Nurcahyo Prastowo, Mardhani Riasetiawan, Guntur Budi Herwanto,

Yunita Sari, Isna Alfi Busthoni, Indra Hidayatulloh, and Teguh Bharata Adji
A Proposed Framework for Essay Answer Processing based on Computational 54-58

Rukli
Decision Support System on Adaptive Examination System 59-66

Rina Rosdiani Patria

Reading Attitudes of South East Asian Countries 67-80

ICEAP 2018 vii

Nurul Anriani, and Ahsanul Khair Asdar
CFA on Social Skill Instrument Development in KKN-PPM 81-85

Supriyanto
The Effect of Service Leadership, Affective Commitment, and Work Motivation to the 86-97
Lecturer’s Performance and the Quality of Service in Faculty of Teachers Training and
Education Lambung Mangkurat University Banjarmasin

Nuchwana Launganggoon
Language Skill Assessment Through Content and Language Integrated Learning 98-106

Tiar Rosdelina Sirait

The Relation of Achievement Motivation and Students’ Attitude with the Result of 107-111
Science Learning for Grade III SDN Koja Sub-district, North Jakarta

Sri Prihartini Yulia

Junior High School Students’ Autonomy in Computer Assissted Language Learning 112-117
(CALL)

Siti Chaerun Nisa, Sarkadi and Fahrurrozi

Improving Student’s Critical Thinking Ability in IPS Learning Through Group 118-128
Investigation Learning Models in Basic School, Kartika VIII-1 Cijantung, East Jakarta

ICEAP 2018 viii

 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

Organizational Assessment of Education Network, Philippines, Inc.

Using Organizational Capacity Development Tool (OCD)

Rebecca S. Gaddi, Ph. D1 and Flora C. Arellano2

1
University of the Philippines, School of Labor and Industrial Relations.
2
Faculty of the Polytechnic University of the Philippines
rebecca.gaddi@yahoo.com

Abstract. Education assessment and evaluation of a country is technically done led by a government team,
most often the Department or Ministry of Education. Brief history of education assessment in the
Philippines (by Magno) shows the trends of how Philippine educational formal system has been assessed
and evaluated correspondingly. This paper will focus on the experiences of non-government activities to
advocate for reforms in the educational system in the Philippines. Through the efforts of Education
Network, Philippines (E-Net), recent organizational assessment and evaluation efforts, with support from
Save the Children Fund, will be shared.

Keywords: Philippine education history, alternative learning system, non-formal education, education
reform advocacy

INTRODUCTION commerce and industry; that higher education

A Brief Timeline of Education Assessment in the
Philippines
Education in the Philippines cannot be viewed as
something monolithic. Hence, assessing it cannot
be done in one-way form either. Composed of more
than 7,000 islands, the Philippines is the second
largest archipelago, next to Indonesia. The
Philippines is also the world’s 12th most-populous
country with more than 103 million people as of
2016. Majority are Christians (roughly 80%) having
been colonised by Spain for more than three
centuries. After Spain, the United States occupied
the Philippines (1898) for five decades and became
independent in 1946. U.S. colonialism had a great
impact on the Philippine educational system - the
use of the English language, the politico-legal
system, and how the economy runs (Macha,
Mackie & Magaziner, 2018).
Very recently (2013), the Philippine education
system was expanded from 10 years to 12 years, to
include broadening and substantiating its contents
to fortify Filipino endogenous character and
prepare for global challenges. Looking back to the
1920s while the Philippines was still under the U.S.
rule, a Monroe Survey of 1926 was conducted to
assess the educational status of Filipinos under an
American educational system. Briefly, results
showed, the Filipino students were at par with their
American counterpart in Sciences and
Mathematics; that materials should be adapted to
Philippine life; secondary education did not prepare
for life and recommended training in agriculture,
should be concentrated in Manila; English should
be the medium of instruction, but local dialect in
teaching character education; almost all teachers
(95%) were not professionally trained for teaching;
and private schools except under the religious
groups were found unsatisfactory (Magno, 2010).
Several other assessments followed: Economic
Survey (studied the economic condition of the
Philippines); Prosser Survey (on vocational
education); other government-commissioned
surveys (on the quality of education); UNESCO
Survey (looked at educational situation to set as
guide to planners). The more recent are: the
EDCOM report of 1991 (marked high school drop
outs showing level of mastery in certain
competencies); the Philippine Education Sector
Study (PESS-1999) which recommended a more
targeted program of college and university
scholarships; the Fund for Assistance to Private
Education (FAPE) which initiated the testing and
guidance programs; the Center for Educational
Measurement (CEM) to improve quality of formal
education and effectiveness for teaching and
student guidance; the Asian Psychological Services
and Assessment Corporation (APSA) which
committed to the delivery of excellent and focused
testing technologies and competence-development
programs to academe and industry (Magno, 2010).
This paper shows the role of civil society
organizations in influencing government policies to
reform education and participate in assessment to
make effective its participation in governance, using
organizational capacity development tool.

ICEAP 2018 1
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
METHODOLOGY
Methodology used is qualitative research. This
is secondary data gathering of historical assessment
and evaluation of Philippine educational system. I
am zooming in on alternative learning system as a
form of non-formal education, particularly
experiences of the Education Network Philippines
(E-Net). E-Net is a non-government organization
composed of around 80 member organizations
around the Philippines doing advocacy work for
education reform. Particularly, E-Net focuses on
education financing and active participation of local
communities in increasing budget for education,
changing curricula, and open data for access to
people.
The Education Network, Philippines Inc. and Its
Accomplished Activities
Education Network Philippines, Inc. (E-Net) is
a network of 150 civil society organizations (CSOs)
which coalesced in 1999 to advocate for education
reforms in the Philippines. The Dakar Framework
for Action 2000 became the take-off point of E-Net
to pursue the track towards initiating changes in
education policies, financing, curriculum change,
teachers’ development and other related concerns
surrounding education. E-Net’s primary concerns
are: Early Childhood Care and Development
(ECCD), Formal Education and Alternative
Learning System. Cutting across these broad
concerns are: Gender in Education and
Governance and Financing in Education. Among
the strategies used are budget advocacy and
partnerships for education.
Alternative Budget Initiative (ABI)
Through E-Net’s Alternative Budget Initiative
(ABI), education national budget increased almost
triple across ten years since 2007.
These increases were the result of national
advocacy participated in by E-Net. At the local
level, E-Net’s member organizations engaged in
calling for education financing through the Local
School Board (LSB) and Local Development
Council (LDC). The goal in engaging the local
government is to make sure the special education
ICEAP 2018
fund levied from 1% of the real property tax is
appropriately used for education purposes only. It is
also a way to remind the local government units of
their shared responsibility with the national
government in financing education priorities.
Partnership for EFA (Education for All)
“Education for All, All for Education” is the
catchphrase slogan introduced by E-Net to mobilize
different sectors – government agencies, private
sector and civil society organizations – to join in the
EFA movement across the country. There were
three layers of partnerships launched. First,
‘internal partnership’ where E-Net member
organizations were enjoined to conduct researches,
agenda building, capacity enhancing activities, and
information dissemination. Second, is the ‘external
partnership’ which is working with government
agencies and institutions. The best practice
mechanism is where E-Net sits as co-chair of the
Department of Education in the national
implementation of EFA National Plan of Action in
the country. Third, is E-Net’s global partnership for
EFA through technical assistance from other
international organizations helping support its
national agenda for education reform and seek
accountability from the government.
Important Education Milestone
Over the years, the improvement in Philippine
education situation can be partially attributed to the
efforts of the civil society groups and the private
sector. The Philippine government acknowledges
this. The E-Net has been religious in its advocacy to
reform education as sampled by some significant
achievements.
The enhanced basic education program or K-12
which is now being implemented for five years
already. Related to this is the passage of the
Kindergarten Act, expansion of the Alternative
Learning System to Abot-Alam program, multi-
lingual-based education, indigenous people’s
education, madrasah education, and the child
protection policy which directly benefits the
marginalized, excluded and vulnerable members of
our society. In essence, E-Net realized, in its 15
years of existence, that to succeed in its advocacies,
efforts should focus on engaging the government
using the mechanisms and spaces accessible to civil
society. Very crucial is to sustain organized groups
towards building critical mass es through
campaigns, influencing policies relevant to
education reform, lobbying, monitoring
government actions to ensure efficient allocation
and use of budget for education, specially for the
marginalized and unreached.
2
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

Alternative Learning System (ALS) Across the country, 53% of the OSCYs are from
One important aspect of the Philippine families whose income is at the bottom 30% based
educational system is the Alternative Learning on per capita income (Table 3). The last column of
System (ALS).
Mezzanine. CasalThe Department of Education has Table 3 shows the cumulative number of OSCYs in
Bldg.,
made 15 this a established
Anonas St., Project 3,part of the System making it the lowest income bracket (First, Second, Third
the Quezon
Policy Brief
a “second chance” to decile).
City 1102 to
‘pathway’ Philippines
Tel/Fax +632 962 4058
strengthening human capital out of the school drop
enet_philippines@yahoo.com The Annual Poverty Indicators Survey 2016
outs,Website: and out of school children and youth (Figure 1 APIS 2016) revealed that the topmost
adults www.enetphil.ph
(OSCY). The ALS enrollees take accreditation and reasons among OSCYs for not attending school
equivalency (A & E) examinations after which were marriage or family matters (42.3%), high cost
when passed, they receive certificates, Issue 1 synonymous of education orSeptem financial berconcerns
2018 (20.2%), and lack
with government credentials giving them access to of personal interest (19.7%). Sex-disaggregating
higher education, vocational training Alternative
and better Learning
them,System (ALS) main reason was marriage
59.3% females’
employment prospects. for the Marginalized, Excluded and Vulnerable
and family matters;Sectors while 36.5% (MEVS),males said lack of
ALS for Lifelong Learning
The number of out-of-school youth in the personal interest was their main reason. It is
Philippines
Context is one of the highest in ASEAN unfortunate to note that since 2008, the number of
Nationwide, about 53% of OSCYs belong to families
countries, according to an ILO and ADB report in OSCYs whose income increased from
fall at 2.7 to 30%
the bottom 3.8 basedmillion (2016
on their
2014 The Out-of-School
(E-Net, 2018). Phenomenon
In 2013, the Philippine APIS, PSA).
per capita income.
Statistics Authority
According to thereleased
NationalitsYouth
dataCommission
on the number (NYC),
of students aged 5-17,
Out-of-School not attending
Children and Youthschool
(OSCY)reached
refers to 7 Table 3. Percent Distribution of OSCY by Per Capita Income Decile and Sex:
Philippines, 2016

3.249 to 14 years
million. It isold and
like notevery
1 in enrolled in any formal
10 Filipinos aged or Decile Male Female Both Sexes Both Sexes
vocational school and 15-24 years old and not
6-24 are out of school. As studied, poverty
enrolled in any formal or vocational school, not is one of Number of
OSCYs (in '000) 1,184 2,623 3,807
the top reasonsemployed,
formally why students and notare dropping
a tertiary out. level First Decile 23.5 20.2 21.2 21.2

Sadly,graduate.
more boys Theare leaving schools
Philippines thanas
ranks high girls.
one of the Second Decile
Third Decile
14.7
15.2
17.5
14.6
16.6
14.8
37.9
52.7
countries with a sizable number
Out of the 17 regions in the Philippines, the of OSCY. In
Fourth Decile 11.9 11.8 11.9 64.5
a co-publication of the International Labor
Autonomous Region in Muslim
Organization (ILO) and the Asian Development Bank Mindanao Fifth Decile 9.1 12.6 11.5 76.0
Sixth Decile 7.4 10.3 9.4 85.4
(ARMM) (ADB) has the highest
released in incidence of school drop
2014, the Philippines ranked Seventh Decile 5.4 6.9 6.4 91.8
outs the
due highest
to thein conflict
number situation
in 2012 among and natural
8 ASEAN Eight Decile 7.9 3.6 5.0 96.8
countries. Even higher than that
disasters happening. The National Capital Region of Indonesia with a Ninth Decile 2.8 1.9 2.2 98.9
population double than the Philippines. Tenth Decile 2.2 0.6 1.1 100.0
(NCR) drop out rate has increased by 77% in years Total 100.0 100.0 100.0

2012 –OSCY2013numbers
(E-Net, Page2018). 2to grow and drop-out rates Philippine Statistics Authority, APIS 2016
continue
have even increased especially in poorer regions of
the country. In 2013, the Philippine Statistics
Authority (PSA) reported that the number of 5-17
years old not attending school was estimated at
3.249M. The recent number, according to PSA’s
Annual Poverty Indicators Survey (APIS) is 3.8
million or 10 percent of the 39 million Filipinos with
age range 6 to 24 years old or 1 in every 10 Filipinos
aged 6 to 24 who are out of school. Poverty is the
overriding reason for dropping-out as the direct and
indirect cost of education continues to grow, even
though education is supposed to be free.
Drop-outs are especially high in the poorest regions.
Department of Education (DepEd) data showed that
According to the A
among the country’s 17 regions, the Autonomous
the most common
Region in Muslim Mindanao (ARMM), with one of
the highest rate of poverty incidence, also has the
school were marr
highest drop-out rate which increased by 76%
comparing SY 2002-2003 and 2012-2013. Even in
cost of education
the National Capital Region (NCR), comparing the
of personal interes
same school years, drop-out rate increased by 77%.
Additional factors such as natural disasters and
were the main re
conflict situations further aggravate the situation.

The Out-of-School phenomenon reflects while among male

the over-all socio-economic situation of the country including poverty,36.5%.
regional inequalities, rapid population growth rate,
sluggish economic growth and low absorption of the labor force.
Even government
Pamilyang Pilipin
beneficiaries to se
a dent in addressin
of OSCY had in fa
from around 2.7 to
The government’s response to this increasing (1) to provide alternative learning for out of
dilemma is the Non-Formal Education and the school youth and adults; (2) to improve socio-
ALS. The program Government Program
covers both non-formal to Educate
and economic the
status to enhance theirOut-of-School:
basic educational
Non-Formal Education (NFE) and the Alternative
informal education to address the learning needs of capability through functional literacy and Learn
those who are deprived and underserved of formal continuing education.
schooling. The goals of the program include:
The Non-Formal Education (NFE) is one of outs to ret
government’s programs to address the education equivalency
of the out-of-school. Although Non-Formal opportuniti
ICEAP 2018 Education started way back even before the 3
work.
Commonwealth era, it was thru the Governance
of Education Act 2001 or R.A. 9155 that the Unfortunate
 A Second Chance t o Develop t he Human Capit al of Out -of-School Yout h and Adult s:
The Philippines Alt ernat ive Learning Syst em
Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
Figure 1: Major ALS Components
ALS learners use their own learning modules
designed appropriately. Examinations are given
and equivalency certificates are issued when
learners passed them. These certificates give way
ALS
for theTarget Population
learners to get to higher education and get
more decent jobs. However, ALS faces problems
like lack of financing. This is where E-Net makes its
intervention. One of its advocacies is to push for the
continuing increase in education budget.
Other concerns are not enough teachers,
coordinators and facilitators; overloading (70
learners assigned per teacher); lack of community
learning centers; lack of facilities and low quality of
learning environment; low percentage of completers
and passers; the need to assess, update and monitor
the ALS modules to ensure relevance to the labor
market and widen learners’ opportunity for further
formal education (World Bank Group, 2018).
Assessing E-Net’s Organizational Capacity
After 15 years, it is timely for E-Net to look back
and take stock of its accomplishments and
capacities as a national civil society group. In June
23-24, 2016, E-Net management decided to call for
some of its members to conduct an assessment
workshop. The assessment workshop was done
using the Organizational Capacity Development
(OCD) tool, led by Save the Children Fund (SCF).
Why OCD? Working with international civil
society funders is one engagement E-Net tries to do
to broaden its network, knowledge and skills in
international solidarity work. Save the Children
Sweden (SCS), as part of its overarching objective
to strengthen other CSOs, partners with them
towards this strengthening endeavor. SCS see
OCD as a way to understand deeply other groups
working
4 on similar causes. OCD is a ‘structured
and deliberate’ way to gauge a network’s strength
in many aspects. It is only one approach but its
fitness can be easily displayed through the
following steps: assessment, prioritization,
ICEAP 2018
planning, implementation and evaluation.
Conceptually, OCD is different from Capacity
strengthening; Individual capacity development;
Institutional support. Save the Children Sweden’s
purview of OCD is that: capacity strengthening
process is owned by the organization; the starting
point of the OCD process is a holistic analysis of
the organization with well documentation; and
there is a clear plan to address results of OCD.
Hence, OCD was agreed upon to be the tool with
support and attendance from E-Net’s management,
staff and member organizations.
There are different ways to build capacities
through civil society’s programs and partnerships.
They are: peer networking and exchange of
experiences; targeted trainings and capacity
strengthening activities provided by Save the
Children (as partner); partnership dialogues,
consultations, feedback among partners; joint
Figure 2: Age Distribution of ALS Enrollees
evaluation and learning exercises; and learning by
doing. The OCD is apart from the abovementioned
modes which specifically is a targeted approach to
capacity development cum planning and
implementation.
As implemented, there was an initial discussion
with E-Net and member organizations about the
upcoming OCD workshop. Participants to the
workshop were identified and informed. The areas
for capacity assessment were : connectivity (basis of
unity, terms of membership, basic structure);
leadership & management (set of rules and
procedures, decision-making processes, coalition
staffing, managing participation, division of roles);
technical capacities (policy/advocacy expertise,
communication skills, tangible non-human
resources, resource development skills, etc.);
adaptability (ability to monitor the advocacy policy PH
WWW.WORLDBANK.ORG/
environment, planning mechanisms, monitoring
and evaluation, etc.). The other two areas for
capacity assessment are: child participation and
thematic child rights.
4
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
To be able to deepen understanding of the areas
of capacity assessment, there were sets of questions
listed and answered during the workshop. See
Annex 1.
RESULTS OF THE OCA
The Self- Assessment Score for E-Net as a
coalition shows Connectivity with the highest score
3.0 (average); followed by Leadership/
Management and Technical Capacities 2.8
(average); Adaptability 2.6 (average); Child
Participation 2.0 (average); Child-Rights1.0
(average).
The high score for Connectivity reflects the
coalition’s strength in linkaging and networking
which was really the focus in the more recent years,
specially, engaging the Department of Education in
its ‘education reform’ advocacy, ‘education
financing’ and ‘increase education budget’ projects.
Targeted score for Connectivity, as shown, is ‘5’
indicating the highest priority for E-Net.
As a coalition, E-Net was successful in bringing
in people together – individual advocates, people’s
organizations, local and national NGOs,
International NGOs, teachers’ unions and
academicians. The common element amongst them
is education forall, education reforms and human
rights. It is also strong in knowledge sharing and
capacity-building.
E-Net though, has yet to improve in efficient
documentation, internal networking among its
members, a more functional work coordination,
communication and information system and
feedback. Organizational principles and VMG
(vision, mission, goals) are not well-articulated
amongst its member organizations. Rules and
policies are not as encompassing, hence, there is a
need to review.
ICEAP 2018
As a coalition, E-Net has limited financial
resources limiting also its projects and activities. It
is also lacking in information database about other
civil society groups.
Leadership/Management and Technical
Capacities show the next highest score 2.8
(average). There is lack of inclusivity in decision-
making, specially the coalition members. Decisions
were communicated but not consulted. The
coalition structure does not respond well to the
needs of the member organizations, in the sense
that, the existing working committee by issues and
concerns emanate from the secretariat at the
national level, but does not encompass local
concerns of some member organizations. As a
result, member organizations in the provinces were
not well mobilized.
In terms of Technical Capacities, which also got
a score of 2.8 (average), E-Net was found to be
weak in children’s rights, lacking specifically in
programs related to it. As assessed, E-Net focused
more on national issues concerning education
reform; engaging the Philippine Senate and House
of Representatives for education financing. E-Net
has certain degree of expertise in research, writing,
and facilitating fora and workshops. However, the
member organizations’ skills on these aspects were
not as developed. Part of technical capacities is
being adept with certain important issues of
indigenous peoples in the Philippines, like,
providing schools for the lumads (an indigenous
group found in Mindanao).
Adaptability got a score of 2.6 (average).
Member organizations expect E-Net to be more
responsive in quick action processes to issues being
launched by the local organizations. Scores for
Child Participation is 2 (below average) and 1 (low)
for Thematic-child rights, respectively. More work
has to be done on these aspects.
5
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
The E-Net Strategic Plan
Setting the priorities, E-Net needs to have
deeper discussions and clarity on advocacies to
surface and how to address them. There seems to
be hindering blocks because of the
comprehensiveness of the concerns E-Net is trying
to cover – from formal education, non-formal,
informal, and the MEVs (marginalized, excluded,
vulnerable). Part of the suggestions is to relate
future work to the SDG4 target which is about
‘quality education’ for all worldwide. Be more
specific and operational, but in the context of E-Net
being a national advocacy group, not service
provider.
Emanating from E-Net’s OCD plan, it
highlights Child Rights Advocacy through training
and IEC (information, education, campaigns) on
issues facing Filipino children, e.g., bullying in
schools and outside the school; corporal
punishment; and promoting positive discipline.
Another approach is the ‘learning by doing’
where youth will be organized so they can actually
participate in activities using local schools and
community mechanisms to promote children’s
rights.
Part of the plan is to advocate for increased
child investment and accountability; strengthened
child rights programming amongst E-Net member
organizations; and established partnerships with
local government units (LGUs) and private sector
in the promotion of children’s rights, development
education and financing.
EPILOGUE
When E-Net conducted the Organizational
Capacity Development, it was clear to its leaders
that there are constraints. One dominant constraint
is the number of member organizations who can
join in the assessment. Second, is the focus of
ICEAP 2018
existing programs and projects undertaken by the
individual E-Net member. This aspect resulted in
diverse ways of looking at the coalition’s capacities
as a national organization (structures, values,
overall vision and goals), rather than at the
individual organizational level.
*****
REFERENCES
Education Network Philippines, Inc. Alternative
Learning System (ALS) for the
Marginalized, Excluded and Vulnerable
Sectors (MEVS), ALS for Lifelong Learning.
Policy Brief, Issue I, September 2018.
Igarashi, Takiko. 2018. A second chance to develop the
human capital of out-of-school youth and adults :
the Philippines alternative learning system
(English). Washington, D.C.: World Bank
Group.
http://documents.worldbank.org/curated/e
n/539131530792186404/A-second-chance-
to-develop-the-human-capital-of-out-of-
school-youth-and-adults-the-Philippines-
alternative-learning-system
Macha, W., Mackie, C. and Magaziner, J. (2018).
Education in the Philippines. World
Education News and Reviews. Published
March 6, 2018. Retrieved from:
https://wenr.wes.org/2018/03/education-
in-the-philippines
World Bank Group. A Second Chance to Develop
the Human Capital of Out-of-School Youth
and Adults: The Philippines Alternative
Learning System. Education Policy Note.
No. 1, May 2018.
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

ANNEX 1 THE ORGANIZATIONAL CAPACITY ASSESSMENT (OCA)

QUESTIONNAIRE

AREAS OF NO LEAD QUESTIONS FOLLOW-UP QUESTIONS IF THE

CAPACITY . ANSWER IS ‘YES’ / OR THINGS
ASSESSMENT TO CONSIDER FOR SCORING
CONNECTIVITY 1 Do all members share a Is there a clear goal? Is it written? Can
common purpose for the the coalition articulate why it is the
network? appropriate vehicle for addressing the
goal (as opposed to another coalition or
working individually)? Is it well
communicated? Is it used to direct
actions and set priorities? Is it regularly
reviewed and updated? What levels of
work are required to meet this goal (e.g.
local, national, international)? Is the
coalition already engaging in all these
levels?
2 Does the coalition have What are the backgrounds and
clear terms of experiences of the members? Are there
membership? any criteria for membership? Who is not
connected but should be? Is there a
membership application process? Can
the members strategically help achieve
coalition goals (including time,
resources, influence, trust, etc.)
3 Does the coalition have a What are the different structures in place
functioning structure? (e.g. organigram, committee system,
etc.) What is the basis of this structure
and what flows through it? Are they
efficiently meeting the needs of the
coalition? Are they regularly adjusted to
meet the changing needs and priorities?
4 Is there a distinct culture What are the coalition’s core principles
or way of working within and/ or values? In what ways are these
the coalition? manifested? Are these pervasive across
the coalition membership? How are
these values facilitating or hindering the
work of the coalition?
5 Does the coalition adopt What are the existing internal rules and
a set of internal rules and procedures? In what form is it
procedures? documented? Is it well communicated?
Is it strictly enforced? Is it regularly
reviewed and updated?
6 Is there a system of Who are involved in the decision-making
LEADERSHIP decision-making? process? Is the process institutionalized? Is
AND there a process of consultation? Are the
MANAGEMENT decisions communicated?
7 Does the coalition have a How are they identified/ designated?
convening body or What is the composition? Do they have
designated individuals written functions and responsibilities?
responsible for Are there terms and conditions of their
coordination? engagement in the coalition? Are there
mechanisms in place to assess/evaluate
their performance?

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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
8 Is membership
participation managed
well?
9 Is there a clear system for
delegating roles and
responsibilities?
10 Does the coalition adapt
to the changing policy
environment related to
its basis of unity?
11 Does the coalition adapt
a system of planning?
12 Is there a systematic way
ADAPTABILITY of evaluating the
coalition’s performance
and its members?
13 Does the coalition have
advocacy expertise?
14 Does the coalition have a
TECHNICAL defined set of technical
CAPACITIES expertise required to
undertake its core work?
15 Does the coalition adopt
internal and external
communication strategy?
ICEAP 2018
What are the various venues and spaces
where the members can participate? Are
they involved in decision-making? What
role/s do they take in implementing
activities of the coalition? How do they
provide feedback?
How are they delegated? Are tasks fairly
divided among members and staff? Is the
coalition’s work continuously and
efficiently delivered because of division
of roles?
Is the coalition constantly monitoring the
policy/ advocacy environment? How? Has
the coalition ever made strategic decisions
related to shifting priorities and emerging
trends in the past? Please cite examples.
In what cases does the coalition conduct
planning? How frequent? What kind of
data and information are used? Does it
have a strategic plan (or equivalent)?
Are there clear indicators of progress/
interim outcomes for the network and are
they understood and measured by
members? How are they measured? Does
the coalition evaluate me
mbers, taking into consideration their
skills, commitment, contribution and
effectiveness? Are there mechanisms where
members can create knowledge and
insights together?
What kind of advocacy work is the
coalition engaged in (e.g. influencing
policy development, influencing policy
implementation)? How is it being
undertaken? Is advocacy part of the
planning process of the coalition? Is there a
person/ committee/ member responsible
for it? Are there resources allocated for it?
Are there materials produced to support
the coalition’s advocacy? Do the members
have the capacity to undertake advocacy
work in their levels of work (e.g. local,
national, international)?
What are these? Is there a system/
mechanism in place to assess the level of
the coalition’s and members’ capacities in
terms of these expertise? Are there
capacity-building initiatives intended for
the members and staff? If yes, who
provides them and how are the recipients/
participants selected? How frequent are
capacity-building activities done?
Are there internal communication lines
that complement the coalition’s structure?
How are important information shared
among members? Is inter-member
communication promoted? How? Can the
coalition attract stakeholders to publicize/
promote its work and draw attention to its
advocacy?
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

16 Does the coalition have a What types of resources does the

necessary resources to coalition have (e.g. human, material/
sustain itself? physical, financial, social, etc.)? How
diverse and stable are they? How are
members contributing resources to the
coalition? Is there a focal person/
committee assigned to manage the
coalition’s resources? Is there a resource
development plan adapted to the
coalition’s context?
17 Does the coalition have a Is there a financial management system
system to manage its in place for internal control,
financial resources? documentation and reporting? Please
provide details and descriptions.
THEMATIC – 18 Does the coalition carry Are there any staff trained and well
CHILD RIGHTS out child rights versed about Child Rights
programming? Programming? Is a situational analysis
being carried out to identify children’s
rights violations? Are the results used in
defining programs and strategies? Are
there tools. Modules and guidance
documents developed to build capacity
on CRP? What is the organization’s
commitment to child rights? How are
children viewed within the organization?
CHILD 19 Does the coalition Is child participation incorporated in the
PARTICIPATION support the participation organization’s program designs? Is it
of children in its budgeted? Are there any staff trained
programming? and well versed about child
participation? Are there tools, modules
and guidance documents developed to
build capacity on child participation?
Are there children involved in key
phases of program cycle?

ICEAP 2018 9
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

They Categorized Lower Order Thinking Skills but They Answer

Incorrectly: How is the Opposite?

Cosmas Poluakan1 and Anetha F. Tilaar2

Physics Departement, Faculty of Mathematics and Natural Sciences,
1

Manado State University, Indonesia

2
Mathematics Departement, Faculty of Mathematics and Natural Sciences,
Manado State University, Indonesia
cosmaspoluakan@gmail.com

Abstract. This study began with the discovery of writings in several journals about the difficulties of
students in learning physics, as well as the importance of the role of using representation in the teaching
and learning process to help students to solve problems. The purpose of this research is to identify the
consistency of student responses of the test based on representation diagrams in the category of Low Order
Category Thinking Skills (LOTS) and High Order Thinking Skills (HOTS). The test is designed only
requires answers in the form of drawings or diagrams of the physics topic about dynamics. Participants in
this research were 22 teacher-candidate students who had passed the course of Evaluation of Physics
Learning. The results of the study found that those they categorized LOTS are 63.6% answered incorrectly
and 19% did not answer, and those they categorized HOTS are 73.6% answered incorrectly and 26.4% did
not answer. The implication of the results of this research is that for basic sciences such as physics requires
mastery for all levels of thinking ability, not only for mastering mathematics as a tool but also for a good
understanding of the use of representation diagrams.

Keywords: LOTS, HOTS, representation diagrams, incorrectly, not answer

INTRODUCTION 2018:217). If so, the demand mastery of basic

The industrial era 4.0 requires someone to have
adequate high-level thinking skills. High school is
not enough, undergraduate education is not
enough, a master’s degree is not enough, and a
Ph.D. is not enough. Everyone is now responsible
for lifelong learning and upskilling (Gleason,
2018:7). The ability to think logically and creatively
becomes a demand in self-development. Sharpening
your mind to be smarter and logical can be guided
by sciences and mathematics knowledge.
According to the head of the Indonesian Science
Institute, the 4.0 Industrial Revolution (4IR) which
is often discussed is based largely on mathematics
and natural sciences because these two things are
actually the basis of human logical thinking
(Handoko, 2018:12). Substantial changes to the
science and technology curriculum will be required
to allow students to develop capacity in the rapidly
emerging areas of genomics, data science, artificial
intelligence (AI), robotics and nano-materials. Such
a 4IR STEM (Science, Technology, Engineering,
and Mathematics) curriculum would reconsider the
curriculum within the traditional “primary”
sciences - biology, chemistry, and physics - and
place a higher premium for training in computer
science subjects as a form of 4IR literacy (Penprase,
sciences such as physics and mathematics is
becoming increasingly important at this time.
Vijaya Bhaskara by quoting the opinion of
Ogunleye (2009) said that, in recent studies have
been found that most of the students perform
mathematical calculations, algorithms by rote
memorization of formulas without having a basic
understanding of specific concepts. The rationale of
the difficulty in problem-solving in physics has been
identified numerous researchers as physics students
fail to construct meanings of the problem statement,
unable to interlink the meaning of the statement.
Most of the students are lack of the appropriate
knowledge of structural construction in a specific
content area (Vijaya Bhaskara Redy, 2017:59).
Until the last few decades, research involving
science students' outcomes-focused primarily on
educational objectives in behavioral theory, but in
more recent times, attention has been given to
process of the cognitive and affective domain, and
in this context, constructivism and similar cognitive
theories also represent a paradigm shift from
behavioral to cognitive theory (Keser, 2010:2).
Today's society and students are faced with
conditions of abundant information. This has an
impact on the behavior of each person. Elena
Tikhonova said that the twenty-first century has

ICEAP 2018 10
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
brought about a new type of society, the
information-based society. Although this type
doubtless provides a lot of opportunities for
development and self-realization, which are the top
needs, according to Maslow hierarchy, we cannot
but notice the existing downside as well. What is
being promoted as a life motto worldwide is the
combination of pragmatism and hedonism, which
especially appeals to the youth. Such a combination
presupposes that young people faced with the
overload of available information prove to be
unwilling to memorize this information or make
sure that they understand it since they can gain
access to it whenever and wherever they want or
need. On the other hand, the information-based
society requires a change in the existing educational
paradigm, which means that the main focus of
educators is shifting towards the development of
higher order thinking skills – HOTS, while ignoring
lower order thinking skills - LOTS (Tikhonova, E.,
Kudinova, N. 2015:1). Because it was found that
physics knowledge was difficult for students, so it
needed to do a deepening of cognitive processes in
learning physics. Nguyen (2011), stated in his
research that we have found that students have
significant difficulties in transferring their problem-
solving skills across representations. Our
comparison of sequences of problems in different
representations appears to indicate that no one in
particular sequence is better than the other; rather it
depends upon the context of the problem. However,
we have also found evidence that students improve
in their ability to transfer across representations as
they solve more problems in different
representations, as well as over a longer period of
time. This study underscores the importance of
learning experiences that would facilitate students'
transfer of problem-solving skills across
representations. It also calls for further research in
investigating these issues across other problem
contexts and other domains (Nguyen, 2011:565).
As disclosed in the following example, “in order to
help students to learn optics concepts better, it is
necessary to assess the students’ capability in using
ray diagrams and other representations and devise a
better way to encourage the integration of multiple
representations in their learning” (Kuo YR,
2017:125). Based on some of the background of
thought above, this research was conducted to
identify the consistency of student responses of the
test based on representation diagrams in the
category of Low Order Category Thinking Skills
(LOTS) and High Order Thinking Skills (HOTS).
This research was conducted to explore students'
cognitive abilities related to the use of
representation diagrams in physics learning,
specifically drawing force vectors on free body
diagrams.
ICEAP 2018
CONCEPTUAL FRAMEWORK
Physics is a basic science that studies matter and
energy through observation of natural phenomena
and experimentation and develops science in a
strict manner. Physics was developed using
mathematics as a tool (Kneubill, Robilotta,
2015:645), and use principle, law, and postulate, as
well as processing and analyzing data to produce
undoubted scientific truths. The use of mathematics
in the development of physics and in the process of
physics learning raises problems in physics
education (Tzanakis, 2016). Furna Ornek, quoting
Redish (1994), explains that physics as a discipline
requires learners to employ a variety of methods of
understanding and to translate from one to the
other words, tables of numbers, graphs, equations,
diagrams (Ainsworth, 2006), maps. Physics requires
the ability to use algebra and geometry
(Kanderakis, 2016:837), and to go from specific to
the general back. This makes learning physics
particularly difficult for many students (Ornek,
2007:165). The use of representation diagrams in
physics learning has helped students to learn more
systematically, compactly, and comprehensively so
that they are able to solve problems better. Even so,
didactic physics require serious attention from
textbook writers, compilers of teaching materials,
and especially from instructors or physics teachers.
Specifically in physics learning about free body
diagrams, studies of force concepts have been
carried out by many experts, as reported by Kurnaz
(2015) that many studies have investigated force
and related concepts, and this practice can be
classified into the following four types: (a) students’
conceptions related to force concepts (Brown, 1989;
Helm, 1980; Trumper & Gorsky, 1996, 1997); (b)
students’ conception levels of force concepts
(Dekkers & ijs, 1998; Halloun, 1998; Heywood &
Parker, 2001; Jimenez-Valladares & Perales-
Palacios, 2001); (c) alternative approaches to
teaching and learning force (Besson, Borghi, De
Ambrosis, & Mascheretti, 2007; Kurt & Akdeniz,
2004; Şahin, 2010); and (d) studies focusing on
teaching specific types of force (Besson & Viennot,
2004) (Kurnaz, 2015:788). Physics teachers must
develop a physical didactic process with the correct
assessment process specifically related to abstract
concepts such as force. For examples as stated by
Etkina, regarding a scoring rubric to assess a free-
body diagram (FBD) about scientific ability to
construct a (FBD): 0 (missing) – no FBD is
constructed; 1 (inadequate) – FBD is constructed
but contains major errors such as incorrect force
vectors such as length of vectors, wrong direction,
extra incorrect force vector, or missing vector; 2
(needs improvement) - FBD contains no errors in
vectors but lacks a key feature such as labels of
forces with two subscripts, vectors are not drawn
11
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

from single point, or axes are missing; 3 (adequate) 2. Conceptual Knowledge

– The diagrams contains no errors and each force is The interrelationships among the basic elements
labeled so that it is clear what each force represents within a larger structure that enable them to
(Etkina, 2006). A good assessment starts with function together
a. Knowledge of classifications and categories
making the right test and implementing a good
b. Knowledge of principles and
measurement. Bloom’s taxonomy provides generalizations
guidance in the process of measuring education. c. Knowledge of theories, models, and
Bloom saw the original Taxonomy as more than a structures 

measurement tool. He believed it could serve as a 3. Procedural Knowledge
(a) common language about learning goals to How to do something; methods of inquiry, and
facilitate communication across persons, subject criteria for using skills, algorithms, techniques,
matter, and grade levels; (b) basis for determining and methods
for a particular course or curriculum the specific a. Knowledge of subject-specific skills and
algorithms 

meaning of broad educational goals, such as those
b. Knowledge of subject-specific techniques
found in the currently prevalent national, state, and and 
methods
local standards; (c) means for determining the c. 
Knowledge of criteria for determining
congruence of educational objectives, activities, and when 
to use appropriate procedures
assessments in a unit, course, or curriculum; and 4. Metacognitive Knowledge
(d) panorama of the range of educational Knowledge of cognition in general as well as
possibilities against which the limited breadth and awareness and knowledge of one’s own
depth of any particular educational course or cognition.
curriculum could be contrasted (Krathwohl, a. Strategic knowledge 

2002:212). 
David R. Krathwohl in a paper b. Knowledge of cognitive tasks, including
appropriate contextual and conditional
published in 2002 suggested a revision of Bloom’s
knowledge 

taxonomy as follows: The original Taxonomy - the c. Self-knowledge 

final draft was published in 1956 under the title, (Krathwohl, 2002:214)
Taxonomy of Educational Objectives: The Classification
of Educational Goals. Handbook I: Cognitive Domain Table 2. Structure of the Cognitive Process Dimension of
(Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956) the Revised Taxonomy
- provided carefully developed definitions for each 1. Remember
of the six major categories in the cognitive domain. Retrieving relevant knowledge from long-term
The categories were Knowledge, Comprehension, memory
Application, Analysis, Synthesis, and Evaluation. Then, 1.1 Recognizing

1.2 Recalling
Krathwohl explained that in the original
2. Understand
Taxonomy, the Knowledge category embodied both Determining the meaning of instructional
noun and verb aspects. The noun or subject matter messages, including oral, written, and graphic
aspect was specified in Knowledge’s extensive communication
subcategories. The verb aspect was included in the 2.1 Interpreting
definition given to Knowledge where student was 2.2 Exemplifying
expected to be able to recall or recognize 2.3 Classifying
knowledge. This brought uni-dimensionality to the 2.4 Summarizing
framework at the cost of a Knowledge category that 2.5 Inferring
2.6 Comparing
was dual in nature and thus different from the other 2.7 Explaining
Taxonomic categories. This anomaly was 3. Apply
eliminated in the revised Taxonomy by allowing Carrying out or using a procedure in a given
these two aspects, the noun, and verb, to form situation
separate dimensions, the noun providing the basis 3.1 Executing

for the Knowledge dimension (see Table 1) and the 3.2 Implementing
verb forming the basis for the Cognitive Process 4. Analyze
dimension (see Table 2). Breaking material into its constituent parts and
detecting how the parts relate to one another and
to an overall structure or purpose
Table 1. Structure of the Knowledge Dimension of the
4.1 Differentiating
Revised Taxonomy
4.2 Organizing
1. Factual Knowledge
4.3 Attributing
The basic elements that students must know to
5. Evaluate
be acquainted with a discipline or solve problems
Making judgments based on criteria and standards
in it
5.1 Checking
a. Knowledge of terminology 

5.2 Critiquing
b. Knowledge of specific details and elements
6. Create

ICEAP 2018 12
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

Putting elements together to form a novel, 6 Pulley with two blocks is hung free
coherent whole or make an original product 7 Three of stacked block static on the
6.1 Generating
 horizontal plane
6.2 Planning 8 Two blocks are arranged on a horizontal
6.3 Producing plane and one block is hung free
(Krathwohl, 2002:215) 9 Two blocks are connected by a rope,
one above a rough inclined plane and
According to Krathwohl (2002), the categories of one block is hung free
structure cognitive dimension were ordered from 10 The block is released freely in the
quarter circle's no friction curved plane
simple to complex and from concrete to abstract. If
and then glides over a rough horizontal
so, then the thinking skills start from the lowest plane
dimension namely remember to the highest
dimension, namely create. The order of thinking
RESULT AND DISCUSSION
skills from the lowest to the highest is remembering,
understanding, applying, analyzing, evaluating, and
Based on the students' responses to the test
creating. If grouped into two broad categories, the
material according to the cognitive dimension of
LOTS (Low Ordered Thinking Skills)
Bloom’s revised, the category of test material was
remembering, understanding and applying, and
compiled according to the criteria of LOTS and
HOTS (High Ordered Thinking Skills) is analyzing,
HOTS. For this purpose, the worksheets of
evaluating, and creating.
participants were examined one by one. LOTS if
students give respond C1, C2, and C3; then HOTS
METHODS if they respond C4, C5, and C6, Data responses of
participant is processed and analyzed, and the
This research starts from the study of physics results are shown in Table 4.
literature especially in mechanics for several cases
of the free-body system in order to make test Table 4. Student responses and categories of LOTS and
instruments related to representation diagrams. The HOTS test items
questions asked are questions that are often found Students’ responses
Items LOTS HOTS
in university physics reference handbooks written C IC NA
by Alonso-Finn, Sears-Zemansky, Giancoli, 1 11 11 0 100% -
Halliday-Resnick, Young-Freedman and Schaum’s 2 0 19 3 100% -
Series. The questions given require special answers 3 2 17 3 95% 5%
only in the form of drawings or diagrams. Test in 4 1 13 8 82% 18%
the form of essay tests with a total of 10 questions. 5 0 1 21 27% 73%
Test time for 30 minutes. The instrument is tested 6 5 10 7 82% 18%
for the validity of content and construct. Content 7 0 22 0 31% 69%
8 0 19 3 5% 95%
validity based on the test content. Construct validity
9 0 22 0 - 100%
based on the internal structure, response processes 10 0 17 5 - 100%
and consequences of testing. Participants in this C–correct; IC–incorrect; NA–not answer
research were 22 students the pre-service teacher
who had passed the course of evaluation of physics The items are categorized as LOTS or HOTS if
learning. To check the consistency of students the percentage is greater 70%. Based on table 2, the
related to LOTS and HOTS categories, then after test items categorized as LOTS are items 1,2,3,4,
the test is complete, students give opinions about and 6 and those categorized as HOTS are 5,7,8,9,
the test in accordance with the category of cognitive and 10.
domain of Bloom's revised. Students respond by
writing C1, C2, C3, C4, C5, and C6 according to
the sequence of cognitive dimensions from low to
high on the test material. The test material is shown
in Table 3.

