Authentic assessment for academic performance: study on the attitudes, skills, and knowledge of grade 8 mathematics students

Widodo Winarso


The purpose of the this research is: (1) To know the quality of the mathematics learning outcomes that apply a authentic assessment, (2) To know the student's response to the application of an authentic assessment of mathematics learning. This study uses a quantitative method of causal-comparative type, using test instruments, questionnaires and observations. The object of this study is conditioned in 2 classes, control class (Class 8B) and experiment class (Class 8E). The results showed that the application of the authentic assessment used by teachers is good. On the basis of the data obtained, it is known that the result of learning two classes (control class and experiment class) on attitudinal aspects and skills has the same relative quality. While the learning outcomes on the knowledge aspect, the maximum value reached by the experimental class is higher than the control class (from 72.5 to 65). The effect of treatment on the experimental class is low, indicated by the value of ES (effect size) obtained equal to 0.3. The result of the study based on the student's response level shows that there are 7 students who have a low response to the learning activity (18%), 23 students have an average response to the learning activities (61%) and 8 students have a high response to learning activities. Two other categories, none of the students had very low and very high responses to learning activities (0%). This study also confirmed that Ho was rejected and Ha was accepted, so it can be concluded that  there are differences in mathematics learning outcomes among students who use authentic assessment with students who do not use authentic assessment.


Authentic Assessment; Academic Performance; Mathematical

Full Text:



Becker, L.A. 2000. Effect Size (ES). Retrieved from

Bergström, P. (2010). Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship. The International Review of Research in Open and Distributed Learning, 11(2), 33-48.

Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20-24.

Boediono. (2004). Statistika dan probabilitas. Bandung: Remaja Rosdakarya.

Breen, C. (2001). Coping with fear of mathematics in a group of preservice primary school teachers. Pythagoras, 54, 42-50.

Chang, L. (1994). A psychometric evaluation of 4-point and 6-point Likert-type scales in relation to reliability and validity. Applied psychological measurement, 18(3), 205-215.

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2006). Teacher-student matching and the assessment of teacher effectiveness. Journal of human Resources, 41(4), 778-820.

Cobb, P., Wood, T., Yackel, E., Nicholls, J., Wheatley, G., Trigatti, B., & Perlwitz, M. (1991). Assessment of a problem-centered second-grade mathematics project. Journal for research in mathematics education, 3-29.

Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3(2), 63-68.

Departemen Pendidikan Nasional. (2006). Permendiknas No. 22 Tahun 2006 tentang standar isi. Jakarta: Depdiknas.

Departemen Pendidikan Nasional. (2007). Peraturan Menteri Pendidikan Nasional Nomor 20 Tahun 2007, tentang Standar Penilaian Pendidikan. Jakarta: Depdiknas

Detlefsen, M. (2013). Hilbert’s program: an essay on mathematical instrumentalism (Vol. 182). New York: Springer Science & Business Media.

Driscoll, M. P. (2000). Psychology of learning. Boston, Allyn and Bacon.

Ennis, R. H., & Weir, E. E. (1985). The Ennis-Weir critical thinking essay test: An instrument for teaching and testing. Pacific Grove, CA: Midwest Publications.

Fonna, M., & Mursalin, M. (2018). Role of Self-Efficacy Toward Students’ Achievement in Mathematical Multiple Representation Ability (MMRA). Jurnal Ilmiah Peuradeun, 6(1), 31-40.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in education (Vol. 7). New York: McGraw-Hill.

Gittler, G., & Glück, J. (1998). Differential transfer of learning: Effects of instruction in descriptive geometry on spatial test performance. Journal of Geometry and Graphics, 2(1), 71-84.

Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406.

Istiqomah, W., & Kariyoso, W. (2002). Psikologi Sosial. Jakarta: Karunika Universitas Terbuka Jakarta.

Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it's here to stay. Corwin Press.

Kiemer, K., Gröschner, A., Pehmer, A. K., & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science. Learning and Instruction, 35, 94-103.

Klein, F., Beman, W. W., & Smith, D. E. (2003). Famous problems of elementary geometry: the duplication of the cube, the trisection of an angle, the quadrature of the circle. Courier Corporation.

