Pelatihan Perancangan dalam Melaksanakan Penilaian Proses dan Hasil Belajar bagi Guru Taman Kanak-Kanak di Kota Bandar Lampung
DOI:
https://doi.org/10.64690/jampi.v2i1.568Keywords:
Teacher Training, Process Assessment, Learning Outcome Assessment,, Early Childhood Education, KindergartenAbstract
Assessment is a crucial component of early childhood education (PAUD) learning because it serves to monitor children's development and learning outcomes holistically. However, many kindergarten (TK) teachers still experience difficulties in designing and implementing assessments of the learning process and outcomes according to the characteristics of early childhood. This community service activity aims to improve the competence of kindergarten teachers in Bandar Lampung City in designing and implementing assessments of the learning process and outcomes through structured training. The implementation methods include lectures, discussions, workshops, practical assessment instrument development, and mentoring. The subjects of the activity were kindergarten teachers from several kindergarten institutions in Bandar Lampung City. The results of the activity showed an increase in teachers' understanding of the PAUD assessment concept, as well as an increase in teachers' ability to develop assessment instruments for the learning process and outcomes that are in accordance with the principles of authentic assessment. This training has a positive impact on teachers' professional competence and the quality of assessment implementation in kindergarten institutions.
Downloads
References
Arikunto, S. (2016). Dasar-dasar evaluasi pendidikan (Edisi revisi). Bumi Aksara.
Ayuningrum, D., & Nopiana, N. (2019). Early Childhood Education Management. The First International Conference On Islamic Development Studies (ICIDS). http://dx.doi.org/10.4108/eai.10-9-2019.
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Longmans, Green and Co.
Bredekamp, S. (2020). Effective practices in early childhood education: Building a foundation (4th ed.). Pearson.
Creswell, J. W. (2018). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson.
Fadlillah, M. (2017). Evaluasi pembelajaran anak usia dini. Prenadamedia Group.
Fitriani, W., & Suryana, D. (2021). Implementasi penilaian perkembangan anak usia dini di taman kanak-kanak. Jurnal Pendidikan Anak Usia Dini, 5(1), 45–55.
Hattie, J. (2017). Visible learning for teachers: Maximizing impact on learning. Routledge.
Kemendikbudristek. (2022). Panduan pembelajaran dan asesmen pendidikan anak usia dini. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Khadijah. (2016). Pengembangan kognitif anak usia dini. Perdana Publishing.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Cambridge Adult Education.
Lestari, F. D., Rosidin, U., Nopiana, N. (2025). The Relationship Between Teachers' Pedagogic Competence and The Ability to Carry Out Evaluation Using Anecdotal Records in Early Childhood Education Institutions. Jurnal Pendidikan Anak, 11 (1). 11-20.
Morrison, G. S. (2018). Early childhood education today (14th ed.). New York: Pearson.
Mulyasa, E. (2021). Menjadi guru profesional: Menciptakan pembelajaran kreatif dan menyenangkan. Jakarta: Remaja Rosdakarya.
NAEYC. (2020). Developmentally appropriate practice in early childhood programs. National Association for the Education of Young Children.
Nopiana, N. (2025). Early Childhood Character Education In The Perspective Of Independent Curriculum. Jurnal Edukasi dan Pembelajaran Anak Usia Dini, 1(1), 40-50.
Nopiana, N., & Fatmawati, N. (2025). Pelatihan Pembuatan Media Pembelajaran untuk Meningkatkan Ecoliteracy Anak Usia Dini di PAUD Se-Kecamatan Kota Agung Timur, Kabupaten Tanggamus, Provinsi Lampung. Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif, 1(1), 49-58.
Nugraha, A., & Rahmawati, D. (2022). Kompetensi guru PAUD dalam melaksanakan penilaian autentik. Jurnal Ilmiah Pendidikan Anak, 7(2), 112–121.
Permendikbud Republik Indonesia Nomor 137 Tahun 2014 tentang Standar Nasional Pendidikan Anak Usia Dini.
Permendikbud Republik Indonesia Nomor 146 Tahun 2014 tentang Kurikulum 2013 Pendidikan Anak Usia Dini.
Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
Rusman. (2017). Belajar dan pembelajaran berorientasi standar proses pendidikan. Jakarta: Prenadamedia.
Suryana, D. (2019). Pendidikan anak usia dini: Teori dan praktik pembelajaran. Kencana.
Susanto, A. (2017). Pendidikan anak usia dini: Konsep dan teori. Bandung: Bumi Aksara.
Uno, H. B., & Koni, S. (2019). Assessment pembelajaran. Bandung: Bumi Aksara.
Wortham, S. C., & Hardin, B. J. (2016). Assessment in early childhood education (7th ed.). New York: Pearson.
Yusuf, M. (2018). Asesmen dan evaluasi pendidikan. Jakarta: Prenadamedia Group.
Zainal, A., & Mulyasa, E. (2020). Praktik penilaian pembelajaran. Jakarta: Remaja Rosdakarya.
Zulkifli, N., & Yulsyofriend. (2020). Penilaian autentik dalam pembelajaran anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4(2), 1031–1040. https://doi.org/10.31004/obsesi.v4i2.458
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Nopiana Nopiana, Ari Sofia, Nia Fatmawati (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
.png)
