Identification of Science Teacher Practices and Barriers in Preparation of Minimum Competency Assessment in the Covid-19 Pandemic Era

Hayuni Retno Widarti, Deni Ainur Rokhim, Maya Oki Septiani, Mohammad Hilfi Azra Dzikrulloh

Abstract


The Minister of Education, Culture, Research, and Technology made a new policy that from 2021, national assessment that will be held is minimum competency assessment or commonly known as AKM. AKM is measures two basic skills that is literacy and numeracy. The occurrence of the Covid-19 pandemic has affected to the implementation of education. The learning that was originally face to face in the classroom, now must be change to online system. This is cause delays in the preparation of minimum competency assessment. This study aims to identify the practices and barriers of science teachers in preparation for the minimum competency assessment during the Covid-19 pandemic. This study uses a qualitative descriptive research method with four stages of research, that is preparation, data collection, data analysis, and drawing conclusions. Subject in this research included 15 science teachers from East Java, Indonesia. Data was analyzed using descriptive statistical techniques. The result showed that in the online learning, most teachers had implemented learning that oriented to the preparation of minimum competency assessment but had not shown a positive correlation to student learning outcomes.

Keywords


Minimum Competency Assessment; Pandemic; Learning; Teacher; Student.

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DOI: https://doi.org/10.17509/mimbardik.v6i1.68632

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