Independent Learning Curriculum Assessment in Textbooks Elementary School Science

Abstract

This research aims to analyze and describe the form of independent learning assessment in the science and science textbook for grade III elementary school students and teachers. The focus of the research is the form of assessment in the science and science textbook for grade III elementary school students and teachers. The approach used in this research is qualitative content analysis. The data in this research are sentences contained in activities and assessment rubrics in the science and science textbook for grade III elementary school students which describe independent learning assessments. The source of research data is the science and science textbook for grade III elementary school students and teachers. Data collection was carried out using documentation techniques. The results of the research concluded that there are four forms of assessment in the science and science textbook for grade III elementary school students. The four forms of assessment are (1) attitude assessment and process assessment, (2) performance assessment and process assessment, and (3) performance assessment and results assessment, 4) summative assessment of product work. However, in these four forms of assessment there is no method for scoring each criterion being assessed. Researchers also did not find assessment guides for self-assessment and peer assessment as exemplified in the learning and assessment guidebook. This research provides an important contribution and impact on the development of pedagogy and assessment at the elementary level, especially in terms of developing quality textbooks and guides for teachers. These findings can form the basis for professional development for teachers. Training can be held to provide teachers with knowledge and skills in carrying out comprehensive and accurate assessments. Teachers can learn how to do fair and consistent scoring, and understand the importance of self-assessment and peer-to-peer assessments in the learning process.