Kleinginna, P. R., & Kleinginna, A. M. (1981). A categorized list of motivation definitions, with a suggestion for a consensual definition. Motivation and emotion, 5(3), 263-291.

Klopfer, L. E. (1971). Evaluation of learning in science. McGraw.

Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age International.

Kunandar. (2013). Penilaian Autentik (Penilaian Hasil Belajar Peserta Didik Berdasarkan Kurikulum 2013). Jakarta: Rajawali Press.

Kurniati, K., Kusumah, Y. S., Sabandar, J., & Herman, T. (2015). Mathematical critical thinking ability through contextual teaching and learning approach. Journal on Mathematics Education, 6(1), 53-62.

Kusmijati, N. (2014). Penerapan penilaian autentik sebagai upaya memotivasi belajar siswa. In Prosiding Seminar Nasional Hasil-hasil Penelitian dan Pengabdian LPPM (pp. 55-62).

McLeod, D. B., & Adams, V. M. (Eds.). (2012). Affect and mathematical problem solving: A new perspective. Springer Science & Business Media.

Meltzer, D. E. (2002). The relationship between mathematics preparation and conceptual learning gains in physics: A possible “hidden variable” in diagnostic pretest scores. American journal of physics, 70(12), 1259-1268.

Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. USA: Sage publications.

Meyer, J., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within the disciplines (pp. 412-424). Edinburgh: University of Edinburgh.

Muis, K. R., & Edwards, O. (2009). Examining the stability of achievement goal orientation. Contemporary Educational Psychology, 34(4), 265-277.

Nitko, A. J., & Brookhart, S. M. (2007). Educational assessment of student. Englewood Cliffs. NJ: Merrill Prentice Hall.

Pellegrino, J. W., & Hilton, M. L. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. National Academies Press.

Peraturan Menteri Pendidikan Nasional Republik Indonesia. (2007). Nomor 16 Tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru. Biro Hukum dan Organisasi Departemen Pendidikan Nasional.

Rusgianto, H. S. (2006). Hubungan antara sikap terhadap matematika, kecerdasan emosional dalam interaksi sosial di kelas dengan hasil belajar matematika siswa SMP Negeri 5 yogyakarta tahun 2006. Seminar Trend Penelitian dan Pembelajaran Matematika di Era ICT.

Sa’dijah, C. (2009). Asesmen Kinerja dalam Pembelajaran Matematika. Jurnal Pendidikan Inovatif, 4(2), 92-95.

Silver, E. A., & Cai, J. (2005). Assessing Students' Mathematical Problem Posing. Teaching children mathematics, 12(3), 129.

Stiggins, R. J. (1994). Student-centered classroom assessment. New York: Merrill.

Trianto. (2009). Mendesain Model Pembelajaran Inovatif-Progresif. Jakarta: Kencana.

Van de Walle, J. A., Karp, K. S., & Williams, J. M. B. (2007). Elementary and middle school mathematics.Teaching development. Boston: Pearson.

Wardhani, S. (2004). Penilaian pembelajaran matematika berbasis kompetensi. Modul Pelatihan. Diklat Instruktur/Pengembang Matematika SMK di PPPG Matematika Yogyakarta. Dirjen Pendidikan Dasar dan Menengah Pusat Pengembangan Penataran Guru (PPPG) Matematika. Yogyakarta, 7.

Widiarso, W. (2011). Mengaplikasikan uji-t untuk membandingkan Gain Score antar Kelompok dalam Eksperimen. Yogyakarta: FP UGM.


Article Metrics

#### view : 751 times
PDF 193 times


  • There are currently no refbacks.

Copyright (c) 2018 Widodo Winarso


Malikussaleh Journal of Mathematics Learning are abstracting & indexing in the following databases:

Malikussaleh Journal of Mathematics Learning also has been listed and archives in the following databases: SHERPA/RoMEO Policy, LOCKSS Archieving System, ULRICHSWEB Proquest, EZB Universitat Reqensburq, Open Science Directory by EBSCO information service and ROAD ISSN.

Malikussaleh Journal of Mathematics Learning (MJML)