Design of assessment based on guided discovery to improve the quality of teachers' professionalism of mathematics

Abstract

This research aims to improve the quality of teachers' professionalism in designing assessments based on guided discovery. Guided discovery is a good learning method in encouraging students to discover mathematical concepts themselves. However, the problem that occurs is teachers tend to apply traditional methods, do not recognize guided discovery methods and do not know how to design assessments based on guided discovery. Therefore, this research fills the gap of the problem by compiling a design of assessment based on the guided discovery. The research subjects were mathematics teachers and students in Probolinggo. The method in this research was conducted in 6 stages, namely: initial investigation, design, construction, validation, evaluation and revision, and implementation stages. Data analysis consisted of data reducting, displaying data, making a conclusion. The results of this research are five aspects of assessment, namely aspects reflecting previously idea; experiments openly; experiments independently; find solutions convergently; implement discovery into the problem-solving process. The percentage of validity from experts on the five aspects of this assessment system was 81.25% with criteria of "valid" whereas; the percentage of validity from practitioners is 90.62% with criteria of "valid". The researcher recommends that improving the quality of teachers' professionalism should be focused on the design of assessment based on guided discovery.