CRITICAL JOURNAL REVIEW

Authentic Assessment in Physics Learning

Using Physics Chess Game for Senior High
School

BY:
NUR AINI
4163322004

LECTURER:

SABANI, S.Pd, M.Si

PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
2019
 SUMMARY OF JOURNAL

Identity Of Journal

Title : Authentic Assessment in Physics Learning Using Physics Chess Game for Senior High School
Author : Yuni Rohmawati and Sri wahyuni
Publisher : International Journal of Learning and Teaching
Year : March 2017
Volume, Number : Vol. 3, No. 1

PROBLEM
How do teachers do authentic assessments to students?
In this case, the curriculum in 2013 conducted an assessment
that focused on authentic assessment, namely the assessment of
attitude (affective), knowledge (cognitive), and skills (psychomotor).
Therefore many teachers have difficulty in taking scores or
assessments with rubric and varied methods.
SOLUTION
This teacher aims to determine how to take
assessment scores. In this research, the physics of chess
games became a medium in making student grades. Physics
chess game is a game that uses a chess board that contains
physics questions. So, using physics chess games, teachers
can get grades from attitudes (affective), values of
knowledge (cognitive), and the value of students'
(psychomotor) skills.

CONDITION
One of the most emphasized in
the 2013 curriculum is assessment.
Previous curricula, authentic assessments
have been applied, but focus more on
cognitive assessment. In the process of
learning physics, students have
difficulties. Difficulties in learning
physics, because students for material
physics are solid, memorizing, and
counting, and learning physics in the
class is not contextual. Students do not
like physics, because physics learning in
class is not done by teachers who pay
attention to students. And that makes
students feel bored in physics.
IMPACT
PHASE
Previous curricula, authentic
In class, students are divided into small groups of four students. each group will
assessments have been applied, but focus
play a physics chess game 2 times where each game takes place there are 2
more on cognitive assessment. The
students playing while two other students will assess the students who are
teacher experiences difficulties in his
playing. The teacher gives questions and answers for each student in each
affective and psychomotor assessment.
group. Each student attaches questions and answers to a chess sheet. The way
Because many students like chess games,
the teacher does the assessment is:
the teacher makes an alternative. Chess
guns are mainly about strategy, with  For attitude assessment, data collection uses assessment between
emphasis on games. In game physics students.
chess, we ignore the rules of chess in  Assessment of knowledge, the number of chess obtained is the value
general. However, students are still obtained by students.
required to have a good playing strategy.  Skills assessment, data collection using performance assessment
Students must be able to think critically in
doing physics problems in a short time.
 RESULT & DISCUSSION
MATERIAL & TOOLS
With the existence of a new strategy in conducting assessments
and interesting media for students in the form of physics chess games  Tools: Test physics Chees game,
become one of the innovations in making student judgments. With  Material: Problem Question and Solution of
physics chess games, students are expected to be fully motivated to
Problem
learn physics and increase student creativity in solving physical
problems making students feel happy with physics, especially during
exams. In physics chess games, students are required to solve physics
problems in a short time. Not only is it able to do it, but students are
also assessed about their attitude and there are some physical problems
that must be done with simple exercises. In addition to students not
feeling bored, students are also trained to be able to assess their goals,
and help teachers take student grades. And of course with physics
chess games, the teacher will more easily take the value of student
data. Thus, physics is no longer a difficult subject for students, and is
no longer subject to the lowest scores on national examinations.
Because physics is always related to everyday life, it is necessary for
students to know and understand physics.
 DISCUSSON OF JOURNAL

Why are many teachers having difficulty in making authentic judgments in an appropriate
and fair manner?

During this time, according to one observer, the teacher often gave values based on
approximately. So when asked to do an authentic assessment of their difficulties. "In making
authentic judgments the teacher does not only mention the number 8. However, it must show
the supporting facts why the student can get 8 points.

In each lesson, the teacher always assesses students' learning outcomes. Assessment
is the process of gathering information or data that is used to make decisions about learning.
Assessment includes collecting evidence about student achievement. Educational assessment
standards are criteria for mechanisms, procedures and instruments for evaluating student
learning outcomes. Educational assessment as a process of gathering and processing
information to measure the achievement of student learning outcomes including authentic
assessment, self-assessment, assessment-based portfolios, quizzes, daily tests, midterms, final
examinations, competency exam level, quality level of competency checks, national
examinations, and examinations school.

Authentic assessment is a form of assessment that requires students to show attitudes,

using knowledge and skills acquired from learning in carrying out tasks in real situations.
Authentic assessment invites students to use academic knowledge in real-world contexts for
meaningful purposes. Some authentic features of the assessment include the following:

1. Assessment is part of the learning process.

2. Ranking reflects the results of the learning process in real life.
3. Using various instruments, measurements, and methods that match the characteristics
and essence of the learning experience.
4. Assessment must be comprehensive and holistic

Chess is a game that is liked by many people. Chess is a skill game played by two people
on a sixty-four box board. The board is the same as that used for seeds. Leonard Barden said
that chess is also widely played in schools. For students, chess has many benefits. Al
Lawrence said in his book, chess players increase the value of tests, critical thinking skills,
problem solving skills, social skills, and self-confidence [17]. Based on Al Lawrence's book,
chess is a game that is suitable to be applied in class. With the benefits of chess from Al
Lawrence's book, chess can m Why physics? Many students feel physics is a difficult lesson.
One of the difficulties of students in learning physics is the lack of students' ability to solve
physics problems, both to solve the problem through physical practicum and mathematical
calculations. Sometimes, people who have all the necessary skills, may feel that such
problems are not attractive enough to them, and tedious calculations do not allow their
"creativity" (genius?) To shine through. In solving physics problems, students are required to
be creative. Where students feel that physics is a difficult lesson, and ultimately make
students not study physics.