ICPECE, ICPECE 2017

Font Size: 
INFLUENCE AUTHENTIC ASSESSMENT STUDENT LEARNING AND MOTIVATION FOR FIQIH OUTCOMES LEARNING
Eva Dwi Kumala Sari

Building: Mitra Hotel, Bandung
Room: Nusantara 2
Date: 2017-12-06 07:00 AM – 05:30 PM
Last modified: 2018-04-13

Abstract


This study aims to determine: (1) the average difference between students' learning outcomes Fiqih given portfolio assessment, performance appraisal and assessment multiple-choice test. (2) the average difference in learning outcomes of students who own a Fiqih between learning motivation high and has a low learning motivation (3) to understand the interaction between authentic assessment and motivation on learning outcomes Fiqih. (4) differences in learning outcomes Fiqih for students who have high motivation among students who are given the portfolio assessment, performance appraisal and assessment multiple-choice test. (5) differences in learning outcomes Fiqih for students who have low motivation among students who are given the portfolio assessment, performance appraisal and assessment multiple-choice test. The research was conducted in SDI Tahta Syajar Bekasi. With a sample of 48 students by using cluster random sampling technique. Fiqih learning outcomes data obtained through achievement test, and the data obtained through the students' motivation to learn motivational instrument. The results showed that (1) the learning outcomes Fiqih students were given a portfolio assessment is higher than that given ratings performance for students who have learning motivation high, (2) learning outcomes Fiqih students were given a portfolio assessment is higher than the given assessment multiple-choice test for students who have learning motivation high, (3) learning outcomes Fiqih students were given ratings higher performance than by assessment multiple-choice test for students who have learning motivation high (4) learning outcomes Fiqih students were given a portfolio assessment is lower than that by ratings performance for students with low learning motivation, (5) learning outcomes Fiqih students were given a portfolio assessment is lower than that given assessment multiple-choice test for students who have low learning motivation, (6) the learning outcomes Fiqih students by ratings performance lower than given assessment multiple-choice test for students who have low learning motivation, (7) the results of studying jurisprudence students who have high motivation higher in the study of jurisprudence students with low learning motivation. (8) there are differences in learning outcomes Fiqih students with learning motivation high and low learning motivation for students given the portfolio assessment. (9) there are differences in learning outcomes Fiqih students with learning motivation high and low learning motivation for students who are given ratings performance (10) there are differences in learning outcomes Fiqih students with learning motivation high and low learning motivation for students who are given the assessment multiple-choice test.

Keywords


Authentic assessment, motivation, Fiqih outcomes learning

Full Text: PDF