The Need to Develop Performance Assessment Technology in Science Classes for Measuring Integrated Science Process Skills
Coryna Oktaviani (a*), Mentari Darma Putri (b), Mauliza (a), Rahmiati (c)

(a) Chemistry Education Program, Faculty of Teacher Training and Education, Universitas Samudra, Aceh, Indonesia
(b) Physics Education Program, Faculty of Teacher Training and Education, Universitas Samudra, Aceh, Indonesia
(c) English Education Program, Faculty of Teacher Training and Education, Universitas Samudra, Aceh, Indonesia

*coryna.oktaviani[at]unsam.ac.id

Abstract

Enhancing students integrated science process skills by using technology in performance assessment in science classess can improve the quality of teacher assessment. This study aims to analyze the needs of teachers for the development of performance assessment technology in science classes for measuring integrated science process skills. Employed a descriptive research design with qualitative methods, the study involved 21 science teachers from 6 junior high schools across Aceh Tamiang and Langsa city. The participant responded questionnaires containing 21 questions related to three main aspects including: (1) Their previous Science Performance Assessment- (2) Forms of Science Performance Assessment Technology used in Schools- and (3) Forms of Science Performance Assessment used to measure Integrated Science Process Skills (ISPS). The obtained data were analyzed using descriptive analysis. In the first aspect, the results showed that 52.4% of teachers conducted performance assessments every time they carried out science practicums, 81% used presentation results, 76.2% used observation sheets and process assessments as methods in assessing science performance. In the second aspect, the use of technology in assessing science performance, it was found that 47.6% of teachers never used technology in assessments, only 14.3% of teachers answered often and 38.1% answered sometimes. The form of technology used by teachers in assessments was 81% answered using Spreadsheets (Excel, Google Sheets). In the third aspect, it was found that the type of SPS most often used by teachers in assessing science performance was basic SPS, only 14.3% of teachers used integrated SPS. Based on the results, it can be concluded that it is important to develop performance assessment technology for measuring integrated SPS.

Keywords: Performance Assessment- Technology- Integrated Science Process Skills- Scientific Inquiry

Topic: Technology in Education