Formative assessment of fruitful criteria in physics learning based on pedagogy subject matter approach

Abstract

Abstract Student knowledge criteria is one aspect that shows the success of a learning process. According to pedagogy subject matter, learning is successful if the students’ knowledge has reached the fruitful criteria. This research aims to determine the formative assessment of fruitful criteria in work and energy learning based on directing motives and syntactic aspects. The research method used is qualitative with a case study approach. Data were analyzed using discourse analysis. Sample of this research are teacher and students at one school in the Bandung district was conducted on the teaching motives of educators, aspects of teaching materials and formative assessment used in learning activities with data collection techniques in the form of direct and indirect observation using a video recorder with an observation sheet and indicator motives, aspects and criteria sheet. The analysis is done by making a transcript of learning activities, making basic texts with refinement, preparing micro and macro propositions so that the learning macro structure is obtained. Furthermore, the analysis is carried out with reference to the indicators of each motif, aspect, and criteria. The results showed there were six formative assessment questions of fruitful criteria based on directing motives and syntactic aspects or appears at 37.5% of the total fruitful criteria formative assessment. The researcher suggests doing research on other criteria so that it can be known in full the types of questions for formative assessment based on the pedagogy subject matter approach.