Table 3. Material of tests

Items Material of test
1 Free-fall
2 Block static on the horizontal plane
3 Block move on the inclined plane no
friction
4 Block move on the rough inclined plane
5 Ladder resting against a frictionless wall Figure 1. The identification of LOTS and HOTS related
on the rough horizontal floor to students' responses incorrect and not answer

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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
From Figure 1, it can be seen that between
LOTS and HOTS, there is not much difference
between students who answer incorrectly. Also
from Figure 1 shows that between LOTS and
HOTS there was no big difference between students
who did not answer. According to Krathwohl
(2002), the categories cognitive dimensions were
ordered from simple to complex and from concrete
to abstract (Krathwohl, 2002:212), then in the
LOTS category, almost all of them could do the
problem, only few of them chose wrong answer.
Why research findings like this? The results of the
study confirm the research conducted by Vijaya
Bhaskara (2017) in the article: Students Problem-
Solving Difficulties and Implications in Physics: An
Empirical Study on Influencing Factor, found lack of
ability in remembering related equations in physics
subject, lack of understanding the fundamental
basic of the physics problem, lack of motivation
from the physics teachers and inexperience of the
teacher, poor comprehensive skills on definitions,
laws, and basic principles of physics (Vijaya
Bhaskara, 2017:61). As stated by Amante, that
learners have difficulties in analyzing what a
problem requires and it leaves them confused about
what to do next in completing the tasks (Amante,
2010:170). Physics can be understood well if the
concepts of physics are fully understood and if not
well understood there will be misconceptions.
Selahattin Gonen (2008) presents the results of his
research as follows a result of the analysis
undertaken, it was found that teachers had serious
misconceptions about inertia, gravity, gravitational
acceleration, gravitational force and weight
concepts (Selahattin, 2008:70), as stated by Sirat
(2017) that the most difficult task for the students in
terms was identifying the force diagram
representing forces exerted on an object on in an
inclined plane, and the students’ difficulty is they
are not aware of friction force, weight force, and
normal force (Sirait, 2017:3). Current research in
the field of physics learning shows the use of
interaction diagrams in teaching can improve
understanding of the concept of physics, example,
the concept of Newton third law (Savinainen,
2015:). On the other-hand other research findings
suggest, many scientific concepts including physics,
processes and their relationships can be understood
more quickly when they are given with various
kinds of picture or diagrams, as well as the use of
various sources of information (multiple sources),
which then can make learners able to select sources
as a reference and their way of learning
(Opfermann, 2017:). Research in the field of
physics education indicates the use of multiple
representations in the teaching and learning process
helps students become excellent problem-solvers
(Nguyen, 2011). The use of multiple sources and
multiple representation, according to The Cognitive
ICEAP 2018
Theory of Multimedia Learning (CTML), as
confirming by multimedia principles: Students learn
better from words and pictures than from words alone
(Mayer, 2009), and related to CTML, then using
multiple representations can foster learning (Opfermann,
2017:). The interactions that occur in the teaching
and learning process are actually information
absorption and deposition, which according to The
Theory of Mental Models suggests that “... learning
is a form of information processing” (Hanke, 2008:).
This is confirmed clearly according to Behavioral
Psychology which states, “successful learning involved
the mental acquisition of a ‘copy’ of the information
being“ (Gilbert, 2010:). Some of the views above
give message of the importance of using
representation diagrams in physics learning. The
reason that underlies all the main theories of
learning is the assumption that thinking proceeds
by the brain acting on data being received as if that
consisted of a stream of ‘entities’-that is as if it had
object-like properties. These entities convey specific
information about what is being studied by
depicting ideas, objects, systems, events, processes,
as what may be broadly termed ‘representations’
(Gilbert, 2010). Thus, it is necessary to consider the
views of Peter Huber (2014) as he wrote in his
paper Teacher Change in Implementing a Research
Developed Representation Construction Pedagogy that is
the representations in learning science has
successfully demonstrated enhanced student
learning through sustained engagement with ideas,
and enhancement of teachers’ pedagogical
knowledge and understandings of how knowledge
in science is developed and communicated. This
approach involves challenging students to generate
and negotiate the representations (text, graphs,
models, diagrams) that constitute the discursive
practices of science, rather than focusing on the
text-based, definitional versions of concepts. The
representation construction approach is based on
sequences of representational challenges which
involve students constructing representations to
actively explore and make claims about
phenomena. It thus represents a more active view
of knowledge than traditional structural approaches
and encourages visual as well as the traditional text-
based literacies (Hubber, 2014:1049). However, this
research needs to reflect on the question of why
tests that only require answers to draw or diagrams,
and they categorize LOTS, but many students
answer incorrectly and in fact, there are students
who do not answer? Or a test that requires answers
to diagrams or drawings is a test that requires the
ability to think that is not dominated by
remembering and understand, but tests that are
more classified apply, analyze, evaluate and create
(HOTS)? According to Mehmet Kurnaz (2015) that
physics courses include many abstract concepts,
14
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
such as force and energy, and students’ difficulties
in fully grasping these concepts are frequently
discussed in related literature, and by quoting from
Clement (1982) who stated that it is hard for
students who have incorrect or missing information
about physics to correctly form new ideas (Kurnaz,
2015:788). The above opinion clarifies the idea that
even though the test only requires answers to
drawings, but if it is related to abstract concepts
such as force vectors, this kind of test can be
classified as HOTS. Because of that in a didactic
manner, the problem of learning physics using
diagrams representation requires in-depth research.
CONCLUSION
Krathwohl (2002) mentioned that the categories
of cognitive dimensions were ordered from simple
to complex and from concrete to abstract, and it
was assumed that the original taxonomy
represented a cumulative hierarchy; that is, mastery
of each simpler category was prerequisite to
mastery of the next more complex one (Krathwohl,
2002:212). Krathwohl's statement above
emphasizes the role of cognitive domain mastery in
all categories. Although cognitive domain such as
remembering and understanding are categorized as
LOTS this cognitive level must be mastered with
the ability to think properly and correctly.
Examples of remembering categories are defined as
retrieving relevant knowledge from long-term
memory, in the forms of verbs recognizing,
recalling. At the lowest level of thinking ability is
the tendency of rote thinking skills. As stated by
Elby (1999) that most students who are
substantially distort their study habits believe that
failure to do so would lead to lower grades.
Another large set of students believes that a deep
understanding can lead to good grades, but that a
more rote understanding can also lead to good
grades (Elby, 1999:53). Those studies show that
some students learn by rote partly because they
have a naive conception of what it means to
understand physics (Elby, 1999:56). Regarding the
importance of using representation in physics
learning, physics didactically need to make drawing
or representation diagrams an important part of the
teaching and learning process. Huber (2014)
described his views were as follows, representation
construction approach is broadly described as (a)
teaching sequences are based on sequences of
representational challenges: Students construct
representations to actively explore and make claims
about phenomena, (b) representations are explicitly
discussed: The teacher plays multiple roles, build the
discussion to critique and support student
representation construction in a shared classroom
process. Students build their meta-representational
competency through these discussions, (c)
ICEAP 2018
meaningful learning involves representational/ perceptual
mapping: Students experience strong
perceptual/experiential contexts, encouraging
constant two-way mapping/reasoning between
observable features of objects, potential inferences,
and representations, (d) formative and summative
assessment is ongoing: Students and teachers are
involved in a continuous, embedded process of
assessing the adequacy, and their coordination, in
explanatory accounts (Hubber, 2014:1050). Specific
research related to the measurement and
assessment of the use of representation diagrams in
both formative and summative forms is less
reported in educational research journals.
Considering the very important use of
representation in physics learning it is necessary to
conduct more in-depth research both related to
taxonomy and measurement methods or techniques
and assessment. As explained in the discussion
section, if further studies support the importance of
using representation diagrams in physics learning
because they tend to be categorized as HOTS, then
it needs to be accommodated as test material,
questions that only need answers to drawings in the
middle school national exams and college entrance
test.
ACKNOWLEDGEMENT
Thank you to the Chair of the Research Institute
of Manado State University who has approved the
research proposal for funding, and thanks to my
students who have participated in this research.
*****
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
Sirait, J, Hamdani, and S Mursyid, S., 2017.
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and Implications in Physics: An Empirical
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14, (pp. 59-62).
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

Teacher Assessment Literacy: Discrepancies in Authentic Assessment

Practice in EFL Context

A.A. Istri Ngurah Marhaeni, Nyoman Dantes, and A.A.G. Yudha Paramartha
Ganesha University of Education
ngurahmarhaeni2603@gmail.com

Abstract. Teacher assessment literacy (TAL) refers to the ability of a teacher to conduct valid assessment
and make use of assessment results to promote learning. As the 2015 PISA’s report indicates that
Indonesian students’ achievements in three basic subjects (Reading, Science, and Math) are very low, then,
a pivotal question is whether those teachers are literate enough in conducting valid assessment particularly
classroom, authentic assessment. In response to such situation, this study aimed at knowing English as a
Foreign Language teacher assessment literacy (EFL TAL) through investigating teachers’ authentic
assessment implementation in EFL classrooms in some Senior High Schools in Bali, seeing discrepancies
which occured among the types of authentic assessment across three phases of assessment implementation
(planning, executing, analyzing and reporting). Data were collected through document analysis and
observation. Interviews were conducted afterwards. Findings include, 1). discrepancies found in the
implementation of types of assessment ranged from moderate to high, where the highest discrepancy
occurred in the practice of portfolio assessment; 2). discrepancies found across phases of assessment
implementation also ranged from moderate to high, where the highest discrepancy occurred in analyzing
and reporting phase. The findings imply that EFL TAL might be the source of the discrepancies.

Keywords: authentic assessment, discrepancy, teacher assessment literacy

INTRODUCTION According to Stiggins (1994), teachers with

Among the three main tasks of a teacher (planning
the lesson, executing the lesson, and assessing
students’ growth), assessment is very often said to
be the most challenging. According to Marhaeni et
al. (2017), assessment requires teachers to analyze
learning goals and their indicators and develop
valid assessment tools. These professional works
are relatively difficult because, up to now still many
teachers think that the most important task is to
teach in the class; therefore assessment is often
neglected. A more fundamental reason is that
because assessment needs logical and critical
thinking and use some statistical computation.
Teacher assessment literacy refers to to the
ability of a teacher to conduct valid assessment and
make use of assessment results to promote learning
(Stiggins, 1994). This literacy is the minimum
requirement that a teacher has to master in
educational assessment in order to be effective in
teaching and assessing. However, the unsatisfying
results of PISA of Indonesian students show that
quality of assessment practiced by teachers is still
low. Some aspects of critical thinking, like
predicting and analyzing which appear on the PISA
tests on math, science, and reading, can not be
answered correctly by Indonesian students
participating in the program.
assessment literacy know what they assess, why
they assess, how to assess, what the possible
problems with assessment are, and how to prevent
them from occurring; and they also are familiar
with the possible negative consequences of poor,
inaccurate assessment. In relation to this,
Indonesian 2013 Curriculum for primary and
secondary education requires teachers to implement
authentic assessment to support the goals of the
curriculum which are competency based. Authentic
assessment is said to be one of the best way of
ensuring the assessment of competencies because
authentic assessment is multi-faceted and mostly
real task-based which is in accord with the nature of
a competency.
In response to the importance of teacher
assessment literacy to support quality education, a
study on teachers’ ability in implementing authentic
assessment is needed. Especially in English as a
Foreign Language (EFL) learning, studies on
teachers’ practices of authentic assessment
(Marhaeni, Dantes, & Artini, 2015) found that
although there is growing practices on authentic
assessment but EFL teachers’ knowledge is just
average. This condition is an indication that EFL
teachers assessment literacy is still in question.

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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
Davies (in Khadijeh and Amir, 2015) believes
that language assessment literacy has three basic
elements: skills, knowledge, and principles. Further
they quoted Fulcher (2012) who stated that
assessment literacy has three aspects. First, is
knowledge, skills and abilities to design, develop,
maintain or evaluate large-scale standardized
and/or classroom based tests. Second, is familiarity
with test processes, and awareness of principles and
concepts that guide and underpin practice,
including ethics and codes of practice. And third, is
the ability to place knowledge, skills, processes,
principles and concepts within wider historical,
social, political and philosophical frameworks in
order to understand why practices have arisen as
they have, and to evaluate the role and impact of
testing on society, institutions, and individuals.
Further, Khadijeh and Amir (2015) cited a model of
assessment literacy presented by Abell and Siegel
(2011) and Gottheiner and Siegel (2012) which is
composed of three main aspects: view of learning,
assessment principles, and four areas of knowledge
i.e. knowledge of assessment purposes, knowledge
of assessment strategies, knowledge of assessment
interpretation and action taking, and knowledge of
what to assess.
Marhaeni, Dantes, & Artini (2015) also found
that EFL teachers’ assessment practices are still
traditional, quantitatively-oriented assessment. This
can also be an indication that those teachers
probably ignore the functions of assessment as a
formative process of learning. In terms of language
learning including in EFL in which the acquisition
of language needs continuous practices, the use of
Table 1. Blueprint for Observation of Project Assessment Implementation
1 Planning Learning Objectives
Standard
Design of authentic tasks
Assessment criteria
Assessment rubrics
2 Execution Formative
Assessment Tool
Time Management
3 Analysis and Quantitative
Reporting Qualitative
ICEAP 2018
formative, authentic assessment like portfolio
assessment, project assessment and also self- and
peer-assessment is fundamental. However, so far
only a few yet EFL teachers’ practices in such issue
are reported. Therefore, a study on this issue is
urgent to be conducted.
Based on the background above, the purpose of
the study was to investigate whether or not there
was a discrepancy in teacher’s practice of authentic
assessment, esp. In EFL context. The result of the
study could be a parameter to discuss EFL teacher’s
assessment literacy.
METHOD
This is a descriptive research conducted to
sixteen senior high school teachers of EFL in Bali.
Subjects of the study were sixteen EFL teachers of
eight senior high schools randomly selected from
four regencies in Bali. There four kinds of authentic
assessment studied, namely self assessment,
performance assessment, project assessment, and
portfolio assessment. An observation sheet was
developed for each of the kinds of authentic
assessment, following the characteristics of each of
them but it was based on a common blue print.
Observation was done to teachers’ planning
(assessment design in syllabus and lesson plans),
Execution ( assessment done during and after the
teaching and learning processes), and Analysis and
Reporting. Below is the blue print of Project
Assessment Implementation.
Are based on K-13
Considering student’s characteristics
In accord with the characteristics of project assessment
Is based on Bloom’s Taxonomy
Contains relevant domain of learning (cognitive,
affective, psychomotor)
Related to real life problems
In accord with the learning objectives
In accord with learning objectives
Considering students’ characteristics
In accord with learning objectives
Using appripriate holistic and/or analytical rubrics
Assessing phases of project development
Assessing several relevant aspects
Using descriptors for each aspect
Criteria for determining student’s achievement level
Assessment in process
Assessment across phases of the project
Feedback
Availability of assessment tools
Time allocation for project work and assessment
Scoring and weighting
Descriptive, verbal assessment to students’ performance
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

The obtained data were analyzed descriptively by comparing the observation (data obtained from
observation) with 100. The criteria below was used to evaluate the level of discrepancy that occured.

Tabel 2: The Criteria of Discrepancy Level in Authentic Assessment Implementaion (in per cent)
Range of Discrepancy Level of Discrepancy
0% ˂ D ≤ 20% Very narrow
21% ˂ D ≤ 40% Narrow
41% ˂ D ≤ 60% Moderate
61% ˂ D ≤ 80% Wide
81% ˂ D ≤ 100% Very wide
(Guilford in Dantes, 2014)

FINDING AND DISCUSSION

The data obtained from 16 EFL teachers across grades 11, 12, and 13 respectively, are shown on the
table below.

Table 3. Description of Authentic Assessment Implementation

NO. Kinds of Authentic Phases of Assessment Implementation
Assessment Planning Executing Analysis and Average
Reporting
Obs. Disc. Obs. Disc. Obs. Disc. Obs. Disc.
1. Self Assessment 42.67 57.33 40.67 59.33 40.67 59.33 41.34 58.66
2. Performance Assessment 42 58 39.67 60.33 40.33 59.67 40.67 59.33
3. Project Assessment 46 54 33.67 66.33 37.67 62.33 39.11 60.89
4. Portfolio Assessment 39 61 32 68 34.67 65.33 35.22 64.78
5. Average 42.42 57.58 36.50 63.50 38.34 61.66 39.01 60.91

The table above clearly shows the data
distribution of authentic assessment
implementation by EFL teachers, in which there
were four kinds of authentic assessment studied
(Self Assessment, Performance Assessment, Project
Assessment, and Portfolio Assessment) across the
three phases of assessment implementation
(Planning, Executing, Analyzing and Reporting)..
Question #1: What were the discrepancies among
the four kinds of authentic assessment?
The table above shows that, the average score of
observation (Obs.) of all the four kinds of authentic
assessment was 39.01 and the discrepancy was
60.91 which is categorized as wide. Among the four
kinds of authentic assessment, the highest
observation score 41.34 was found on Self
Assessment, and the discrepancy was 58.66
(moderate). On the other hand, the lowest
observation score 35.22 was found on Portfolio
Assessment, and the discrepancy was 64.78 (wide).
Question #2. What were the discrepancies of
authentic assessment among the phases of
assessment implementation?
The table above clearly shows that the average
of observation score of Phases of Authentic
Assessment Implementation was 39.01 and the
discrepancy was 60.91 (wide). Furthermore, the
observation score of Planning Phase was 42.42 and
the discrepancy score was 67.58 (wide); the
observation score of Execution Phase was 36.50
and the discrepancy was 63.50 (wide); and the
observation score of Analysis and reporting Phase
was 38.39 and the discrepancy was 61.66 (wide),
respectively.
Based on the findings above, it can be clearly
seen that discrepancies really occur in the
implementation or practice of authentic assessment
in EFL classrooms, especially in senior high
schools in Bali. The discrepancy found was
between moderate to wide. This means that the
implementation of authentic assessment in EFL
classrooms can be said not satisfying. The
discrepancies also become a focus of some recent
research in Indonesian education context. Abidin
(2012) found discrepancy in teachers’ planning of
lessons; he revealed that 68 percent teachers did not
include authentic assessment in their lesson plans.
In accordance with this, Zaim (2013) found that
teachers spent a lot of time in planning and
analyzing data, which was due to their lack of
knowledge about authentic assessment. It is true
what Nitko (2012) said that over fifty percent time
spent by teachers to do assessment related activities,
but if time spent is too long because of lack of
knowledge, then, other aspects of assessment
practice and also instruction in general, would face
a problem in time. More specifically, Putri and
Hariyatmi (2015) reported that teachers did not
know how to design assessment rubrics. While a
rubric is an essential tool in assessing students
performance in authentic assessment, this lack of
assessment literacy aspect on teachers inevitably

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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
challenges quality of classroom assessment
practices.
Therefore, those discrepancies as reported in
this study and also other previous studies are
potential to create challenges to the mandate of our
2013 curriculum, that is, through the Ministry of
National Education Regulation No. 023 year 2016
about Assessment Standard, it is mandated that
authentic assessment must be one of the major
assessment to be implemented in instructional
processes in classes. Johnson and Johnson (2002)
emphasize that assessment is a process of collecting
information about students’ growth and progress in
learning. If assessment is not properly
implemented, then the decision made based on
such assessment is not valid and obsolete.
Results of this research has an implication
toward the condition of teachers’ assessment
literacy, in the context of EFL teaching in Bali
province. Although seen only from the aspect of
authentic assessment, these findings show that
teachers need to improve their competency in
handling meaningful assessment of students. More
importantly is because, in classroom assessment,
authentic assessment is the framework of teachers’
assessment practice. A good implementation of
authentic assessment is needed to assure that target
competencies are reached.
CONCLUSION
Based on the findings and discussion above, it is
concluded that EFL teachers’ implementation of
authentic assessment is not yet satisfying, seen from
both the kinds of authentic assessment and across
phases of assessment implementation. This result
implies that EFL teachers assessment literacy needs
to be improved especially in terms of knowledge
and also skills in implementing authentic
assessment.
*****
REFERENCES
Abidin, Y. (2012). Model penlaian otentik dalam
pembelajaran membaca pemahaman berorientasi
pendidikan karakter. Jurnal Pendidikan Karakter,
Vol. II, Nomor 2, Hlm. 1-15
Dantes, N. (2014). Metode Penelitian. Yogyakarta: Andi
Publisher.
Fazilla, S. (2013). Penerapan asesmen portofolio dalam
penilaian hasil belajar sains SD. Jurnal UPI. pp.
139-154.
ICEAP 2018
Fencl, M. J. (2014). Fun and Creative Unit Assessment
Ideas for All Students in Physical
Education. Journal of Physical Education, Recreation
& Dance, 85(1), pp. 16-21.
Johnson, D. W. & Johnson R. T. (2002). Meaningful
Assessment: A Manageable and Cooperative Process.
Boston: Allyn and Bacon.
Kemendikbud. (2013c). Peraturan menteri pendidikan dan
kebudayaan republik indonesia nomor 81a tahun 2013
lampiran 4 about pedoman umum pembelajaran.
Jakarta: Kementerian Pendidikan dan
Kebudayaan RI.
Kemendikbud. (2015). Peraturan menteri pendidikan dan
kebudayaan nomor 53 tahun 2015 about penilaian
hasil belajar oleh pendidik dan satuan pendidikan pada
pendidikan dasar dan menengah. Jakarta:
Kementerian Pendidikan dan Kebudayaan RI.
Khadijeh, B. & Amir, R. (2015). “Importance of
Teachers Assessment Literacy”.
International Journal of English Language
Education. Vol. 3; No. 1 ISSN 2325-0887
Maharani, D., N. (2013). The Effect of Self-Assessment
on Students Writing Skills across the Self-
Efficacy.Jurnal Pendidikan Bahasa Inggris1(1). pp.
1-12.
Marhaeni, A.A.I.N., Dantes, N., & Artini, L.P. (2015).
Asesmen Autentik dan Pendidikan Bermakna:
Implementasi Kurikulum 2013. Jurnal Pendidikan
Indonesia. 4(1), April 2015.
Marhaeni, A. A. I. N. et al. (2017). Asesmen Autentik
dalam Pembelajaran Bahasa Inggris. Jakarta:
RajaGrafindo.
Nuraffifah. (2014). Penerapan Asesmen Kinerja untuk
Menumbuhkan Keterampilan Menganalisis Siswa
pada Pembelajaran Sejarah di Kelas XI IPS 2
SMAN 1 Kota Bandung. Jurnal UPI. pp. 1-11.
O’Malley, J.M. & Valdez Pierce, L. (1996). Authentic
Assessment for English Language Learners.New York:
Addison-Wesley Publishing Company.
___________ (2003). Undang-undang Repbulik Indonesia
Nomor 20 tahun 2003: Sistem Pendidikan
Nasional. Sekretaris Negara Republik Indonesia.
Putri, W.N.A. & Hariyatmi. (2015). Implementasi
Penilaian Portofolio Guru Mata Pelajaran IPA di
SMP Negeri 2 Banyudono. Ums E-print Journal.
pp. 1-12.
Stiggins, R. J. (1994). Student Centered Classroom
Assessment. New York: Maxwell Macmillan
International
Theresia, T., P. (2015). The Implementation of Self-
Assessment in Writing Class: a Case Study at
STBA LIA Jakarta. TEFLIN Journal 26(1), pp. 97-
116. Doi: dx.doi.org/10.15639/teflinjournal.
v26i1
Zaim, M. (2013). Asesmen Otentik: Implementasi Dan
Permasalahannya Dalam Pembelajaran Bahasa
Inggris Di Sekolah Menengah. Proceeding
International Seminars on Language and Arts FBS
Universitas Negeri Padang, pp. 39-64.
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

Theories into Practices: Bloom’s Taxonomy, Comprehensive Learning

Theories (CLT) and E-Assessments
Malissa Maria Mahmud1, Yazilmiwati Yaacob2, Chandra Reka Ramachandiran3,
Wong Shiet Ching4, and Othman Ismail5
Centre for American Education, Sunway University
1
2
MOHE General Studies, Sunway University
3
School of Computing, Asia Pacific University
4
Pyschology Postgraduate Programme, Heriot-Watt University Malaysia
5
Academy of Language Studies, University of Technology MARA
malissam@sunway.edu.my

Abstract. The development of novel and innovative technologies to an extent has enriched the means of
how assessments are done. Researchers and academics alike explore and leverage on the employment of an
assemblage of technologies to design their assessments which are critical in gauging the students’ learning
outcomes. However, the manifestation of technology in the context of teaching and learning necessitates
reconceptualization of existential and fundamental theories which scaffold learning process. Thus, this
paper provides a critical and contextualised exploration of the eminent Bloom’s Taxonomy,
Comprehensive Learning Theories (CLT) and e-assessments with its underpinning and groundwork
concepts, ensuing its feasibility and application in the blended learning environment.

Keywords: E-assessment, Blended Learning, Bloom’s Taxonomy, Comprehensive Learning Theories

(CLT), Teaching and Learning.

INTRODUCTION assessment process allowed them to provide

In the era where new generations are born amidst
technological advances, their perception, attitude
and expectation towards learning are vastly
different than the generations before them.
Educational researchers have commenced to further
investigate specific learning styles of the current or
the millennial generation to understand how these
behavioral changes impact the existing teaching
practices. In this context, the technological
attributes as well as how they are aligned with
teaching and learning theories have to be probed
further; thus, pedagogical approaches employed for
the millennials would not be deemed as obsolete or
futile. In the similar light, how has this tremendous
shift amended and altered the present notions of
teaching and learning landscape. The prevalent
growth of technology has definitely become one of
the game changers, converting the traditional
classroom learning to learning via means of
technological advances, customized to
accommodate the needs of recent learning styles.
To determine the achievement of the intended
learning outcomes, assessments are designed to be
included as part of the teaching and learning
process. A study was done to probe on the efficacy
of online peer-assessment using Facebook in which
the findings of the study yielded affirmative retorts;
“the students were also certain that the online peer
appropriate and relevant feedbacks, enhance their
assessment practices, as well as communicate with
their respective group members in order to gain
subject knowledge and ultimately obtain solution to
a problem” (Mahmud & Wong, 2018, p. 111). At
this juncture, many of the current studies have
acknowledged the practical applications of
technology integration; however, scarce resources
are available on important discourses of how
imperative concepts and theories scaffold this new
pedagogical approach.
Predominantly, assessment is one of the
imperative factors in understanding students’
learning and technology-supported assessments are
becoming more common wherein programmed
instruction and computer-based quizzes, to an array
of interaction and content creations to scaffold
virtual or online submission, peer / self-assessment
as well as authenticity grading (Buckley & Cowap,
2013; Kulkarni et al., 2013; Tamim, et al. 2011).
Likewise, online assessment offers a systematic
structure to facilitate and support ongoing
monitoring, provisioning timely and adequate
formative feedback via continuous collaboration
between students and instructor. In this case,
disposition towards self-regulated learning can be
developed or enhanced by which critical for an
online environment to be integrated successfully.
As noted by Selwyn’s (2010), the ‘state of the

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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
actual’ researches in incorporating technology as
part of the classroom instructions is “concerning
what is actually taking place when a digital
technology meets an educational setting” (p. 70). At
the same time and despite its tremendous benefits
as well as widespread, the employment of
technology to facilitate assessment process is rather
inconsistent and circumstantial (Warburton, 2009).
Considering this, it necessitates for the existing
pedagogical approaches to be re-evaluated so that
the designs can be aligned with meaningful
assessments.
Deliberating on current theory and practices
contributes to the needed learning transformation.
The assumption and conclusion of scientific
application demand for precursory validity by
which a scientific theory to a phenomenon is
established to support the inquiry which would
eventually lead to a discovery and understanding of
new theory. The manifestation of theories and
concepts in this study are based on the organization
of concepts, conventions, potentials, philosophies,
and ideas invoked by Bloom’s Taxonomy (1956)
and the Comprehensive Learning Theories (CLT)
that are frequently and synonymously used in
numerous instructional settings. These three broad
learning theories are (a) Behaviourism, (b)
Cognitivism and (c) Constructivism, and are
derived from the distinctive schools of thought
which not only reinforce face-to-face instruction but
also the design of online learning resources (Ally,
2004). At this juncture, these primary theories are
able to assist in understanding the theory of the
application of online assessment in the context of
blended learning phenomena.
Bloom’s Taxonomy: Domains of Learning
The architecture of learning is synonymous with
one of the key theoretical frameworks, for instance,
Bloom’s Taxonomy developed by Benjamin Bloom
where it is prevalently employed in the discipline of
Instructional System Design (ISD). The utilisation
of Bloom’s Taxonomy to assess students’ learning
in a traditional environment is ubiquitous;
however, there is still so much room for e-learning
environment to be explored. There are several
possible explanations to illustrate the variances and
factors in using these two methods; physical
distance which is to limited synchronous responses
as well as assessments’ design which could pose
some challenges in the process of evaluation. In
factoring a well-designed course, the initial step is
to determine and identify the course objectives.
Bloom's (1956) taxonomy is largely used to devise
learning outcomes or objectives in the respective
three domains: cognitive mental skills (knowledge),
psychomotor; manual or physical skills (skills), and
affective; growth in feelings or emotional areas
(attitude or self) wherein each domain constitutes
ICEAP 2018
different levels of learning. For example, the higher
order learning skills require application, analysis,
synthesis, and evaluation to be evidently utilised
and integrated as part of the learning outcomes or
objectives. It is noteworthy to highlight that the
essential premise in the application of Bloom's
Taxonomy is that the degree of difficulty is
incrementally apparent to distinctly drive learning
process and each domain is ideally should be
thoroughly grasped before progressing into the next
level which is quantifiable from the measurement of
the knowledge obtained. Figure 1 below illustrates
the nitty gritty of the three major domains;
affective, cognitive and psychomotor and the
concise depiction of levels of complexity to
progressively capture students’ learning process.
Figure 1: Domains of Learning by Bloom
Taxonomy (1956)
To exemplify specifically, in the Cognitive
Domain, intellectual skills are predominantly
established and it comprises six different levels of
difficulties. Level 1: Knowledge. This is the level
which constitutes recollection of memory and
demonstration of what previously learnt that are
commonly expressed through obtained knowledge
in answering fundamental and basic concept
questions. For instance, knowledge of specifics:
terminology, specific facts, knowledge of methods
to deal with specifics: conventions, trends and
sequences, classifications and categories, criteria,
methodology and knowledge of the things that are
universally accepted in a field: principles and
generalisations, theories and structures. Level 2:
Comprehension. This is the level that students are
required to understand a particular concept or key
terms in which assessments are designed to possess
these criteria; compare, organise, deduce, translate,
provide descriptions and state main ideas which
simultaneously be able to demonstrate interpreting,
translating and extrapolating skills. Level 3:
Application. This is the level in which the
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
comprehended knowledge is applied in relevant
contexts to address and acknowledge concerning
issues by incorporating acquired facts, knowledge,
rules and techniques. Level 4: Analysis. This is the
level which close scrutiny of acquired knowledge is
exercised to further separate the learnt concepts or
facts. Inferences are formulated to distinguish
essential elements, relationships/ correlations and
principles involving structural means. Level 5:
Synthesis. This is the level which data is colligated
via different means of approaches to form an
assembly of solutions, including manufacture of
distinct communication and a proposed plan of
procedures as well as cogent understanding of the
how a concept is derived in a form of abstract link.
And Level 6: Evaluation. This is the level which
viewpoints are supported through critical means of
analysis and evaluations in which elements of
novelty is apparent to fulfil criteria such as
employing acquired evaluative knowledge tom
exemplify both internal evidence and external
criteria.
With the earlier illustrations on the levels in the
cognitive domain, it is rather clear that even with
the intricacies of these progressive levels, the
emulation of systemic design and support can be
executed via the incorporation of technology. The
employment of scientific principles as a basis to
create meaningful learning experiences with the
amalgamation of Bloom’s Taxonomy and
technology is used by instructional designers
worldwide to define the required cognition level as
well as to map the content type to the ideation or
multimedia enablement of an eLearning course.
Comprehensive Learning Theories:
Behaviourism, Constructivism and Cognitivism
Blended Learning
Figure 2: Comprehensive Learning Theories
Figure 2 graphically illustrates how the
intersecting learning theories and blended learning
scaffold the conceptual framework of this study.
The main proponents of Behaviourism, Skinner and
ICEAP 2018
Watson noted that learning is the result of
variations in the setting or environment, and they
pursued to attest that behaviour can be anticipated
and even controlled (Skinner, 1974). Meanwhile,
fervent proponents of Constructivism, Piaget and
Vygotsky regarded learning as a process to seek for
meaning, besides designating specific criteria which
could aid in anticipating what students actually
comprehend at a variety of phases in the
developmental and learning processes (Rummel,
2008). The main focus on learning, according to the
Behaviourists is how the process impacts changes in
behaviour. They argued that “only observable,
measurable, outward behaviour is worthy of
scientific inquiry” (Bush, 2006, p. 14); hence, all
learners obtain a uniformed understanding when
exposed to the veracious environmental stimuli.
However, the contrary belief of the Constructivists
is that they regard learning as a search for active
meaning created throughout the learning process.
At this juncture, a Behaviourist would continue to
examine the content as well as the impacts of the
environment upon that learning process whilst a
Constructivist would be more concerned with
understanding the learners’ attempts to construct
meaning (Bush, 2006). As for the Cognitivists, they
underscore the learner’s schema as a systematized
knowledge assembly (Bruner, 1990; Gagne,
Yekovich, & Yekovich, 1993) where the learners
themselves interpret knowledge and provide
meaning to it. Hence, it can be deduced that the
cognitive learning theory recognizes the human
mind as an active recipient of knowledge. Under
these circumstances, the learner synthesizes the
newly acquired knowledge with prior knowledge.
Deliberating the myriad of views and notions
advocated by psychologists and educators on
learning, educators are assigned the huge
responsibility of determining the instructional
design which will augment students’ learning
digitally.
The latest trends involving technology as a
cognitive tool have progressed tremendously in the
last decades. Cognitive tools in this context are the
types of technology that assist learners to be more
engaged in the process of knowledge construction,
which is inherent not physically but in the form of
cognitive nature utilized as a catalyst to create
knowledge (Jonassen, Peck, & Wilson, 1999). This
would enable learners to think and solve problems
better (Jonassen & Reeves, 1996). Jonassen (2002)
further established that the role of cognitive tools
are to facilitate critical thinking and higher-order
learning, designed to trigger the learners’ capability
as part of a mechanism to enhance learning (Kim
and Reeves, 2007). Based on their study, Jonassen,
Peck and Wilson (1999) stated that learners do not
acquire knowledge directly from technology.
However, the role of technology embedded in part
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
of the instruction would be able to involve learners
more actively in the thinking process, which in turn
benefits the learning process. Undoubtedly,
thinking can nurture learning processes, and
computers as well as technology play a vital role in
mediating cognitive processes (Jonassen & Reeves,
1996) by offering a technological platform for the
learners to be more creative and critical cognitively,
allowing them to experience a better learning
environment. With technology as part of the
learning process, learners and technology become
allies. For example, technology can assist learners
in going beyond the limitations of their cognitive
ability, such as computation of numbers,
information storage and retrieval. Consequently,
with this assistance in place, learners are able to
cope with the content better, and engage in a more
reflective process which is one of the foundations of
higher-order thinking. Jonassen (1994) stated that
when students are able to apply any cognitive tool
effectively in their learning, it requires them to be
actively involved with the thinking process to
produce the output or knowledge. At this juncture,
outdated and obsolete learning approaches like rote
learning and memorization can be averted because
with such technological opportunities, learners are
more focused on the construction of knowledge
rather than merely reproducing it.
The philosophy and beliefs behind the ideology
of Constructivism are that learners create their own
knowledge based on interactions with their
environment, including their interaction with other
people (Draper, 2002). The notion lies in the
interpretation process created through the existing
interaction with the physical and social contexts
(Fosnot, 1996). Constructivism has been verified to
be efficacious when it involves circumstances that
correlate with learners’ performance. In this
context, the teacher takes on a facilitator’s role,
allowing learners to take on a more active role and
to be responsible for their own learning (White-
Clark, DiCarlo, & Gilchriest, 2008). With the
emergence of technology, teachers or instructors
who employ constructivist theories can support
discovery learning and critical-thinking activities
via synchronous discussions done online. The
concept of synchronous discussion can directly
invoke collaborative learning among learners as
well as the teachers or instructors. Classrooms that
practice Constructivist concepts and theories
integrate real-life and complex issues for the
learners to solve together. Herein, learners are able
to work collaboratively to discover the best
solution. “Cooperative learning, hands-on
activities, discovery learning, differentiated
instruction, technology, distributed practice, critical
thinking, and manipulatives are elements that
embrace the constructivist educational philosophy.”
(White-Clark et al., 2008, p. 41). Constructivism
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allows learners to take on an active role and to be
more responsible for their learning process where it
emphasizes dialogue, reflection, and
communication, not only between the learners and
teachers/instructors but also among the learners,
which is undoubtedly enhanced with technology. A
virtually-simulated environment has tremendous
potential to offer social interaction and
collaboration that develops the construction of
knowledge. In this circumstance, the
Constructivist’s view that the construction of
knowledge is based on an individual’s experiences,
thus the philosophy behind this notion embraces
the integration of technology in education and
definitely in the learning process. Simina and
Hamel (2005) noted that a learning process that
involves technology allows its users to not only
interact with learning materials, but to also network
with other people, which is a combination of social
and individual characteristics. According to
Vygotsky, the expression of social constructivism
can be optimized when language and culture are
emphasized. To reiterate this view, Woo and
Reeves (2007) and Wise and Quealy (2006) strongly
endorse that the pedagogy of web-based learning
has to synthesize the notion of the social
constructivism learning theory. When learners
share texts, audio and video resources online, the
social interaction that exists between them would
be able to assist the improvement of individuals’
and groups’ construction of knowledge.
The Behaviourism theory asserts that the
framing of instructional goals is executed in a
specific manner, driven and motivated by
behavioural and observable conditions; meaning is
gauged independently from personal experience.
Utilizing such an approach, teachers/instructors are
more oriented toward the dissemination of
individual presentation and interaction. At this
juncture, learners are expected to be fully engaged
with the instructional presentation resources and to
consequently utilize them to demonstrate their
understanding. Typically, both formative and
summative assessments are linked to the intended
learning objectives. According to Sutton (2003), the
various aspects of Behaviourism have directed the
growth of important instructional technologies such
as educational software and modules, which are
computer-assisted instruction. The Conditions of
Learning created by Gagne echoes the Behaviourist
thought process in which five categories of learning
are acknowledged. These categories are classified
into (a) verbal information, (b) intellectual skills, (c)
cognitive strategies, (d) attitudes, and (e) motor
skills. Gagne also established that the internal and
external conditions are needed for each type of
learning. Counting and depending solely on the
Behaviourism theory in designing web-based
learning settings can create limited learner-content
25
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

interactions (Hirumi & Bermudez, 1996 cited in
Woo & Reeves, 2007). However, present
Behaviourists believe that students learn by
memorizing information before they progress to
higher-level problem-based or situational learning,
and therefore the means and notions by which the
Behaviourist operates are still pertinent in today’s
digital and electronic context (Shield, 2000).
improve students’ learning experience whereas
summative assessment garners final grades to
provide complete and comprehensive deduction on
the attainment of learning objective. Figure 2 below
displays the comparison between formative and
summative assessments, exemplifying the means of
assessing students.

