INFLUENCE AUTHENTIC ASSESSMENT STUDENT LEARNING AND MOTIVATION FOR FIQIH OUTCOMES LEARNING

ICPECE: International Conference on Primary and Early Childhood Education

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Field Value
 
Title INFLUENCE AUTHENTIC ASSESSMENT STUDENT LEARNING AND MOTIVATION FOR FIQIH OUTCOMES LEARNING
 
Creator Eva Dwi Kumala Sari; <em>STIT Al Marhalah Al Ulya Bekasi</em>
 
Subject Education
Authentic assessment, motivation, Fiqih outcomes learning
 
Description 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.
 
Publisher ICPECE: International Conference on Primary and Early Childhood Education
 
Contributor
 
Date 2018-04-13 10:38:11
 
Type Peer-reviewed Paper
Experiment
 
Format application/pdf
 
Identifier http://cibiru.conference.upi.edu/index.php/ICPECE/2017/paper/view/25
 
Source ICPECE: International Conference on Primary and Early Childhood Education; ICPECE 2017
 
Language en
 
Rights Authors who submit to this conference agree to the following terms:<br /> <strong>a)</strong> Authors retain copyright over their work, while allowing the conference to place this unpublished work under a <a href="http://creativecommons.org/licenses/by/3.0/">Creative Commons Attribution License</a>, which allows others to freely access, use, and share the work, with an acknowledgement of the work's authorship and its initial presentation at this conference.<br /> <strong>b)</strong> Authors are able to waive the terms of the CC license and enter into separate, additional contractual arrangements for the non-exclusive distribution and subsequent publication of this work (e.g., publish a revised version in a journal, post it to an institutional repository or publish it in a book), with an acknowledgement of its initial presentation at this conference.<br /> <strong>c)</strong> In addition, authors are encouraged to post and share their work online (e.g., in institutional repositories or on their website) at any point before and after the conference.
 

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