Download fulltext HTML
Pudjastawa, A. W., Cantika, V. M., & Dwijonagoro, S. (2021). Development of Online Exam Questions for Javanese Language Subjects with a Cultural Responsive Assessment Approach. KnE Social Sciences, 6(2), 287–302. https://doi.org/10.18502/kss.v6i2.9995

https://doi.org/10.18502/kss.v6i2.9995

statistics

  • 205 Abstract Views
  • 144 PDF Views
  • 0 HTML Views

authors

  • Astrid Wangsagrindra Pudjastawa

    Astrid Wangsagrindra Pudjastawa

    Javanese Language Education of Graduate School, Universitas Negeri Yogyakarta
  • Varary Mechwafanitara Cantika

    Varary Mechwafanitara Cantika

    Javanese Language Education, Sebelas Maret University of Surakarta
  • Suwarna Dwijonagoro

    Suwarna Dwijonagoro

    Javanese Language Education of Graduate School, Universitas Negeri Yogyakarta

Published Date

  • Dec 29, 2021

Development of Online Exam Questions for Javanese Language Subjects with a Cultural Responsive Assessment Approach

KnE Social Sciences / The 2nd International Conference on Meaningful Education (2nd ICMEd) / Pages 287–302

Abstract

This study aimed to develop web-based Javanese school exam questions using the East Javanese language and emphasizing cultural questions as a form of culturally responsive assessment. This study used the Borg & Gall model development method, which included three steps: the conceptual model, the hypothetical model, and the empirical model. Good scores were obtained from the questionnaire instrument for practitioners. The results of the small group test showed that the mean score of SMKN 3 Malang students in the post-test was 12.11 (19.86%) higher than in the pre-test. The field test of students resulted in a mean of B (good). The form and content of the questions developed in this study can be used as a guideline for other schools in the area, or for other environments that have a similar language and culture.


Keywords: online exam, assesment, Javanese language

References
[1] Wajid M. Ketidaksetaraan dan sistem kesantunan masyarakat tutur jawa. Linguistika. 2012;19(36):1-15

[2] Luykx A, Lee O, Mahotiere M, Lester B, Hart J, Deaktor R. Cultural and home language influences on children’s response to science assesments. Teachers College Record. 2007;109(4):897-926.

[3] Tanzer NK. Adapting educational and psychological tests for cross-cultural assesment. Lawrence Erlbaum Associates; 2004. Developing tests for use in multiple languages and cultures: A plea for simultaneous development; p. 235-263.

[4] Beaulieu D. A survey and assesment of culturally based education programs for Native American students in the United States. Journal of American Indian Education. 2006;45(2):50-61.

[5] Adipitoyo S. Modhel pamulangan multikultural basa jawi: Pandhangan saking siswa ingkang nyinau basa jawi ing jawa timur. Kongres Bahasa Jawa IV. 2006;10(1):75-105

[6] Witherington H. Psikologi pendidikan. Rineka Cipta; 2000.

[7] Sugiyono S. Metode penelitian kuantitatif kualitatif dan R & D. Alfabeta; 2017.

[8] Mahlotra M. Operation management. 10th ed. Pearson; 2012.

[9] Phelan WT. 1-2-3 Magic The New 3 Step Discipline for Calm, Effective, and Happy Parenting. Sourcebooks; 2016.

[10] Taylor SV, Sobel DM. Culturally responsive pedagogy: Teaching like our students’ lives matter. Emerald Group Publishing; 2011.

[11] Kacerja S. Real-life context in mathematics and students’ interest: an Albanian study. University of Agder; 2012.

[12] Pelkowski T. Culturally responsive pedagogy in the social studies: Case studies of teacher perceptions of their practices and higher education program. University of Pittsburgh; 2014.