CONCLUSION AND SUGGESTION FOR

FUTURE RESEARCHES

The theories of the Bloom Taxonomy (1956),

Behaviourist, Cognitivist, and Constructivist have
demonstrated how blended learning can be
incorporated into learning environments where the
design of the online resources, the pedagogical
approaches, as well as the principles, underpin each
theory. For instance, the employment of the
learning domains to design assessments is also one
of the essential aspects wherein the lesson’s
outcomes/ objectives are mapped against
specifically designed assessments to scaffold the
achievement of course outcomes/ objectives. This Figure 2: Comparison of Formative and Summative
can be accomplished with the use of either or both Assessments
formative and summative assessments. To define,
formative assessment affords timely and vital Table 1 below illustrates the variety however
feedback on the attainment of content knowledge non-exhaustive online assessment methods which
and learning objective. Based on the feedback can be potentially employed for either formative or
which is yielded in a form of result or performance, summative assessment.
instructors can modify pedagogical approaches to

Bloom's Taxonomy Online Assessment Methods

Multiple Choice, True/ False, Matching, Fill in the Blanks, Short

Knowledge
Answer, Games, Quizzes

Comprehension Online Simulations, Tutorials

Application Essay, Case study

Analysis/ Synthesis/ Evaluation Project, Portfolio, Presentation,

Table 1: Bloom’s Taxonomy (1956) and Online Assessment Methods

With the preceding description, this paper has
reviewed and expounded on domains of learning as
well as three key aspects of theories associated with
learning and reinforced and reviewed in detail how
e-assessment is scaffolded by this major formulation
of theories and concepts. Sketching an analogy of
the dynamic and synergy between theory-
application relationships, it is equilibrium of the
roots and branches of a tree. Both are equally
important, possessing unique characteristics and
purposes, supporting and abetting each other.
Discovery of theories leads to comprehension and
applications and applications of existing theories
leads to perhaps more novel, ground-breaking
theories. Espousing the attributes of each theory,
the notion of blended learning is indispensably
imperative in enhancing learning among the
millennial learners of the 21st century.
*****
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Ally, M. (2004). Foundations of educational theory
for online learning. Theory and practice of online
learning, 2, 15-44.

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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
Bloom, B. S. (1956). Taxonomy of educational objectives:
The classification of educational goals: Cognitive
Domain. Longman.
Bruner, J. S. (1990). Acts of meaning. Cambridge, MA:
Harvard University Press.
Buckley, E., & Cowap, L. (2013). An evaluation of the
use of Turnitin for electronic submission and
marking and as a formative feedback tool from
an educator's perspective. British Journal of
Educational Technology, 44(4), 562-570.
Bush, G. (2006). Learning about learning: from
theories to trends. Teacher Librarian, 34(2), 14.
Draper, R. J. (2002). School mathematics reform,
constructivism, and literacy: A case for literacy
instruction in the reform-oriented math
classroom. Journal of Adolescent & Adult Literacy,
520-529.
Fosnot, C. T. (1996). Teachers construct
constructivism: The center for constructivist
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Constructivism: Theory, perspectives, and practice,
205-216.
Gagne, E. D., Yekovich, C. W., & Yekovich, F. R.
(1993). The cognitive psychology of school learning.
Allyn & Bacon.
Hirumi, A., & Bermudez, A. (1996). Interactivity,
distance education, and instructional systems
design converge on the information
superhighway. Journal of Research on Computing
in Education, 29(1), 1-16.
Jonassen, D. H. (1994). Thinking Technology:
Toward a Constructivist Design Model.
Educational technology, 34(4), 34-37.
Jonassen, D. H. (2002). Learning as Activity.
Educational Technology, 42(2), 45-51.
Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1999).
Learning with technology: A constructivist
perspective. Upper Saddle River, NJ:
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Kim, B., & Reeves, T. C. (2007). Reframing research
on learning with technology: In search of the
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35(3), 207-256.
Kulkarni, C., Wei, K. P., Le, H., Chia, D.,
Papadopoulos, K., Cheng, J., & Klemmer, S.
R. (2013). Peer and self-assessment in massive
online classes. ACM Transactions on Computer-
Human Interaction (TOCHI), 20(6), 33.
Mahmud, M. M., & Wong, S. F. (2018). Facebook
and collaborative learning: An empirical study
on online assessment. International Journal of
Learning and Teaching, 4 (2), pp. 107-113.
ICEAP 2018
Rummel, Ethan. (2008). Constructing cognition.
American Scientist, 96(1), 80-82.
Selwyn, N. (2010). Looking beyond learning: Notes
towards the critical study of educational
technology. Journal of Computer Assisted
Learning, 26(1), 65-73.
Shield, G. (2000). A critical appraisal of learning
technology using information and
communication technologies. Journal of
Technology Studies, XXVI(1), 76.
Simina, V., & Hamel, M. J. (2005). CASLA through a
social constructivist perspective: WebQuest in
project-driven language learning. ReCALL,
17(02), 217-228.
Skinner, B. F. (1975). About behaviorism. 1974. New
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Sutton, M. J. (2003). Problem representation,
understanding, and learning transfer
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Abrami, P. C., & Schmid, R. F. (2011). What
forty years of research says about the impact of
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analysis and validation study. Review of
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Warburton, S. (2009). Second Life in higher
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White-Clark, R., DiCarlo, M., & Gilchriest, S. N.
(2008). "Guide on the side": An instructional
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

The Influence of the Use of Cooperative Learning Model Jigsaw &

Two Stay Two Stray and the Learning Interest Result on 5th Grade
Social Science

Ajat Sudrajat, Vina Iasha, and Fina Femayati

Universitas Negeri Jakarta
vina.iasha@gmail.com

Abstract. The purpose of this study is to determine the effect of the use of cooperative learning model
Jigsaw & Two Stay Two Stray and Learning Interest Results on 5th grade social science (IPS) Students.
Method used in this research is a quantitative experimental research with 2x2 factorial design or treatment
by level. This research was conducted in SD Negeri Leuwinutug 01 in two classes, the first class is the
experimental class which is given treatment by using cooperative learning model Jigsaw while the second
class which is the Control Class which is given treatment using cooperative learning model Two Stay Two
Stray. The results of this study indicate that 1) there is a difference between social science (IPS) learning
outcomes between students using Jigsaw cooperative learning model and Two Stay Two Stray. Based on
the value of Fcount = 44.71, Ftable = 4.11 (Fcount > Ftable) and Fcount = 22.01, Ftable = 4.11 (Fcount > Ftable). 2) there
is interaction between model of learning with study result of social science (IPS) with got value Fcount = 4.37
> Ftable = 4.11. 3) there is difference learning result of social science (IPS) to learners who have high
learning interest given treatment with cooperative learning model Jigsaw and Two Stay Two Stray
obtained Qh bigger than Qt that is 8.40 ˃ 4.33 at  = 0,05. 4) there is difference learning result of social
science (IPS) learners who have low learning interest given treatment with cooperative learning model
Jigsaw and Two Stay Two Stray it was obtained Qh bigger than Qt that is 21.12 > 4.33 at  = 0,05.

Keywords: cooperative learning strategy, Jigsaw, Two Stay Two Stray, Study interest, result of social
science.

INTRODUCTION a sense of preference and a sense of attachment to a

Based on the results of the interviews that
researcher had done with teacher of 5th grade SDN
Leuwinutug 01, IPS’ learning outcomes learners are
low, from recapitulation data daily test value, writer
learned that from 35 students, only 12 learners
(34%) who have received value above KKM Which
is 75. While the rest of which are as many as 23
students (66%), still under the KKM. To overcome
these problems, it is required a learning model that
can improve the activity and interests of students so
it is expected to affect the improvement of learning
outcomes of students.
According to Sardjiyo (2008) Social Sciences is
a field that studies, examines, analyzes the
symptoms, and social problems in society based on
various aspects of life or a combination.
According to Purwanto (2007) learning
outcomes obtained by the learners is influenced by
two factors, internal and external factors. Internal
factors are derived from within the learners, while
external factors are those that come from outside of
the learners themselves. One of the internal factors
that influence learning outcomes of the students is
the interest. According to Slameto (2010) interest is
thing or activity, without anyone telling.
One of learning models that can increase the
liveliness and interest of students on IPS subject is
cooperative learning model. According to Isjoni
(2010) Cooperative learning is a strategy with small
groups of students with various degrees of abilities.
A Cooperative learning model has various forms of
learning strategies e.g Jigsaw and Two Stay Two
Stray.
The use of cooperative learning model
effectively on teaching and learning activities in the
classroom and supported by learners' learning
interests are accommodated well, it is hoped that
students can understand the subject easily and the
learning result is increasing. Thus, it is expected
that cooperative learning models can influence
learning outcomes.
Based on the background described above, then
the researcher formulated the problem as follows:
"Is there any difference between learning outcomes
of IPS students who are treated with learning model
Jigsaw cooperative learning with learners who are
treated with learning model of cooperative learning
Two Stay Two Stray? Is there any interaction of
cooperative learning model with interest in learning
to IPS learning outcomes? Is there any difference of

ICEAP 2018 28
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
learning result of IPS students who are given
learning treatment using Jigsaw cooperative
learning model with learners who are given
treatment of learning using cooperative learning
model Two Stay Two Stray in learners who have
high learning interest? Are there any differences in
learning outcomes of IPS students who are treated
using a Jigsaw cooperative learning model with
students who are treated using a Two Stay Two
Stray cooperative learning model on learners who
have low learning interest? "
Research Purposes
With reference to the problem, the purpose of
this study is "To know the difference of learning
outcomes of IPS learners, between learners who are
treated with learning models of cooperative Jigsaw
learning and learners who are treated with learning
model cooperative learning Two Stay Two Stray,
the influence of interaction between cooperative
learning model and interest in learning to IPS
learning outcomes, differences between learning
outcomes of IPS students, with students who have
high learning interests who are given cooperative
learning model Jigsaw and learners who are treated
cooperative learning model Two Stay Two Stray,
The difference between Learning outcomes of IPS
learners, for students who have a low learning
interest who are treated with cooperative learning
model Jigsaw and students who are treated
cooperative learning model Two Stay Two Stray ".
LITERATURE AND THEORY STUDIES
Learning outcomes are the most important part
in a learning process, because there is the ability of
students which is gain from the learning experience.
Susanto (2013) stated that the learning outcomes
are the changes that occur in the students
themselves, whether involving cognitive, affective
and psychomotor aspects as a result of learning
activities.
Based on the above explanation can be
synthesized that the learning outcome is a
capability of someone after completing a teaching
and learning activities through a test results,
assessment / evaluation in the form of behavior and
mindset that includes aspects of cognitive, affective
aspects and psychomotor aspects.
Social Science is a subject which comes from
social life in society that is selected by using social
science concepts used for learning purposes.
Trianto (2010) argues that Social Science is an
integration of various branches of the social
sciences, such as sociology, history, geography,
economics, politics, law and culture.
Cooperative can be interpreted as something
that is done together and help each other in a team.
Cooperative learning according to Isjoni (2010) is a
learning strategy with a number of students as
ICEAP 2018
members of small groups with different levels of
ability.
Jigsaw is a cooperative learning type that is
developed by Elliot Aronson's. Jigsaw cooperative
learning model according to Rusman (2012) is
taking a pattern of how to work a saw (zig zag), it is
when the learners do a learning activity in
cooperation mode with other learners to achieve
common goals.
Two Stay Two Stray learning model by
Ngalimun (2012) is a way for students to share their
knowledge and experiences with other groups.
According to Susanto (2013) Interest is an
encouragement in a person or factors that generate
interest or attention effectively, which leads to the
choice of an object or activity that is profitable,
pleasant and will eventually bring satisfaction in
itself.
Based on the above explanation can be
synthesized that interest is the interest of learners
on an activity that cause a tendency and a great
desire for something.
Based on the theory presented above the
proposed hypothesis is: There is a difference
between learning outcomes of IPS learners who
learn to use Jigsaw type cooperative learning model
and a cooperative learning model Two Stay Two
Stray, the interaction between the cooperative
learning model and the interest of learning on the
learning outcomes IPS, the difference of IPS
learning result using Jigsaw cooperative learning
model and Two Stay Two Stray to learners who
have high interest, difference of IPS learning result
using cooperative learning model of Jigsaw type
and Two Stay Two Stray in low interest students.
METHOD
This research uses quantitative research
methods involving experiments using factorial
design 2x2 or treatment by level that aims to find
out the learning outcomes of IPS learners who have
high learning interest and low learning interest after
getting treatment model of learning by using
cooperative learning model Jigsaw and model Two
Stay Two Stray cooperative learning.
The experiments were conducted in two
different classes on Social Science learning using
the jigsaw cooperative learning model in the
experimental class and the Two Stay Two Stray
cooperative learning model in the control class.
Each class is divided into two groups: those with
high learning interest and low learning interest.
The population in this study is all schools
located in District Citeureup, Bogor Regency,
which total to 63 schools.
From this population, sample is taken by using
random sampling technique; it is the way of
sampling that focus on the aspect of opportunity in
the selection of sampling members. The sampling
29
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
technique is by drawing the name of those schools
that will be used as research samples on a paper. As
the result, SDN Leuwinutug 01 is selected, and the
sample is the students of VA and VB class academic
year 2016/2017. VB class is treated with
cooperative learning model Jigsaw, while the VA
class is treated with cooperative learning model
Two Stay Two Stray. Before giving the treatment,
there is a questionnaire about interest in learning to
classify learners into two categories; high learning
interest and low learning interests.
The Determination of learners with high
learning interest and learners with low learning
interest is done by taking 27% of the group of
learners who expressed high interest and 27% of
learners who expressed low interest, in accordance
with the suggestion Arikunto (2006: 212) that "High
and low groups are determined by choosing 27% of
all learners".
Based on the population, the calculation of the
sample group is 27% of 35 students are 9.45 = 10
students. The group of selected students is further
defined as the unit of analysis.
Instruments or tools used in data collection
efforts in this study are divided into two models.
The first model is in the form of a questionnaire of
studentss’ learning interest and the second model is
a test to measure studentss' learning outcomes.
In this research, validity of the test (test of
learning result), Reliability of the test (test of
learning result), Validity Test (Kinet), Reliability
Test (Question), Normality Test and Homogeneity
are tested by using formula as follows:
1. Test Validity Item Problem (Test Results
Learning)
The test result of learning Social Science is
dichotomy, hence technique of analysis used
point biserial correlation (r_pbis) with
formula:
( )=
2. Reliability Test (Test Results Learning)
To test the reliability of the test results of
learning Social Sciences, researchers used
analysis techniques Kuder-Richardson 20
(KR-20) with the formula:
= normality, as presented in the following table:
Table 1. Summary Test of Normality of Learning Result Data of IPS Learners
No. Category L count
1 A1 0,1093
2 A2 0,1080
3 A1B1 0,1697
4 A1B2 0,1413
5 A2B1 0,1040
ICEAP 2018
3. Validity Test (Questionnaire)
Testing the validity using pearson's method
by measuring the magnitude of the correlation
score item questionnaire with the total score.
The Pearson's Product Moment formula is as
follows:
=
4. Test Reliability (Questionnaire)
Reliability is tested by using Alfa Cronbach
technique with the formula as follows:
=
5. Normality Test and Homogeneity
In testing the data carried out the analysis
test is the normality test and homogeneity test.
Requirements for statistical analysis include
normality test and homogeneity test of Y
group variance over X1 and X2. The data is
stated to be normal distribution if the price of
Lo < Lt at significant level of 0.05 and for
normality test using Liliefors formula. The
homogeneity test of Y group variance over X1
and X2 is to test the similarity of two
population variance based on normal
distribution and homogeneity test using
Bartlett test. Data is homogeneous if price
< with significant level 0,05.
Before testing the hypothesis, it needs to be
tested data analysis requirements in the form
of normality test and homogeneity of data
groups to be compared. Hypothesis are tested
by using two-way analysis of variance
(ANAVA) and continued with Tukey test.
FINDINGS
The data obtained will be processed by using
two-way Analysis of Variance (ANAVA) to test the
hypothesis in this study. So the data is analyzed
first, and after that tested the requirements of
ANAVA namely normality test and homogeneity
test data.
Normality Test of IPS Learning Results
The summary of the results with Liliefors test
shows that the six groups of the data have a level of
L table Conclusion
0,190 Normal
0,190 Normal
0,258 Normal
0,258 Normal
0,258 Normal
30
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

No. Category L count L table Conclusion

6 A2B2 0,2411 0,258 Normal

Homogeneity Test 0,05. The homogeneity test results of population

Testing homogeneity of variance in this research variance can be seen in the following table:
is done by using Bartlett Test with significance level

Table 2. Homogeneity Test Results of Variant Population

Group Conclusion
A1B1
A1B2
7,577 7,815 Homogen
A2B1
A2B2

Both of test results of the above analysis

requirements provide the conclusion that the
analytical requirements required for variance
analysis have been met, so it is feasible for further
testing to see the effect of Jigsaw cooperative
learning model and Two Stay Two Stray
cooperative learning model with high learning
interest and interest in learning Low on learning
outcomes of IPS learners who became the subject in
this study.
Hypothesis testing
Hypothesis testing in this research is done by
technical Analysis of 2 Path Variant (2 × 2), then
tested further by using Tukey Test. The results of
the calculation of variance analysis obtained are
summarized in the following table:

Table 3. Summary of Hypothesis Testing Results Using Two-way ANAVA Learning Results IPS Students

F Test
MS F table
Varians Dk SS (MS : MS
(MS = SS : Dk) (F 0,05 ;1;39)
within)

Learning
1 409,60 409,60 44,71 4,11
Model (A)
Interest (B) 1 202,50 202,50 22,10 4,11
AXB
1 40,00 40,00 4,37 4,11
(Interaction)
In the group
36 329,80 9,16
(within)

Total 39 981,90

Based on the summary of 2-line ANAVA Stray cooperative learning model

calculation in the above table, it can be concluded
that the test result from hypothesis 1 and hypothesis
2 as follows:
1. Hypothesis zero (H_0) which states that
there is no difference between learning
result of IPS learners using cooperative
learning model Jigsaw and cooperative
learning model Two Stay Two Stray
rejected, because Fcount> Ftest (0,05), that
is 44,71> 4, 11. So it can be concluded that
there is a difference between learning
outcomes of IPS learners using cooperative
learning model Jigsaw and Two Stay Two
significantly.
2. The null hypothesis (H_0) which states that
there is no interaction between the
cooperative learning model and the interest
of learning on the learning outcomes of
students IPS is rejected, because Fcount>
Ftable (0.05) is 4.37> 4.11. So it can be
concluded that there is interaction between
cooperative learning model and learning
interest to learning outcomes of IPS
learners significantly.

ICEAP 2018 31
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
It is Tested significantly the interaction between
cooperative learning model and interest in learning
to IPS learning outcomes, then the next step is to
conduct further tests. Since the number of subjects
in the cell (group) is the same, the further tests
performed by the Tukey Test. The analysis was
used to test the difference of absolute mean values
of the two groups paired by comparing with the
critical value of the Tukey number.
1. Learning result data of IPS students of
group A1B1 and A2B1
Based on the calculation of Tukey Test
above, with n = 10 and α = 0.05, then
obtained Q_table = 4.33, while Q_count =
8.40. Thus, Q_count > Q_table means that
H_1 is accepted. So it is concluded that
there are differences in learning outcomes
of IPS learners who learn by using
cooperative learning model Jigsaw with
cooperative learning model Two Stay Two
Stray on learners who have a high interest
significantly.
2. Data of learning result of IPS learners
group A1B2 and A2B2
Based on the calculation of Tukey Test
above, with n = 10 and α = 0.05, then
obtained Q_tabel = 4.33, while Q_count =
21.12. Thus, Q_count> Q_table means that
H_1 is accepted. So it is concluded that
there are differences in learning outcomes
of IPS learners who learn by using
cooperative learning model Jigsaw and
cooperative learning model Two Stay Two
Stray on learners who have low interest
significantly.
CONCLUSION
Based on the discussion, it can be concluded
that:
1. This study proves that learning outcomes of
IPS students who learn by using cooperative
learning model Jigsaw is higher than the
learners who learn with cooperative learning
model Two Stay Two Stray.
2. There is an interaction between the
cooperative learning model and the learning
interest in the learning outcomes of IPS
students.
ICEAP 2018
3. Learning outcomes of IPS students who
have a high learning interest who learn by
using cooperative learning model Jigsaw is
higher than learners’ learning outcomes who
study with cooperative learning model Two
Stay Two Stray.
4. Learning outcomes of IPS students who
have low learning interests who learn by
using cooperative learning model Jigsaw is
higher than learners who learn with
cooperative learning model Two Stay Two
Stray.
SUGGESTION
Based on the findings in this study, there is a
difference between learning outcomes of IPS
students using cooperative learning model Jigsaw
and cooperative learning model Two Stay Two
Stray significantly, the results of IPS students who
learn by using cooperative learning model Jigsaw is
higher than with Learners who study with
cooperative learning model Two Stay Two Stray.
This means that Jigsaw cooperative learning model
can be used as an alternative teacher in choosing
effective learning model to improve learners'
learning outcomes. Jigsaw cooperative learning
model is more varied in the presentation of learning
process and learners are given their respective
responsibilities to seek broader material from the
topics or images provided by teachers, thereby
improving the understanding of learners in
understanding the material.
In addition, in this study also obtained the
findings that there is an interaction between
cooperative learning model and the interest of
learning together towards the learning outcomes of
IPS learners. It can be used as a reference for
teachers and learners that cooperative learning
model and interest in learning can determine the
acquisition of IPS learning outcomes, either for
students who have high interest or low interest.
Thus, teachers are expected to be keen in choosing
the appropriate cooperative learning model and will
be used in the learning process, so as to improve the
learning outcomes of students on the condition of
learning interests of learners vary. The results of
this study indicate that the cooperative learning
model Jigsaw appropriate to be used as an
alternative for teacher in choosing a model of
learning that will be used.
Other findings in this study indicate that the
learning outcomes of students using Jigsaw
cooperative learning model is higher than learners
who learn to use Two Stay Two Stray cooperative
learning model, both on high interest and low
interest. However, for the learning outcomes of
students increased more optimal then the teacher is
32
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
expected to be active in being a facilitator for
learners during the learning process. In addition,
students are expected to brave in expressing their
opinions, responsible for their duties and willing to
cooperate in a group so that interest in study grows.
Students are also expected to participate actively in
the learning process to understand the material
delivered to improve learning outcomes. The role
which is also important, as much teachers and
students in the learning process, is the role of
parents. Parents are expected to continuously
monitor the interests of learners and give attention
and encouragement in achieving learning
outcomes.
*****
REFERENCES
Arikunto, S. (2006). Prosedur Penelitian Suatu
Pendekatan Praktek. Jakarta: Rineka Cipta.
ICEAP 2018
Isjoni. (2007). Integrated Learning: Pendekatan
Pembelajaran IPS di Pendidikan Dasar.
Bandung: Falah Production.
Ngalimun. (2012). Strategi dan Model Pembelajaran.
Yogyakarta: Aswaja Pressindo.
Purwanto, M. N. (2007). Psikologi Pendidikan.
Bandung: PT Remaja Rosdakarya.
Rusman. (2012). Mode-Modell Pembelajaran:
Mengembangkan Profesionalisme Guru. Jakarta
: PT Raja Grapindo Persada.
Sardjiyo, dkk. (2008). Pendidikan IPS di SD. Jakarta
: Universitas Terbuka.
Slameto. (2010). Belajar dan Faktor–Faktor yang
Mempengaruhinya. Jakarta: Rineka Cipta.
Susanto, A. (2013). Teori Belajar dan Pembelajaran Di
Sekolah Dasar. Jakarta : Kencana.
Trianto. (2010). Model Pembelajaran Terpadu: Konsep,
Strategi, dan Implementasinya dalam Kurikulum
Tingkat Satuan Pendidikan ( KTSP). Jakarta:
PT Bumi Aksara.
33
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

The Influence of the Use of Cooperative Learning Model Jigsaw &

Two Stay Two Stray and the Learning Interest Result on 5th Grade
Social Science

Ajat Sudrajat, Vina Iasha, and Fina Femayati

Universitas Negeri Jakarta
vina.iasha@gmail.com

Abstract. The purpose of this study is to determine the effect of the use of cooperative learning model
Jigsaw & Two Stay Two Stray and Learning Interest Results on 5th grade social science (IPS) Students.
Method used in this research is a quantitative experimental research with 2x2 factorial design or treatment
by level. This research was conducted in SD Negeri Leuwinutug 01 in two classes, the first class is the
experimental class which is given treatment by using cooperative learning model Jigsaw while the second
class which is the Control Class which is given treatment using cooperative learning model Two Stay Two
Stray. The results of this study indicate that 1) there is a difference between social science (IPS) learning
outcomes between students using Jigsaw cooperative learning model and Two Stay Two Stray. Based on
the value of Fcount = 44.71, Ftable = 4.11 (Fcount > Ftable) and Fcount = 22.01, Ftable = 4.11 (Fcount > Ftable). 2) there
is interaction between model of learning with study result of social science (IPS) with got value Fcount = 4.37
> Ftable = 4.11. 3) there is difference learning result of social science (IPS) to learners who have high
learning interest given treatment with cooperative learning model Jigsaw and Two Stay Two Stray
obtained Qh bigger than Qt that is 8.40 ˃ 4.33 at  = 0,05. 4) there is difference learning result of social
science (IPS) learners who have low learning interest given treatment with cooperative learning model
Jigsaw and Two Stay Two Stray it was obtained Qh bigger than Qt that is 21.12 > 4.33 at  = 0,05.

Keywords: cooperative learning strategy, Jigsaw, Two Stay Two Stray, Study interest, result of social
science.

INTRODUCTION a sense of preference and a sense of attachment to a

Based on the results of the interviews that
researcher had done with teacher of 5th grade SDN
Leuwinutug 01, IPS’ learning outcomes learners are
low, from recapitulation data daily test value, writer
learned that from 35 students, only 12 learners
(34%) who have received value above KKM Which
is 75. While the rest of which are as many as 23
students (66%), still under the KKM. To overcome
these problems, it is required a learning model that
can improve the activity and interests of students so
it is expected to affect the improvement of learning
outcomes of students.
According to Sardjiyo (2008) Social Sciences is
a field that studies, examines, analyzes the
symptoms, and social problems in society based on
various aspects of life or a combination.
According to Purwanto (2007) learning
outcomes obtained by the learners is influenced by
two factors, internal and external factors. Internal
factors are derived from within the learners, while
external factors are those that come from outside of
the learners themselves. One of the internal factors
that influence learning outcomes of the students is
the interest. According to Slameto (2010) interest is
thing or activity, without anyone telling.
One of learning models that can increase the
liveliness and interest of students on IPS subject is
cooperative learning model. According to Isjoni
(2010) Cooperative learning is a strategy with small
groups of students with various degrees of abilities.
A Cooperative learning model has various forms of
learning strategies e.g Jigsaw and Two Stay Two
Stray.
The use of cooperative learning model
effectively on teaching and learning activities in the
classroom and supported by learners' learning
interests are accommodated well, it is hoped that
students can understand the subject easily and the
learning result is increasing. Thus, it is expected
that cooperative learning models can influence
learning outcomes.
Based on the background described above, then
the researcher formulated the problem as follows:
"Is there any difference between learning outcomes
of IPS students who are treated with learning model
Jigsaw cooperative learning with learners who are
treated with learning model of cooperative learning
Two Stay Two Stray? Is there any interaction of
cooperative learning model with interest in learning
to IPS learning outcomes? Is there any difference of

ICEAP 2018 28
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
learning result of IPS students who are given
learning treatment using Jigsaw cooperative
learning model with learners who are given
treatment of learning using cooperative learning
model Two Stay Two Stray in learners who have
high learning interest? Are there any differences in
learning outcomes of IPS students who are treated
using a Jigsaw cooperative learning model with
students who are treated using a Two Stay Two
Stray cooperative learning model on learners who
have low learning interest? "
Research Purposes
With reference to the problem, the purpose of
this study is "To know the difference of learning
outcomes of IPS learners, between learners who are
treated with learning models of cooperative Jigsaw
learning and learners who are treated with learning
model cooperative learning Two Stay Two Stray,
the influence of interaction between cooperative
learning model and interest in learning to IPS
learning outcomes, differences between learning
outcomes of IPS students, with students who have
high learning interests who are given cooperative
learning model Jigsaw and learners who are treated
cooperative learning model Two Stay Two Stray,
The difference between Learning outcomes of IPS
learners, for students who have a low learning
interest who are treated with cooperative learning
model Jigsaw and students who are treated
cooperative learning model Two Stay Two Stray ".
LITERATURE AND THEORY STUDIES
Learning outcomes are the most important part
in a learning process, because there is the ability of
students which is gain from the learning experience.
Susanto (2013) stated that the learning outcomes
are the changes that occur in the students
themselves, whether involving cognitive, affective
and psychomotor aspects as a result of learning
activities.
Based on the above explanation can be
synthesized that the learning outcome is a
capability of someone after completing a teaching
and learning activities through a test results,
assessment / evaluation in the form of behavior and
mindset that includes aspects of cognitive, affective
aspects and psychomotor aspects.
Social Science is a subject which comes from
social life in society that is selected by using social
science concepts used for learning purposes.
Trianto (2010) argues that Social Science is an
integration of various branches of the social
sciences, such as sociology, history, geography,
economics, politics, law and culture.
Cooperative can be interpreted as something
that is done together and help each other in a team.
Cooperative learning according to Isjoni (2010) is a
ICEAP 2018
learning strategy with a number of students as
members of small groups with different levels of
ability.
Jigsaw is a cooperative learning type that is
developed by Elliot Aronson's. Jigsaw cooperative
learning model according to Rusman (2012) is
taking a pattern of how to work a saw (zig zag), it is
when the learners do a learning activity in
cooperation mode with other learners to achieve
common goals.
Two Stay Two Stray learning model by
Ngalimun (2012) is a way for students to share their
knowledge and experiences with other groups.
According to Susanto (2013) Interest is an
encouragement in a person or factors that generate
interest or attention effectively, which leads to the
choice of an object or activity that is profitable,
pleasant and will eventually bring satisfaction in
itself.
Based on the above explanation can be
synthesized that interest is the interest of learners
on an activity that cause a tendency and a great
desire for something.
Based on the theory presented above the
proposed hypothesis is: There is a difference
between learning outcomes of IPS learners who
learn to use Jigsaw type cooperative learning model
and a cooperative learning model Two Stay Two
Stray, the interaction between the cooperative
learning model and the interest of learning on the
learning outcomes IPS, the difference of IPS
learning result using Jigsaw cooperative learning
model and Two Stay Two Stray to learners who
have high interest, difference of IPS learning result
using cooperative learning model of Jigsaw type
and Two Stay Two Stray in low interest students.
METHOD
This research uses quantitative research
methods involving experiments using factorial
design 2x2 or treatment by level that aims to find
out the learning outcomes of IPS learners who have
high learning interest and low learning interest after
getting treatment model of learning by using
cooperative learning model Jigsaw and model Two
Stay Two Stray cooperative learning.
The experiments were conducted in two
different classes on Social Science learning using
the jigsaw cooperative learning model in the
experimental class and the Two Stay Two Stray
cooperative learning model in the control class.
Each class is divided into two groups: those with
high learning interest and low learning interest.
The population in this study is all schools
located in District Citeureup, Bogor Regency,
which total to 63 schools.
29
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
From this population, sample is taken by using
random sampling technique; it is the way of
sampling that focus on the aspect of opportunity in
the selection of sampling members. The sampling
technique is by drawing the name of those schools
that will be used as research samples on a paper. As
the result, SDN Leuwinutug 01 is selected, and the
sample is the students of VA and VB class academic
year 2016/2017. VB class is treated with
cooperative learning model Jigsaw, while the VA
class is treated with cooperative learning model
Two Stay Two Stray. Before giving the treatment,
there is a questionnaire about interest in learning to
classify learners into two categories; high learning
interest and low learning interests.
The Determination of learners with high
learning interest and learners with low learning
interest is done by taking 27% of the group of
learners who expressed high interest and 27% of
learners who expressed low interest, in accordance
with the suggestion Arikunto (2006: 212) that "High
and low groups are determined by choosing 27% of
all learners".
Based on the population, the calculation of the
sample group is 27% of 35 students are 9.45 = 10
students. The group of selected students is further
defined as the unit of analysis.
Instruments or tools used in data collection
efforts in this study are divided into two models.
The first model is in the form of a questionnaire of
studentss’ learning interest and the second model is
a test to measure studentss' learning outcomes.
In this research, validity of the test (test of
learning result), Reliability of the test (test of
learning result), Validity Test (Kinet), Reliability
Test (Question), Normality Test and Homogeneity
are tested by using formula as follows:
1. Test Validity Item Problem (Test Results
Learning)
The test result of learning Social Science is
dichotomy, hence technique of analysis used
point biserial correlation (r_pbis) with
formula:
( )=
2. Reliability Test (Test Results Learning)
To test the reliability of the test results of
learning Social Sciences, researchers used
analysis techniques Kuder-Richardson 20
(KR-20) with the formula:
Table 1. Summary Test of Normality of Learning Result Data of IPS Learners
No. Category L count
1 A1 0,1093
2 A2 0,1080
3 A1B1 0,1697
4 A1B2 0,1413
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=
3. Validity Test (Questionnaire)
Testing the validity using pearson's method
by measuring the magnitude of the correlation
score item questionnaire with the total score.
The Pearson's Product Moment formula is as
follows:
=
4. Test Reliability (Questionnaire)
Reliability is tested by using Alfa Cronbach
technique with the formula as follows:
=
5. Normality Test and Homogeneity
In testing the data carried out the analysis
test is the normality test and homogeneity test.
Requirements for statistical analysis include
normality test and homogeneity test of Y
group variance over X1 and X2. The data is
stated to be normal distribution if the price of
Lo < Lt at significant level of 0.05 and for
normality test using Liliefors formula. The
homogeneity test of Y group variance over X1
and X2 is to test the similarity of two
population variance based on normal
distribution and homogeneity test using
Bartlett test. Data is homogeneous if price
< with significant level 0,05.
Before testing the hypothesis, it needs to be
tested data analysis requirements in the form
of normality test and homogeneity of data
groups to be compared. Hypothesis are tested
by using two-way analysis of variance
(ANAVA) and continued with Tukey test.
FINDINGS
The data obtained will be processed by using
two-way Analysis of Variance (ANAVA) to test the
hypothesis in this study. So the data is analyzed
first, and after that tested the requirements of
ANAVA namely normality test and homogeneity
test data.
Normality Test of IPS Learning Results
The summary of the results with Liliefors test
shows that the six groups of the data have a level of
normality, as presented in the following table:
L table Conclusion
0,190 Normal
0,190 Normal
0,258 Normal
0,258 Normal
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

No. Category L count L table Conclusion

5 A2B1 0,1040 0,258 Normal
6 A2B2 0,2411 0,258 Normal

Homogeneity Test 0,05. The homogeneity test results of population

Testing homogeneity of variance in this research variance can be seen in the following table:
is done by using Bartlett Test with significance level

Table 2. Homogeneity Test Results of Variant Population

Group Conclusion
A1B1
A1B2
7,577 7,815 Homogen
A2B1
A2B2

Both of test results of the above analysis Hypothesis testing

requirements provide the conclusion that the Hypothesis testing in this research is done by
analytical requirements required for variance technical Analysis of 2 Path Variant (2 × 2), then
analysis have been met, so it is feasible for further tested further by using Tukey Test. The results of
testing to see the effect of Jigsaw cooperative the calculation of variance analysis obtained are
learning model and Two Stay Two Stray summarized in the following table:
cooperative learning model with high learning
interest and interest in learning Low on learning
outcomes of IPS learners who became the subject in
this study.

Table 3. Summary of Hypothesis Testing Results Using Two-way ANAVA Learning Results IPS Students

F Test
MS F table
Varians Dk SS (MS : MS
(MS = SS : Dk) (F 0,05 ;1;39)
within)

Learning
1 409,60 409,60 44,71 4,11
Model (A)
Interest (B) 1 202,50 202,50 22,10 4,11
AXB
1 40,00 40,00 4,37 4,11
(Interaction)
In the group
36 329,80 9,16
(within)

Total 39 981,90

Based on the summary of 2-line ANAVA
calculation in the above table, it can be concluded
that the test result from hypothesis 1 and hypothesis
2 as follows:
1. Hypothesis zero (H_0) which states that
there is no difference between learning
result of IPS learners using cooperative
learning model Jigsaw and cooperative
learning model Two Stay Two Stray
rejected, because Fcount> Ftest (0,05), that
is 44,71> 4, 11. So it can be concluded that
there is a difference between learning
outcomes of IPS learners using cooperative
learning model Jigsaw and Two Stay Two
Stray cooperative learning model
significantly.
2. The null hypothesis (H_0) which states that
there is no interaction between the
cooperative learning model and the interest
of learning on the learning outcomes of
students IPS is rejected, because Fcount>
Ftable (0.05) is 4.37> 4.11. So it can be
concluded that there is interaction between
cooperative learning model and learning
interest to learning outcomes of IPS
learners significantly.

