Exploring Vocational High School EFL Teacher’s Understanding of Student-Centered Learning Assessment

Raniah Mardiant; Eri Kurniawan

doi:10.29240/ef.v7i1.7033

Exploring Vocational High School EFL Teacher’s Understanding of Student-Centered Learning Assessment

Raniah Mardiant, Eri Kurniawan

Abstract

Since the Kurikulum Merdeka was implemented to respond to the learning loss students experienced during the Covid-19 pandemic, student-centered learning assessment (SCLA) has become a significant part of current Indonesian senior high school educational initiatives. However, previous research found that teachers need more understanding of the concept of SCLA. Thus, this study explores vocational high school EFL teacher's understanding of SCLA in implementing problem-based learning in the Kurikulum Merdeka aligned with the theory from Jonassen (2000). This qualitative case study employed an interview as the main instrument to discover an understanding from one teacher. Based on the data analysis through thematic analysis, the findings revealed that the teacher had a fair understanding of the student-centered learning assessment's concepts, advantages, and obstacles. Nevertheless, the teacher still needed to learn more about SCLA. Although not all of the research findings were relevant to the previous study and the theory, the teacher reasonably implemented the student-centered learning assessment while improving the future teaching- learning process, particularly the assessment system. Moreover, there is an expectation for the school, principals, and other stakeholders to pay attention to providing teachers with training regarding student-centered learning assessment. In addition, teachers are expected to be willing to stay up-to-date with the change of curriculum, including the shift in the assessment form, teachers' role, and learning to understand the current curriculum and the learning methods.

Keywords

Assessment

Full Text:

PDF

References

Abdigapbarova, U., & Zhiyenbayeva, N. (2022). Organization of Student-Centered learning within the Professional Training of a future teacher in a Digital Environment. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11159-5

Agung S., L., & Ratna Kumala, A. (2022). Independent curriculum integration in responding to the challenges of the era of society 5.0. International Journal of Education and Social Science Research, 05(05), 143–151. https://doi.org/10.37500/ijessr.2022.5509

Aini Qolbiyah, Sonzarni, & Muhammad Aulia Ismail. (2022). Implementation of the independent learning curriculum at the driving school. Jurnal Penelitian Ilmu Pendidikan Indonesia, 1(1), 01–06. https://doi.org/10.31004/jpion.v1i1.1

Alshenqeeti, H. (2014). Interviewing as a data collection method: A critical review. English Linguistics Research, 3(1), 39–45. https://doi.org/10.5430/elr.v3n1p39

Andrade, H., & Brown, G. (2016). Student self-assessment in the classroom. In G. Brown & L. Harris (Eds.), Handbook of human and social conditions in assessment (pp. 319–334). Routledge.

Arifin, Z. (2019). Penelitian pendidikan: Metode dan paradigma baru. Bandung: PT Remaja Rosdakarya.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Creswell. J.W. and Creswell, J.D. (2017) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th Edition, Sage, Newbury Park.

Din, F., & Wheatley, F. (2007). A literature review of the student-centered teaching approach: national implications. National Forum of Teacher Education Journal, 17(3), 1–17.

Dixson, D. D., & Worrell, F. C. (2016). Formative and Summative Assessment in the Classroom. Theory Into Practice, 55(2), 153–159. https://doi.org/10.1080/00405841.2016.1148989

Dong, Y., Wu, S. X., Wang, W., & Peng, S. (2019). Is the Student-Centered Learning Style More Effective Than the Teacher-Student Double-Centered Learning Style in Improving Reading Performance? Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02630

Etikan, I. (2016). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1. https://doi.org/10.11648/j.ajtas.20160501.11

Emenyeonu, O. C. (2012). Student-centered learning in Oman: challenges and pitfalls. International Journal of Learning and Development, 2(5), 243–254.

Fitriyah, I., Masitoh, F., & Widiati, U. (2022). Classroom-based language assessment literacy and professional development need between novice and experienced EFL teachers. Indonesian Journal of Applied Linguistics, 12(1), 124–134. https://doi.org/10.17509/ijal.v12i1.46539

Hancock, D. R., & Algozzine, B. (2006). Doing case study research. New York: Teachers College Press.

Harrison, C. J., Könings, K. D., Schuwirth, L., Wass, V., & van der Vleuten, C. (2014). Barriers to the uptake and use of feedback in the context of summative assessment. Advances in Health Sciences Education, 20(1), 229–245. https://doi.org/10.1007/s10459-014-9524-6

Hidayati, R. M., & Wagiran, W. (2020). Implementation of problem-based learning to improve problem-solving skills in vocational high school. Jurnal Pendidikan Vokasi, 10(2). https://doi.org/10.21831/jpv.v10i2.31210

Islam, M. K., Sarker, M. F. H., & Islam, M. S. (2021). Promoting student-centred blended learning in higher education: A model. E-Learning and Digital Media, 19(1), 36–54. https://doi.org/10.1177/20427530211027721

Jonassen, D. H. (2000). Revisiting activity theory as a framework for designing student-centered learning environments. In D. H. Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments (pp. 89–121). Lawrence Erlbaum Associates.

