Analisis Keterampilan Menyusun Instrumen Asesmen Autentik Pembelajaran pada Mahasiswa Calon Guru di Program Studi Pendidikan Geografi Universitas Jember

Abstrak

Authentic assessment is an important component of geography learning because it enables the measurement of students’ competencies through contextualized tasks. However, preserve teachers’ ability to develop authentic assessment instruments, particularly those aligned with the characteristics of geographical competencies, requires further investigation. This study aims to analyze preserve teachers’ skills in developing authentic assessment instruments for geography learning and to identify the components representing their strengths and weaknesses. A quantitative descriptive approach was employed involving 81 students from the Geography Education Study Program at the University of Jember. Data was collected by documenting students’ assignments as authentic assessment instruments and analyzed using an assessment rubric covering eight skill components. Data analysis was conducted descriptively. The findings indicate that the students’ overall skills were categorized as good. Relatively stronger competencies were found in aligning assessment instruments with learning outcomes and objectives, selecting appropriate types of authentic assessment, and formulating clear indicators and assessment criteria. Areas requiring further improvement include the quality of scoring rubrics, the ability of assessment instruments to measure spatial thinking and HOTS, and the alignment among learning objectives, tasks, indicators, and rubrics.

Kata kunci

• Geography learning
• Pembelajaran Geografi
• asesmen autentik
• authentic assessment
• calon guru
• preservice teachers