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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
It is Tested significantly the interaction between
cooperative learning model and interest in learning
to IPS learning outcomes, then the next step is to
conduct further tests. Since the number of subjects
in the cell (group) is the same, the further tests
performed by the Tukey Test. The analysis was
used to test the difference of absolute mean values
of the two groups paired by comparing with the
critical value of the Tukey number.
1. Learning result data of IPS students of
group A1B1 and A2B1
Based on the calculation of Tukey Test
above, with n = 10 and α = 0.05, then
obtained Q_table = 4.33, while Q_count =
8.40. Thus, Q_count > Q_table means that
H_1 is accepted. So it is concluded that
there are differences in learning outcomes
of IPS learners who learn by using
cooperative learning model Jigsaw with
cooperative learning model Two Stay Two
Stray on learners who have a high interest
significantly.
2. Data of learning result of IPS learners
group A1B2 and A2B2
Based on the calculation of Tukey Test
above, with n = 10 and α = 0.05, then
obtained Q_tabel = 4.33, while Q_count =
21.12. Thus, Q_count> Q_table means that
H_1 is accepted. So it is concluded that
there are differences in learning outcomes
of IPS learners who learn by using
cooperative learning model Jigsaw and
cooperative learning model Two Stay Two
Stray on learners who have low interest
significantly.
CONCLUSION
Based on the discussion, it can be concluded
that:
1. This study proves that learning outcomes of
IPS students who learn by using cooperative
learning model Jigsaw is higher than the
learners who learn with cooperative learning
model Two Stay Two Stray.
2. There is an interaction between the
cooperative learning model and the learning
interest in the learning outcomes of IPS
students.
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3. Learning outcomes of IPS students who
have a high learning interest who learn by
using cooperative learning model Jigsaw is
higher than learners’ learning outcomes who
study with cooperative learning model Two
Stay Two Stray.
4. Learning outcomes of IPS students who
have low learning interests who learn by
using cooperative learning model Jigsaw is
higher than learners who learn with
cooperative learning model Two Stay Two
Stray.
SUGGESTION
Based on the findings in this study, there is a
difference between learning outcomes of IPS
students using cooperative learning model Jigsaw
and cooperative learning model Two Stay Two
Stray significantly, the results of IPS students who
learn by using cooperative learning model Jigsaw is
higher than with Learners who study with
cooperative learning model Two Stay Two Stray.
This means that Jigsaw cooperative learning model
can be used as an alternative teacher in choosing
effective learning model to improve learners'
learning outcomes. Jigsaw cooperative learning
model is more varied in the presentation of learning
process and learners are given their respective
responsibilities to seek broader material from the
topics or images provided by teachers, thereby
improving the understanding of learners in
understanding the material.
In addition, in this study also obtained the
findings that there is an interaction between
cooperative learning model and the interest of
learning together towards the learning outcomes of
IPS learners. It can be used as a reference for
teachers and learners that cooperative learning
model and interest in learning can determine the
acquisition of IPS learning outcomes, either for
students who have high interest or low interest.
Thus, teachers are expected to be keen in choosing
the appropriate cooperative learning model and will
be used in the learning process, so as to improve the
learning outcomes of students on the condition of
learning interests of learners vary. The results of
this study indicate that the cooperative learning
model Jigsaw appropriate to be used as an
alternative for teacher in choosing a model of
learning that will be used.
Other findings in this study indicate that the
learning outcomes of students using Jigsaw
cooperative learning model is higher than learners
who learn to use Two Stay Two Stray cooperative
learning model, both on high interest and low
interest. However, for the learning outcomes of
students increased more optimal then the teacher is
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
expected to be active in being a facilitator for
learners during the learning process. In addition,
students are expected to brave in expressing their
opinions, responsible for their duties and willing to
cooperate in a group so that interest in study grows.
Students are also expected to participate actively in
the learning process to understand the material
delivered to improve learning outcomes. The role
which is also important, as much teachers and
students in the learning process, is the role of
parents. Parents are expected to continuously
monitor the interests of learners and give attention
and encouragement in achieving learning
outcomes.
*****
REFERENCES
Arikunto, S. (2006). Prosedur Penelitian Suatu
Pendekatan Praktek. Jakarta: Rineka Cipta.
ICEAP 2018
Isjoni. (2007). Integrated Learning: Pendekatan
Pembelajaran IPS di Pendidikan Dasar.
Bandung: Falah Production.
Ngalimun. (2012). Strategi dan Model Pembelajaran.
Yogyakarta: Aswaja Pressindo.
Purwanto, M. N. (2007). Psikologi Pendidikan.
Bandung: PT Remaja Rosdakarya.
Rusman. (2012). Mode-Modell Pembelajaran:
Mengembangkan Profesionalisme Guru. Jakarta
: PT Raja Grapindo Persada.
Sardjiyo, dkk. (2008). Pendidikan IPS di SD. Jakarta
: Universitas Terbuka.
Slameto. (2010). Belajar dan Faktor–Faktor yang
Mempengaruhinya. Jakarta: Rineka Cipta.
Susanto, A. (2013). Teori Belajar dan Pembelajaran Di
Sekolah Dasar. Jakarta : Kencana.
Trianto. (2010). Model Pembelajaran Terpadu: Konsep,
Strategi, dan Implementasinya dalam Kurikulum
Tingkat Satuan Pendidikan ( KTSP). Jakarta:
PT Bumi Aksara.
33
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

Effect of Assessment as learning on Creative Critical Thinking Ability

and Self-Regulating Ability

Titik Harsiati
Malang State University
titik.harsiati.fs@um.ac.id

Abstract. Assessment as a learning tool related to the activities of reflection, monitoring and accurate
adjustment by students. In this assessment, student involvement is needed in considering and questioning
their own thoughts. In a simple assessment as a learning tool is the process of recording students towards
their learning processes and results. The research was conducted using experimental development research
methods to test whether there was an effect of as learning assessment on critical-creative thinking skills and
self-regulation ability. The results showed that assessment of learning did not affect the ability of critical-
creative thinking. As learning assessment influences self-regulation ability. The effect of as learning
assessment on self-regulation ability is caused by assessment as learning function to provide descriptive and
accurate feedback for each student so that it will help develop learning habits independently. In addition,
assessment functions to encourage students to focus on the learning process they are going through (not on
the ability to answer correctly). Students are given the opportunity to reflect on ideas to adjust, rethink, and
articulate their learning processes and outcomes (Black, 2004). As learning assessment does not affect
creative critical thinking skills because as learning assessment focuses more on the affective aspects. On the
other hand the ability to think critically is related to aspects of the content / topic, form and use of
language. Students' awareness of their learning behavior has not directly influenced their ability to think
critically-creatively.

Keywords: assessment as learning, creative critical thinking ability, and self-regulating ability

INTRODUCTION feedback according to the principles of feedback,

Assessment and learning are two interrelated things
(Brown, 2005). Assessment has an important role to
create the 21st century generation. The 21st-century
generation is expected to own special skills as to
adapt to the digital era. According to the
International Society for Technology in Education
(2007) there are six 21st century skills, namely (a)
creativity and innovation, (b) communication and
collaboration, (c) smoothness of research and
information, (d) critical thinking, problem-solving,
and decision-making, (e) digital citizenship, and (f)
technology concepts and operations. The range and
form of the preexisting information changes due to
the occurrence of digital skills, but one thing that
will not change is the skill itself. In order to prepare
the 21st century generation, it is necessary to
revitalize the assessment strategy. The assessment
required is an assessment that can provide
constructive feedback and serves as a learning tool.
The assessment of such characteristics is necessary
to prepare students to be lifelong learners and to be
reflective. This explanation aims to (1) describe the
pattern of feedback in the writing assessments in
junior high school (2) describe the use of self-
regulation in writing assessments, (3) analyze
and (4) analyze self-regulation in the assessment
perspective as learning tools (assessment as
learning)
The nature of the Assessment for Learning and
Assessment as Learning
Assessment in learning is categorized into three
types; they are an assessment for learning,
assessment as a learning tool, and assessment after
completion of learning. Assessment as a learning
tool is an assessment to guide and provide
opportunities for students to monitor and reflect
critically on their learning processes and outcomes.
Assessment as a learning tool also helps students
identify the steps they need to take next to improves
their learning quality. Assessment as a mean of
learning explores what students think about their
learning processes and outcomes, the learning
strategies that are used, things that support or
hamper their learning, and how they make
adjustments and improve their learning quality.
Assessment as a learning tool is related to the
reflection of activities, accurate and consistent
monitoring and adjustment activities by students.
This assessment requires the involvement of
students in considering and questioning their own

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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
thinking. Assessment as learning is simply the
process of students recording their own learning
processes and the outcomes of it.
The function of assessment as a learning tool is
to provide a descriptive and accurate feedback for
each student so that it will help develop
independent learning habits. In addition, the
assessment works to encourage students to focus on
the learning process they are undergoing (not on the
ability to answer correctly). Students are given the
opportunity to reflect on ideas to adjust, rethink,
and articulate their learning processes and results.
The Effectiveness of Self-Regulation in the
Writing Learning Assessment
The results of the study found that self-
regulation in writing assessment is done by
reflection of competencies that have been mastered
have not been mastered. The main thing developed
in the assessment activities as a means of learning is
the growth of self-regulation ability or
metacognitive ability in students. Self-regulation
and metacognitive are the key skills needed in the
21st century (Susan, 2008).
Self-regulation is closely related to
metacognitive. Susan (2008) explains that
metacognitive is the ability to control the domain or
cognitive aspect. Metacognitive is basically a
person's ability to learn, which includes how best to
learn to do, what is and is not yet known, what
strategy will be done to improve learning.
Metacognitive consists of three stages: planning on
what should be learned, to where the attainment of
how to learn, when to learn, what steps are being
taken to study, and monitoring of the learning
process being done. Metacognitive is a high-level
thinking activity. Metacognitive ability allows
students to control the thinking process that is going
on for them.
Metacognitive includes two components,
metacognitive knowledge, metacognitive
experience or regulation. In other words it can be
concluded that there are two important components
to metacognitive, that is (a) what we know and
what we do not know, and (b) the regulation of
how we learn. The two metacognitive components,
metacognitive knowledge and metacognitive
regulation, each have sub-components.
Metacognitive knowledge consists of declarative
knowledge, procedural knowledge, and conditional
knowledge. Metacognitive regulation consists of
sub-capabilities, planning strategies, information
management strategies, monitoring comprehension,
effectiveness strategies, and evaluation.
The first component of metacognitive
knowledge is the knowledge of oneself as the
learner, the strategy used, the skills, and the
learning resources he needs for learning. The
second component of metacognitive knowledge is
ICEAP 2018
the knowledge of how to use what is already known
in the declarative knowledge in its learning
activities. The third component is the knowledge of
when to use a procedure, skill, or strategy and when
such things are not used, why a procedure proceeds
and under what conditions it takes, and why a
procedure is better than other procedures.
Cognitive regulation consists of three sub-
components. The first is planning component that
demands students' ability in planning their learning
activities. Second, the strategy to manage
information, namely the ability to manage
information related to the learning process
undertaken. Third is the ability to monitor the
learning process and matters relating to the process.
Fourth is the ability to debug strategies is a strategy
used to correct wrong actions in learning. And fifth
is the ability to evaluate the effectiveness of their
learning strategy, whether they will change their
strategy, give up on the situation or end the activity.
As stated in the previous description that
metacognitive is essentially the ability to learn how
learning should be done in which the activities are
considered and carried out (1) developing a
learning activity plan, (2) identifying its advantages
and disadvantages with regard to learning activities,
(3) a learning program for new concepts, skills and
ideas, (4) identifying and using their daily
experiences as a source of learning, (5) utilizing
modern technology as a source of learning, (6)
leading and participating in discussions and
solutions (7) learning from and benefiting from the
experiences of certain people who have succeeded
in a particular field, (8) learning from and taking
advantage of the experiences of certain people who
have succeeded in a particular field, (9)
understanding the factors supporters of learning
success. Based on the exposure it appears that one's
success in learning is influenced by his
metacognitive ability. If each learning activity is
conducted with reference to the indicators of
learning how to learn as mentioned above, optimal
results will undoubtedly be achieved easily
Based on the explanation above, it can be
concluded that effective self-regulation in writing
assessment should include product reflection,
personal / feeling response, and follow-up. The
implementation of a writing assessment needs to be
developed by self-regulation focused on reflecting
on the writing process, feelings, strategies used, and
follow-up to improve learning. So, the feedback of
the research in learning writing in junior secondary
is less relevant from the perspective of assessment
as learning.
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
SELF-REGULATION AND CRITICAL
THINKING ABILITY
The instrument employed in this research, self-
regulation instrument includes (1) ability to create a
learning activities plan for each meeting of the
lesson. (2) understanding learning objectives in
each meeting of lesson, (3) understanding
accomplishment criteria of learning outcome, (4)
identifying parts of learning which have not been
acquired, (5) rationalizing and identifying reasons
which hinder the accomplishment of learning
objectives, (6) identifying individual’s strength or
progress on each course topic, (7) rationalizing and
identifying reasons which supports individual’s
accomplishment, (8) assessing and evaluating
individual’s ability by using existing criteria, (9)
understanding behaviour and attitude which hider
individual’s progress, (10) understanding and
reflecting behaviour and attitude which support
individual’s progress, (11) attempting to decrease or
eliminate behaviour which hinders learning
process, (12) attempting to enhancing or improving
behaviour which supports individual’s progress,
(13) figuring out the way to solve existing problem
experienced by individual, and (14) attempting to
figuring out what approach can be made to improve
the individual’s strength and ability.
Regrettably, this present research confirms no
correlation between students’ self-regulation and
information literacy comprehension. The results of
this research are in line with the opinion of
Zimmerman, stating that learners can be considered
to have self-regulation in learning when in the
learning process the learner involves the use of
specific strategies to achieve their academic goals
[6]. Learners have high self-regulation when they
have an active role in mobilizing metacognitive
processes, motivations, and behaviour while
learning. Learners who have self-regulation in
learning will be able to direct themselves, make
plans, organize material, instruct themselves, and
evaluate themselves in the learning process. From
this opinion, it can be seen that self-regulation is
closely related to the aspects of emotions,
motivation, and behaviour.
On the other hand, information literacy
comprehension is closely related with thinking
ability of the individual. In other words,
information literacy comprehension predominantly
deals with the aspect of cognitive. Meanwhile, self-
regulation predominantly deals with the aspect of
affective. Therefore, it is understandable when this
research affirms that there is no correlation between
information literacy comprehension and self-
regulation among prospective engineers.
ICEAP 2018
ASSESSMENT AS LEARNING AND
CREATIVE CRITICAL THINKING WITHIN
LEARNING PROCESS
From the results of research, it obtained that
information asessment as learning didn’t affect on
creative critical thinking ability. Therefore,
appropriate learning and assessment are needed to
improve the ability of creative critical thinking.
Creative thinking is detected in four forms, namely
sensitivity, fluency, flexibility, and originality.
Regarding sensitivity, originality, flexibility, and
fluency in the thought process that generates an
idea (creative), it is deemed necessary to have
further action to fix and organize well or regularly
and in detail what has been produced. This needs to
be performed so that the individual does not lose
momentum in the learning atmosphere, particularly
before the good ideas that arise is forgotten. This
regular and detailed organization enable the
opportunity for prospective engineers to be able to
repeat or read at any time and review what they
produce.
In relation to learning that can improve critical-
creative thinking skills, there are several studies that
affirm the improvement of creative thinking ability.
Kirmizi reveals a study of the influence of creative
reading and creative writing to improve creative-
critical thinking ability [7]. Learning that focuses on
creative reading can enhance creative thinking
ability.
In line with the aforementioned argument,
Facione develops critical thinking learning with an
emphasis on developing skills: (1) interpreting, (2)
analyzing, (3) influencing, (4) evaluating, (5)
explaining, and (6) regulating themselves [3]. The
Falcione taxonomy was developed based on the
agreement of experts and the six levels of thinking
were synthesized from the best dimensions of
critical thinking. The six levels in the Facione
taxonomy are presented below.
The skill of interpreting empowers individual to
understand and express the broad meanings or
context of various situations, data, and events. This
interpreting skill has three sub-skills, namely: (1)
categorizing, (2) explaining meaning, (2)
classifying.
Analytical skill enables the individual to identify
and correlate statements, questions, concepts, or
descriptions to express or expose beliefs, judgments,
reasons, or descriptions to express beliefs,
judgments, or opinions. Analysis skill consists of
sub-skills: (1) ideas assessment, (2) arguments
identification, and (3) arguments analysis.
Within inferring skill, the individual is
empowered to be able to identify the elements
needed to draw reasonable conclusions, make
predictions, and hypotheses, and consider relevant
information. Inferring skill shall consist of three
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
sub-skills, they are (1) challenging the evidence, (2)
proposing alternatives, and (3) making conclusions.
Evaluating skill belongs to one skill that
performs an assessment on the credibility that
entails within certain statement based on
perceptions, situations, beliefs, or opinions. Within
the skill of evaluating, individual shall deal with
two sub-skills which are (1) assessing claims and (2)
assessing arguments. While, explanatory skill is a
skill which enforces prospective engineers to state,
argue, and explain information, data, evidence-
based ideas, concepts, methods, and criteria. This
skill shall consist of three sub-skills: (1) declaring
results, (2) justifying procedures, and (3) presenting
arguments.
PISA (2012) develops its own interpreting
taxonomic thinking skills to compile problem-based
problem solving namely: (1) exploring and
understanding, (2) representing and formulating, (3)
designing and implementing, and (4) monitoring
and reflecting. The taxonomy of exploring and
understanding involves the ability to explore
problems by observing, interacting, tracing
information, finding constraints and showing
understanding and findings. The taxonomy of
representing and formulating involves the ability to
use graphs, symbols, or words to describe problems,
form hypotheses or interim conclusions which are
related to factors relevant to the problem or
situation solved. The taxonomy of designing and
implementing involves the ability to find a draft
strategy for solving problems and implementing
them. This includes clarifying objectives and
designing sub-goals. The taxonomy of monitoring
and reflecting involve the ability to monitor
progress, reactions, feedback, and reflect on
solutions that are suitable for the chosen problem or
strategy.
Creative thinking is a thinking ability that begins
from being sensitive to the 'challenging' problem
that is being faced. Furthermore, there are elements
of originality of ideas that arise in an individual’s
mind related to what is identified. The results raised
from creative thinking are actually a new thing for
the individual concerned and is something different
from what they usually perform. Creative thinking
also appears in the form of the ability to find new
relationships and to look at things from different
perspectives.
Akin (2017) reveals the results of experimental
research regarding critical thinking skills. The
expert found that critical thinking learning through
scientific texts influences academic achievement,
critical thinking ability, and critical reading ability.
ICEAP 2018
SELF REGULATION AND ASSESSMENT AS
LEARNING
Self regulation is an important aspect of the
assessment as leraning. In particular, self-regulation
is related to students' ability to reflect on their own
critical learning activities in order to determine the
next learning step. Self regulation is closely related
to the assessment characteristics as a means of
learning (assessment as learning). The assessment
has several characteristics, namely (a) integrating
with the daily learning process, (b) carried out
continuously during the implementation and after
the learning takes place, (c) the students learn to
think critically of their learning activities and learn
their friends, (d) the teachers get information about
the process and the learning outcomes of the
students from the perspective of the students
themselves, (e) the students identify the weaknesses
and the advantages of learning, (f) the students
determine the learning strategy according to their
learning style, (g) the students reflect on their own
learning (self-assessment), (h) the teacher gives
students the opportunity to express their own
learning difficulties, (i) the students learn to provide
peer assessment, (j) the students learn from their
peer's critical assessment (peer assessment), (k)
students provide feedback and assessment to their
friends according to the capacity they have with the
peer assessment, and (l) assessment as the learning
activities as peer and self-assessment at the
secondary school level become part of formative
assessment for improvement of learning process
(Black,).
Self-regulation relates to facilitating students to
be able to review their skills, knowledge, and
cognitive strategies. Self-regulation evaluates
comprehension, a strategy used in writing task
work, improvement of goal achievement. Self-
regulation is closely linked to the growth of
commitment value, self-control, and self-
confidence. It is a way that students use to monitor
the process and learning outcomes. Implementation
of self-regulation fosters self-control, self-control,
self-direction, and self-discipline. Thus, self-
regulation includes thoughts, feelings, and
behaviors. Assessment as a learning tool developed
with the assumption that students have different
learning needs and able to reflect the activities and
learning outcomes. In order to make the learning
suitable with the needs of students, the teacher
provides opportunities for students to assess their
own learning processes and results. To that end,
teachers need to design techniques and instruments
that facilitate students to conduct self-assessment.
Self-regulating skill is a skill for monitoring
cognitive activities through self-analysis and
evaluation. Within this skill, the individual shall be
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
dealt with two sub-skills, they are (1) self-
assessment and (2) self-correction.
In the assessment as learning, the teacher
provides an opportunity for students to reflect on
the activities and learning outcomes. In addition,
students learn to provide constructive assessments
and feedback on the processes and work of their
friends. It is based on the belief that students are
seen as subjects able to assess themselves and each
other (peers). Assessment as a learning tool is
necessary based on the following things.
 Students need to understand how to learn
with the right strategy.
 Students have different perspectives
(perspectives) from the teacher's perspective
 Some students prefer to learn from their
friends
 Students need to be involved in reflecting on
their learning and providing feedback to their
friends
Assessments for learning have a guiding
function and provide an opportunity for each
student to monitor and reflect on their own critical
learning activities and determine the next step or
learning strategy. According to Susan (2008), the
metacognitive formation can be done by giving
students the opportunity to critically reflect the
steps and learning strategies. By having good
metacognitive abilities, students get descriptive and
accurate feedback that can help or develop self-
learning habits
The benefits of self-regulation in the writing
assessment include (a) directing students to focus
on the task and learning (rather than providing the
correct answer), (b) giving students ideas for
assessing, rethinking, and demonstrating their
learning activities, (c) encouraging students to
think (d) encourage students to learn from each
other (from peers), (e) creating conditions so that
teachers and students can discuss alternative
solutions, and (f) encouraging students to learn
from each other (from peers) teachers get reports
of learning activities in the perspective of students.
In implementing the assessment as a means of
learning teachers need to design an instrument that
can provide data related to the learning steps
undertaken by students, things that have been
understood by students, things that students have
not understood, the feelings of students in
achieving goals, the process of the most preferred,
which students must do to improve their learning.
Assessment activities as a means of learning are
conducted in the following ways.
In particular, self-regulation is closely related to
the metacognitive abilities consisting of the
following activities.
1) Goal setting: to organize to know what to
expect when reading or learning.
ICEAP 2018
2) Planning: organize them in using the time
and resources they have to do the learning
task.
3) Controlling attention
4) Organizing in order to focus on the subject
matter and clear the mind of the things that
have the potential
5) Disturbing concentration and emotion.
Application of learning strategies
6) Organize in order to choose a learning
strategy that fits the specific objectives to be
achieved.
7) A self-motivated strategy of self-regulation in
order to maintain motivation with various
strategies, such as finding ways to make a
tedious activity more interesting and
challenging, or imagining yourself succeeding
in completing a burden or a difficult task.
8) Request for help
9) Sometimes the self is unable to do everything
without help. There are tasks that are done
independently and sometimes there are tasks
that need the help of others. Students will
specifically seek help from someone who can
help to become more independent in the
future or the future.
10) Self-regulation to self-regulate in order to
always monitor progress or development
toward the goal to be achieved, and
sometimes change the learning strategy or
modify the goal if necessary.
Schunk and Zimmerman (2004) explained that
metacognition is the ability of individuals to plan,
organize or organize, instruct themselves, monitor
and evaluate in learning activities. In addition, self-
regulation is also related to motivation.
Zimmerman and Schunk said that motivation is a
driver (drive) that exists in the individual self that
includes perceptions of self-efficacy, autonomy
competencies possessed in learning activities.
Motivation is a function of the basic need to control
and relate to the sense of competence that each
individual has. Behavior is an individual effort to
organize, select, and utilize the environment and
create an environment that supports learning
activities.
The factors that affect the self-regulation include
external and internal factors. External factors affect
self-regulation in at least two ways. First, they
provide a standard for evaluating our behavior.
Environmental factors interact with personal
influences, forming individual standards for
evaluation. For example, through observation of
others, we form standards to evaluate self-
performance. From these examples, personal
factors influence what standards we will learn, but
the drive from the environment also has a role to
play. Second, external factors affect self-regulation
by providing a way to gain reinforcement. Intrinsic
44
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
rewards are not always enough, we also need
incentives from external factors. For example, a
writer needs more reinforcement than self-
satisfaction in order to accomplish a writing
Support from the environment in a material form or
praise and support from others is also necessary.
Thus, external factors affect self-regulation in two
ways: standard and reinforcement.
There are three internal needs in the process of
self-regulation, namely self-observation, assessment
process, and self-reactions. Self-Observation is done
based on the quality factor of appearance, the
quantity of appearance, the originality of self-
behavior, and so on. Self-observation of the
performance has been done. Humans are able to
monitor his performance even if it is incomplete or
accurate. We selectively choose a number of
aspects of behavior and ignore other aspects that
are maintained usually in accordance with self-
concept. The Assessment Process depends on four
things: personal standards, reference performance,
activity values, and performance improvements.
Most activities should be assessed by comparing
with external measures, may be standard norms of
social comparison, comparison with others, or
collective comparisons. Of most activities, we
evaluate performance by comparing it to reference
standards. Humans respond positively or negatively
to their behavior depending on how these behaviors
are measured and what are their personal
standards. Bandura believes that humans use a
reactive and proactive strategy to regulate
themselves. That is, humans attempt to reactively
reduce the conflict between achievement and
purpose, and after successfully eliminating it, they
proactively set new goals higher. Self-reinforcement
depends not only on the fact that it can directly
follow a response: in fact, largely depends on the
use of our cognitive ability to mediate the
consequences of behavior. Humans prepare a
standard for performance, which, when fulfilled,
tend to regulate behavior with self-generated
rewards, such as pride and self-satisfaction. When
humans fail to meet these standards, their behavior
will then be followed by self-dissatisfaction or self-
criticism.
The findings of this study show the success of
students with the role of many self-regulations in
learning to support the results of previous research
in line with the results of this study. Heaatie (2007)
found that students with self-regulation in learning
are higher than students who do not perform other
social roles. Mezei's research (in Haatie: 2007) also
reveals that a learner in adulthood despite having
worked still does self-regulation in learning to aid in
their understanding. Motivation to master the
material, the absence of forced feelings in learning
as well as a relevant subject matter for application
ICEAP 2018
in work life make self-regulation in learning can be
done.
The factors that affect the self-regulation include
external and internal factors. External factors affect
self-regulation in at least two ways. First, they
provide a standard for evaluating our behavior.
Environmental factors interact with personal
influences, forming individual standards for
evaluation. For example, through observation of
others, we form standards to evaluate self-
performance. From these examples, personal
factors influence what standards we will learn, but
the drive from the environment also has a role to
play. Second, external factors affect self-regulation
by providing a way to gain reinforcement. Intrinsic
rewards are not always enough, we also need
incentives from external factors. For example, a
writer needs more reinforcement than self-
satisfaction in order to accomplish a writing
Support from the environment in a material form or
praise and support from others is also necessary.
Thus, external factors affect self-regulation in two
ways: standard and reinforcement.
There are three internal needs in the process of
self-regulation, namely self-observation, assessment
process, and self-reactions. Self-Observation is done
based on the quality factor of appearance, the
quantity of appearance, the originality of self-
behavior, and so on. Self-observation of the
performance has been done. Humans are able to
monitor his performance even if it is incomplete or
accurate. We selectively choose a number of
aspects of behavior and ignore other aspects that
are maintained usually in accordance with self-
concept. The Assessment Process depends on four
things: personal standards, reference performance,
activity values, and performance improvements.
Most activities should be assessed by comparing
with external measures, may be standard norms of
social comparison, comparison with others, or
collective comparisons. Of most activities, we
evaluate performance by comparing it to reference
standards. Humans respond positively or negatively
to their behavior depending on how these behaviors
are measured and what are their personal
standards. Bandura believes that humans use a
reactive and proactive strategy to regulate
themselves. That is, humans attempt to reactively
reduce the conflict between achievement and
purpose, and after successfully eliminating it, they
proactively set new goals higher. Self-reinforcement
depends not only on the fact that it can directly
follow a response: in fact, largely depends on the
use of our cognitive ability to mediate the
consequences of behavior. Humans prepare a
standard for performance, which, when fulfilled,
tend to regulate behavior with self-generated
rewards, such as pride and self-satisfaction. When
humans fail to meet these standards, their behavior
45
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
will then be followed by self-dissatisfaction or self-
criticism.
The findings of this study show the success of
students with the role of many self-regulations in
learning to support the results of previous research
in line with the results of this study. Heaatie (2007)
found that students with self-regulation in learning
are higher than students who do not perform other
social roles. Mezei's research (in Haatie: 2007) also
reveals that a learner in adulthood despite having
worked still does self-regulation in learning to aid in
their understanding. Motivation to master the
material, the absence of forced feelings in learning
as well as a relevant subject matter for application
in work life make self-regulation in learning can be
done.
Within self-regulation, self-management during
the learning process is predominantly influenced by
the interaction between individual and domain.
Zimmerman (2004) states that self-regulation is the
foundation of lifelong learning processes that teach
to control thoughts, attitudes, and actions to
achieve learning goals [6] . Self-regulation is a type
of metacognitive knowledge and awareness of
personal cognitive processes or appropriate
strategies and is chosen to assist learners as
individuals and organizations to reflect on the
experience of actions, and decisions made.
Self-regulation is employed during the learning
process. It is the learning process which is regulated
by metacognitive, individual’s progress strategic
approaches (planning, monitoring, and evaluating)
compare to a certain standard which has been
governed, and motivation in learning. A learner
who is able to perform self-regulation is indicated
by several characteristics such as understanding
their weakness and strength in terms of academic,
possessing several strategies to be employed in
facing academic issues, and possessing several
strategies to be employed in facing daily life issues.
Learners who regulate themselves in learning
maintain the belief that their intelligence and failure
and their success are very dependent on their efforts
in completing tasks based on the use of their chosen
strategy. Subsequently, learners who regulate
themselves in learning believe that opportunities in
facing challenges in doing assignments, their way of
learning, developing an understanding of subject
matter, are efforts to achieve their academic
success.
Self-regulating skill is constructive and active
processes. Learners set some of their learning goals,
then attempt to monitor, regulate and control
awareness, motivation, and their behaviour that is
directed and limited by some of their learning goals
related to their learning environment [8].
According to the above-mentioned explanation,
it can be concluded that self-regulation is the
individual’s ability to have a control upon
ICEAP 2018
behaviour in which the individual will be able to
identify weakness and strengths they might have.
Learning characteristics that accommodate the
ability of individual self-regulation are: (a)
expanding knowledge and maintaining motivation
and being aware of emotional states and having
strategies to overcome them, (b) periodically
monitoring progress, and (c) adjusting strategies
based on monitor results.
Self-regulation is an important aspect of
assessment activities. In particular, self-regulation is
related to the learner's ability to reflect critically on
their learning activities in order to determine the
next learning step. Self-regulation is closely related
to the characteristics of assessment as a learning
instrument. The assessment has several
characteristics, namely (a) integrating with the daily
learning process, (b) being carried out continuously
during the implementation and after the learning
takes place, (c) the learner learns to think critically
regarding their learning activities and their peers’
learning, (d) teachers obtain information regarding
the process and learning outcomes of learners from
the perspective of the learners themselves, (e) the
learner identifies weaknesses and strengths of their
learning, (f) the learner defines learning strategies
according to the learning style (self-assessment), (g)
the learner reflects on what and how to learn (self-
assessment), (h) the teacher provides an
opportunity for learners to express their learning
difficulties (self-assessment) , (i) learners learn to
provide constructive feedback (peer assessment), (j)
learners learn from the critical assessment of their
friends (peer assessment), (k) the learner provides
feedback and judgment to their friend based on the
capacity possessed and guided by teachers (peer
assessment), and (l) assessment activities as a
learning instrument in the form of peer and self-
assessment at the secondary school level to form
part of formative assessment to improve the
learning process
CONCLUSION
The effect of as learning assessment on self-
regulation ability is caused by assessment as
learning function to provide descriptive and
accurate feedback for each student so that it will
help develop learning habits independently. In
addition, assessment functions to encourage
students to focus on the learning process they are
going through (not on the ability to answer
correctly). Students are given the opportunity to
reflect on ideas to adjust, rethink, and articulate
their learning processes and outcomes. As learning
assessment does not affect creative critical thinking
skills because as learning assessment focuses more
on the affective aspects. On the other hand the
ability to think critically is related to aspects of the
46
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
content / topic, form and use of language. Students'
awareness of their learning behavior has not
directly influenced their ability to think critically-
creatively.
*****
REFERENCES
Based on the research, it can be concluded that
effective assessment as learning should
include product reflection, personal / feeling
response, and follow-up. The
implementation of a assessment as learning
needs to be developed by self-regulation
focused on reflecting on the reading skill,
reading process, feelings, strategies used, and
follow-up to improve learning.
ICEAP 2018
Earl, L.M 2003, Assessment as learning: Using
classroom assessment to maximise student
learning. California: Corwin Press
Pintrich, P. R. , & De Groot,. 82, no. 1, 33
40,1990).hal.33
Cheng, E. C. (2011). The role of Self regulated
learning in enhancing learning performance.
The International
Journal of Research and Review, 61), 1-
Hattie, John and Helen Timperley. “The Power of
Feedback. Review of Educational Research
March 2007, Vol. 77, No. 1, pp. 81–112
DOI: 10.3102/003465430298487.
Zimmerman , B. J. & Schunk, D.H. (2004). Self
Regulating Intellectual Processes and Outcomes: .
NJ : Erlbaum Associate Publishers
47
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

UKARA: A Fast and Simple Automatic Short Answer Scoring System for
Bahasa Indonesia

Guntur Budi Herwanto1, Yunita Sari2, Bambang Nurcahyo Prastowo3,

Mardhani Riasetiawan4, Isna Alfi Bustoni5, and Indra Hidayatulloh6
Department of Computer Science and Electonics
1,2,3,4,5

Universitas Gadjah Mada, Yogyakarta, Indonesia

6
Department of Electronics and Informatics Engineering Education
Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
gunturbudi@ugm.ac.id

Abstract. This paper presents UKARA, a fast and simple automatic short-answer scoring system for
Bahasa Indonesia. Automatic short-answer scoring holds an important role in speeding up automatic
assessment process. Although this area has been widely explored, only very limited number of previous
work have studied Bahasa Indonesia. One of the major challenges in this field is the different type of
questions which require different assessments. We are addressing this problem by implementing a
combination of Natural Language Processing (NLP) and supervised machine learning techniques. Our
system works by training a classifier model on human-labeled data. Using three different types of
Programme for International Student Assessment (PISA) student responses, our system successfully
produced the F1-score above 97% and 70% on dichotomous and polytomous scoring types respectively.
Moreover, UKARA provides a user-friendly interface which is simple and easy to use. UKARA offers a
flexibility for human grader to do re-scoring and re-training the model until the optimal performance is
obtained.