Jonassen, D. H., & Hung, W. (2015). All problems are not equal: Implications for problem-based learning. In A. Walker, Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows (pp. 17-41). West Lafayette, Indiana: Purdue University Press.

Komatsu, H., Rappleye, J., & Silova, I. (2021). Student-Centered Learning and Sustainability: Solution or Problem? Comparative Education Review, 65(1), 6–33. https://doi.org/10.1086/711829

Luthfiyyah, R., Basyari, I. W., & Dwiniasih, D. (2020). EFL secondary teachers’ assessment literacy: Assessment conceptions and practices. Journal on English as a Foreign Language, 10(2), 402–421. https://doi.org/10.23971/jefl.v10i2.2101

McMillan, J. H. (2019). New directions for teaching and learning: Assessing student’s learning. McMillan Press.

Novalinda, R. (2020, November 4). Problem-based learning: 21st century vocational education. International Journal of Multi Science. https://multisciencejournal.com/index.php/ijm/article/view/84

Orabah, S. S. B. (2022, September 14). Assessing English language teachers’ understanding and practices of student-centered learning in Oman - Language Testing in Asia. SpringerOpen. https://languagetestingasia.springeropen.com/articles/10.1186/s40468-022-00184-3

Pastore, S., & Andrade, H. L. (2019). Teacher assessment literacy: A three-dimensional model. Teaching and Teacher Education, 84, 128–138. https://doi.org/10.1016/j.tate.2019.05.003

Patria, B. (2015). The validity and reliability of a problem-based learning implementation questionnaire. Journal of Educational Evaluation for Health Professions, 12, 22. https://doi.org/10.3352/jeehp.2015.12.22

Pedersen, S., & Liu, M. (2003). Teachers’ beliefs about issues in the implementation of a student-centered learning envinronment. Educational Technology Research and Development, 51(2), 57–76.

Pujiawati, N. (2019). Evaluating teachers’ assessment practice on students' writing performance. Journal of English Language Studies, 4(1), 41–49. https://jurnal.untirta.ac.id/index.php/JELS/article/view/4462/3753

Purba, S. M. T. (2022). Implementation of the Independent Learning Curriculum to Realize One Child One Curriculum. Intelektium, 3(1), 106–117. https://doi.org/10.37010/int.v3i1.690

Putri, A. (2022, April 26). The effect of problem-based model on the ability to write procedure text in students of class XI SMA Al-Maksum Cinta Rakyat study year 2021-2022 | Lumbungaksara. http://siakad.univamedan.ac.id/ojs/index.php/lumbung_aksara/article/view/355

Rahman, Kh. A., Hasan, Md. K., Namaziandost, E., & Ibna Seraj, P. M. (2021a). Implementing a formative assessment model at the secondary schools: attitudes and challenges. Language Testing in Asia, 11(1). https://doi.org/10.1186/s40468-021-00136-3

Servant‐Miklos, V. F. C., Norman, G. R., & Schmidt, H. G. (2019b). A Short Intellectual History of Problem‐ Based Learning. The Wiley Handbook of Problem‐Based Learning, 3–24. https://doi.org/10.1002/9781119173243.ch1

Shute, V. J., Wang, L., Greiff, S., Zhao, W., & Moore, G. (2016). Measuring problem solving skills via stealth assessment in an engaging video game. Computers in Human Behavior, 63, 106–117. https://doi.org/10.1016/j.chb.2016.05.047

Taherdoost, H. (2021). Data Collection Methods and Tools for Research; A Step-by-Step Guide to Choose Data Collection Technique for Academic and Business Research Projects, International Journal of Academic Research in Management, 10(1): 10-38 https://elvedit.com/journals/IJARM/wp-content/uploads, Available at SSRN: https://ssrn.com/abstract=4178676

Vadivel, B., Namaziandost, E., & Saeedian, A. (2021). Progress in English language teaching through continuous profes- sional development—teachers’ self-awareness, perception, and feedback. Front. Educ., 6, 757285. https://doi.org/10.3389/feduc

Wahyuni, D. S., Agustini, K., Sindu, I. G. P., & Sugihartini, N. (2020). Analysis on vocational high school teacher competency gaps: implication for VHS teacher training needs. Journal of Physics: Conference Series, 1516(1), 012051. https://doi.org/10.1088/1742-6596/1516/1/012051

Wahyuni, D. S., & Sugihartini, N. (2021, April 9). The Core Competencies of Vocational High School Teachers In 21st Century Learning. Atlantis Press. https://www.atlantis-press.com/proceedings/ictes- 20/125955243

Weimer, M. (2002b). Learner-centered teaching: Five key changes to practice. San Fransisco, CA: Jossey-Bass.

Yuhastina, Y., Parahita, B. N., Astutik, D., Ghufronudin, G., & Purwanto, D. (2020). Sociology Teachers’ Opportunities and Challenges in Facing “Merdeka Belajar” Curriculum in the Fourth Industrial Revolution (Industry 4.0). Society, 8(2), 732–753. https://doi.org/10.33019/society.v8i2.234

DOI: http://dx.doi.org/10.29240/ef.v7i1.7033