The Implementation of Performance Assessment in Social Science Learning

Bibliographic Data

ID22128934
AuthorsHilda Hilaliyah (0000-0002-5458-1096, Universitas Indraprasta PGRI), Bambang Sumadyo (0009-0009-7381-6303, Universitas Indraprasta PGRI), Yuni Masrifatin, Mukhamat Saini, Devit Etikasari
Year2020
Volume8
Issue1
Pages432-439
Publication date2020-01-28
Open AccessYes
TypeARTICLE
VenueHumanities & Social Sciences Reviews (JOURNAL)
Journal identifiersISSN: 2395-6518 • E-ISSN: 2395-6518
PublisherMaya Global Education Society (PUBLISHER)
DOI10.18510/hssr.2020.8154
OpenAlexW3003411847
LanguageEN
References cited26

Purpose of the study: This study aims to determine the effect of the implementation of the performance assessment of the results of social studies with covariates social attitudes in fourth graders in District Jombang. Methodology: The research design uses archetypal, the Posttest Only Control Group with covariates social attitudes. Main Findings: There is a difference between students' social studies learning outcomes in learning with conventional performance appraisal and assessment, there are differences in the learning outcomes of social studies students who take conventional performance appraisal and assessment and there is a significant contribution between social attitudes towards social studies student learning outcomes of 12.9%. Applications of this study: Social studies with covariates social attitudes in fourth graders in District Jombang. Novelty/Originality of this study: Based on the above findings it can be concluded that the implementation of the performance assessment affects the students’ Social Sciences (IPS)learning achievement both before and after control

Covariate · Mathematics education · Novelty · Originality · Significant difference · Applied Psychology · Computer Science · Education and Critical Thinking Development · Educational Curriculum and Learning Methods · Educational Methods and Outcomes · Medicine · Psychology · Social Psychology

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