Keywords: Automatic assessment, Bahasa Indonesia, Machine Learning, Natural Language Processing

INTRODUCTION only recently emerged as a topic. According to

Research in the area of automatic short-answer
scoring is getting more and more attention due to
the need of making the assessment process faster.
Approaches to this problem in general can be
divided into two different groups: reference and
response-based approaches (Sakaguchi, Heilman, &
Madnani, 2015). The first approach works by
comparing the student responses to the reference
answers. Responses with higher semantic/syntactic
similarity to the reference answers most likely to get
higher score. Various text similarity methods
(Agirre, Cer, Diab, Gonzalez-Agirre, & Guo, 2013)
are commonly used in this approach. In contrast to
the first method, response-based approach relies on
the availability of pre-scored student responses in
order to train good classification model. Features
such as Bag-of-Words (BoW) and n-grams with
powerful classifier like Support Vector Machine
(SVM) have been proved to be effective (Magooda,
Zahran, Rashwan, Raafat, & Fayek, 2016; Mohler,
Bunescu, & Mihalcea, 2011; Pado, 2016) for this
task.
Despite the rapid progress on automatic short-
answer assessment, research in this area particularly
for Bahasa Indonesia has been very limited and
Ratna et. Al (Ratna, Purnamasari, & Adhi, 2015),
the main challenges on developing automatic short-
answer grading for Bahasa Indonesia is the use of
informal language in writing context. The diversity
of local language of the student is one of many
factors that influence the writing style and the
vocabulary used by the students. In addition,
students often include slang words which
commonly used in daily conversation.
In this paper, we present UKARA, a fast and
simple short-answer scoring system for Bahasa
Indonesia. We implement a response-based
approach to assign score to the student responses.
BoW and character n-gram features with supervised
classifiers are applied. The system is tested on three
different Programme for International Student
Assessment (PISA) student responses. Our system
successfully obtained the F1-score above 97% and
70% on dichotomous and polytomous scoring types
respectively. Moreover, UKARA provides a user-
friendly interface which is simple and easy to use.
UKARA offers a flexibility for human grader to do
re-scoring and re-training the model until the
optimal performance is obtained.
The remainder of this paper is structured as
follows: in the next section, we provide a brief

ICEAP 2018 48
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
review on related work. Section III presents the
overview of the system. Section IV present the
detail of datasets used in UKARA. Result and
discussion are provided in Section V followed by
conclusion and future work in Section VI.
RELATED WORK
Burrows et. al (Burrows, Gurevych, & Stein,
2015) provided a comprehensive review of
automatic short-answer grading and divided the
approaches into five different eras: concept-
mapping, information extraction, corpus-based
method, machine learning and evaluation. The
historical review presented by Burrows et. al
emphasized that there is a big movement towards
reproducibility, standardized corpora and
permanent evaluation in the area of automatic
short-answer grading. The evaluation forum such as
SemEval Semantic Textual Similarity (STS) (Agirre
et al., 2014, 2015; Agirre, Cer, Diab, & Gonzalez-
Agirre, 2012; Agirre et al., 2013) has made a major
contribution to the fast progress of this task.
Current work on automatic short-answer
scoring mostly falls into machine learning era in
which natural language processing techniques are
combined with classification or regression models.
As an example, Sultan et. al (Zedan & Al-Sultan,
2017) applied some features such as term weight,
length ratio, lexical, and semantic similarities with
supervised learning algorithm. Their experiments,
which were performed on SemEval-2013 (Agirre et
al., 2013) and Mohler (Mohler et al., 2011) datasets
concluded that the augmentation of key grading-
specific construct (i.e question demoting) to text
similarity features are proved to be effective by
producing top results on multiple benchmarks.
Similar to Sultan et. al, Pado (Pado, 2016)
employed an array of features including n-gram,
text similarity, dependency, abstract semantic
representation and entailment votes. All features
were computed in relation to the reference answer
given for each question. His experiment results on
two types of corpora: language skill and content
assessment showed that each feature can have
different levels of effectiveness depends on the
corpus type.
We found very limited literature of automatic
short-answer scoring for Bahasa Indonesia. One of
them is a work by Ratna et. al (2015) who
introduced a web-based essay grading system called
SIMPLE-O. Their system utilized Latent Semantic
Analysis (LSA) to estimate the similarity between
student responses and reference answers. Their
experiments which were conducted with 40
students and 3 lecturers as the grader demonstrated
that SIMPLE-O obtained agreement with human
raters above 86%.
ICEAP 2018
SYSTEM OVERVIEW
UKARA is a web platform that automatically
grades freely written text for the grader. The design
of a web platform is to make the system easily
accessible for people who want to use the system.
The basic intuition of our automatic grading system
is, the grader will grade about 10% amongst all of
the answers. Currently, our system works best on
dichotomous scoring types. In other words, the
system works best to decide whether the answer is
correct or incorrect. However, we were not limiting
the user to provide more than two labels or
polytomous scoring types. Based on this
knowledge, the system will automatically grade the
rest of the answers. Our platform consists of 5
modules: (1) Create Question (2) Upload Data (3)
Explore Data (4) Training the Model (5) Predict
and Model Tuning. The screenshot of the
application can be seen in the appendix.
1. Create Question
We believe every question have different
characteristics and analysis to decide the grade.
To catch this intuition, we decide that the basic
unit of our system is question. The model will
be produced independently on every question.
On the security terms, the grader will only see
the question that they have been created.
2. Upload Data
We assume the grader has a different kind of
source of data. In order to solve these varieties,
we have provided a simple spreadsheet file
consists of only 3 attributes, which is the student
id, the free text answer, and also the human
label or grade. As we have mentioned
previously, the grader only requires to fill 10%
of the label and leave the rest empty. The
spreadsheet then can be uploaded to the system
to be ready for the next process.
3. Explore Data
Once the data have been uploaded to the
system, it is essential to discover how the data
looks like. We provide a simple search and filter
to observe the condition of the data. The grader
can filter by the label, or search based on
keyword matching. In addition, if the users
want to add a supplementary label to the
dataset, they can add them directly under this
module. The more label provided to the system,
the more intelligent the system would be.
4. Training the Model
The next step is to tell the machine to learn
from the labeled data. We are using a machine
learning algorithm called Adaptive Boosting
(AdaBoost) (Freund & Schapire, 1997) to learn
based on the human labeling provided by the
grader. After a short period of time, the system
will produce a grading model, tailored for a
particular question. To ensure the quality of the
49
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
model, we show the accuracy of the model to
the user. We calculate the accuracy by 5-fold
cross-validation method. The aim of cross-
validation is to test the model’s ability to predict
new data that was not used in estimating it, in
order to flag problems like overfitting or
selection bias (Cawley & Talbot, 2010). The
accuracy score can become the basis for
deciding whether we are confident to use the
model for a prediction on the next step. Based
on our experience, if the accuracy score
achieved more than 90%, we can be confident
enough to predict the rest of the answer.
5. Predict and Model Tuning
The final step of the system is to predict the
rest of the data that has not been labeled. The
prediction will utilize the model that has been
created on the previous steps. The process will
take time depends on the number of answers
that will be predicted. In our experience, it will
take around 5 minutes to complete 6.000
answers from the dataset. The final prediction
can be seen on the system or can be downloaded
in the form of a spreadsheet to be examined in
offline by the grader.
The spreadsheet basically will fill the blank data
in label column that has been imported previously.
We are sure that there will be a misclassified grade
that occurs, depends on the accuracy score. In order
to improve the model, the grader can manually
change the label and then import it back to the
system. Hypothetically, the accuracy score will be
improved based on the additional label from the
user. This model then can be used for the future
answer that employs the same question and grading
criteria.
DATASET DETAILS
UKARA is tested on three different PISA
datasets. These datasets represent a range of
characteristics in term of response and scoring
methods. All responses mostly consist of one or two
sentences.
Machu Picchu
Machu Picchu consist of 6776 pre-scored
student responses. This dataset is categorized as
constructed response with dichotomous scoring.
Students were given a 300-word reading passage
that describes the offer from a travel agent to visit
Machu Picchu. Table 1 shows the scoring guideline
for this dataset.
Question:
Sebutkan dua cara yang disebutkan di brosur di
mana calon pelanggan dapat memperoleh informasi lebih
ICEAP 2018
lanjut mengenai layanan yang ditawarkan oleh Biro
Perjalanan Buana Wisata!
Table 1. Scoring Guidelines for Machu Picchu
Score
Scoring Guideline
Code
if both responses are true. Responses
are considered true if students
mentioned the phone number and
1 website URL OR the students
mentioned the method to get the
information (call the travel agent and
visit the travel agent’s website)
if only one response is true, or the
0 responses are irrelevant to the
question.
Sample real responses:
● telepon (021)73811111 website:
www.buanawisata.com
● berbagai perjalanan wisata yang akan
membantu mehnguba kota yang sunyiini
menjadi hidup
Jaket
This dataset was constructed from 3125 pre-
scored student responses and falls into constructed
response with polytomous scoring category.
Students were given a study case in order to
evaluate their financial literacy skills. The scoring
guideline for this dataset is presented in Table 2.
Table 2. Scoring Guidelines for Jaket
Score
Scoring Guideline
Code
if the response related to the idea of
11 spending money unwisely by buying
unnecessary thing.
if the response related to the idea of
12
spending money lavishly.
if the response is irrelevant to the
00
question.
Sample real responses:
● Maman baru saja membeli jaket dan juga dia
memiliki jaket yang serupa jadi akan terjadi
pemborosan jika maman membelinya juga.
● karena dia sudah memiliki jaket yang sama
Sepeda
This dataset was constructed from 3144 pre-
scored student responses and falls into constructed
response with polytomous scoring category. There
4 score codes for this dataset which are: 11, 12, 13
and 00. Here are the sample responses for dataset
sepeda:
 kirana dapat memutuskan untuk menyewa
sepeda seharga yg lebih mahal agar kirana dapat
membeli sepeda lain
50
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
 keuntungannya adalah 8 minggu biayanya 560
lebih kecil daripada membeli
RESULT AND DISCUSSION
The main concern of our platform is to help the
grader obtain an accurate result of the prediction.
We evaluate the model using F1 Score. The
formula for F1 score can be seen in equation (1):
(1)
Precision and recall are the underlying measure
for F1 Score. The precision will tell that the true
answer prediction is actually true, and the recall
will tell how the model able to find the correct
answer on the data. The F1 score gives fair weight
to both measures. The formula for F1
We applied the same training model on three
datasets that we have previously defined. The detail
result can be seen on Table 3:
Table 3. System performance
Dataset F1 Score
Machu Picchu 97.69
Jaket 67.20
Sepeda 71.74
From the result, we can see the best F1 score
obtained from the Macchu Picchu dataset, which
has 97,69 score. Followed by Sepeda dataset and
Jaket dataset. This score shows the superiority of
dichotomous prediction vs polytomous prediction.
CONCLUSION AND FUTURE WORK
In this paper, we present UKARA, a fast and
simple automatic short-answer scoring for Bahasa
Indonesia. Based on our experiment results, our
system works best on dichotomous type of question
with F1-score of 97.69 %. There is, however,
immense scope for improvement. We find that
polytomous type of question is challenging and
needs further exploration. In addition to that,
automatic typo correction is necessary to be
ICEAP 2018
applied, since our system tends to suffer
performance drop when dealing with typo and
informal language.
ACKNOWLEDGEMENT
The authors would like to acknowledge Pusat
Penilaian Pendidikan (PUSPENDIK), Badan
Penelitian dan Pengembangan, Kementerian
Pendidikan dan Kebudayaan, Republic of
Indonesia for providing datasets and funding
support.
*****
REFERENCES
Agirre, E., Banea, C., Cardie, C., Cer, D., Diab,
M., Gonzalez-Agirre, A., … Wiebe, J.
(2014). SemEval-2014 Task 10: Multilingual
Semantic Textual Similarity. In Proceedings of
the 8th International Workshop on Semantic
Evaluation (SemEval 2014) (pp. 81–91).
Association for Computational Linguistics.
https://doi.org/10.3115/v1/S14-2010
Agirre, E., Banea, C., Cardie, C., Cer, D., Diab,
M., Gonzalez-Agirre, A., … Wiebe, J.
(2015). SemEval-2015 Task 2: Semantic
Textual Similarity, English, Spanish and
Pilot on Interpretability. In Proceedings of the
9th International Workshop on Semantic
Evaluation (SemEval 2015) (pp. 252–263).
Association for Computational Linguistics.
https://doi.org/10.18653/v1/S15-2045
Agirre, E., Cer, D., Diab, M., & Gonzalez-Agirre,
A. (2012). SemEval-2012 Task 6: A Pilot on
Semantic Textual Similarity. In *SEM 2012:
The First Joint Conference on Lexical and
Computational Semantics -- Volume 1:
Proceedings of the main conference and the shared
task, and Volume 2: Proceedings of the Sixth
International Workshop on Semantic Evaluation
(SemEval 2012) (pp. 385–393). Association
for Computational Linguistics. Retrieved
from http://aclweb.org/anthology/S12-
1051
Agirre, E., Cer, D., Diab, M., Gonzalez-Agirre, A.,
& Guo, W. (2013). *SEM 2013 shared task:
Semantic Textual Similarity. In Second Joint
Conference on Lexical and Computational
Semantics (*SEM), Volume 1: Proceedings of the
Main Conference and the Shared Task: Semantic
Textual Similarity (pp. 32–43). Association for
Computational Linguistics. Retrieved from
http://aclweb.org/anthology/S13-1004
51
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
Burrows, S., Gurevych, I., & Stein, B. (2015). The
Eras and Trends of Automatic Short Answer
Grading. International Journal of Artificial
Intelligence in Education, 25(1), 60–117.
https://doi.org/10.1007/s40593-014-0026-8
Cawley, G. C., & Talbot, N. L. C. (2010). On
Over-fitting in Model Selection and
Subsequent Selection Bias in Performance
Evaluation, 11, 2079–2107.
Freund, Y., & Schapire, R. E. (1997). A Decision-
Theoretic Generalization of On-Line
Learning and an Application to Boosting *,
139, 119–139.
Magooda, A. E., Zahran, M. A., Rashwan, M. A.,
Raafat, H. M., & Fayek, M. B. (2016).
Vector Based Techniques for Short Answer
Grading. In {FLAIRS} Conference (pp. 238–
243). {AAAI} Press.
Mohler, M., Bunescu, R., & Mihalcea, R. (2011).
Learning to Grade Short Answer Questions
using Semantic Similarity Measures and
Dependency Graph Alignments. In
Proceedings of the 49th Annual Meeting of the
Association for Computational Linguistics:
Human Language Technologies (pp. 752–762).
Association for Computational Linguistics.
Retrieved from
http://aclweb.org/anthology/P11-1076
Pado, U. (2016). Get Semantic With Me! The
Usefulness of Different Feature Types for
Short-Answer Grading. In Proceedings of
COLING 2016, the 26th International Conference
ICEAP 2018
on Computational Linguistics: Technical Papers
(pp. 2186–2195). The COLING 2016
Organizing Committee. Retrieved from
http://aclweb.org/anthology/C16-1206
Ratna, A. A. P., Purnamasari, P. D., & Adhi, B. A.
(2015). SIMPLE-O, the Essay Grading
System for Indonesian Language Using LSA
Method with Multi-Level Keywords. The
Asian Conference on Society, Education &
Technology 2015. Retrieved from
http://papers.iafor.org/wp-
content/uploads/papers/acset2015/ACSET
2015_18875.pdf
Sakaguchi, K., Heilman, M., & Madnani, N.
(2015). Effective Feature Integration for
Automated Short Answer Scoring. In
Proceedings of the 2015 Conference of the North
American Chapter of the Association for
Computational Linguistics: Human Language
Technologies (pp. 1049–1054). Association for
Computational Linguistics.
https://doi.org/10.3115/v1/N15-1111
Zedan, H., & Al-Sultan, S. (2017). The
specification and design of secure context-
aware workflows. Expert Systems with
Applications, 86, 1339–1351.
https://doi.org/10.1016/j.eswa.2017.05.078
52
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

APPENDIX

Here, we present the user interface for UKARA. Figure 1 shows the homepage of UKARA which
consists of list of question set. Figure 2 shows the explore data module of one question set.

Fig 1. UKARA Home Page

Fig 2. Explore Data

ICEAP 2018 53
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

A Proposed Framework for Essay Answer Processing

based on Computational

Bambang Nurcahyo Prastowo 1, Mardhani Riasetiawan 2, Guntur Budi Herwanto 3,

Yunita Sari 4, Isna Alfi Busthoni5, Indra Hidayatulloh6, and Teguh Bharata Adji7
1 ,2,3,4,5
Department of Computer Science and Electronics, Faculty of Mathematics
and Natural Sciences, Universitas Gadjah Mada
6
Universitas Negeri Yogyakarta
7
Departement of Electrical Engineering and Information Technology,
Faculty of Engineering, Universitas Gadjah Mada
prastowo@ugm.ac.id

Abstract. This paper proposed processing framework in essay answer for Automatic Scoring System based
on computational. Framework is built with the initial process by normalizing through stop words removal,
building case homogeneous, stemming, common spelling mistakes correction, and acronym and common
abbreviation analysis. The next step is to examine the similarity by carrying out similarity and classification
analysis. The process in the Framework that has been built using reference essay answers as references that
will be examined for similarity with the answer to the question. Similarities are matched by using features
generated in the features extraction process. Then the training classification process is carried out to
produce the model. The model is used to determine the classification score. Classification scores are
validated by looking at the value of accuracy and the resulting similarity scores. This framework can be
used to process essay problem patterns which have 2 predetermined classification classes, although for
more classifications it can be handled with an improved algorithm implemented.

Keywords: Automatic Scoring System, Framework, Similarity, Classification.

INTRODUCTION questions are answered by the students on the

In the learning process an evaluation process is
needed to determine the level of understanding of
students in accepting lessons. Without evaluation,
the teacher will not clearly know the abilities of
each student. Evaluation can be done by making an
assessment. Educational assessment according to
Permendiknas No. 20 of 2007 is the process of
collecting and processing information to determine
the achievement of learning outcomes of students.
One of the assessment techniques that can be done
is a test or exam conducted on students.
Examination is a form of action that can be done to
measure the ability of students to receive
information provided by teachers in the learning
process (Pribadi et al., 2017).
There are 2 types of tests that can be done
(Harisma, 2008), namely tests in oral and written
forms. On oral examinations, examiners and
students must be in the same space and time.
Examiners ask questions to students directly then
students can directly answer these questions
verbally and shortly after the question is asked. As
for written examinations, testers and students can
be in different spaces and times. The examiner first
prepares the questions that will be tested then the
predetermined test schedule. On oral examinations,
in a certain duration of time can only be tested on 1
or several students only. Unlike the case for written
examinations, in a shorter duration, testing can be
done on a far greater number of students. For
example, in a duration of 2 hours, a examiner can
only test 2 students for an oral exam, while on a
written test, for the same duration a examiner can
test 30 students by only giving exam questions.
Based on these things, the written test has its own
advantages, divided by an oral examination.
On the written test itself, there are 2 types of
tests that can be done (Pribadi et al., 2017) which
are objective and subjective tests. Objective tests are
commonly known as multiple choice. This type of
test provides several answers that students will
choose. Subjective tests are commonly known as
essays. In this test, no answers are provided on the
exam sheet, so students are required to write
answers using their own language.
Multiple choice tests are tests that are easier to
do than essay tests. In terms of students, they can
answer the existing exam questions more easily
because there is a choice of answers on their exam
sheet, they can even guess one of the answers.
From the examiner's side, the examiner will more

ICEAP 2018 54
 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
easily correct the answers of the students because
the answers generated will be exactly the same as
the answer key. But most researchers expressed
(Valenti et al., 2003) that complex understanding is
difficult to measure with this type of test so that a
test is needed with an essay answer. In essay tests,
testers will need more time and energy to correct
students' answers. Examiners must examine each
answer that exists, even though each student has
their own language in writing their answers, so the
examiner must be more focused and careful in
assessing. It will take a long time if the number of
corrected answer sheets. Based on these constraints,
the use of a system that can assess these answers
automatically will minimize the time and energy
used.
In measuring the similarity of the essay's
answers automatically there are separate
constraints, namely the unstructured answers from
students. This is because answers are considered
different from multiple choice answers. In multiple
choice the system only matches the answer with the
answer key where the answer and answer key are
the exact same words. In essay answers, the form of
answers is unstructured. Essay answers from each
student can vary, because different people have
different ways of thinking, levels of understanding
and methods of explanation (Zhao, 2008).
The evaluation of similarity to unstructured
essay answers can be solved by emphasizing several
algorithms. First, preprocessing of data will be
done. After that, the clean data is calculated
according to the weight of each word. Then the
process of measuring the similarity of the answers
of the students with the answer key is just done.
RELATED WORK
Research related to the similarity of automatic
answers has been carried out and continues to
grow. These studies are reviewed to be a reference
and consideration in this study.
Rababah and Al-Taani (2017) examined short
essays in Arabic. This study measures the closeness
of the words between the answer key and student
answers using the cosine similarity method. Before
measuring the closeness between words, the first
stage is preprocessing consisting of tokenization,
stopword removal, normalization and 2 other
preprocessing stages which are emphasized in this
study to obtain more accurate results. These two
stages are root extraction and synonym search. The
next step is calculating word weights using TF-IDF.
After that, the closeness of the word with cosine
similarity is evaluated. At the evaluation stage, the
method of Recall-Oriented Understanding for
Gisting Evaluation (ROUGE) is used.
ICEAP 2018
The results of this study indicate that the cosine
similarity method applied with the extraction root
and synonym search process, can produce a good
measurement of similarity. The percentage value
obtained for the correlation is 95.4% and the truth
ratio is 84.5. While the R-call value of the
percentage for correlation is 62% and the truth ratio
is 11.6%.
Sulistyo et al. (2015) conducted a research on
assessment for essay examinations using the text
similarity method. The text similarity method used
is cosine similarity. The weighting feature is used
TF-IDF. The preprocessing process that is applied
is part-of-speech (POS), tagging, parse tree and
tokenization. In this study there is a transforming
text stage consisting of filtering and stemming. This
research also focuses on the application of
stemming with the nazief-andriani algorithm.
This study was tested with a paired T test with a
5% freedom value. The test results show a value of
tt >> tcount (2.045> 0.3755) and a significance
value that is greater than the degree of
invulnerability which is 0.71> 0.05.
Lahitani (2017) emphasizes the word weighting
method namely TF-IDF-DF to improve the results
of automatic essay assessment. The method used to
assess the closeness between words is cosine
similarity. This study resulted in a correlation value
of 0.6372 and a coefficient of determination 0.406.
Pramono et al. (2013) conducted research on
Integrated Digital Assistant (IDA). IDA is a system
that is useful for finding external information
needed by users. Information is obtained by
searching for topics that interest users based on
email data and social media. To find out the topic,
Pramono et al. (2013) proposed a new weighting
method called TF-IDF-DF. This method is a
development of the TF-IDF method. Pramono et
al. (2013) said that high weight values on TF-IDF
were only produced from words that had a high
frequency in a document. Where the words spread
on other documents produce a small value weight.
TF-IDF-DF is proposed to overcome this problem.
In TF-IDF-DF it is expected that words that spread
to other documents will produce the weight of the
relevant values.
The results showed that the TF-IDF-DF method
was better than TF-IDF in obtaining user topics.
TF-IDF-DF produced 63 topics out of 10
documents, while TF-IDF produced 49 topics for
the same number of documents. The number of
topics obtained will affect the information or news
that will be given to users, because the information
is obtained based on these topics. The more topics
obtained, the more information will be given.
Because the TF-IDF-DF produces more topics than
the TF-IDF, more information will be provided.
The TF-IDF-DF produced 46 news, while the TF-
IDF only produced 39 news.
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
Lahitani et al. (2016) examined the
determination of the level of similarity in essay
assignments online. The similarity method used is
cosine similarity with the TF-IDF weighting
technique. The results of the study are in the form
of ranking from documents which have the most
similar weight to expert answers.
Mohsen et al. (2018) examined the development
of automatic Arabic thesaurus. This study
combines several weighting and similarity methods.
The weighting methods used are TF-IDF,
Pointwise Mutual Information (PMI) and Latent
semantic Analysis (LSA). The weighting method is
tested with 3 similarity methods, namely cosine,
jaccard and dice similarity. This study shows that
TF-IDF is superior to 2 other weighting methods.
The highest presicion value is 53% obtained from a
combination of TF-IDF and cosine similarity. For
recall value, 77% is obtained as the highest value
through a combination of TF-IDF method and
jaccard similarity.
Liu et al. (2017) use Chinese as their research
material in automatic assessment with the LSA
approach. Each term is calculated using the TF-
IDF weight. Then matrix reduction is done by
using the singular value decomposition technique.
With LSA, the level of similarity of words between
the answer key and student answers is measured by
cosine similarity.
WORKFLOW
Figure 1. Workflow
ICEAP 2018
The results of the study indicate that the
assessment by the method used can produce an
assessment similar to the manual assessment
conducted by the teacher.
Hayatin (2017) conducts research on the
assessment of essay answers automatically. The
approach used is text mining. The process carried
out in this study was preprocessing, building a
matrix, and calculating the weight of answers. The
preprocessing stage is case-folding, tokenization,
stopword removal, and duplicate removal. The next
process is the construction of a matrix. The matrix
is built on the similarity of student answers to the
answer key. The matrix that is built is referred to as
the A-B matrix, where A is the term taken from the
student's answer and the matrix B is the term taken
from the answer key. The matrix line is the
keyword extracted from A, while the matrix
column is the keyword extracted from B. The next
process is the calculation of the weight of the
answer. Weight is obtained from the similarity of
words between A and B calculated using semantic
relatedness based on the Machine Readable
Dictionary (MRD). Furthermore, the value of
closeness between sentences will be calculated
using the cosine similarity method. The results of
the study showed an accuracy of 83%.
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
The workflow consists of several components, there
are:
a. Pre-processing
b. Reference answer selection
c. Similarity examination
d. Model
e. Classification
Preprocessing
The preprocessing stage that is carried out includes
folding cases, stopword removal, and stemming.
Folding Cases
In this process all forms of letters are changed to
lowercase letters, better known as lowercase. In
addition, this process also filters unneeded
characters such as non-alphanumeric characters.
Stopword Removal
At this stage the process of removing non-
essential words from a sentence is carried out. Non-
essential words such as prepositions and
conjunctions.
Stemming
The last stage of preprocessing is stemming. At
the stage of stemming, the words that are mixed are
converted into the basic word form.
Reference Answer Selection
The references answer selection are selected by
the several answer references that directed from the
answer key and expert/teacher answers. The
references will be the “bible” of the words and
sentences.
Similarity Examination
Measurement of word similarity is also assessed
based on the sequence of words in the sentence.
Ordering words is useful for preventing high
similarity values in sentences that contain the same
word but are different in meaning.
The similarity method used is the cosine
similarity method which is compared with the other
2 similarity methods, namely jaccard and dice
similarity. Jaccard similarity is an algorithm used to
compare documents with one another based on the
words they have.
Jaccard similarity is used to compare documents
and calculate the similarity of documents (Rinartha
et al., 2017). Dice similarity merupakan salah satu
metode untuk menghitung tingkat kemiripan kata.
Nilai dari dice similarity berada pada 0 hingga 1.
Nilai 1 menunjukkan tingkat kemiripan yang paling
tinggi. Sebaliknya, nilai 0 menunjukkan bahwa
tidak ada kemiripan sama sekali pada kata yang
dibandingkan.
ICEAP 2018
MODEL
The TF-IDF-DF weighting method is a
development of the TF-IDF method. This
weighting method was first proposed by Pramono
et al. (2013) In TF-IDF-DF multiplication of the
number of documents containing a term against the
TF-IDF value. In other words, TF-IDF-DF is the
result of multiplying the TF, IDF, and DF values.
In the initial stage, the value for TF is calculated.
TF is the number of occurrences of a term in a
document. Then the value of DF is calculated. DF
is the number of documents containing a term.
Then the value is calculated for the IDF. The last
step is to calculate the TF-IDF-DF value.
Classification
Giving students' answers automatically can be
solved by text classification approach. Text
classification is a method that aims to define
predetermined classes or categories of objects.
Problem solving with the text classification
approach has been developed using various
methods, including Support Vector Machine
(Rahmawati and Khodra (2015).
In carrying out the text classification process,
besides paying attention to the meaning of each
word, the context of the word itself is also needed.
To find out the context of the word in a sentence,
additional information is needed from the words
around it. Therefore, in this study we used an
approach using the Convolutional Neural Network
(CNN) which would study each word by using
filters that would use information. CNN
architecture generally consists of convolution,
pooling, and fully connected layers. The
convolution layer is used to study the features that
exist in the data by using filters that are run along
the input matrix.
CONCLUSION AND FUTURE WORKS
A proposed framework that has been presented
has been shown the process on the essay answer
processing. A framework can be work with
combination several components that works
together in sequence order.
The framework, which consists of several
components, can be used to classify the answers to
the questions described by school students by
classifying the key answers and answers of the
students themselves by changing each word in the
preprocessing process.
The number of components used in the
framework will affect value of accuracy and loss.
Using too few datasets causes the model to not be
able to study input values in depth, while datasets
that are too much will reduce the value of accuracy
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
because the size of feature maps gets smaller so that
the information received decreases.
The accuracy of the model in a training is
influenced by the amount of data used. By
increasing the amount of training data, it will
increase also the value of accuracy produced. The
spelling used in the dataset will affect the value of
accuracy model. This is because different spellings
will give meaning to the sentence different. In
addition, by justifying spelling will reduce no word
was found in the GloVe corpus that had been
trained with use Indonesian language news articles
or using the references answers.
ACKNOWLEDGEMENT
The authors would like to acknowledge Pusat
Pelatihan dan Pendidikan (PUSPENDIK),
Kementerian Pendidikan dan Kebudayaan
Republic of Indonesia for providing datasets and
funding support.
*****
REFERENCES
Fitri, R. & Asyikin, A.N., 2015, APLIKASI
PENILAIAN UJIAN ESSAY OTOMATIS
MENGGUNAKAN METODE COSINE
SIMILARITY, , 7, 2.
Harisma, N.Z., 2008, Implementasi sistem penilaian
esai otomatis metode lsa dengan tiga bobot
kata kunci skripsi,
Hayatin, N., 2017, Sistem Penilaian Jawaban Essay
Otomatis Berdasarkan Nilai Kedekatan
Kalimat, Seminar Teknologi dan Rekayasa
(SENTRA) 2015, 1, October, 169–172.
Lahitani, A.R., 2017, Analisis uji metode pembobotan
kata tf-idf-df dalam upaya meningkatkan hasil
skoring pada jawaban esai bahasa indonesia,.
Universitas Gadjah Mada,
ICEAP 2018
Lahitani, A.R., Permanasari, A.E. & Setiawan, N.A.,
2016, Cosine Similarity to Determine
Similarity Measure : Study Case in Online
Essay Assessment, 2016 4th International
Conference on Cyber and IT Service Management.
Liu, J., Cui, R.Y. & Zhao, Y.H., 2017, Research on
automated scoring of Chinese test papers based
on latent semantic analysis, Proceedings of 2016
5th International Conference on Computer Science
and Network Technology, ICCSNT 2016, , 2, 355–
357.
Mohsen, G., Al-ayyoub, M., Hmeidi, I. & Al-aiad, A.,
2018, On the Automatic Construction of an
Arabic Thesaurus, 9th International Conference on
Information and Communication Systems (ICICS),
243–247.
Pramono, L.H., Rohman, A.S. & Hindersah, H.,
2013, Modified Weighting Method in TF *
IDF Algorithm for Extracting User Topic
Based on Email and Social Media in Integrated
Digital Assistant,
Pramukantoro, E.S., 2016, SISTEM PENILAIAN
OTOMATIS JAWABAN ESAI, , 3, 4, 248–
252.
Pribadi, F.S., Adji, T.B. & Permanasari, A.E., 2017,
Automated Short Answer Scoring using
Weighted Cosine Coefficient, 2016 IEEE
Conference on e-Learning, e-Management and e-
Services, IC3e 2016, 70–74.
Rababah, H. & Al-Taani, A.T., 2017, An automated
scoring approach for Arabic short answers
essay questions, ICIT 2017 - 8th International
Conference on Information Technology, Proceedings,
697–702.
Rinartha, K., Studi, P., Komputer, S., Bali, S. &
Pendahuluan, A., 2017, Simple Query
Suggestion Untuk Pencarian Artikel
Menggunakan Jaccard Similarity, , 3, 1, 30–34.
Sulistyo, M.E., Saptono, R. & Asshidiq, A., 2017,
Penilaian Ujian Bertipe Essay Menggunakan
Metode Text Similarity, , , March.
Valenti, S., Neri, F. & Cucchiarelli, A., 2003, An
Overview of Current Research on Automated
Essay Grading, , 2.
Zhao, F., 2008, The Algorithm Analyses and Design
about the subjective test online Basing on The
DOM Tree, , 577–581.
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

Decision Support System on Adaptive Examination System

Rukli
Muhammadiyah University of Makassar
Makassar, Indonesia
rukli@unismuh.ac.id

Abstract. This study aims to create an adaptive testing system based on user preferences where user
references can be adapted to the test system. An adaptive examination system is added to the decision
support system feature where a minimum domain and quota are received from the highest score order of
the test results. Research uses data from the domains of mathematics, indonesian, and english. Response
data processing using the Bilog_MG program the choice of a single parameter logistics model. Making
applications using java programs. The results of the study produced the UniversiCAT application where
the results of the CAT output test were processed into information for the user on the decision support
system feature. Dynamic weighting of subject domains to produce a temporary ranking between all test
examinees. The determination of graduation is determined by the rules of acceptance, namely the quota
limit and the minimum score set by the school.

Keywords: Computerized Adaptive Testing, Decision Support System.

INTRODUCTION relationship between the ability of the test

Now, the millennium era engulfs the world of
digitalisation and automation. Computer and
network technology is experiencing a significant
development leap including testing systems.
Computer Based Testing (CBT) is increasingly
admired while Paper and Pencil Test (PPT) is
increasingly abandoned by users. PPT has
limitations in terms of leakage level of exam
questions, test examinees can work together during
exams, printing costs are quite high, the level of
readability of the printing results is sometimes
blurred or damaged, late printing and problems
arriving at the test location, not a few test
administrators and administration, opportunities
engineering test scores, and delays in exam results
to the user.
Almost all limitations of PPT can be reduced or
eliminated by CBT. For example, test questions do
not need to be printed so that the leakage of exam
questions and the cost of printing and securing
questions can be reduced. The question of being
kept server so that the sending of questions
manually by sea, air and land is not necessary.
Delays in sending data on exam questions due to
reduced weather and natural disasters. The test
results can immediately be printed and known so
that there is no value engineering. However, in
terms of measurement and assessment of changes in
PPT to CBT, it is less functional because CBT
compared to PPT is only limited to changes in
media, namely from paper to computer. This has
not paid attention to the core problem, namely the
examinees and the characteristics of the test
questions. The CBT version in Indonesia uses the
term Computer Assisted Test then called the
Computer-Based National Examination (CBNE)
both using full online and semi-online networks for
use in schools today.
Rightly, the design of giving questions to the test
examinees experienced a shift according to the
principles of measurement and assessment. that is,
from giving questions to test examinees statically to
the CBNE to giving questions to the test examinees
dynamically. The dynamics in terms of the
characteristics of the problem adapt to the ability of
the current test examinees. The mechanism is
planted in a computer in the form of an adaptive
algorithm so as to produce a system known as
Computerized Adaptive Testing (CAT). Several
CAT applications have been applied, for example J-
CAT (Imai, 2008), OAVTS (Wu, 2004), SIETTE
(Guzman, 2005), and CAAS (Hoe, et al., 2005).
However, the model is only limited to adaptive test
algorithms and is internal in the process of finding
adaptive questions. CAT has not paid attention to
the output of the test examinees' response, ie the
score procedure becomes information to the user.
Now, CAT has undergone engineering towards
a multi-faceted model in giving questions to test
examinees (Triantafillou, et al., 2006; Rukli, 2010;
Rukli and Hartati, 2011). However, the
sophistication of the test system model if it does not
pay attention to the needs of the user, the model is
ineffective in the technology industry revolution
century 4.0. The revolution is a century of excellent

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service based on user needs without insulation. One
model in the information system related to the user
reference is the Decision Support System (DSS).
According to Scoot-Morton (Turban, et al.,
2001), DSS is a computer-based interactive system
to help decision makers utilize data and models to
solve unstructured problems. Turban, et al. (2001)
provide limitations on DSS from basic to the most
ideal, namely interactive, flexible and adaptive
computer-based information systems to support
unstructured management problem solving,
improve the quality of decision making, use data,
and allow decision makers, and use their insights
own. So, DSS is a vehicle in accommodating user
preferences according to the environmental
objectives attached to it.
Furthermore, the media does not automate or
replace users but provides space for users to
improve their work efficiency. Thus, DSS is a
computer-based information system that provides
interactive information support for managers and
business practitioners during the decision making
process. The process uses analytical models,
specialized databases, assessments and decision
makers' views, and interactive computer-based
modeling processes to support semi-structured
business decision making. Based on the description,
it can be concluded that the DSS is a specific
information system to assist managers, for example
in the decision making selection of test examinees
who will enter the school related to semi-structured
problems with the help of computers.
The decision making process at the school level
is the result of a process of communication and
participation of the entire system. The whole can be
an organizational system both internally and
externally in the process of receiving new students.
One of the main tasks of school level management
is carried out by the principal and his staff is to
maintain the existence and improve school
performance in order to remain operating in an
uncertain environment (globalization). To do this,
principals are often faced with various alternative
actions. Various alternatives are often
counterproductive and an alternative action is
needed to work together. Therefore, the existing
steps must be arranged so that the frame model
processes decision making both at the strategy,
tactics and operational levels can be implemented
effectively.
This is one direction with the life pattern of the
technology industry process 4.0 which emphasizes
efficiency but still leads to a more optimal goal. The
same thing in the implementation of testing or
adaptive testing where the user needs complete,
fast, and accurate information and is relevant about
the suitability of the test results report. The
suitability can be translated as determining criteria
and weighting according to user preferences.
ICEAP 2018
Therefore, this study aims to describe the
implementation of user references using a
combination of CAT-DSS on the school entrance
examination system.
METHOD
A. DSS Moldel
Figure 1. DSS model
The characteristics of the test questions are
based on a single parameter logistics model and
initialization is set to 0 for all test examinees.
Test examinees take the exam and get a score.
Schools weigh subjects according to preference.
Furthermore, processing the results using the
DSS feature to produce students who deserve to
be accepted by the school.
B. Digram Use Case
The use case diagram describes the system
functionality or requirements that must be
fulfilled by the application. Use case diagrams
state the relationship between systems and
actors in the form of use case diagrams.
(Rosenberg, D., et al. 2007) and (Rumbaugh, J.,
et al. 1991).
Diagran use case involves three actors. First, the
administrator is the highest level that has full
access to applications that interact with the
system. His behavior is to add questions, make
problems, edit questions, remove problems.
Second, test examinees have limited access by
requesting test questions, and looking for test
scores. Third, schools look for test examinees
who have high abilities according to acceptance
preferences, propose test questions, and weight
the ability of test examinees on each desired
domain.
C. Analysis of Question Items
The Bilog-MG program is an analysis program
for test questions with response patterns of 0 and
1 (Hambleton, et al. 1991; Hambleton, 1989;
and Liang, et al. 2009), for example multiple
choice forms. The number of test examinees'
responses taken was 500 in each domain
(subject) and by using a single parameter logistic
model which would produce the characteristics
of the problem, namely the level of difficulty of
the problem. The step of the problem analysis
uses the Bilog-MG program as follows. 1) Test
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
examinee response is copied from the question
database storage file. 2) The results are pasted in
notepad and then saved, for example with the
name jp2mat. 3) r03mat1 answer key is made a
separate file for example kp2mat name. 4) Both
files are stored in the same folder, for example
D: /kp2mat.txt for keys and D: /jp2mat.txt for
answers. 5) Run the Bilog-MG program, select
the data and examine the data, select the data
file and then navigate to the jp2mat94.txt folder
and specify the caseId column and response
string in the column that is in notepad, then set
the format to ok. Pay attention to the key
column and the answer must be the same. 6)
Select the data then the key item navigate to the
folder in question and then type kp2mat.txt then
enter, on the possible key code write 01 then
select all existing keys according to the number
of questions in mat1, then ok. 7) Choose the
setup there are three choices, work according to
the previous command, especially the general
section select the PL 1 model, it means one
parameter logistic model, as well as other
choices done according to the previous stages. 8)
Then specify the output, ie the results of the
analysis that will be displayed. 9) Select RUN.
D. Procedure for Collecting Test Items on
ServerCAT
The application server activity process receives
requests from users to display test questions.
Starting from the user in this case the examinee
opens the CAT server address, the browser
sends a request to the server and the server sends
a response in the form of a login page to
authenticate the user. If the user has the right to
use the application, the server will provide a
Main Page which will be displayed in the
browser, the Main Page contains a list of menus.
<button id="toolSignup" dojoType="dijit.form.Button" iconClass="mailIconOk">
Sign Up
<script type="dojo/method" event="onClick">
dijit.byId('dlgSignup').attr('href','modul/signup/signup.jsp');
dijit.byId('dlgSignup').show();
Gambar 2. Menampilkan Form Sign Up
D. Domain Management and Test Items
The question is the basic material for testing
students 'abilities, where the component of the
level of difficulty of the problem, is the
determining factor of whether a problem is
chosen as the next question, based on the
students' current abilities. Figure 8 is a list of
questions that can only be opened by
application users with Administrator access
rights.
ICEAP 2018
When the user selects the Problem Bank Menu,
the browser sends the request and is captured by
the XMLHttpRequest object to send the request
asynchronously to the server, on the server side
the request will be read at once back to
authenticate the user. If the process is valid, the
server will read the data on the server data, the
data will be converted into HTML tags and will
be sent back to the client in the form of a
response. The response will be captured by the
XMLHttpRequest object, if it is valid then the
object will update the DOM (Document Object
Model) by allowing the response data from the
server.
RESULT AND DISCUSSION
A. UniversiCAT application
This application requires Windows, XAMPP for
MySQL web server and database server, Apache
Tomcat web server for JSP / Servlet container,
and Dojo as Ajax engine. Client web
applications can use any operating system,
provided that they are able to run web browsers
such as Mozilla FireFox, Internet Explorer,
Safari and others.
B. Main Page
The UniversiCAT application is a web-based
application. Applications can be deployed to
any server, but in this case the application path
is shown in the localhost address (the
application is run on the local computer).
C. Registration Process
To start using the application, a test examinee
can register himself through the sign up button
found on the main page. This process will save
user data in the user table. To display the sign
up form, is done by the code in figure 2.
Domain page and question bank use tree view
and listview. Each node in the tree shows the
domain name in the database. If the node is
selected, the listview will show a list of
questions on the domain. To load the question
data in accordance with the domain
dynamically through the following technical
procedures. First, display the domain_main.jsp
page that is displayed in the main section, using
the JavaScript code in Figure 3
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

domain : function(){
document.getElementById('active_divUtama').value='modul/domain/domain_main.jsp';

dojo.xhrPost({
url: 'actions/dosavedivutama.jsp',
form: 'mainActiveDivUtama'
});
dijit.byId("divUtama").attr('href','modul/domain/domain_main.jsp');
},
Figure 3. Domain_Main.jsp page

In the code, the current active module is stored,
namely domain_main.jsp, by using the
DoSaveDivUtama.jsp call. Once stored, then
the attr () function is used, which changes the
attribute of an object belonging to the dojo, in
the divUtama component to load the
domain_main.jsp page, which is the main page
of the appearance of the domain tree and the list
of data questions. Secondly, the domain data
and questions displayed are derived from the
ItemFileWritesore component, which is defined
as in Figure 4.

