PELATIHAN ASESMEN PEMBELAJARAN PBL DI SEKOLAH DASAR KABUPATEN PRINGSEWU
Abstract:
This Community Service Program (PkM) aimed to enhance the competencies of elementary school teachers in designing and implementing Problem-Based Learning (PBL)-based assessment in Pringsewu Regency, Indonesia. The program was motivated by teachers' limited ability to develop authentic assessments aligned with the characteristics of PBL, particularly in designing project assessment rubrics, observation sheets, and instruments for measuring critical thinking and problem-solving skills. The program involved 35 elementary school teachers and was implemented through several stages, including preparation, training, assessment instrument development workshops, implementation mentoring, and evaluation. A participatory approach was employed through lectures, discussions, simulations, and hands-on practice in developing PBL assessment instruments. The training covered the concepts of PBL assessment, authentic assessment, project rubric development, student activity observation sheets, and assessment instruments for critical thinking and problem-solving skills. The results indicated that 90% of the participants successfully developed PBL-based assessment instruments that met the implementation criteria. Evaluation findings revealed a significant improvement in participants' competencies, with the average score increasing from 62.4 in the pre-test to 86.7 in the post-test, representing a 38.9% improvement. Furthermore, 78% of the participants achieved the "excellent" category, while 17% were categorized as "good." These findings demonstrate that the training program was effective in improving teachers' competencies in developing authentic, contextual, and 21st-century skills-oriented assessment practices.
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Brian R. Belland., ChanMin Kim., & Michael J. Hannafin. (2020). A framework for designing scaffolds that improve motivation and cognition in problem-based learning. Educational Psychologist, 55(4), 243–270. https://doi.org/10.1080/004615 20.2020.1787459
Burhan, I. (2025). Problem-based learning as an innovative approach in elementary social studies education: A thematic analysis of empirical studies. Journal of Education Method and Learning Strategy, 4(1).
Brookhart, S. M. (2010). How to Assess Higher Order Thinking Skills in Your Classroom. Alexandria: ASCD.
Darmawati, Y., & Mustadi, A. (2023).
The effect of problem-based learning on the critical thinking skills of elementary school students. Jurnal Prima Edukasia, 11(2).
David Carless., & David Boud. (2018).
The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325.
David H. Jonassen. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. New York, NY: Routledge.
Dinas Pendidikan Kabupaten Pringsewu. (2024). Data statistik pendidikan sekolah dasar Kabupaten Pringsewu tahun 2024. Pringsewu: Dinas Pendidikan Kabupaten Pringsewu.
Freeman, A. S., Bleiler-baxter, S. K., & Gardner, G. E. (2026). STEM
graduate teaching assistants ’ psychological needs for teaching : a scoping review of literature. 3. https://doi.org/10.1186/s40594-026-00593-3
Hains-Wesson, R., & Le Roux, S. (2024). Bridging Teacher Knowledge and Practice: Exploring Authentic Assessment across Educational Levels.
Education Sciences. Education Sciences, 14(8), 894.
Hariyanto, V. L., Hidayah, R., Pratama,
G. N. I. P., & Syamsudin, R. N. (2023). Project-Based Learning at Vocational Schools: A Case Study of the Implementation of Entrepreneurship Learning Model. International Journal of Instruction, 16(3), 283–306. https://doi.org/10.29333/iji.2023. 16316a
Hmelo Silver, C. E. (2019). Problem Based Learning: What and How Do Students Learn?. Educational Psychology Review. Current Issues in Education, 26(2).
John W. Creswell., & J. David Creswell. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Thousand Oaks, CA: SAGE Publications.
Kirilova, B. (2024). Embedded assessment throughout the problem-based learning - a path to authentic learning experiences.
Mathematics and Education in Mathematics, 12(2), 123-132.
Sophie M. M. Loyens., Jessica Magda., & Remy M. J. P. Rikers. (2021).
Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 33(3), 1-20.
Sugiyono. (2022). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Susan M. Brookhart. (2021). Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice, 28(3), 1-17.
Wiggins, G. (2011). Educative assessment: Designing assessments to inform and improve student performance. San Francisco, CA: Jossey-Bass.
- Brian R. Belland., ChanMin Kim., & Michael J. Hannafin. (2020). A framework for designing scaffolds that improve motivation and cognition in problem-based learning. Educational Psychologist, 55(4), 243–270. https://doi.org/10.1080/004615 20.2020.1787459
- Burhan, I. (2025). Problem-based learning as an innovative approach in elementary social studies education: A thematic analysis of empirical studies. Journal of Education Method and Learning Strategy, 4(1).
- Brookhart, S. M. (2010). How to Assess Higher Order Thinking Skills in Your Classroom. Alexandria: ASCD.
- Darmawati, Y., & Mustadi, A. (2023).
- The effect of problem-based learning on the critical thinking skills of elementary school students. Jurnal Prima Edukasia, 11(2).
- David Carless., & David Boud. (2018).
- The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325.
- David H. Jonassen. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. New York, NY: Routledge.
- Dinas Pendidikan Kabupaten Pringsewu. (2024). Data statistik pendidikan sekolah dasar Kabupaten Pringsewu tahun 2024. Pringsewu: Dinas Pendidikan Kabupaten Pringsewu.
- Freeman, A. S., Bleiler-baxter, S. K., & Gardner, G. E. (2026). STEM
- graduate teaching assistants ’ psychological needs for teaching : a scoping review of literature. 3. https://doi.org/10.1186/s40594-026-00593-3
- Hains-Wesson, R., & Le Roux, S. (2024). Bridging Teacher Knowledge and Practice: Exploring Authentic Assessment across Educational Levels.
- Education Sciences. Education Sciences, 14(8), 894.
- Hariyanto, V. L., Hidayah, R., Pratama,
- G. N. I. P., & Syamsudin, R. N. (2023). Project-Based Learning at Vocational Schools: A Case Study of the Implementation of Entrepreneurship Learning Model. International Journal of Instruction, 16(3), 283–306. https://doi.org/10.29333/iji.2023. 16316a
- Hmelo Silver, C. E. (2019). Problem Based Learning: What and How Do Students Learn?. Educational Psychology Review. Current Issues in Education, 26(2).
- John W. Creswell., & J. David Creswell. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Thousand Oaks, CA: SAGE Publications.
- Kirilova, B. (2024). Embedded assessment throughout the problem-based learning - a path to authentic learning experiences.
- Mathematics and Education in Mathematics, 12(2), 123-132.
- Sophie M. M. Loyens., Jessica Magda., & Remy M. J. P. Rikers. (2021).
- Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 33(3), 1-20.
- Sugiyono. (2022). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
- Susan M. Brookhart. (2021). Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice, 28(3), 1-17.
- Wiggins, G. (2011). Educative assessment: Designing assessments to inform and improve student performance. San Francisco, CA: Jossey-Bass.