Penerapan Penilaian Beracuan Patokan dan Norma pada Pelajaran Sejarah Kebudayaan Islam di Madrasah Aliyah Swasta Darul Hadits Huta Baringin

Authors

  • Nurhayani Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan
  • Zulhimmah Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan
  • Manahan Efendi Efendi Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan
  • Hasnah Azhari Harahap Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

DOI:

https://doi.org/10.61292/cognoscere.168

Keywords:

Penilaian Acuan Patokan, Penilaian Acuan Norma

Abstract

The research method chosen was qualitative, with a descriptive analysis method, because the researcher wanted to analyze based on the teacher's verbal statements from each type of daily test, Mid-Semester Examination (UTS), and Final Semester Examination (UAS). This research aims to describe the results of teacher assessments which are then analyzed and compared with the theory of learning outcomes assessment related to the Benchmark Reference Assessment Approach (PAP) and Norm Reference Assessment (PAN). In the Benchmark Assessment Approach (PAP), teachers are responsible for helping students towards achieving predetermined standards. Students are considered to have graduated if they achieve or exceed the predetermined success criteria. This approach helps teachers design improvement programs and provide consistent feedback to students. On the other hand, the Norm Referenced Assessment Approach (PAN) measures a student's abilities relative to his or her group. PAN considers the normal distribution of students' abilities and places students in certain categories such as "top", "middle", or "bottom". The use of PAN in assessing learning outcomes allows adjustments to pure National Examination scores to improve them. The differences between PAP and PAN include the assessment focus, measurement approach, and assessment objectives. Although both can be used in educational contexts, their application differs depending on the assessment needs. In assessing the results of learning the History of Islamic Culture in Madrasas, the use of PAP and PAN must be adjusted to the characteristics of the students and the learning objectives to be achieved.Top of Form

References

Khairuddin Alfath, Fajar Fauzi Raharjo: Teknik Pengolahan Hasil Asesmen: Teknik Pengolahan dengan Menggunakan Pendekatan Acuan Norma (PAN) dan Pendekatan Acuan Patokan (PAP) (2009). Hlm. 1

Primanisa & Zahriani Jf, Tindak Lanjut Hasil Asasmen Terhadap Pelaksanaan Pembelajaran Anak Usia Dini di Taman Kanak-Kanak. (Volume 3, Nomor 1, Maret 2020). Hlm. 3

Diah Rusmala Dewi, dkk, Implementasi Pelaporan Hasil Asesmen (Jurnal Pendidikan. Volume 6 Nomor 1 Tahun 2021, e-ISSN: 2527-6891). hlm. 37

Widodo Estu: Pelaporan Hasil Asasmen. Hlm. 3

Sriyanto Agus: Teknik Pengolahan Asasmen Penentuan Standar Asasmen, Teknik Pengolahan Dengan Menggunakan Pendekatan Acuan Patokan (PAP) Dan Acuan Norma (PAN). Hlm. (Vol.5, No.2, September 2019). Hlm. 243

Erlina Noviyanti, DKK. “Sejarah Kebudayaan IslamDi Sdn 1 Wana.” Jurnal Pendidikan Dan Dakwah 2 (2020): 270–77. https://ejournal.stitpn.ac.id/index.php/pandawa.

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Published

2024-05-20

How to Cite

Nurhayani, N., Zulhimmah, Z., Efendi, M. E., & Harahap, H. A. (2024). Penerapan Penilaian Beracuan Patokan dan Norma pada Pelajaran Sejarah Kebudayaan Islam di Madrasah Aliyah Swasta Darul Hadits Huta Baringin. Cognoscere: Jurnal Komunikasi Dan Media Pendidikan, 2(2), 55–63. https://doi.org/10.61292/cognoscere.168

Issue

Vol. 2 No. 2 (2024)

Section

Articles

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