<div dojoType="dojo.data.ItemFileWritesore" jsId="forumStore" url="modul/domain/domain.jsp"></div>

Figure 4. Displaying Domain Data and Test Items

E. The Process of Working on Test Exams
The test process is carried out on the file starting
with DomainDomain.jsp, whose form is shown
in Figure 5. Each exam form will only be
displayed within a 3 minute time limit. If the
test examinee has not answered until the
deadline, the system will give the problem more
easily on the database based on the calculation
of current student abilities. Calculation of
students' abilities using the Next button, which
will run the JavaScript code in Figure 6.

<button dojotype="dijit.form.Button" id="btnTopikBaru">Selanjutnya &gt;&gt;

<script type="dojo/method" event="onClick">
if (confirm('Apakah Anda yakin ?')){
dojo.xhrPost({
url: 'DoJawabSoal',
load: jawabSoalCallback,
error: jawabSoalError,
form: 'formSoal'
});
}

</script>
</button>
Figure 5. Handling Answer Questions

In the code, the dialog box will first be displayed to confirm the answer to the question in Figure 6.

Figure 6. Question Answer Confirmation

The process of calculating the ability of test examinees in certain iterations, using the DoJawabSoal
servlet that implements algorithms to calculate students' abilities as in Figure 7.

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protected void processRequest(HttpServletRequest request, HttpServletResponse response)

throws ServletException, IOException {
response.setContentType("text/html;charset=UTF-8");
PrintWriter out = response.getWriter();
int u = 0;
double P = 0; // e^(theta - b)/1+e^(theta-b)
double Q = 0;
double uMinusP = 0;
double PQ = 0;
double SE = 0;
double sumPQ = 0;
double sumUminusP = 0;
double selisihSE = 0;
int idsoalSelanjutnya;
Figure 7. CAT algorithm - Variable definition

Variable values in the previous iteration were variables, so that the accumulative value can be
taken rom this application request session calculated, such as the accumulation of PQ and
variable. These variables are stored in session P-Q values in Figure

//u : cek nilai jawaban soal yg benar

jawabanBenar = (DB.getInstance().findValue("soal", "jawaban_benar", "idsoal=" + idsoal)).toUpperCase();
if (jawaban != null) {
if (modul.equals("ontime")) {
if (jawabanBenar.equals(jawaban.toUpperCase())) {
u = 1;
} else {
u = 0;
}
} else {
u = 0;
}
} else {
u = 0;
}
Figure 8. Determination of U Value

Calculation of the value of u, is done in the code in examinee from the form if the examinee answers
Figure 9. Previously the correct answer value was the question before the deadline expires. If true,
taken from the database. However, this value is then the value of u is 1, while if it's wrong, then the
only calculated by the value entered by the test value of u is 0.

P = Math.pow(Math.E, D * (theta - b)) / (1 + Math.pow(Math.E, D * (theta - b)));

Q = 1 - P;
uMinusP = u - P;
PQ = P * Q;
// nilai yg di-sum : u-P dan PQ
if (request.getSession().getAttribute("sumPQ") == null) {
sumPQ = PQ;
} else {
sumPQ = PQ + Double.parseDouble(request.getSession().getAttribute("sumPQ") + "");
}

if (request.getSession().getAttribute("sumUminusP") == null) {
sumUminusP = uMinusP;
} else {
sumUminusP = uMinusP + Double.parseDouble(request.getSession().getAttribute("sumUminusP") + "");
}
request.getSession().setAttribute("sumPQ", sumPQ);
request.getSession().setAttribute("sumUminusP", sumUminusP);
SE = 1 / (D * (Math.sqrt(sumPQ)));

Figure 9. Calculation of P, Q and PQ values

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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

Furthermore, the P value, namely the
probability of students answering correctly and
Q is the value of 1 - P is calculated in the code in
Figure 16. The accumulation of PQ and PQ
values need to be stored, so that the value is
stored in session variables as shown in Figure
10. Standard Error, SE , calculated based on the
accumulation of PQ values, shown in the last
line of code in Figure 10.

if (u == 0) {
sidSoal = DB.getInstance().findValue("soal", "idsoal", " b <= " + (b - 0.2) + idSoalSebelumnya + " and
iddomain=" + request.getSession().getAttribute("iddomain") + " order by b desc limit 1");
} else {
sidSoal = DB.getInstance().findValue("soal", "idsoal", " b >= " + (b + 0.1) + idSoalSebelumnya + " and
iddomain=" + request.getSession().getAttribute("iddomain") + " order by b asc limit 1");
}

if (!sidSoal.equals("")) {
idsoalSelanjutnya = Integer.parseInt(sidSoal);
} else {
soalHabis = true;
}
System.out.println("idsoalSelanjutnya" + idsoalSelanjutnya);
if (idsoalSelanjutnya == 0) {
soalHabis = true;
}
if (iterasi_ke == 1 && !soalHabis) {
out.print("soal berikutnya;" + idsoalSelanjutnya);
} else {
if (!soalHabis) {
double SEsebelumnya = Double.parseDouble(request.getSession().getAttribute("SEsebelumnya") + "");
selisihSE = Math.abs(SE - SEsebelumnya);
System.out.println("selisih SE " + selisihSE);
if (selisihSE <= 0.01) {
out.print("selesai ujian;");
} else {
out.print("soal berikutnya;" + idsoalSelanjutnya);
}
}
Figure 10. Further Problem Determination

Then based on u value, that is true or not the F. Domain Weighting

answer, then the next question is determined,
that is if the value of u = 0, or the value is
wrong, then the question will be taken with the
difficulty level or b, smaller than the current
difficulty level of 0.2. As for the value of u = 1,
or the correct value, then the problem will be
taken with a level of difficulty or b greater with
the current level of difficulty of 0.1. Then the
test termination process is taken into account,
namely by checking the current SE difference,
with the previous SE. If the value of the SE
value is <= 0.01, then the process is stopped by
sending a message "finished the test;".
Domain weighting is needed for the needs of
each school in determining the final score
obtained by each test examinee, based on the
value of each domain. This function can only be
accessed by users with school access rights. The
total weight of each domain is exactly equal to
100, so the final score will be determined based
on the value of the examinees in each domain
The domain weighting value is stored in the
School_Domain table. The following is the
domain weighting code that is implemented in
the Servlet DoSaveDomain Weighting in Figure
11.

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protected void processRequest(HttpServletRequest request, HttpServletResponse response)

throws ServletException, IOException {
response.setContentType("text/html;charset=UTF-8");
PrintWriter out = response.getWriter();
try {
DB.DB="rukli";
DB.PASSWORD="adminadmin";

String domain[][]=DB.getInstance().getDataSet("select iddomain from domain", false);

System.out.println("domain =" + domain.length);
String sql;
for(int i = 0 ; i < domain.length;i++){
int iddomain = Integer.parseInt(domain[i][0]);
System.out.println("domain =" + iddomain);
if(request.getParameter("txtBobot_"+iddomain)!=null){
double bobot = Double.parseDouble(request.getParameter("txtBobot_"+iddomain)+"");
sql = "update Sekolah_domain set bobot=" + bobot + " where idsekolah=" +
request.getSession().getAttribute("idInstansi_login") + " and iddomain=" + iddomain;
System.out.println(sql);
DB.getInstance().executeQuery(sql);
}
}
} finally {
out.close();
}
}
Figure 11. Domain Weighting Storage Code

The code will save to the Sekolah_Domain table

based on each iddomain that is stored in the
input of the previous domain weight.

G. Test Examinee's Weighting Ability

Weighting the ability of test examinees is
needed for the school in determining the priority
of new student admissions. The data for each
domain has been prepared. The weight value is
to calculate the final score of each test
examinee, so that the list of test examinees can
be sorted. In this way, the school will get a
complete report on the priority of acceptance of
test examinees. Figure 12 shows the test
examinee's report that can only be accessed by
schools.
The test examinee's report is divided into two,
namely the complete report of the test
examinees and the priority report of acceptance
of the test examinees in the school. Test
examinee acceptance priority report, resulting
from a complete report of the test examinees.
Thus, the final value of each examinee can be
determined specifically by each school by
changing the domain weighting rules. Figure 12
shows three test examinees from different
schools. Ahmad got a total score of 77,
Budianto got a score of 83, and Sitti Hadijah got
a score of 91.7 where each of the test examinees
took a passing examination at a different time.
Figure 12. Test Results
H. Acceptance Report
The priority of receiving the results of the exam
through CAT is then handled by the school to
carry out the acceptance priority scale, which is
the highest score and the minimum test score.
After obtaining the final result and saved it to
the sekolah_examinee table, then the system
will re-read the school_peserta table, but only
show test examinees who have the minimum
score to be accepted as new at the school.
Whereas if the new student admission quota has
been met, then the process of receiving the test
examinee data is stopped. The test results of
Figure 18 are further processed by setting a
quota of 5 students to be accepted and the
lowest score of 70. Figure 13 shows the results
of the reference output of a junior high school.

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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
Figure 13. New Student Admission Report
CONCLUSION
Test examinees take the exam adaptively where
the level of difficulty of the item is adapted to
current abilities. All test examinee exam results are
recorded on the examinee's take-up database. The
results were carried out by weighting the subjects so
as to produce a temporary ranking among all test
examinees. The determination of graduation is
determined by the acceptance scale, namely the two
quota rules received and the minimum test score.
ACKNOWLEDGEMENT
I would like to thank all those who have helped
the process of conducting this research, especially
the academic community of Muhammadiyah
University of Makassar who have provided internal
funding.
*****
REFERENCES
Guzmán, E., Conejo, R., & García-Hervás, E.
(2005). An authoring environment for
adaptive testing. Journal of Educational
Technology & Society, 8(3).
Hambleton, R. K. (1989). Principles and selected
applications of item response theory.
Hambleton, R. K., Swaminathan, H., & Rogers, H.
J. (1991). Fundamentals of item response
theory (Vol. 2). Sage.
Liang, T., Han, K. T., & Hambleton, R. K. (2009).
Header: User’s Guide: ResidPlots-2 (Version
2.0).
ICEAP 2018
Hoe, S., Sam, L. K., Kiong, H. N., & Hasbee, L.
(2008). Web based Computer-Adaptive
Multiple Choice Assessment (CAAS) Using
the New NRET Scoring Method.
Imai, S. (2008, July). Development of Japanese-
Computerized adaptive test. In ITC-CSCC:
International Technical Conference on Circuits
Systems, Computers and Communications (pp.
821-824).
Rosenberg, D. & Stephens, M. (2007). Use Case
Driven Object Modeling with UML, Theory
and Practice, Springer-Verlag New York,
Inc, New York
Rumbaugh, J., Blaha, M., Premerlani, W., Eddy,.
F., & Lorenson, W. (1991). ObjectOriented
Modeling. Prentice-Hal International, Inc.
New Jersey.
Rukli dan Hartati. (2011). Penerapan Sistem
Pendukung Keputusan dalam Sistem Ujian
Computerized Adaptive Testing. Indonesian
Journal of Computing and Cybernetic Systems,
ISSN 1978-1520, Vol. 5 No. 3. 71-81.
Rukli. (2010). Sistem pendukung keputusan dalam
menentukan soal tes yang sesuai dengan
kemampuan peserta tes. Tesis, Program
Pasca Sarjana Ilmu Komputer, Universitas
Gadjah Mada, Yogyakarta.
Triantafillou, E., Georgiadou, E., & Economides,
A. A. (2006). CAT-MD: Computer adaptive
test on mobile devices. Méndez-Vilas, A.
Solano Martín, JA Mesa González and J. Mesa
González (eds.)," Current Developments in
Technology-Assisted Education, 2, 773-777.
Turban, E., Aronson, J. E. & Liang, T. P. (2001).
Decission Support System and Inteligent
System, 7th Ed. Printice-Hall International,
Inc., New Jersey.
Wu, W. S. (2005, June). Development of an online
adaptive vocabulary test system. In EdMedia:
World Conference on Educational Media and
Technology (pp. 632-637). Association for the
Advancement of Computing in Education
(AACE).
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

Reading Attitudes of South East Asian Countries

Rina Rosdiani Patria

Pusat Penilaian Pendidikan
rina.rosdiani@kemdikbud.go.id

Abstract. South East Asian states as developing countries, except Singapore, are underperform in most
studies of Programme for International Student Assessment (PISA), especially in Reading subject.
Therefore, this paper aims to examine reading attitude which is assumed has correlation with South East
Asian students’ achievement in reading. It refers to PISA 2009 questionnaire results and reading score. In
PISA 2009, four South East Asian countries, Singapore, Malaysia, Indonesia and Thailand participated in
the study. In comparison, Australian and Korean students’ achievement in PISA 2009 is counted for in
order to compare reading attitude and reading achievement score. Reading attitudes are one of important
factors determining students’ performance in reading. As PISA 2009 results show, there are positive
reading attitudes in South East Asian countries. However, these positive attitudes have insignificant impact
on reading achievement as the students have lower OECD average score in PISA 2009 reading test (except
for Singapore). Therefore, this paper aims to have another insight about related factors that have
contribution to PISA reading score in relation with reading attitudes. In the paper, theory of planned
behavior provides a useful framework for examining reading attitudes in South East Asian countries.

Keywords: PISA 2009, Reading Attitudes, South East Asian, Theory of Planned Behavior.

INTRODUCTION an individual’s intention to perform the behavior

PISA is an international study that was launched by
OECD in 1997. It aims to evaluate education
systems worldwide every three years by assessing
15-year-olds' competencies in the key subjects:
reading, mathematics and science (OECD, 2013).
The latest study was in 2012 which 64 countries
participated (OECD, 2013). Every cycle, PISA
focuses on one of three domains which are reading,
mathematics and science. In PISA 2009, reading is
the major assessed domain as clearly stated in the
assessment and questionnaire framework.
Reading-related skills, attitudes, interests, habits
and behaviors have been shown in past studies to
be strongly linked with reading ability. In other
studies reading engagement including reading
attitudes, interest, habits and behaviors has been
shown to account for reading achievement than any
other variable besides previous achievement
(Wigfield et al., 2008). Therefore, reading attitudes
as a key factor in reading engagement have
significant contribution to reading achievement.
Related to behavioral performance, Ajzen
(1991) offers the theory of planned behavior (TPB)
in order to predict behavior by its 3 postulates
namely attitude, subjective norms and perceived
behavioral control. Here is a general rule of this
theory:
The more favorable the attitude and subjective
norm with respect to a behavior, and the greater the
perceived behavioral control, the stronger should be
under consideration (Azjen, 1991, p. 181).
As attitude is closely related to behavior, TPB is
appropriate to examine its relationship in reading.
In associated with PISA study, attitude and
behavior should be counted for examining student
performance in reading.
Participating countries are ranked based on their
performance in the PISA study. As widely known,
OECD countries’ performance are generally better
than non-OECD states. South East Asian states as
developing countries, except Singapore, are
underperform in most PISA studies from 2000-
2009. Therefore, this paper aims to examine
reading attitude which is assumed has correlation
with South East Asian students’ achievement in
reading. This paper refers to PISA 2009
questionnaire results. The data shown are officially
published in PISA official website.
In PISA 2009, four South East Asian countries,
Singapore, Malaysia, Indonesia and Thailand
participated in the study. In comparison, Australian
and Korean students’ achievement in PISA 2009 is
counted for this paper to compare the reading
attitude and reading achievement.
THEORY OF PLANNED BEHAVIOR
As popular theory in measuring behavior, TPB
is an extension concept of theory of reasoned action
(Manstead and Parker, 1995; Conner and
Armitage, 1998; Sheeran et al., 2003). Perceived
behavioral control is considered as additional factor

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that affects intention and behavior (Ajzen, 1991).
TPB hypothesizes three conceptually independent
factors of intention.
Firstly, the attitude toward the behavior refers to
‘the degree to which a person has a favorable or
unfavorable evaluation or appraisal of the behavior
in question’ (Ajzen, 1991). The following factor is
subjective norm which refers to ‘the perceived
social pressure to perform or not to perform the
behavior’ (Ajzen, 1991). The last predictor of TPB
is perceived behavioral control which refers to ‘the
perceived ease or difficulty of performing the
behavior and it is assumed to reflect past experience
as well as anticipated impediments and obstacles’
(Ajzen, 1991). In measuring reading behavior, TPB
offers the appropriate concept to define factors
related to reading behavior.
Figure 1 Theory of Planned Behavior Model
Reading Attitudes
The first factor, attitude, is based on experiences
with the attitude object (Manstead and Parker,
1995; Broeder and Stokmans, 2013). According to
TPB, it develops from peoples’ beliefs about an
object that relate to certain attributes (other objects,
characteristics or events). The attributes are closely
linked to behavior that is valued positively or
negatively. Further, people learn to evaluate the
favorably or unfavorably attitudes toward behaviors
with the consequences (Doll and Ajzen, 1992).
Reading attitude is conceptualized as a learned
predisposition to respond consistently favorably
and unfavorably to the reading activity and
perception. McKenna et al. (1995) suggests that
reading attitudes are mainly produced by three
factors: ‘(a) beliefs about the outcomes of reading,
judged in the light of how desirable an individual
regards those outcomes, (b) beliefs about the
expectations of others, judged in the light of the
individual's motivation to conform to those
expectations, and (c) specific reading experiences’.
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It is acknowledged that positive reading attitude
is associated with good reading behavior (Schraw
and Bruning, 1996; Martinez et al., 2008). Some
scholars point out that attitude and behavior leads
to students’ higher academic achievement (Knuver
and Brandsma, 1993; Petscher, 2010; McKenna,
2012). Although, attitude and behavior are believed
to be important factors in reading achievement,
some theorists argue that this premise has to be re-
observed (Ghazi, 2003; Kush et all, 2005) due to
the involvement of other factors that affected
reading achievement such as reading interest and
enjoyment, reading perception from school and
community environment and supported reading
resources. Thus, the subjective norm and perception
behavioral control should be counted for examining
the value of reading as suggested by Ajzen’s TPB.
Twelve questions from PISA 2009 questionnaire
are considered as the indicators of reading attitude
in this paper. The questions are:
• Spend reading for enjoyment
• Reading is one of my favorite hobbies
• I like talking about books with other people
• I feel happy if I receive a book as a present
• I enjoy going to a bookstore or a library
• I like to express my opinions about books I
have read
• I like to exchange books with my friends
• I read only if I have to
• I find it hard to finish books
• For me, reading is a waste of time
• I read only to get information that I need
• I cannot sit still and read for more than a few
minutes
The questions attempt to examine reading
attitude in six PISA 2009 participating countries.
Students’ responses through these questions reflects
their attitudes toward reading which further are
counted for analyzing their achievement in PISA
2009 reading test. The italic questions are
negatively worded and negative responses are
expected for these types of question.
Subjective Norms
In accordance with TPB, subjective norm is
highlighted as the perceived social pressure. In
relation with subjective norm, TPB’s general rule is
‘the more favorable the attitude and subjective
norm with respect to a behavior, and the greater the
perceived behavioral control; the stronger should be
an individual’s intention to perform the behavior
under consideration’ (Ajzen, 1991)
Considering that this paper covers six culturally-
difference countries, the social norms in each
country is not supposed to be similar. It will be
differentiated by individual and collective culture in
learning process as suggested by Broeder and
Stokmans (2013). As previously stated, Australia,
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
Korea and Singapore are regarded as higher
achiever and the others are low performers. In this
paper, Australian, Korean and Singaporean
students are categorized in more individualistic
character in learning process while Malaysian,
Indonesian and Thai students with its higher
engagement to community are regarded as students
with collective characteristics.
In learning process, students with individual
characteristic conceive achievement as personal
pride and self-actualization (Hong et al., 2001). As
a result, students are accustomed to be high
achiever and teachers supply sufficient resources in
supporting their potential ability. Their learning
process is not merely the process of getting
acceptance from their peers or community. From
this view, reading as one of learning process is
treated as an enjoyable activity for them. Further,
students who perceive reading as a pleasure activity
are associated with better performance in reading
(OECD, 2010).
Past research point out that Korea and
Singapore are more likely categorized as collective
community (Brochner, 1994; Hong et al., 2001).
However as they are developed countries with
advanced development in education, the students
are more likely to be individual learner because
they tend to be active learner with the awareness of
independent learning process.
On the other hand, collective community as
stands in many developing countries has strong
community engagement. Their attitude and
behavior is mostly affected by community norms
such as conform with their group (Bond and Smith,
1996) and less likely to seek differentiation from
others (Heine et al., 1999). Therefore, peers and
community’s perception mostly impact on students’
learning process. Reading as the important factor in
learning process is regarded as the formal activity in
classroom to maintain their relationship with peers
not for pleasure in this group (Coburn, 2001).
In contrast, reading socialization as argued by
Verbood and Van Rees (2003) has shown the
positive effect on reading attitude and behavior that
leads to the increase of reading level ability. In the
case of reading, it is widely socialized that best
students and top performers in school are mostly
associated with his/her strong interest in reading.
Reading as one way to master the subject is the
other perception resulted from reading
socialization. Consequently, reading is regarded as
an ideal activity that is expected for every student.
Reading is positively accepted as a good concept
related to learning process not for enjoyment and
mastering reading skill.
This paper covers subjective norms in term of
individual and collective characteristics of students
in the participating countries. These characteristics
contribute to reading intention and behavior which
ICEAP 2018
further lead to students’ academic achievement in
reading. The role of reading socialization is also
counted for examining students’ perception in
reading.
Perceived Behavioral Control
Perceived behavioral control (PBC) has indirect
and direct effect on behavior. The indirect effect is
that it has motivational consequences for
behavioral through intentions (Madden et al.,
1992). The direct link to behavior assumes the
individual control over performing the behavior. It
is significant when ‘(a) the behavior in question is
likely to have some aspect not under volitional
control and (b) perceptions of control over the
behavior are accurate’ (Madden et al., 1992).
PBC concerns on peoples’ personal judgment
regardless of their ability to perform the behavior.
The perception of the availability of resources and
opportunities for performing the behavior are
assumed to be included in PBC. In the case of
reading, the availability of supported resources that
assist people to engage in reading (such as book
supply, Broeder and Stokmans, 2013) is likely to be
one of PBC factors. In this paper, socio-economic
status (SES), home educational resources, cultural
possession and home possession are involved in
PBC factors. Further, the parental education is also
considered as PBC factor due to its direct impact on
pupils’ reading intention and behavior.
Based on TPB assumptions, this paper assumes
that SES, home educational resources, cultural
possession and home possession have indirect
relation to reading behavior. They directly link to
reading intention which further has linkage to
reading behavior. It is caused by the need for
students’ active participation in optimizing these
factors to change their reading behavior. However,
these factors are likely to encourage reading
intention.
Parental education is assumed has direct
relation to reading behavior. Well-educated parents
are likely to be more active in driving their children
to read. These parents also act as role model for
their children due to their reading activities such as
read newspaper or read online news. Therefore, the
assumption in this direct relation is the higher the
parental education, the more likely their children
keen on reading activities which leads to good
reading behavior.
METHOD
This paper adopts PISA 2009 published data
gained from PISA official website. Data for six
PISA 2009 participating countries are overviewed
in this paper. They are Australia, Korea, Singapore,
Malaysia, Indonesia and Thailand. The first 3
countries achieved scores higher than OECD
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

average in PISA 2009 reading test. The other states, 1. Spend reading for enjoyment
Malaysia, Indonesia and Thailand, had reading
score below the OECD average. In this study,
Malaysia did PISA 2009+ means it established
PISA in 2010 due to the inability to hold PISA in
2009 as other participating countries did.
Students’ responses to questionnaire are the
central analysis of this paper. The responses in
reading attitude are shown in graphs in order to
illustrate and compare their performance. Further,
the correlations of each related-factor in reading are
statistically analyzed for capturing the relationship
of students’ attitude and achievement in reading.

RESULT

To get an idea of reading attitudes in sample

countries, the results of present research broke
down into two main parts, reading attitudes in
South East Asian Countries and the relationship of
reading attitudes and reading performance.
Reading Performance in PISA 2009
The following graph shows reading performance
in PISA 2009 for sampled countries. It can be seen
that the first three countries (Australia, Korea and
Singapore) had score higher than OECD average
(more than 500) while the others are low
performers that scored below than 500.
2.
Figure 3 Spend Reading for Enjoyment
The graph shows students’ responses about
spend reading for enjoyment. It is clearly seen from
the graph that high achievers (Australian, Korean
and Singaporean students) spend less time to read
for their leisure time. In contrast, low performer
students seem to spend more time in reading for
enjoyment that can be inferred from the second
criteria, reading for enjoyment for 30 minutes or
less a day.
Opinion about reading
The following figure illustrates students’ opinion
about reading. As shown in the first graph, more
than 50 % of Malaysian, Indonesian and Thai
students make reading as their favorite hobby. In
contrast, students from other three countries have
less interest in reading as less than 50 % of them
agreed that reading is their favorite hobby. The next
chart shows different trend, the top performer
students are more agreed in the statement that
reading is a waste of time while the percentage of
low achiever pupils who agreed with this statement
are slightly lower than their counterpart.

PISA 2009 Reading Score

Figure 2 PISA 2009 Reading Score

*Malaysia did PISA 2009+
Source: PISA 2009 Official Website

Reading Attitudes in South East Asian Countries

Results in this section are based on students’
responses to PISA 2009 questionnaire. As shown in
the next figures, the graphs illustrate reading
attitudes of each country.

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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

Figure 4 Opinion about Reading

#
The statement is negatively worded. Negative responses
are expected.
*Malaysia did PISA 2009+
Figure 5 Purpose of Reading
#
3. Purpose of Reading The statement is negatively worded. Negative responses
The first bar chart infers that high achievers are expected.
*Malaysia did PISA 2009+
students from Australia, Korea and Singapore do
Source: PISA 2009 Official Website
reading because they have to with almost 50 % of
these students agreed with the statement that I read
4. Opinion about Books
if I have to. The other graph shows various
Several questions related to books are asked in
opinions about reading as an activity to only get
the PISA 2009 questionnaire. It is mostly known
information that needed with the most students
that reading is closely associated with books.
agreed of this statement is more than 50 %
Therefore, the following figures illustrate responses
Malaysian students. The lowest percentage is
related to students’ opinion about books. It is
Korean pupils with around 30 % who agreed with
clearly seen that in figure 6, low performer students
this statement.
from Malaysia, Indonesia and Thailand have more
positive attitudes towards books as they dominate
higher percentage in every graphs.

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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
Figure 6 Opinions about Books – Positive Attitudes
Figure 7 Opinions about Books – Positive Attitudes
(cont.)
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*Malaysia did PISA 2009+
Source: PISA 2009 Official Website
Instead of using positive statement, the
questionnaire also provides negatively worded
questions as shown in figure 7. It can be seen that
students in South East Asian countries (except
Singaporean students) are more agreed to the
statements than Australian, Korean and
Singaporean pupils.
Figure 8 Opinions about Books – Negative Attitudes
5. I enjoy going to a bookstore or a library
Other activity that closely related to reading is
going to a bookstore or a library. Students’
responses about this are collected in order to
capture their reading attitudes. The following figure
highlights the enjoyment of going to bookstore or
library. Students with lower performance in reading
in PISA 2009 (Malaysian, Indonesian and Thai
students) are more enjoy in going to bookstore or
library than the high achievers with the portion of
more than 50 % of sampled students agreed with
this statement.
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

2. Correlations of Reading Ability and Enjoyment

Time and Joy/Like Reading

Plausible value in
reading
Reading Enjoyment .163**
Time
.277**
Joy/Like Reading
Figure 11 Correlations of Reading Ability and
Enjoyment Time and Joy/Like Reading
**. Correlation is significant at the 0.01 level (2-tailed).
Source: PISA 2009 Official Website

From the table, there are weak correlations

between reading achievement and reading
enjoyment time and joy/like reading (correlation
Figure 9 Enjoy Going to A Bookstore or Library coefficient less than .30). It means that both reading
*Malaysia did PISA 2009+ for enjoyment time and joy/like of reading have
Source: PISA 2009 Official Website little contribution to students’ reading performance.
The Relationship of Reading Attitudes and 3. Correlations between Reading Attitudes and
Reading Performance Reading Performance
TPB postulates the importance of other related
factors in reading attitudes in affecting reading Plausible value in
behavior. Thus, the relationship of these factors is reading
calculated for further analysis in understanding Read Attitude – Only if I -.219**
students’ reading attitudes that leads to their have to#
academic achievement in reading.
Read Attitude - Favorite .122**
hobbies
1. Correlations of Reading Ability and Gender
and SES .134**
Read Attitude - Talk about
books
Plausible value in reading
-.270**
-.158** Read Attitude - Hard to
Sex finish#
Index of economic, .501** .117**
social and cultural Read Attitude - Happy as
status (SES) present
Figure 10 Correlations of Reading Ability and Gender
and SES Read Attitude - Waste of -.243**
**. Correlation is significant at the 0.01 level (2-tailed). time#
Source: PISA 2009 Official Website .152**
Read Attitude - Enjoy
library
In relation to gender and SES, gender negatively
correlates with reading performance means that Read Attitude - Need -.305**
female students are likely to get higher score in information#
reading than male students. However, the Read Attitude - Cannot sit -.347**
correlation is low and weak (< .30). Further, SES as still#
most common factor related to academic
Read Attitude - Express .105**
achievement has relatively strong correlation with
opinions
reading performance with correlation coefficient
more than .50. It shows that SES is likely to be the .040**
Read Attitude - Exchange
most contributive factor in reading achievement.

Figure 12 Correlations of Reading Attitudes and Reading

Performance
**. Correlation is significant at the 0.01 level (2-tailed).
#
The statement is negatively worded. Negative
responses are expected.
Source: PISA 2009 Official Website

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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
It can be inferred from the table that most of
reading attitude variables have weak correlation
with reading performance (correlation coefficient
below than .30). There are merely reading attitude-
need information (.305) and reading attitude-cannot
sit still (.347) that have correlation slightly above
.30. It underlines that these variables contribute to
reading performance than other variables. The
correlation is in opposite direction due to its
negative value. As a result, if these negative
attitudes decrease, reading performance improves
and vice versa. In general, the negative attitudes
have correlation relatively higher than positive
attitudes as shown in the table.
4. Correlations of Reading Ability and Household
Possessions and Wealth
Plausible value in
reading
Home educational resources .363**
Cultural Possessions .151**
Home Possessions .422**
Wealth .308**
Figure 13 Correlations of Reading Ability and
Household Possessions and Wealth
**. Correlation is significant at the 0.01 level (2-tailed).
Source: PISA 2009 Official Website
In association with students’ means of support,
figure 12 highlights the correlations of reading
ability and household possessions and wealth.
From the table, it can be seen that cultural
possession has weak correlation with reading
ability. The other variables have moderately strong
correlation with reading ability (with correlation
more than .30). The most correlated variable is
home possession (.422) which is defined as reading
supported tools in home such as study room,
computer, internet, educational software, classic
literature, textbooks and dictionary (PISA 2009
questionnaire, OECD, 2013).
5. Correlations of Reading Ability and Parental
Education
Plausible value in
reading
Educational level of father .427**
(ISCED)
Educational level of mother .424**
(ISCED)
Highest educational level of .438**
parents
Figure 14 Correlations of Reading Ability and Parental
Education
**. Correlation is significant at the 0.01 level (2-tailed).
Source: PISA 2009 Official Website
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The other factor that assumed to be related to
students’ achievement in reading is parental
education as shown in the table above. Parental
education, both father and mother or students’
guardian, are measured to gain its correlation with
students’ reading performance. The correlation of
these variables are moderately strong (.427 and .424
respectively). The other variable that included in
this factor is the highest educational level of parents
that shows the strongest correlation to reading
performance than other variables (.438).
DISCUSSION
The results of present research suggest that TPB
provides a useful framework for examining reading
attitudes in South East Asian countries. Three main
factors in TPB are defined in this section to find out
its contribution on reading behavior that is assumed
affect students’ reading achievement in PISA 2009.
Reading Attitude
In general, as shown in the results, low
performer students (Malaysian, Indonesian and
Thai students) show positive reading attitudes. As
offered by TPB, the positive attitudes can
encourage reading intentions that further change
the behavior. Thus, the positive reading behavior
can enhance students’ reading performance
(Martinez et al., 2008). In contrast, their
performances in reading are underperforming
which is contradictive with past research concern
on the importance of positive attitudes in enhancing
students’ performance in reading (Walberg and
Tsai, 1985; Rowe, 1991).
Therefore, it can be inferred that some factors
make contributions in reading performance. From
the results, the amount of time allocated for reading
enjoyment is less likely to contribute on reading
achievement because top performer students seem
less interested in this activity. It is contrary with the
research by experts (Senechal, 2006; Hughes-Hassel
and Rodge, 2007) which suggests that leisure
reading has close relation to reading achievement.
It should be noted that the results are mainly gained
from PISA 2009 reading study that the
questionnaire was given after student finished the
reading test. Students may think that reading for
enjoyment is an activity of reading textbook or
subject-related book although the idea of this
question is to ask students whether it is related or
not to their general reading activity not only for
school subject reading materials.
The other results show interesting points.
Students’ opinions about reading are likely to be
positive. More than 50 % of South East Asian
students (including Singaporean students) agreed
that reading is a favorite hobby. Their counterparts
(Australian and Korean pupils) are less likely to
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
agree with this statement with the percentages only
35 % and 39 % respectively. The intensive reading
socialization in South East Asian countries
contribute on describing this attitude (Kraaykamp,
2003; Kloosterman et al., 2010). Due to the positive
image and perception of reading, students intend to
be the ideal student who is illustrated with his/her
depth interested in reading such as make it as
favorite hobby. However, Australian and Korean
students are less interested in making reading as
their hobby. Although they achieve higher score in
reading, they are not merely to be more engaged in
reading activity because there are many activities
attract their interest such as sport and music. The
awareness of self-concept including the preference
of hobby or leisure activity is more visible for this
group because their attitudes are not much affected
by their peers or community.
This trend is similar with other statement about
reading is a waste of time. The proportion of
students who agreed with this question is low (the
percentage of all of students from all countries are
scored far below 50 %). From this result, reading is
appreciated as the important process of getting
knowledge so that they disagree with this
statement. Further, learning process has to include
reading and writing in order to gain specific
knowledge and understand teacher’s explanation.
Students acknowledge that learning process has to
be supported by reading activity such as reading to
assist them in doing assignment or project.
Students’ responses of the purpose of reading as
shown on the graphs infer that higher achievers
have a tendency to read if they have to. It implies
that reading is treated as a learning activity as
teachers instruct them to read as part of learning
process. However, there are no significant
differences in students’ perception about reading to
get information in all sampled country. It is the
expected responses because the main purpose of
reading is to get information especially for students
who have to be update with recent information to
support their learning activity.
In learning activity, attitudes towards books
reflect the interest and engagement in reading.
From the results, it is clearly seen that low
performers are more positive in their attitudes
towards reading. They seem to be more interested
in reading book although their reading achievement
is lower than their counterparts who achieve higher
score with less interest in reading. As proposed by
Kraaykamp (2003) reading socialization creates
intended and expected attitudes about reading that
is believed by students as a beneficial activity in
learning process. Therefore, the positive attitudes
towards reading can be created by well reading
socialization that produce students’ beliefs about
reading.
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Related to reading materials issue, in developing
countries, students’ accessibility to qualified books
is limited due to the budget constraint. The
governments are struggling with the provision of
sufficient school infrastructure and teachers. Thus,
the provision of qualified books and libraries are
not the priority of educational development
(Lockheed and Hanushek, 1988). This situation
implies that students’ responses towards books
should be less positive because of the lack of book
supply. However, the attitudes show good sign.
Students in South East Asian countries (except
Singaporean students) have high interest in reading
book although the book supply is limited. It can be
caused by the need of reading book for assisting
their school life.
In line with attitudes towards books, the
response about library shows similar trend. Low
achievers response more positively about library.
More than 70 % of sampled students in South East
Asian countries (including Singapore) enjoy going
to a bookstore or library. However, as the number
of qualified library is limited in these countries
(Malaysia, Indonesia and Thailand) (OECD, 2010),
the result is contradictive with this figure. It simply
implies that students enjoy their library or
bookstore visit although the facilities are
insufficient. The other indication is that library or
bookstore offers the assistance for students’ learning
process for instance helping in doing literature
review for their assignment or project. In this case,
visiting library or bookstore gives benefits which are
interpreted as an enjoyable activity for them.
Subjective Norms
This paper covers subjective norms in term of
individual and collective characteristics of students
in the participating countries. These characteristics
contribute to reading intention and behavior which
further lead to students’ academic achievement in
reading.
As developed countries have higher reading
score, the perceived norms in education and
learning process are considered to be reviewed
because it contributes to their achievement. It is
acknowledged that formal learning process as in the
school offer students a range of knowledge that is
useful for students’ future life. Besides schools,
experts point out that society norms affect students’
intention and behavior in their academic life
(Gonzales et al., 1996; Chen et al., 1997).
This study emphasizes the subjective norms in
reading activity that are assumed affect students’
behavior which lead to their achievement in
reading. As previously stated, students from
Australia, Korea and Singapore as developed
countries are typically more individualistic than
students in developing countries regardless their
cultural identity (Asian or Non-Asian students).
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
First world countries, Australia, Korea and
Singapore, are more concern on better and qualified
education due to their need of preparing and
empowering students for national development
and global demand for qualified human resources.
Economic constraints are no more problems in
developing their human resources. In this society,
students have more supported learning materials for
improving their skills. However, as they have wider
opportunity in developing their potentials,
competition is a part of their learning process.
According to Johnson and Johnson (1979),
competitiveness leads to individualistic behavior
because it enforces students to achieve personal
achievement against others. Therefore, their
performances are mostly affected by their self-
perception not merely by their peers and society
norms.
On the other side, it is widely known that
students in developing countries are more engaged
with their society. They live in the collective
community that have perceived and respected
norms which shape their behavior. In this society,
peers and community mostly affect students’
behavior in the learning process (Ryan, 2001;
Hanushek et al., 2003).
Related to reading behavior, Australian, Korean
and Singaporean students categorize as more
individualistic students. Their attitudes towards
learning process are shaped by their self-concept
about academic achievement. They attempt to learn
more in order to compete with others. Therefore,
learning process is treated as personal achievement
(Johnson, 1981). The other students’ attitudes
mostly affect by their peers and community and
their performances should be in respect to peers’
perception and social norms (Wentzel and
Caldwell, 1997).
As the higher achiever seems to be more
individualistic, it highlights the key point in the
subjective norms which characterize their social
behavior towards reading. Although their attitudes
towards reading are less positive than their
counterparts, they achieve better in reading
performance due to their competitive behavior. The
other significant factor is the social norm such as
the reading culture. In this society, reading is the
common activity that can be enjoyed anytime and
anywhere (Baker and Wigfield, 1999).
In contrast, their counterparts’ perception
towards reading is influenced by their peers and
society. In this community, reading is treated as the
higher level of learning as a formal activity in
learning process (Chen, 1997). Their purpose of
reading is to support their learning process such as
do the assignment and finish the project. Moreover,
reading socialization has important role in shaping
their perception towards reading (Verbood and van
Rees, 2003). Good students are typically associated
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with children who like reading. These students
perceive that reading is an ideal activity to maintain
the relationship with peers and society. It implies
that positive attitudes in reading for these students
are created by social norms and reading
socialization. Therefore, reading performance is not
merely as a result of positive attitudes because
social norms and reading socialization also make
contributions on students’ reading achievement
Perceived Behavioral Control
As previously defined, perceived behavior
control contributes both directly and indirectly to
reading behavior. SES, home educational
resources, cultural possession and home possession
are assumed have indirect relation to reading
behavior whereas parental education is assumed
has direct relation to reading behavior.
SES has the strongest correlation with reading
performance (.501) in this study. It is acknowledged
that SES contributes to students’ academic
achievement (White, 1982; Sirin, 2005; Marks,
2006). Results from this study confirm that SES
strongly correlates with students’ performance in
reading. As defined in PISA 2009, SES in this study
is calculated by ‘taking into consideration the
parents’ education and occupations and an array of
household possessions’ (OECD, 2010). It can be
implied that SES captures wider variables in
defining students’ performance so that it has higher
correlation than other factors. Other variables are
calculated for its correlation with students’
performance in reading. These variables show
moderately strong correlation with reading score.
Firstly, the correlations between household
possession (home possessions, cultural possessions
and home educational resources) and wealth with
students’ achievement in reading infer that it
contributes to reading score due to its moderately
strong correlation rate (more than .30), except for
cultural possessions (.151), with the highest
correlation is home possessions (.422).
From the results, it implies that household
possession and wealth have stronger correlation
than reading attitudes in the reading performance.
As illustrated in the results, the highest correlation
for reading attitudes is .347 (Read Attitudes-Cannot
Sit Still) which is not as strong as most variables in
household possessions and wealth.
Home possessions such as computer and
internet access have strongest correlation in this
factor in defining reading achievement. It is widely
acknowledged that these possessions significantly
support learning process as well as reading activity.
For example, students are keener on online reading
than reading the books because it offers a range of
interactive reading activity that attracts their
interest. Further, online reading activity provides
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
update and attractive text that can enhance reading
skill such as developing vocabulary.
Students’ performance in reading also related to
the provision of home educational resources for
instance educational books and software (online
dictionary, online journal and educational software
and games). Although the correlation is lower than
home possessions, it has moderately strong
correlation with the reading score. Experts point
out the relation between educational resources with
students’ achievement because it has positive
impact on the students’ habits in learning process
(Roscigno and Ainsworth-Darnell, 1999; Parcel and
Dufur, 2001). As students are supported by
sufficient educational resources, it assists them in
learning process such as doing the assignment or
finding resources for their school project which
leads to their academic improvement.
Next, wealth as one of the variable in perceived
behavioral control has fairly strong correlation with
the reading performance (.308). Wealth may have
different conception in defining its criteria. As PISA
2009 explained in their report, wealth in this study
based on the students’ responses on whether they
had the following at home: ‘a room of their own, a
link to the Internet, a dishwasher (treated as a
country-specific item), a dvd player, and three other
country-specific items and their responses on the
number of cellular phones, televisions, computers,
cars and the rooms with a bath or shower’ (OECD,
2010). Wealth has been assumed as important
factor in defining students’ performance due to the
provision of sufficient learning tools for learning
process (Orr, 2003). Besides, wealthy family is able
to provide assistances for doing household tasks
which benefit for parents and students because it
helps them in optimizing their time for learning at
home without thinking much about household job.
Cultural possession such as classical literature or
works of art has weak correlation with students’
reading performance (.105). These possessions do
not relate much in supporting students reading
activity because it has no direct relation to students’
learning process as well as reading activity.
Based on results about SES, household
possession and wealth, the low performance of
South East Asian students (except Singapore) is as
a result of the lack of supporting reading materials
that mostly related to those variables. Therefore,
although they have positive reading attitudes, the
higher correlation of these variables to their reading
score are more defining their lower score in PISA
2009 reading test.
Furthermore, parental education is considered
has direct correlation with reading score. The
results point out that the correlations are
moderately strong (more than .40) with the highest
correlation is father educational level. It highlights
father’s role as the head of family who typically
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decides children’s education. Further, it implies that
well-educated parents are more likely to provide
better education for their children (Schmid, 2001;
Desforges, 2003). Parents’ concern on education
offers a range of opportunity and assistance for
children in their learning process. Therefore,
children with supportive and well-educated parents
are likely to get higher academic achievement as
well as in reading performance.
As parents in most sample countries are
responsible for children’s education, their level of
education have strong relation to students’
performance in learning process. Parents with
higher educational level are typically more concern
on their children’s education. Children who gain
better education such as access to qualified teacher,
school and learning materials are likely to have
better performance in academic achievement as
well as in reading performance. From this point,
parental education is assumed has direct link to
reading behavior because it offers a range of
opportunity for children in their reading activity
through the support of better education.
It is widely acknowledged that Australian,
Korean and Singaporean have higher educational
level than Malaysian, Indonesian and Thai. Thus, it
impacts on their children’s educational level due to
their awareness of the importance of education for
future life. It describes the higher academic
achievement of their children as well as their
reading performance in PISA 2009 which closely
related to parental education variable.
The Interrelation of TPB Factors with Reading
Performance
Overall, the interrelation of TPB factors, reading
attitudes, subjective norms and perceived
behavioral control, summarize in the following
figure.
Figure 15. The Interrelation of TPB Factors with
Reading Performance
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
CONCLUSION
Reading attitudes are one of important factors
determining students’ performance in reading. As
PISA 2009 results show, there are positive reading
attitudes in South East Asian countries. However,
these positive attitudes have insignificant impact on
reading achievement as the students have lower
OECD average score in PISA 2009 reading test
(except for Singapore).
TPB postulates that subjective norms and
perceived behavioral control are the other factors
instead of attitudes in defining intention and
behavior. In reading activity, subjective norms such
as whether students growth in individual or
collective society and the intention of reading
socialization contribute to students’ reading
intention and behavior. The next factor, perceived
behavioral control which are SES, home
possessions and wealth are assumed have indirect
contribution on reading behavior because of its role
as supported learning materials in reading activity.
Besides, parental education has direct link to
reading behavior due to the support of well-
educated parents in motivating their children to
achieve more in learning process as well as
supporting reading activity as one of learning
activities.
In summary, reading achievement is not merely
defined by reading attitudes. As proposed by TPB,
subjective norms, in this case social norms and
reading socialization, and perceived behavior
control which are SES, home possessions and
parental education are contributive factors that
have significant impact on reading behavior as well
as reading attitudes. Therefore, the results imply
that although more positive attitudes in reading are
shown in South East Asian countries’ students
(except Singapore), their reading performance are
lower than their counterparts. This phenomena is
well-defined the application of TPB in defining
students’ reading performance in PISA 2009.
Reading attitudes, subjective norms and perceived
behavior control should be examined together in
order to comprehensively define students’ reading
performance.
*****
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

The Relation of Achievement Motivation and Students’ Attitude with the

Result of Science Learning for Grade III SDN Koja Sub-district,
North Jakarta

Tiar Rosdelina Sirait

Prodi Pendidikan Dasar - Universitas Negeri Jakarta
tiarrosdelina@gmail.com

Abstract. The objective of this study was to find out the relation of achievement motivation to the result of
science learning at SDN Koja Sub-district, North Jakarta. This study was also to find out the relation of
achievement motivation and students’ attitude to the result of science learning at SDN Koja Sub-district,
North Jakarta. This study was done using survey method with correlation techniques. Data collection
processed was done with using questionnaire as research instrument. There are two types of variables
presented: independent variables and students’ attitude. The independents are achievement motivation and
students’ attitude. Dependent variable is the results of learning. This study did not use sampling technique
but using the entire population as research objects. Data collection procedure was done with giving
questionnaires to respondents and the main data sources were obtained from the answer of questionnaires
which is also the result of science learning, students’ scores of achievement motivation and students’
attitude of facing science lessons. The results of science learning are from study about object and natural
phenomena which are obtained from thoughts and investigations with experimenting skills using scientific
methods. Researcher obtained the results of science learning based on the 3rd grade students’ science tests
total score made by researcher in the form of multiple choice with suitable learning material in SDN Koja
Sub-district.

Keywords. Achievement motivation and science attitude, result of learning

INTRODUCTION The purpose of science education in elementary

“Learning is the process by which an activity originates or
changed through training procedure (whether in the
laboratory or in the natural environment) as distinguished
from changes by factors not attributable to
training.”(Hillard, Wina Sanjaya, Strategi Pembelajaran
Berorientasi Standar Proses Pendidikan, (Jakarta:
Prenada Media Group, 2008).
In Law Number 20 of 2003 concerning the
national education system, it is stated that
education aims to develop the potential of students
to become human beings who believe and obey
God Almighty, have noble character, healthy,
knowledgeable, capable, creative, independent, and
become citizens A democratic and responsible
country. In another section it was also stated that
education was held by developing a culture of
reading, writing and counting for all citizens.
Understanding the two statements in the Act will
have implications for the necessity to give more
serious attention to the implementation of
education in every educational institution,
including elementary schools as one of the
institutions of moral education.
schools based on the Education Unit Level
Curriculum (KTSP) or 2006 Curriculum is so that
students are capable of having the following
abilities: 1. Obtain confidence in the greatness of
God Almighty based on the existence, beauty, and
orderliness of His creation. 2. Develop knowledge
and understanding of science concepts that are
useful and applicable in everyday life. 3. Develop
curiosity, positive attitude, and awareness about the
existence of interrelating relationships between
science, environment, technology and society. 4.
Develop process skills to investigate the
environment, solve problems and make decisions 5.
Increase awareness to participate in maintaining,
preserving and preserving the natural environment.
6. Increase awareness to respect nature and all its
order as one of God's creations. 7. Obtain
knowledge, concepts and skills in science as a basis
for continuing education to SMP / MTs.
Science is a branch of knowledge that originates
from natural phenomena. NATURAL SCIENCE is
defined as a set of knowledge about objects and
natural phenomena that are obtained from the
results of the thoughts and investigations of

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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
scientists carried out by experimenting skills using
scientific methods
Science learning in elementary schools can train
and provide opportunities for students to develop
process skills and can train students to be able to
think and act rationally and critically about
scientific issues that exist in their environment.
(Wasih Djojosoediro, Science Development
Module SD SD, 2010. h 17)
A quality learning process is the lifeblood of
education, highly expected by all levels of
education including a 9-year learning program for
elementary school and junior high school level
students. Quality learning is an absolute thing if the
national education goals stated in Law Number 20
of 2003 can be achieved. The national education
functions to develop capabilities and form a
dignified national character and civilization in
order to educate the life of the nation.
Learning is a harmonious blend of teaching
activities carried out by teachers and learning
activities carried out by students. In these learning
activities there are interactions between students
and students, interactions between teachers and
students, as well as interactions between students
and learning resources. It is expected that with
these interactions, students can actively build
knowledge, learning takes place interactively,
inspiring, fun, challenging, and can motivate
students to achieve the expected competencies. But
the learning process carried out in class only
focuses on the lecture method in front of the class
without regard to the potential characteristics of the
students.
Efforts to improve the quality of education in
Indonesia have been carried out. This can be seen
from the various kinds of improvements that have
been made, both in terms of facilities,
infrastructure, curriculum, education staff, funding
and in other aspects. But the quality of education
has not been achieved optimally. The quality of
education is closely related to learning
achievement.
In the process of teaching science, all efforts
made by the teacher in carrying out teaching
activities are a series of processes that determine the
achievement of teaching outcomes. However, the
teaching carried out at this time did not pay
attention to student achievement motivation. While
student learning outcomes are influenced by
various factors including achievement motivation
and student attitudes. (Sr. Yustiana Wiwiek Iswanti
CB, "The Effect of Achievement Motivation and
the Role of Parents in Tarakanita I High School
Student Achievement", 2001, p. 2)
Based on the results of the research conducted,
there is a positive relationship between achievement
motivation and learning outcomes, a positive
relationship between students 'NATURAL
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SCIENCE attitudes with learning outcomes, and a
positive relationship between students' achievement
motivation and NATURAL SCIENCE attitudes
together with science learning outcomes in Koja
Sub-district Elementary School, North Jakarta.
THE STUDY OF THEORY
1. Natural Science Learning Outcomes
In the essence, NATURAL SCIENCE is a
science of natural phenomena that is expressed
in the form of facts, concepts, principles, and
laws that are validated and through a series of
activities in the scientific method.
NATURAL SCIENCE has characteristics
such as scientific value, a collection of
knowledge arranged systematically, theoretical
knowledge obtained or arranged in a particular
or special ways; observing, inferring, compiling
theory, experimentation, a series of concepts
which are interrelated with the chart concepts
that have developed as an experimental result
and observation and the elements - products,
processes, applications and attitudes.
NATURAL SCIENCE Learning Method Flow
in Elementary School is an introduction to
activities, main activities, and closing activities.
According to Bloom, who was revised Anderson
stated that learning outcomes were divided into
three regions, namely cognitive, affective and
psychomotor. Larin (W. Anderson & David R.
Krathwohl. 2010
2. Student Achievement Motivation
Humans essentially have the ability to
achieve above r abilities of others, this was
stated by David McClelland. He mentioned the
existence of a need for achievement abbreviated
as n-Ach and the motive for achievement in
individuals (Fatchurrochman, 2012).
Motivation for achievement is the desire to do
the best without being much influenced by pride
and social influence, but for personal
satisfaction. While n-Ach is an encouragement to
achieve brilliant success, the best results
according to the best standards. According to
McClelland, someone is considered to have
achievement motivation if he has the desire to
do something better than others. In line with
this, the achievement motive is the hope of
gaining satisfaction in mastering behavior
(Hamalik, Ngatiqoh et al 2012).
Learning motivation is the tendency of
students to carry out learning activities that are
driven by the desire to achieve the best
achievement or learning outcomes. Then in
Novemie et al, Djaali stated that achievement
motivation is one of the factors that determine
success in learning. Achievement motivation is
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
an encouragement that is already present in
students to get better achievements than before
(Mardyastuti et al 2016)
3. Students' Attitudes Towards Natural Science
Natural Science learning is carried out in
scientific inquiry to foster the ability to think,
work and be scientific and communicate it as an
important aspect of life skills.
The attitude or in English is called attitude is
a way of reacting to one stimulus. A tendency to
react in a certain way to something stimulant or
situation at hand (M. Ngalim Purwanto, 2012)
"An attitude is an idea charged with emotion
which predisposes a class of actions to a
particular class of social situations" (Triandis,
1971)
Attitudes contain three components, namely
the components of cognitive, affective and
behavioral components (Mochibbin Syah, 2008)
RESEARCH METHODOLOGY
This research was conducted using survey
methods with correlational techniques where the
process of data collection was done by using a
questionnaire as the research instrument. The
variables studied were of two kinds, namely:
independent variables and student attitudes. The
independent variable is in the form of achievement
motivation and student attitudes, while the
dependent variable is the learning outcomes.
The subjects of this study were the third grade
students of the State Elementary School located in
Koja Sub-district, North Jakarta with the following
details: SDN Tugu Utara 13 Pagi North Jakarta, 56
students, Tugu Utara Elementary School 14 Pagi 32
students, Tugu Utara SDN 08 Petang 34 students,
and Rawa Badak Selatan Elementary School 11
Pagi 68 students.
Therefore, the total population in this study is
190 students. The sample is part of the number and
characteristics of the population. The number of
samples represents the population both in
characteristics and in number. (Nana Syaodih
2010)
RESEARCH RESULTS AND DISCUSSION
This study used the Student Learning Outcomes
variable as the dependent variable which is related
to two independent variables namely the
Achievement Motivation variable and the Student
Attitude variable. Meanwhile there are still many
other variables or other factors related to Student
Learning Outcomes. Factors that can reveal the
increase and decrease in learning outcomes are very
complex and cannot be fully revealed in this study.
So that the next researchers are expected to be able
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to uncover Student Learning Outcomes based on
variable development, sample development and
object development research that can influence it
has not been studied in this study.
Then the development of the preparation of the
questions that become the instruments in this study
which represent the three research variables of the
sense researchers have not represented all aspects
related to the three variables present in this study,
although the instruments that have been made
already meet the developed research principles
based on dimensions and indicators of research that
have gone through theoretical studies in a special
chapter for the study of theory. Furthermore, it is
related to the distribution of questionnaires and
students when the researcher gives and distributes
questionnaires to a number of respondents time, the
seriousness and openness of students in answering
the questionnaire given, this is because the
statements are related to students themselves. The
next limitation in this study is that the scope of the
territory is limited to only the third grade students
of SDN Koja Sub-district, North Jakarta and only
three primary schools in Koja Sub-district.
Based on the theory, Student Learning
Outcomes is defined as the ability to absorb the
meaning and material to be learned. In this stage
students are able to receive, absorb, and understand
the lessons given by the teacher or the extent to
which students can understand and understand
what they read, seen, experienced or felt.
NATURAL SCIENCE learning outcomes
themselves are the results of learning about objects
and natural phenomena that are obtained from the
results of thoughts and investigations carried out
with experimental skills using the scientific method.
Whereas Achievement Motivation achievement
motivation is an effort to achieve the best results by
being guided by a certain standard of excellence
(standard of excellence)
After doing motivational learning that links
motivation, attitudes and student learning
outcomes can be seen that there are improvements
that arise in increasing student learning outcomes.
The results of the evaluation of the validation by
material experts can be seen in the table below.
Table 4.1. Description of Statistics Variables of Student
Learning Outcomes
Description of Learning Outcomes
Statistics
Mean 70.77
Standard Error .861
Median 71
Mode 71
Standard Deviation 11.869
Sample Variance 140.893
Range 60
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

Minimum 40 Motivation Variables Achievement as a whole

Maximum 100 can be seen by using interpretation guidelines refer
Sum 13448 to seven intervals arranged based on the lowest
Count 190 statement score to the highest statement score. The
Source: Results of primary data processed with SPSS lowest statement score in this research variable
based on the respondent's answer is 55 and the
Variables of Student Learning Outcomes as a highest is 150. The results show the average value
whole can be seen using interpretation guidelines of the Achievement Motivation variable of 110.18
by referring to nine intervals arranged based on the = 110. This result is based on the interpretation
lowest statement score to the highest statement interval, Achievement Motivation is perceived by
score. The lowest statement score in this research the respondent to be in the good category because
variable based on the respondent's answer is 40 and of the value the average is at interval 97-110.
the highest is 100. The results of the study show the
average value of the Student Learning Outcome Table 4.4 Frequency distribution of Achievement
70.77 = 70. These results are guided by the Motivation Variables.
interpretation interval, Student Learning Outcomes Interval
Frequen Cumulati Freq.
are perceived as good because of the value the cy ve Relative
average is in interval 68-74 55 – 68 54.5 7 3.7%
69 – 82 68.5 18 9.5%
83 – 96 82.5 20 10.5%
11
97 – 96.5 48 25.3%
0
12
111 – 110.5 41 21.6%
4
13
125 – 124.5 41 21.6%
8
15
139 – 138.5 15 7.9%
2
TOTAL 190 100%
Source: Results of primary data processed with SPSS

Thus, in descriptive statistical analysis, it can

Thus the statistical descriptive analysis can be be concluded that the average value of
concluded that the average value of Student Achievement Motivation is categorized as
Learning Outcomes is categorized as being. medium. Achievement Motivation Variables
Variables of Learning Outcomes Class III students Grade III students at SDN Koja Subdistrict, North
of SDN Koja Subdistrict, North Jakarta are Jakarta are influenced by many other factors, both
influenced by many other factors, both from within from within and from outside.
and from outside.
Table 4.5 Description of Variable Statistics
Table 4.3 Description of Statistics Variable Student Attitudes
Motivation Achievement Description of Student Attitude Statistics
Description of Achievement Motivation
Statistics Mean 120.46
Mean 110.18 Standard Error 1.073
Standard Error 1.566 Median 123
Median 111 Mode 127
Mode Standard Deviation 14.802
110
Standard Deviation Sample Variance 219.107
21.588
Sample Variance Range 87
466.049
Minimum 62
Range 95
Maximum 149
Minimum 55
Sum 22888
Maximum 150
Count 190
Sum 20936
Source: Results of primary data processed with SPSS
Count 190
Source: Results of primary data processed with SPSS

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The variable attitude of students as a whole
can be seen using interpretation guidelines with
reference to seven intervals arranged based on the
lowest statement score to the highest statement
score. The lowest statement score in this research
variable based on the respondent's answer is 62 and
the highest is 149. The results of the study show the
average value of the Student Attitude variable is
120.46 = 120. This result is based on the
interpretation interval. Students’ attitude is
considered as good because the average value is at
interval 110 - 121.
Based on the description above with the
existence of high Achievement Motivation and the
existence of positive Student Attitudes, students
will have an interest in learning and are more
motivated to get better grades. Can be summed up
together variables Motivation Achievement and
work authority can affect NATURAL SCIENCE
Learning Outcomes of Grade III SDN Koja Sub-
district North Jakarta.
CONCLUSION
Based on the stages of research and
development, the conclusions in this study are as
follows:
1. There is a positive direct relationship
between Achievement Motivation on
NATURAL SCIENCE Learning
Outcomes of Grade III students at SDN
Koja Sub-District, North Jakarta.
2. There is a positive direct relationship
between Students' Attitudes toward
NATURAL SCIENCE Learning
Outcomes of Grade III students at SDN
Koja Sub-District, North Jakarta.
3. There is a positive direct relationship
between Student Achievement and
Attitude Motivation together with
NATURAL SCIENCE Learning
Outcomes of Grade III students at SDN
Koja Sub-district, North Jakarta.
*****
REFERENCES
Sridarsini et al, “Penerapan Metode Penugasan Dengan
Teknik Kerja Kelompok Untuk Meningkatkan
Aktivitas Dan Hasil Belajar NATURAL
SCIENCE Siswa Kelas V”, Jurnal Mimbar
PGSD Universitas Pendidikan Ganesha
Jurusan PGSD (Vol: 2 No: 1 Tahun 2014)
ICEAP 2018
Wasih Djojosoediro, Modul Pengembangan
Pembelajaran NATURAL SCIENCE SD, 2010.
Sr. Yustiana Wiwiek Iswanti CB, “Pengaruh
Motivasi Berprestasi Dan Peran Orangtua
Dengan Prestasi Belajar Siswa Smu Tarakanita
I”, 2001,
Uno, Hamzah B.. Teori Motivasi dan Pengukurannya.
Jakarta: Bumi Aksara. 2002.
Hamalik, Oemar. Perencanaan Pengajaran
Berdasarkan Pendekatan Sistem. Jakarta: Bumi
Aksara. 2005.
Suciati, dkk. Belajar dan Pembelajaran 2. Jakarta:
Universitas Terbuka. 2002.
Muhibbin Syah. Psykologi Pendidikan dengan
Pendekatan Baru. Bandung : Remaja
Rosdakarya, 2008
Djaali. Psikologi Pendidikan. Jakarta: Bumi Aksara,
2013,
E Mulyasa. Kurikulum Tingkat Satuan Pendidikan
(KTSP). (Bandung : PT Remaja
Rosdakarya.2010).
Eveline Siregar dan Hartini Nara, Teori belajar dan
Pembelajaran, (Bogor : Ghalia Indonesia,
2011),
Hamzah B. Uno dan Nurdin Mohamad, Belajar
dengan Pendekatan PAIKEM, (Jakarta: Bumi
Aksara, 2011),
Wina Sanjaya, Strategi Pembelajaran Berorientasi
Standar Proses Pendidikan, (Jakarta: Prenada
Media Group, 2008),
Conny R Semrawan, Belajar dan Pembelajaran
Prasekolah dan Sekolah Dasar (Jakarta Indeks,
2008),
Ahmad Susanto, Teori Belajar dan Pembelajaran di
Sekolah Dasar (Jakarta: Fajar Interpratama
Mandiri, 2014)
Larin W. Anderson & David R. Krathwohl.
Kerangka Landasan untuk Pembelajaran,
Pengajaran, dan Assesmen. (Yogyakarta,
Pustaka Pelajar. 2010)
M. Ngalim Purwanto, Prinsip-prinsip dan Teknik
Evaluasi Pengajaran, (Bandung: PT. Remaja
Rosdakarya, 2009
Larin W. Anderson & David R. Krathwohl.
Kerangka Landasan untuk Pembelajaran,
Pengajaran, dan Assesmen. (Yogyakarta:
Pustaka Pelajar. 2010)
Omar Hamalik, Dasar-Dasar Pengembangan
Kurikulum (Bandung: Remaja Rosdakarya,
2008) Agus Suprijono, Cooperative Learning,
Teori dan Aplikasi Paikem (Yogyakarta:
Pustaka Pelajar,201
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

Junior High School Students’ Autonomy in Computer Assissted

Language Learning (CALL)

Sri Prihartini Yulia

Yogyakarta State University
Yuliasp.2017@student.uny.ac.id

Abstract. Junior high school students in their development ages can be encouraged to become
autonomous. This study was aimed to reveal the benefit of using technology to promote autonomy. It was
a qualitative phenomenology research, which tried to get the understanding and describe junior high
students’ phenomena of autonomy based on participants’ experiences when learning using CALL. The
participants were junior high School students of SMP Negeri 3 Sleman chosen because of their performance
and competence when learning using CALL based on the observation and field note. The interviews were
conducted three times. The first was the initial interview to consider whether participants can be rich
source of data. After that the participants’ activities when learning using CALL were observed. At the same
time it was done for checking documents such as their product of learning. The in depth interview was
conducted to get the understanding about their experiences of learning using CALL. The last was the re-
interview to get additional data. Two themes occurred as the result of the analysis. The first was choice
effect and knowing the ability. They belong to metacognitive awareness. Learning using CALL made them
able to get solution of their problem. Learning a language using CALL makes Junior High School students
become autonomous. Being autonomous they do not only learn the language but also solve problem and
improve their learning.

Keywords: autonomy, CALL, language learning, junior high school students

INTRODUCTION laboratory was installed with a software program

Computer Assisted Language Learning (CALL),
which provides learning interactively, the recent
advances of computer technology support the
development and the implementation of new and
innovative teaching strategies. The introduction of
CALL to the language classroom offers some
learning ingredients useful and needed to condition
students make independent decision upon language
use. Activities offered in CALL cover varieties of
vocabulary and grammar learning either used as
individual or small group work. There are varieties
of strategies that students can use in doing the
exercises to suit their wants. Students engaged in
the learning activities are directly involved actively
in real communication either with the computer, or
with his/her peers and the computer. This mode of
learning promotes positive affective conditions for
learning and minimizes threatening conditions in
learning.
In Yogyakarta the use of CALL in Junior High
School begins to widespread. With a subject
namely Information Communication and
Technology (ICT) almost every school is equipped
with computers. SMP Negeri 3 Sleman is one of the
schools, which have not only computer laboratories
but also language laboratories. The first language
called Tell Me More so it is possible to give
students chance to learn English using CALL.
Students seem fully engage with the learning
materials and activities provided. With 20
computers available in this laboratory, they work in
pairs and need less guidance from teachers.
The current curriculum states that it should be
learner centered learning; however, it is still difficult
for teachers to conduct such learning activities and
design adequate learning materials. It is very
important to improve the learning activities offered
to students. It is valuable for teachers to develop
self-directed learning and specific task types that
students need to enhance the development of their
communicative competence. In classroom practice,
teachers rarely employ specific task types to
develop self-directed learning appropriately so that
students do not get the chances to produce the piece
of texts of their own. Consequently students are not
well prepared to use the language in real life
contexts. This condition is affected by teachers’
competence in using proper teaching methodology.
As a source of material, CALL provides various
learning activities. Students are exposed to the
knowledge of the language, which is introduced in
the Building Knowledge of Text (BKOF) (Feez &
Helen Joyce, 2002:28). That knowledge is really

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useful for students to understand and produce a text
type recommended by the current curriculum such
as: descriptive, narrative, recount, procedure, and
report. CALL also provides unlimited sources of
those texts which students need in Modeling of
Text (MOT) stage. In Independence Construction
of Text (ICOT) students are able to produce texts
and display them in CALL in which can be
explored. Students’ independence in having self
directed learning has a great advantage in
promoting their autonomy. In this way learning
will be very valuable to enhance development of
their communicative competence. At the same time
they get the experiences to become autonomous in
learning, which is developed through having their
own preferences. However, the implementation of
CALL in Junior High School has not been
observed systematically. This study was done in
order to reveal the phenomena so that more and
more teachers are aware of the use of it. By doing
so a lot of student will be facilitated to develop their
autonomy.
Concerning to that phenomenon also some
theories underlie this phenomenon, it is necessary
to reveal how students’ autonomy occurred. As a
backyard research, another thing to consider was
that it was not allowed to interrupt the data, but just
interpret them and let the data occurred and
considered the theories underlie this phenomena to
make the interpretation. The research question is
formulated as: How is Junior High School Students’
autonomy in CALL? The aim of this research is to get
the understanding and describe how autonomy to
junior High School students when learning using
CALL is. This research is beneficial theoretically in
describing learner’s autonomy in CALL.
Empirically it is beneficial for the following parties:
the students, teacher, and CALL designers.
Table 1. Construct Mapping of Junior High School Student’ Autonomy in CALL
Con Conce Con Const Conc Const Con
struc pt 1 cept ruct 2 ept 1 ruct 3 cept
t1 2 1
Lan Th C T C Achie Com Auto
guag eories onstr echn ALL veme pete
e uctiv ology nt ncy
lear ist Prod
ning uct
MATERIAL AND METHODOLOGY
This was a qualitative research because the
researcher made knowledge claims based primarily
on constructivist perspectives, i.e. the multiple
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Students will see CALL can train them in
developing self-learning and choose learning
activities, which facilitate them in learning the
English language so that they can achieve their
competence.
LITERATURE REVIEW
Junior high school students are experiencing
dramatic changes in physical, intellectual,
emotional, moral and social, developments. Sofa
(2008) states that teachers have to consider junior
high school students to create learning teaching
activities that fits with their developments. Pulist
(2001) describes that learner-centeredness assumes
that people learn and develop through experiences
that involve the exercise of their autonomy, and
develop their abilities to become autonomous
learners through the very experiences of professing
their autonomy.
CALL helps learners to experience authentic
language and communication opportunities
(Wilson & Tayalan 2007). Another study claims
that CALL is also an effective teaching material. It
is realistic and authentic, it can foster learner
autonomy, and it engages learner affectively and
cognitively (Crawford in Renandya, 2002:67).
CALL also supports students to be autonomous.
It allows students in having their own preferences
and choices of activities and actively involve
learners on the metacognitive level, thus drawing
and building on learner autonomy (Gunther, 2001).
Blin (2005) highlights the individual and social
dimensions of learner autonomy and argues that
control over the learning process and content, but
also independence and interdependence, are
fundamental attributes of learner autonomy.
Cons Concept 1 Categories Indicators
truct
4
Metalin how Correct
nom guistic language is spelling,
y Awareness used and pronunciation,
organized and
expressions,
choice of
words,
Metaco one’s own aware of the
gnitive learning ways they
Awareness style learn best
meanings of individual experiences (Cresswell,
2002: 18). To get the real data related to the
learning process, especially what activities done by
the students based on their preferences, the
observations was conducted 3 times in class. The
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2

observation sheet used was contained
categorizations of CALL that are standard,
effective, and useful. In this way the situation was
described of the students when getting learning
experiences using CALL (Holliday, 2002: 92).
Conducting this way of interviewing has an
advantage of making children avoid telling lies,
creating non-pressured condition (Cohen, 2003:
287) that group interviews of children might also be
less intimidating than individual interviews. There
were two groups of interviews the first was the six
target students the last two students were the
students chose because of the snowball chain.

Table 3.1 Research Participants

Participants Gender Personal Characteristic Language skill Ability to operate
computer
Burhan Male Calm, unconfident Listening Advanced
Liung Male Talkative, confident Listening, speaking Average
Widya Female Talkative, confident Speaking, Writing Average
Ajeng Female Calm, confident Reading, writing Average
Della Female Cheerful, confident Speaking, writing Average
Diva Female Calm, confident Speaking, writing Average
Ratna Female Calm, unconfident Reading, writing Average

Language laboratory was the place used to do
the initial interview. It was done after English
speech extra activity which was also done in this
room. It was not hot to be in such an air-
conditioned room. It was the first group interview
done on Thursday, October 25, 2007. The in depth
Interview in groups was done on Tuesday, April 1,
2008. Using this technique the students enjoyed the
interview. They were not in a threatening
atmosphere and they supported their answers one
another. The second interview was conducted
individually in the language laboratory on
Thursday, April 17, 2008. The last interview was in
depth interview that I did on Thursday, April 25,
2008.
To do the interpretation the raw data then
simplified and reduced, and then they are coded.
Coding is analysis. It is to review a set of field
notes, transcribed, or synthesized, and to dissect
them meaningfully while keeping the relations
between the parts intact is the stuff analysis (Miles
and Huberman, 1994: 56). The simplification and
reduction were done to classify the data. The
recorded data taken from the interview were
transcribed. It is done to change auditory data into
text or written data so it was easier to display the
data. As qualitative finding should be performed
descriptively, the transcription process should be
done carefully.

Table 3.3 Steps of Data Acquisitions and Analysis Activities

Step Instrument/ Purpose Result Analysis
Method
1 Classroom To see the students’ actions (what Video-taped Transcribed,
observations students do) in the classroom behaviors confirmed, and
and put in tables for
observation analysis
notes.
2 Initial To get the data of attitude toward Recorded Transcribed
interview tasks and CALL verbatim and coded into
(based on data a table
blueprint)
3 Classroom 1) To see the students’ actions Videotaped Transcribed,
observations (what students do) in the classroom. behaviors confirmed, and
2) To check the conformity of and field put in tables for
the actions with the statements in notes. analysis
the interviews.

4 In depth 1) To discover the reasons of Recorded Transcribed,

interviews students’ actions in the classroom. verbatim coded and
(based on 2) To know the conformity of data compared to
observation the students’ actions (behaviors) the other data
data) with their statements in the sources
interviews
3) To complete any data needed
by the researcher.

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5 Document 1) To check conformity with the Photocopied Coded and

checks expressed statements in the documents compared to
interviews. the other data
2) To predict students’ actions in sources.
the classroom.

6 Classroom 1) To see the students’ actions (what Video-taped Transcribed,

observations students do) in the classroom. behaviors confirmed, and
2) To check the conformity of the and field put in tables for
actions with the statements in the notes. analysis
interviews.

7 Re-interview To complete any data needed by the Videotaped Transcribed,

researcher behaviors coded and
and field compared to
notes. the other data
sources

8 Transcripts 1) To make tables of Table of Analized to get

of coded data participants’ phenomena based on phenomena the verbal
from all the transcripts of the coded data of of description of
kinds of each participant. participants the phenomena
instruments

RESULTS AND DISCUSSION
The two types of awareness identified in their
Model of Learner Autonomy in Language Learning
are Metalinguistic Awareness, i.e. insight into how
language is used and organized, and Metacognitive
Awareness, i.e. insight into one’s own learning
style. They are then become the theme and each of
them has their own sub-themes which can be seen
in table

Table 4.1 Main themes and sub-themes of the phenomena of

Junior High School Student’ Autonomy in CALL in SMP Negeri 3 Sleman
Themes Sub-themes Learning Mangement Skills

1.Understanding causes Different meaning Metalinguistic Awareness

Pronounciation effect Metalinguistic Awareness
2. Learning benefits Learning models Metalinguistic Awareness
Open mind Metacognitive Awareness
3. Choice effects Freedom to choose language skills Metalinguistic Awareness
Freedom to choose learning varieties Metalinguistic Awareness
Fun in learning Metacognitive Awareness
4. Knowing ability Problem and solution Metacognitive Awareness
Selection consideration Metacognitive Awareness
Learning progress Metacognitive Awareness

Learner autonomy in sum is the ability of
someone to take control in his or her own learning.
However, having the autonomy learners should
have two types of management skills. They are
Meta linguistic, which covers how language used
and organized; and Meta cognitive awareness,
which covers learning style and self-assessment.
The first theme was understanding cause, which
was the theme of how language is organized. It has
two subthemes: different meaning and
pronunciation effect in which the participants
experienced that spelling, grammar, and vocabulary
were important to avoid misunderstanding. The
second was learning benefit. It has two subthemes:
learning models and open mind. From the language
used in the activities, participants got the models of
how to speak from what they hear and how to write
from what they read. It enabled them to be open
mind, enlarge their horizon and increase their
knowledge of language and Culture. These
phenomena also gave them willingness to accept
different culture and motivate them to learn abroad.
The next theme was choice effect. Freedom
choice of skills enabled the participants to learn in
favor based on their preference. Their choices
seemed to be influenced by their personality. The
calm and silent students preferred listening and
writing. On the contrary the more talkative students
chose speaking. The last theme was Knowing
ability. Being autonomous made participants able
to assess themselves. They knew when they found
problems they had to be able to get the solutions.

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The implication of Tayalan’s suggestion (2007)
is that having the availability of technology in a
kind of language laboratory is a good condition for
students to get opportunities to work on their own
convenience. However, an assistant is needed to
monitor and provide help whenever necessary. The
teachers then just control whether students really do
what they ask them to do. Those phenomena were
in line with one of Kaltenbock (2001) is by
encouraging the learner to make his/her own
decisions in the learning process and providing
sufficient linguistic and metalinguistic knowledge,
this idea was also supported by Crawford in
Renandya, (2002:67) That CALL is also an
effective teaching material. It is realistic and
authentic, it can foster learner autonomy, and it
engages learner affectively and cognitively.
Learning from CALL gave students relaxed feeling
besides they still can increase their vocabulary from
the language used in the exercises such as matching
and puzzle. It is not boring, but adds knowledge,
enlarges horizon, and increase vocabulary.
It is good that students become open mind as a
result of their learning. Everything should be on the
right track considering the point of social
development: they develop their beliefs, attitudes,
and values; the influence of media and negative
experiences with adults and peers may compromise
their ideals and values. The danger is that it is also
possible for them to face negative experience which
compromise with their ideals and values. The
participants open mind to accept different ways of
life should still be directed of considering the
cultural life they heritage. Jonassen (1991, p.28) in
RuÈschoff (2001) learning based on constructivist
principles will allow learners to tap into resources
and acquire knowledge rather than force them to
function as recipients of instruction. The experience
of learning using other sources enlarge students’
horizon.
Although people have five senses, it seems that
different people have their own dominant sense.
Kinesthetic learners dislike when having nothing to
do but listening and observing pictures. The
auditory group prefers learning using sound
although caused by different reasons: more fun and
benefit of doing it. The sound heard become
exposures for pronunciation practice. Those who
are visual learners like materials with pictures on
them. The reasons that it added interest like reading
comics. Another reason is that pictures helped
understanding the meaning. One of the benefits of
learning using CALL is that it accommodates
choice or preference. There is a place and time for
adults to provide them with the right values.
Despite that it is acceptable that they prefer to learn
in their convenient, they have to consider of having
different styles when learning. The positive thing to
consider is that they will enrich their learning
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experiences. Being tolerant to peers choice is also
beneficial in order to help them reduce their
selfness. It was also beneficial for them not only
concerning with one learning style.
CONCLUSIONS
From the phenomena that having the
experiences of learning using CALL, Junior High
School students got the autonomy. Their autonomy
develop their learning management systems both
metalinguistic awareness and metacognitive
awareness. In order to get effective use of CALL in
facilitating students to be autonomous, there must
be sufficient learning environment supported by
technology. It is not sufficient to create peer work
on computers. Individual work is better and more
effective to students. The availability of technology
should also be supported by the condition that both
students and teachers are technologically literate.
It is no longer time for teachers to complain of
difficulty in finding sources of learning. There are a
lot of types of CALL materials, which enable
students to access anywhere and any time. Using
these materials teachers do not only enlarge
students’ knowledge and horizon but also give
students chance to become autonomous and also
trains students to have critical thinking. It is also a
time for the school stakeholders to fulfill the
requirements of standard process of learning and
standard facilities. These conditions tailor students
to develop not only their intelligent, psychology,
moral and social. It is also a time for CALL
designers to think over how managing students’
interest, learning style, and strategies to be put in
his designs. They have to create more various
activities unless they trapped to be monotonous.
The consideration also covers how to develop
students’ critical thinking while learning full of joy.
It is also possible to compare this research by
making another study on Junior high school
student’s autonomy in school-based curriculum.
School Based Curriculum also gives a sign of
learner centeredness during the learning teaching
process. It is an environment, which makes
autonomy possible to happen. The description of
methodology found in this research will be
beneficial for teachers to improve their teaching.
Research on these will contribute to World English
Indonesia (WEI) about the phenomena of teaching
learning English in Indonesia.
*****
REFERENCES
Benson, P. Teaching and researching autonomy in
language learning.Essex, England: Pearson
Education Limited, 2001.
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Brown, H.D. Styles and Strategies. In Principles of
Language Learning and Teaching: Fourth
Edition. Longman: New York, 2000.
Brumfit, C. Individual freedom in language teaching:
Helping learners to develop a dialect of their own.
Oxford: Oxford University Press, 2001.
Cresswell, John W. Research design: Qualitative,
quantitative, and mixed methods approaches.
Thousand Oaks: SAGE Publications, 2002.
Cohen, L., Manion, L., & Morrison, K. Research
methods in education. London: Routledge
Falmer, 2000
Diptoadi, Veronica L & Hady sutras Winarlim. ICT
in EFL Teaching and Learning, 2005.
Ellis, Rod. The study of second language acquisition.
Oxford: Oxford University Press, 2003.
Ellis, R. Understanding Second Language Acquisition.
London: Oxford university Press, 1985.
Feez, Susan & Helen Joyce. Text-based syllabus
design. Sydnay, New South Wales: Ames,
2002.
Fontana, Andrea & James H. Frey. “The interview:
From Structured Questions to Negotiated
Text.” Pp 645-72 in a Handbook of
Qualitative Research. 2d. ed. Thousand Oak,
CA: Sage, 2000.
Holliday, A. Doing and writing qualitative research.
London: SAGE Publication Ltd, 2002.
Hubbard, Phil. Linguistic and the Teaching of English
as a Second/Foreign Language : CALL Mini-
Course Linguistics 189/289-Stanford
University http://CALL 1 .htm, 2006
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Kawabata,Takako The Use of Com.puter-assisted
Language Learning for Literacy Development .
http://www.eltnews.com/feature/spline.
Retrieve on February 28, 2008
McMillan, J.H. and Schumacher, S. Research in
education: Evidence based inquiry. Boston, MA:
Pearson Education, Inc, 2006.
Patton, M. Q. Qualitative research & evaluation
methods. Thousand Oaks, Cal: Sage
Publication, Inc, 2002
Paul, David. Teaching English to children in Asia.
Hong Kong: Longman Asia ELT, 2003.
Pitaloka, Ully. The students’ sense of autonomy in
learning English: A casestudy in SMP Alternatif
Qaryah Thayyibah, Salatiga. Yogyakarta:
EnglishLanguage Studies, Graduate
Program, Sanata Dharma University, 2008.
Richards, J.C. & T.S. Rodgers. Approaches and
methods in language teaching. Cambridge: The
Press Syndicate of the University of
Cambridge, 2003.
Noburu, Sakai .2007. Theoretical Study of
Motivational Transfer and Entertainment use in
Self-Study CALL. Queensland:
Sulong, Suhaila.’If We Can’t Do It Inside, We’ll Do it
Outside’: Learners’ Perception of External
Computer Use for an ELS Writing Class Internet
Journal of e-Language Learning & Teaching,
2(1) , January 2005, 25-34
http://www.eltrec.ukm.my/i-jellt, 2006.
Thayalan, V & David Wilson. The role and relevance
of CALL. Karren’s linguistic issues, retrived
on October 2007. http:
//www.telus3.net/linguisticissues//, 2007.
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Improving Student’s Critical Thinking Ability in IPS Learning Through

Group Investigation Learning Models in Basic School, Kartika VIII-1
Cijantung, East Jakarta

Siti Chaerun Nisa1, Sarkadi2, and Fahrurrozi3

1
Mahasiswa Magister Pendidikan Dasar Universitas Negeri Jakarta
2
Dosen Pendidikan PKn, FIS Universitas Negeri Jakarta
3
Dosen PGSD, Fakultas Ilmu Pendidikan Universitas Negeri Jakarta
anezhanezhaa@gmail.com

Abstract. Classification Follow-up for Increasing Students' Critical Thinking in Social Studies Learning
through Investigation Group Learning Model at Kartika VIII-1 Elementary School Cijantung East Jakarta.
The research subjects were 27 students / class V students consisting of 10 male students and 17 female
students who were included in the second semester even 2017/2018. The study was conducted during May
to July 2018. Data collection was carried out with analysis, field notes, and documentation through
photographs. Data analysis is done by reflecting on the activities that have been carried out in each cycle.
In the findings of cycle I about students' critical thinking skills in social studies, students have not reached
the expected researchers, namely 17% or 6 students get a value of ≥ 70, while 29% or 21 students get a
score of <70 or in other words still incomplete. As for based on the results of observations of the learning
process action which includes the teacher's activities in learning by 73% and the observation of student
activities in learning by 64%. Observations made during the implementation process, students with a score
of 100 as many as 3 people (8.5%), a value of 90 as many as 7 people (22.8%), a value of 80 as many as 4
people (28%), a value of 70 as many as 5 people (17%), score 60 as many as 3 people (8.5%), value 50 as
much as 2 people (5.7%), value 40 as much as 3 people (8.5%) or in other words understanding
mathematical concepts on flat-build material still far from expectations.

Keywords: Increased critical thinking ability, group investigation learning model.

INTRODUCTION attention and thoughts to a subject, both what is

Education is important for students to develop all
the potential they have and as a place for character
building. One way to achieve educational goals is
the learning of social science taught in primary
schools to develop the potential of human resources
through teaching activities. The teaching activities
are held in all units and levels of education that
apply.
Learning as an instructional system refers to
understanding as a component device that is
interdependent with each other to achieve goals. In
a learning consists of learning devices that are
interrelated and aim to achieve the learning
objectives that have been set. Learning devices must
be in accordance with the learning objectives to be
achieved in the learning process to direct students
in the learning process.
Today there is a growing awareness among the
education world that teaching and learning will be
more effective if students actively participate in the
process. Many students think that learning is an
unpleasant activity, sitting for hours by paying
being conveyed by the teacher and being faced at
the desk. But the problem that is more prominent
and often arises is the students' assumption that IPS
is a boring and saturating rote lesson, so that it
causes their learning outcomes to be low.
According to Mulyono Social Sciences (IPS) is
an interdisciplinary approach from the social
sciences. Social Sciences (IPS) is an integration of
various branches of the social sciences such as
sociology, cultural anthropology, social
psychology, history, geography, economics,
political science, and so on. Knowledge of
everything related to society in Indonesia, the
lesson of Social Knowledge is adjusted to various
social perspectives that develop in the community.
Thus students and students who study Social
Sciences can live the present with the knowledge of
the past of humanity.
Social Sciences at the school level basically aims
to prepare students as citizens who master
knowledge, skills, attitudes and values. Knowledge,
skills and attitudes can be used as the ability to
solve personal problems or social problems as well

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as the ability to take decisions and participate in
various community activities in order to become
good citizens.
In the 2006 KTSP curriculum social science
(IPS) is one of the subjects given starting from SD /
MI / SDLB to SMP / MTS / SMPLB. Social
Sciences (IPS) examines a set of events, facts,
concepts and generalizations relating to social
issues containing material Geology, history,
sociology and economics to be able to become
democratic and responsible Indonesian citizens and
peaceful citizens of the world.
Social Sciences as a field of teaching began to be
studied at the elementary school level. In the 2006
KTSP curriculum one of them has the goal that
students can think logically and critically, curiosity,
inquiry and problem solving. The ability to think
critically is one of the goals of IPS which is very
important to be developed, especially with the
development of a growing age. Similarly, the
development of science and technology is so rapid
and increasingly complex. This will cause the
information received by students to be more
diverse, both the source and the essence of the
information. Therefore students are required to
have the ability to think critically to choose and sort
information that is good and right, so that it can
enrich their knowledge and solve problems faced
critically.
Several studies conducted by Marhamah Asyari
entitled "Improving critical thinking the integration
of problem based learning and group investigation".
Rara Muhammad Ayyub entitled 'an empirical
investigation of ethnic food consumption a
perspective of majority ethnic group'. Louise
Valentine titled 'an exploratory investigation onto
the role of a research and development program on
future craft practice' Finanty Ahsanah entitled
'group investigation' a cooperative learning of
method for the 10TH grade in English classroom
students' speaking A descriptive research method is
used to get the finding of the study, observation
checklist, questionnaire, and practical test are the
instruments used to collect the data. Iswardati
entitled 'the implementation of group investigation
to improve the students' speaking skills.
Seeing the current reality, the learning of social
science at SD Kartika VIII-1 students seemed to
only listen to what the teacher said without being
interested in asking questions or finding out more
about what the teacher conveyed in class because of
lack of student reading, so understanding students
towards a concept or material is very low. The low
learning outcomes of social science subjects are
caused by internal factors closely related to
objective conditions, lack of critical thinking habits
and low intelligence abilities.
This result in problems that often arise in the
learning of social science is the low value of student
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learning in almost every material taught. From the
observations at SD Kartika VIII-1, it is proven that
if a daily test is carried out, the average value of
social science is always below other subjects. The
interview with the teacher, especially on Dutch
colonization material towards the Indonesian
people is material that is considered difficult by
every student in class V. The lack of ability to think
about the material results in many students'
learning value in this material whose value is below
the determined KKM which is 75 In addition,
students assume that learning Social Sciences (IPS)
is a learning that is saturating, boring and not
important because it is theoretical and memorized.
From the above problems, the researchers feel
the need to deal with these problems through the
application of group investigation learning model.
This is because students in learning are seen as
developing individuals, so the ability to learn
critical thinking will be largely determined by their
level of development and experience. Group
learning model investigation The use of the
environment in learning social science invites
students to analyze problems, and see the good and
bad side. This will attract students' attention
because learning material will come from the way
students think for themselves. Students can reveal
information and opinions they know, so that they
will get to know the real life and not just theories as
listed in the book. The application with the
investigation group as a learning model will provide
valuable experiences or lessons to analyze, deal
with and solve problems in the past and those that
will be lived.
Thus, one of the keys to the success of the
education and learning process lies in the design
that is supported by a learning plan, learning
techniques and methods, namely learning which
refers to the application of the investigation group
learning model that allows students to interact in it.
The role of the teacher is needed so that the student
learning environment is appropriate and ultimately
the hope of achievement, student learning can be
realized.
Teachers should provide action to students so
that they can improve their critical thinking skills,
in social science subjects by applying the
investigation (GI) learning model which is part of
the cooperative model. Where the investigation
model has provided references and involves
students from the beginning to the end of learning
and requires students to have good skills,
communication and group process skills.
RESEARCH METHODS
This class action research place was held at
Cijantung Kartika VIII-1 Elementary School,
located on Jalan Anyelir, Gedong Village, Pasar
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Rebo District, East Jakarta. The condition of the
school is physically good enough. Adequate
facilities and infrastructure equipped with computer
rooms, laboratory rooms, and multimedia rooms.
The characteristics of fifth grade students of SD
Kartika VIII-1 in their cognitive development are
high, medium, and low. It can be seen from the
results of each test that has been done by the
teacher and the results of interviews with teachers
who teach. The economic background of the
students is mostly middle and lower middle class.
The educational background of the parents is
average above high school. So students look a little
spoiled, less independent, and always want to be
cared for by the teacher.
A. Research Intervention Methods and Design
In this study the method used by
researchers is a class action research method
(CAR). Classroom action research is an
improvement on the social studies learning
process specifically to improve students'
critical thinking through the application of
investigation group learning models, so that
the learning process provides opportunities
for students to actively participate and
express ideas through more unique and
different answers, more learning dynamic,
also for more professionalism of educators in
learning in the classroom by looking at the
conditions of students.
The design of the action design uses a
spiral-shaped cycle model that refers to the
Kemmis and Taggart model which starts
from planning, implementing actions
(action), observation (observation), and
reflection (reflection) which is a system that
is interconnected with another. Each action
begins with a plan phase where the
researcher prepares a lesson plan, provides
lessons and prepares research instruments.
Then the plan that has been arranged is
carried out at the implementation stage.
During the implementation of the action
observations were made of the teacher and
students recorded on the instrument and
observation sheets. Then at the reflection
stage, researchers and observers analyze the
learning process and behaviour of students
and teachers. The results of the reflection are
used as a reference for further improvement
plans.
B. Subjects / Participants Related to Research
Subjects involved in this study were 27
grade V students of SD Kartika VIII-1
Cijantung, 10 male students and 17 female
students, they were recorded as students in
grade V elementary school in the 2017-2018
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school year. Students as the main subject
play an individual whose potential will be
developed so that they can think critically.
The participation in this study was the
Cijantung Elementary School Kartika VIII-1
school and colleagues who were class V
teachers in schools who acted as observers,
believed to collaborate and work together to
provide input, criticism and suggestions in
this study.
C. Data Analysis Techniques
Data analysis is a very important part of
this class action research, because analyzing
means identifying and knowing the success
of the research. Analysis can be seen changes
in improvements in learning that may occur
during the implementation of research in
each cycle. Data collection begins with
instruments in the form of observation
format and test sheets. Implementation the
activity is documented using a photo camera.
Results of data analysis for each cycle
implementation then reflected in the activity
to plan for action again in the next cycle.
Data analysis researchers can obtain various
indicators of achievement, supporting and
inhibiting factors in the research carried out
and the impact and actions given during the
learning process.
RESEARCH RESULTS AND DISCUSSION
Subjects in this study were class V C students
totaling 27 students. 10 of them are male students
and 17 female students. This research was carried
out for two cycles. First cycle 3 meetings and
second cycle 3 meetings.
1. Special description
a. Implementation of Research Results
Classroom action research with the title
Enhancing critical thinking skills through
investigation group learning model, in social
science subjects in fifth grade elementary
school students. The implementation process
is as much as 2 cycles with the Kemmis and
McTaggart models consisting of several
stages, namely planning, implementing
actions, observing, and reflecting.
1) Pre-cycle Data Implementation
Based on preliminary research conducted
on May 7, 2018, observations were made
in class V SD Kartika VIII-1 Cijantung.
Initial data is obtained through process
analysis and observation of learning
planning, implementation of learning,
student activities and student learning
outcomes. Seen during the learning
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process, the teacher only uses the lecture
and assignment methods. The teacher is
the center of all social studies learning
activities in the classroom. The way to
deliver material is less attractive so
students tend to be bored and less actively
involve students. Students answer
questions given by the teacher based on
the answers that are in the book or are
memorized so that they are only limited
to the knowledge available in the book.
So that students do thinking activities.
The fifth grade students of SD Kartika
VIII-1 have a low critical thinking ability
in social studies subjects, judging from
the lack of students analyzing a problem;
they cannot conclude what is known,
which is all part of critical thinking.
Researchers will use the group
investigation learning model to activate
students and are expected to improve
critical thinking skills in fifth grade
students of social studies subjects. Based
on the evaluation results given by the
researcher, to find out the students'
critical thinking skills in the pre-cycle
study, to show that there are 4 students
declared complete namely Icha, Aileen,
Kiky, and Keyla there are 23 students
who have not completed Syafira, Haekal,
Diara, Yoga, Akmal , Jonathan, Fira,
Nadien, Khansa, Zefa, Darya, Sukmo,
Devaska, Dezal, Vito, Pandu, Reyno,
Regyan, Thareeq, Nada, Avivah, Davis,
And Dhirta. The average score obtained
by the fifth grade students of SD Kartika
VIII-1 is 55.14 which is obtained by
students related to the ability to think
critically in the pre cycle is still relatively
low. This is reinforced by the results of
preliminary observations on students
conducted by researchers.
2. Implementation of cycle I data
a) Action Plan for Cycle I
In accordance with the implementation
schedule of the study activities that have
been determined. Researchers along with
observers hold an initial meeting to discuss
the implementation plan of actions that will
be carried out in the research process. The
activities carried out at this planning stage
are designing actions that will be carried out
based on the problems found by researchers
through observations in the learning process
in class V SD Kartika VIII-1 Cijantung. The
researcher designed a learning activity by
using group investigation learning model.
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The thing that needs to be prepared by
the researcher for the research is the teacher
observation sheet and student activity in
accordance with the steps of the group
investigation learning model, learning
support media / tools, RPP implementation
plan, critical thinking learning outcomes test
instruments and camera documentation
tools.
b) Implementation of Cycle I Action
This initial observation activity was
carried out on Monday, May 14 2018 at
09.05 - 10.15 WIB. The focus of attention of
the researcher on the teacher about students'
critical thinking skills is the model of group
investigation learning in learning. At this
stage the researcher applies the steps that
have been planned in the previous stage. The
learning process is carried out in the form of
group and individual discussions. The
implementation of the learning process
carried out in cycle I is as follows:
1st meeting
a. Initial activity
The first cycle research took place on
Monday, May 14 2018 at 10.00. On Monday
the 3rd social science subjects after the break,
the teacher entered the classroom V. The
atmosphere of the classroom was still noisy,
there were still some students who were
playing. The teacher greets the students, then
immediately conditions the class and starts
learning. Before starting the lesson the
teacher check the students attendant list one
by one. Then the teacher conveys the
learning objectives.
The teacher does apperception by asking
students what names of heroes do they
know? Then the teacher asks again about the
existing legacies from the colonial. Before
students do learning with the investigation
group learning model, the teacher asks
students to read the books. Then the teacher
asks who does not understand in the reading
in the book. Students are asked to come
forward to retell briefly about Dutch
colonization.
b. Core activities
In this activity the teacher uses power
point as a media in explaining the subject
matter. When receiving the material
delivered by the teacher, students are very
enthusiastic. After being given an
explanation, students understand. Finish
explaining the teacher's material and then
divide the 5 groups. Each group consists of
six to seven students. The group division is
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done by the teacher according to the student
attendance number because the teacher is
easier to monitor. The teacher calls the group
representative to take the material, the
subject matter to be investigated in a draw.
Then the teacher distributes student
worksheets to each group. Before students
work on student worksheets, the teacher first
gives the steps to work on the student
worksheet. Each group discussed to solve the
questions given to students. Students look for
pieces of images to be arranged in full, such
as historical pictures about the VOC.
Students work together and help each other
in discussions, but students still lack
understanding in learning by investigation
and still ask the teacher. During the
discussion process, the teacher only controls
each activity and only gives direction to
students who experience difficulties.
The teacher asked from one of the groups
who had completed and dared to come
forward to explain the results of the
discussion. The teacher guides each group to
investigate each group member to gather
resources to solve problems that will be
identified or conduct an investigation. Each
student is required to contribute ideas to
their respective group investigations.
Students individually or in pairs gather
information, analyze and evaluate, and draw
conclusions. Each group member contributes
by exchanging information and gathering
ideas to be a conclusion. Each group has
appointed one group member to read the
results of the final report to all group
members before being presented in front of
the class. Then each group is ready to give
the results of their investigation in front of
the class in the form of presentations. Other
groups listened and responded to the results
of the group's advanced presentation. Then
the teacher corrects and refines the results of
the discussion.
c. End of activities
After the group discussion activity ends,
then the teacher invites students to draw
conclusions on the learning that has been
carried out. Then the teacher communicates
learning for the next meeting. The teacher
said greetings.
2nd meeting
a. Initial activity
The activity was held on Tuesday, May
15, 2018, with a time allocation of 2 x 35
minutes. The activity carried out is to
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conduct learning according to the RPP that
has been made previously.
At 6:30 the bell rang, the teacher entered
the classroom V. The atmosphere of the
classroom was still noisy, there were still
some students who were playing. The
teacher conditions the classroom atmosphere
and asks the class leader to prepare to march
and pray. The teacher greets students and
then the teacher attends the student's
presence. The teacher does apperception by
repeating the first meeting. This is done to
remind you again.
b. Core activities
Students were divided into five groups,
four groups consisting of six students and
one group consisting of seven students. The
teacher shares the topic of the problem, and
then the teacher gives instructions on the
learning activities that will be carried out.
Students are given the opportunity by the
teacher to ask questions that are not yet
understood. The teacher shares the topic of
student worksheets to each group leader.
Then students carry out discussions on
different topics. The teacher observes student
activities and assists students' difficulties.
The teacher describes, directs students to
analyze the opinions expressed by group
members to compile a comprehensive
conclusion. Students are given the
opportunity to present their analysis in front
of the class. The teacher monitors the
process of student group discussion
activities.
After students complete the group
discussion, the teacher asks one group who is
willing to come forward to present the results
of the group and other group discussions
given the opportunity to submit opinions or
give opinions to other groups. Then students
do question and answer with other groups.
The teacher guides and strengthens the
results of group discussions.
c. End activities
After that, the teacher and students are
discussing the results of the discussion of
each group. The teacher provides
reinforcement of the results of the discussion,
concludes the learning that has taken place.
The teacher gives a moral message to
students and the teacher communicates
learning for the next meeting. The teacher
said hello.
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3rd meeting
a. Initial activity
The activity was held on Wednesday
May 16 2018 with a time allocation of 2 x 35
minutes. To begin learning, the teacher
greets, conditions the classroom, absences
the student's attendance, and then continues
apperception. Then the teacher provokes
from the student learning experience with a
brief direction on the struggle against the
invaders.
The teacher relates the material to be
studied with the material previously studied
at the previous meeting, by asking a few
questions to find out how far the abilities
have been obtained at the previous meeting.
The teacher conveys the subject matter to be
achieved
In this activity, the teacher explained
briefly the material of the struggle against the
invaders to be studied with a little direction
that provoked the student learning
experience. The teacher shows students a
piece of paper and asks questions about the
struggle against the invaders.
b. Core activities
Students sit back in groups. The teacher
prepares several topics to be analyzed by
students, topics to be discussed. Group
representatives come forward to choose the
topic to be discussed. Students carry out
discussions with the topic they have
obtained. The teacher observes and assists
students' difficulties in discussing around.
Each group investigates and analyzes the
opinions expressed by members of the group
to compile a comprehensive conclusion.
Each group member is given the opportunity
to present the results of his work in front of
the class. Students from other groups can ask
questions and give suggestions. Teachers pay
attention to student activities. After getting
answers or information from other sources,
each group conducts an investigation. The
teacher walks around helping the group that
is having difficulties. Then representatives
from each group were asked to present the
results of the discussion in front of the class.
c. End activities
At the end of learning, the teacher
identifies strengths and weaknesses in
learning. Students and teachers together
conclude the material that has been learned.
Then the teacher gives the ability evaluation
questions in the form of a written test and is
done individually with a span of 30 minutes.
After the time given to work on the questions
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ends, the teacher collects the results of the
evaluation tests that have been done. Then
the learning ends with the teacher greeting.
Action Cycle I Observation
When carrying out learning activities in the
classroom, especially in cycle I, namely actions I to
action III, observers make observations while doing
learning activities as stated in the lesson
implementation plan (RPP). After the
implementation of the first cycle research activities
counted three meetings which began on Monday,
May 14 2018 until Wednesday, May 16 2018. This
will be an evaluation of the consideration and
improvement of the problems faced, as a step in
finding solutions to improve critical thinking skills
of students.
Based on observations made by observers, the
acquisition of teacher and student activity values is
still relatively low. Then it is necessary to improve
both of them to be implemented in the next cycle.
The final stage in the first cycle of learning,
researchers conducted a written test to improve the
ability to think critically in social studies learning
by using a group investigation model. Based on the
results of the test it can be seen how much the
development of students in understanding the
material.
In the findings of cycle I about students' critical
thinking skills in social studies, students have not
reached the expected researchers, namely 17% or 6
students get a value of ≥ 70, while 29% or 21
students get a score of <70 or in other words still
incomplete . As for based on the results of
observations of the learning process action which
includes the teacher's activities in learning by 73%
and the observation of student activities in learning
by 64%.
Reflection of Cycle Actions I
The reflection is done by researcher as the final
steps of each cycle. Reflection is done to evaluate
activities which are done during the research. The
main purpose of this reflection is to find out and
understand the advantage and disadvantage gained
during the studying and teaching process on the 1st,
2nd, and 3rd meeting on cycle 1.
Observations made during the implementation
process, students with a score of 100 as many as 3
people (8.5%), a value of 90 as many as 7 people
(22.8%), a value of 80 as many as 4 people (28%), a
value of 70 as many as 5 people ( 17%), score 60 as
many as 3 people (8.5%), value 50 as much as 2
people (5.7%), value 40 as much as 3 people (8.5%)
or in other words understanding mathematical
concepts on flat-build material still far from
expectations.
As for some of the things found at the stage of
implementing the action both at the first or second
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meeting in the first cycle, it was good, among
others: the teacher was good enough in doing
apperception in linking material with daily life.
Disadvantages that are still found include: 1) the
learning process is good but there are still students
who are fun joking with group friends during the
learning process, 2) students still experience
difficulties in explaining, 3) cooperation has begun
to be established even though there are still some
who look confused daydreaming did not participate
in group discussions, 4) students had started to get
used to group discussions, even though students
still liked having difficulty in learning with broken
triangle, 5) students had begun to dare to explain
the results of group discussions even though the
voice still sounded less loud and clear, 6 ) students
from other groups were courageous enough to
respond even though the response was
inappropriate, 7) students in summing up the
learning were seen issuing their own opinions even
though they were still embarrassed.
Based on the findings that occurred in the first
cycle and compared the field notes about the
shortcomings and advantages in learning activities,
researchers and observers argued that the
implementation of social studies learning in the
struggle against invaders through group
investigation was not optimal. Therefore,
researchers and observers decided to make learning
action plans in cycle II. Actions in cycle II are the
results of revisions from cycle I with the aim of
improving students' thinking skills.
Implementation Data Cycle II
a. Revised action plan, based on the results of
the implementation in cycle 1, researchers
and observers found problems during the
learning activities. From these findings, the
researchers made planning input actions and
suggestions from observers at the reflection
stage in cycle I.
b. The series of learning activities with the
group investigation model. Researchers
prepare learning implementation plans
(RPP), with learning activities that use the
investigation group learning model, 2)
Action observation sheets namely teacher
activities and student activities, 3) create
student worksheets and evaluation sheets, 4)
prepare documentation tools to document
learning activities during the research
activity process.
c. Implementation of Cycle II Action, The
second cycle research action was carried out
during the three meetings. The activities
carried out in the cycle II action are adjusted
to the planning that has been made
according to the group investigation learning
model. This research took place on Monday,
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Tuesday and Wednesday. The following are
actions taken during cycle II.
1st meeting
The activity will be held on Monday 21 May
2018, with a time allocation of 2 x 35 minutes.
The activities carried out are conducting
learning according to RPP with social studies
subjects with basic competencies that have been
made previously. The learning steps at the
meeting are as follows:
a. Initial activity
In the initial learning activities, at 10.00
the teacher began to enter class V by saying
greetings. The atmosphere of the classroom
is still noisy, there are still some students
who are playing. The teacher conditions the
classroom atmosphere and asks the class
leader to prepare to pray. Then the teacher
absences the student's presence, followed by
question and answer by repeating the
material in the previous cycle and learning
material and conveying the learning
objectives to be achieved. The teacher gives
motivation to students to follow the learning
well.
b. Core activities
The teacher explains the subject matter of
the struggle against the invaders. Then
students divide into 5 groups, each group
consisting of 5 or 6 students with different
members. In cycle II the formation of groups
based on random. Teacher uses folded small
paper with numbers to divide group of
students. Each group leader was asked to
come to the front of the class to take the
student worksheets, each group was given an
agreed time to discuss and analyze the
questions that the teacher had given. Each
group starts the discussion activity by
listening to the opinions of the group
members to make a conclusion that later the
answers from each group member will be
combined and re-analyzed for presentation.
When students discuss, the teacher monitors
the process of discussion groups of students
who experience difficulties. Once finished,
representatives from each group were asked
to present the results of the discussion in
front of the class. Students are given the
opportunity to ask questions or give opinions
to other groups. During the group
presentation, there were several groups who
asked questions to the group who were
presenting in front of the class. The teacher
guides and strengthens the results of group
discussions.
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c. End activities
The teacher and students discuss the
results of the discussion of each group. The
teacher provides reinforcement of the results
of the discussion. Teachers and students both
conclude learning that has taken place. The
teacher gives a moral message to students
and the teacher communicates learning for
the next meeting. The teacher greets all
students.
2nd meeting
The second meeting was held on Tuesday, May
22 2018 with a time allocation of 2 x 35 minutes. At
6:30 a bell rang, after the flag ceremony was over
the teacher entered the classroom V.
a. Initial activity
The teacher conditions the classroom
atmosphere and asks the class leader to
prepare to pray. The teacher greets and then
the teacher attends student attendance. Then
the teacher gives motivation to students. The
teacher does apperception, linking the
material to be studied with the previous
material that has been learned in the
previous cycle, by asking a few questions to
find out how far the ability has been
obtained in the previous cycle.
b. Core activities
The teacher instructs students to first join
in each group so that students are easy to
learn in groups. After that the teacher gives
the topic of problems to students to be
discussed with the group members. After all
groups have gotten the problem topic, the
next task is to investigate or discuss with a
group friend. At the time of the group
discussion there were still some students who
were passive, just silent, not contributing to
the group. With these conditions the teacher
immediately intervenes by continuing to
provide direction and motivation so that all
students can play an active role in
investigative activities. Then the teacher
gives students 20 minutes to investigate.
After that, students prepare reports on the
results of group investigations to be
presented in front of the class. Then each
group presented the results of the group's
work. Students from other groups can ask
questions and give suggestions. Teachers pay
attention to student activities, correct and
perfect the results of the discussion.
c. End activities
Teachers and students discuss the results
of the discussions of each group. Then the
teacher asks students questions and answers
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about the material that has been learned for
deeper knowledge to students. The teacher
provides reinforcement of the results of the
discussion. The teacher together with
students concludes the learning that has
taken place. The teacher gives a moral
message to students and the teacher
communicates learning for the next meeting,
the teacher greets.
3rd meeting
The activity was held on Wednesday, May 23,
2018, with a time allocation of 2 x 35 minutes. At
6:30 a bell rang, the teacher entered the classroom
V SD Kartika VIII-1. The atmosphere of the
classroom is still noisy, there are still some students
who are playing.
a. Initial activity
The teacher conditions the classroom
atmosphere and asks the class leader to
prepare to pray. The teacher greets students
and then the teacher attends the presence of
students one by one. The teacher performs
apersion by reviewing the material that is
past and provides motivation. Then the
teacher asks questions and answers with
students and relates the material to be
studied with the previous material with
students going to the front of the class.
Teachers convey learning objectives that will
be achieved in the learning process. The
teacher explains a little about the material to
be studied and provides direction on the
stages that students will go through in
learning.
b. Core activities
In this activity, the teacher divides
students into 5 groups that are different from
the groups before, each group consisting of 5
or 6 students. The group division is done by
counting which starts from the right front of
the bench. Students count from one to five
alternately until all students finish counting.
All students who say the number one when
counting together with other students who
also say the number one to become a group,
while students who count the number two
gather with students who say the two
numbers into one group and so on. Noises
were heard from some students. After each
student has sat with the group members, the
teacher presents the learning steps that will
be discussed by students, namely each group
makes 5 questions and is given less than 15
minutes. Then the teacher distributed
materials and cards to each group to write
the results of the group's work. Each student
starts to have a group discussion to ask
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questions. After all groups have done their
work. Then representatives of each group
collect the results of their work to the
teacher. Then the teacher starts to do
questions and answers to the group who
succeeded in answering questions from the
teacher. Then until all questions are
answered and get the highest score. At that
time there were two groups that had the
same score. So the teacher gives additional
questions to find out which group has the
highest score. From these activities the
second group has the highest score compared
to the other groups. The group that has the
highest score will get a reward.
c. End activities
Students together with the teacher draw
conclusions on the learning that has been
learned. The teacher asks students to calm
down and sit on each other's seats. Then the
teacher gives evaluation questions of critical
thinking skills in the form of written test
questions and is done independently with a
span of 30 minutes. After the agreed time to
work on the problem has ended, the teacher
asks students to collect the results of the
evaluation tests that have been done.
Learning ends with giving praise to all
students as a form of reinforcement. Then
the teacher said greetings.
Cycle II Action Observation
Observations are carried out directly as long as
learning activities are the same as observations in
cycle I. In this cycle there is a good development
compared to the previous cycle. Where in this
learning process has experienced a very good
improvement. There are no shortcomings found in
the learning process where only things are already
good. As for the value of the results of observations
of the learning process that includes teacher
activities in learning by 91% and the results of
student activities in learning by 82%.
From the analysis of learning outcomes that
have been obtained has increased from the previous
cycle and has reached the target set which is equal
to 92% or 25 students get a value> 70. As for 8.5%
or 2 students get a value of <70, this means
research conducted it has been successful, so the
research does not proceed to the next cycle.
Based on the results in cycle II regarding the
ability to think critically in the learning of social
science through the group investigation learning
model, students have reached the expected target of
85% of the number of students getting grades> 70.
ICEAP 2018
Reflection on Cycle II Actions
Based on the results of observations carried out
at the end of the cycle, it aims to find out how far
the results obtained during the activity. In order to
find out the location of errors or shortcomings that
has been done before so as to make the
achievement of critical thinking skills in the second
cycle not according to expectations and targets.
After analyzing the critical thinking ability in cycle
II from the first meeting to the third meeting, the
results of this study do not need to be continued to
the next cycle or cycle III or end because the target
has been achieved, and the implementation of the
learning process that has been optimally
implemented, the researcher and observer
concluded that the activities carried out were
sufficient and there was no need to carry out a
learning improvement plan in the next cycle.
Data Analysis
1. Quantitative Data Analysis
This research is to improve students' critical
thinking skills through the investigation group
learning model in the learning of social sciences
in fifth grade students of SD Kartika VIII-1
Cijantung. It is conducted on pre-cycle and two
cycles where each cycle is held three times. The
following is a graph of data on increasing critical
thinking skills of fifth grade students in social
studies learning can be presented as follows:
Data increases students' critical thinking ability through a
model group investigation in class V social science
subjects
Based on the table and diagram above, it can
be seen that the comparison of the results of the
first cycle to the second cycle shows that there is
an increase in the ability to think critically in the
material struggle against invaders in each cycle.
Thus, it can be stated that the use of the
investigation group learning model can make
one of the alternatives in learning, especially in
social science in the struggle against invaders.
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
2. Qualitative Data Analysis
Based on the field notes, the teacher
observation sheet and documentation shows
that students' critical thinking skills are not in
line with this expectation because in the first
cycle students first use the group investigation
learning model. So that at the first cycle
meeting, there were some problems encountered
by the questionnaire such as the use of the group
investigation model was not maximal, the lack
of student activity, the students played more,
when the group division there were several
students who did not agree with the group, lack
of confidence to give opinions during the
discussion , students still have difficulties to
make conclusions, students analyze when
learning is still inappropriate, the language used
is not good enough, and the lack of learning
resources. Learning becomes less maximal. So,
it influences students' critical thinking skills. It
can be seen from the evaluation value given by
the teacher in the first cycle at the end of the
action that most of the students who have not
reached the KKM are 70. In the first cycle
students who have not yet completed reached
KKM or have not yet completed that is 49%
while the students complete 51%. In other
words, students' thinking ability is still low,
there are still many students who have not
reached the KKM. So we need to follow up
again to the next cycle.
The study then continues the next cycle,
namely the second cycle to improve what
happened in the previous cycle. Based on field
notes, observation sheets, and documentation
after carrying out the learning activities in Cycle
II, students' critical thinking skills have
increased at the second cycle meeting. The
learning process of students begins to be able to
analyze what is given by the teacher, more
confident when arguing to conclude, students
are more active, serious when learning. Thus,
the use of the investigation group learning
model in the cycle II activities can be carried out
optimally and affect students' critical thinking
skills. It can be seen from the evaluation value in
cycle II that the action ends shows that most of
the students are in line with the KKM's
expectation of 70. In the second cycle students
who reach the KKM or are complete are 92%
and students who have not completed 9%. In
other words, students' critical thinking skills
have increased and are not needed to follow up
again to the next cycle.
Discussion
The research has been done to improve students'
critical thinking skills through the investigation
group learning model in class V students of SD
ICEAP 2018
Kartika VIII-1 Cijantung with material struggle
against invaders.
Increasing the ability to think critically in the
learning of social science is assessed based on a
curriculum that emphasizes cognitive, affective,
and psychomotor aspects. Based on this aspect the
researcher uses the required aspects through the test
results given at the end of the cycle to measure
students' critical thinking skills.
CONCLUSIONS, IMPLICATIONS AND
SUGGESTIONS
Conclusion
The investigation group learning model can
improve the critical thinking skills of fifth grade
students of SD Kartika VIII-1 Cijantung. In the first
cycle learning uses the group investigation model
with the following steps:
Learning is done in groups. Each student is
divided into five groups with heterogeneous group
members. The teacher carries out the topic selection
by referring to the teacher instructing each group to
choose the topics that have been provided.
Learning topics that are shared with each student,
in which there is a problem that must be resolved
by students through analysis, then the students do
the analysis. Each group presented the results of the
analysis and the system conducted by the group.
During carrying out the learning by using the
learning model of investigation group in the first
cycle there are still obstacles. So it continues to
cycle II to correct the deficiencies that occurred in
the first cycle by revising the actions. In cycle II, the
investigation group learning model helps students
in organizing information received by students so
that students will be more active in building their
knowledge and processing information. Based on
the explanation above it can be concluded that
learning using the investigation group model can
improve students' critical thinking skills. This
model tudents can actively learn and increase their
understanding of the material being taught and can
motivate students in learning activities can also
trigger students to understand the material provided
by the teacher. On the basis of students' interest in
learning, there will be boredom and boredom when
learning. Knowledge and abilities obtained by
students in social studies learning will be the basis
for improving and developing students' abilities in
their social sciences.
Implications
The expected implications of this action
research are:
1. The teacher can understand that the
investigation group learning model is the
right learning model in social studies
learning because by using this learning
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 Proceeding Book of 1st International Conference on Educational Assessment and Policy - Volume 2
model students are not only able to motivate
students in learning activities but also can
trigger students to understand the material
provided by the teacher. On the basis of
students' interest in learning, there will be
boredom and boredom when learning.
2. In using this learning model, the teacher's
ability to design learning with the right
techniques and the right media is needed.
3. School managers need to provide the tools,
facilities and infrastructure needed for
learning, especially in social studies learning.
4. The teacher tries to always update the
learning model that develops so that it is not
trapped in a model that should no longer be
used in learning especially in social studies
learning.
Suggestions
1. Group Investigation learning model One
learning model that is very appropriate and
suitable to be applied in improving students'
critical thinking skills in school.
2. The teacher conducts classroom action
research to improve the learning process
carried out in his own class.
3. Schools provide tools, facilities and
infrastructure including online networks for
learning enhancement.
ICEAP 2018
4. The school principal periodically supervises
the class teacher and discusses the results of
the supervision with the teacher concerned.
*****
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Sapriya. Pendidikan IPS Konsep dan Pembelajaran.
(Bandung : PT. Rosdakarya, 2009).
Marhamah Asyari. (2016). Available at:
www.emeraldinsight.com/2046-
8253.htm (diakses 18 Januari 2018).
Rana Muhammad Ayyub (2014). Available at:
www.emeraldinsight.com/007-070X.htm
(diakses 18 Januari 2018).
Louise Valentine (2013). Available at:
www.emeraldinsight.com/2044-2084.
htm (diakses 18 Januari 2018).
Finanty Ahsanah. http://Journal.um-surabaya.
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 Published Date: January 31, 2019

PUSPENDIK
BALITBANG KEMDIKBUD

PROCEEDING BOOK Volume 2

1st INTERNATIONAL CONFERENCE ON

EDUCATIONAL
ASSESSMENT AND POLICY
Building Competitiveness and Quality Education
through Educational Assessment Programs

SWISS-BELHOTEL - JAKARTA, NOVEMBER 6, 2018