THE IMPLEMENTATION OF ONGOING ASSESSMENT ACTIVITIES BY THE SEVENTH GRADE STUDENTS OF SMP N 2 BONJOL PASAMAN AT THE ACADEMIC YEAR 2017/2018
ABSTRACT Gustia Ega Putri, 2313.083, The Implementation of Ongoing Assessment Activities at Seventh Grade Students of SMPN 2 Bonjol, A Thesis, State Islamic Institute (IAIN) Bukittinggi, 2017. This research was conducted based on the problems which were found by seventh grade students of SMPN 2 Bonjol in the class. The teacher had used ongoing assessment activities in the class. But, in the class, some of students still had problem when the teacher assess them. Then the teacher indicate that she had not yet applied all of ongoing assessment activities in seventh grade class. Furthermore, the purpose of this research was to identify the implementation of ongoing assessment activities at seventh grade students of SMPN 2 Bonjol. This research was descriptive qualitative research. The informants of this research were the teacher who taught in class VII 1 and VII 2 and some of students from the seventh grade in class VII 1 and VII 2 that were chosen by using snowball sampling. The data were collected through observation and interview. The data were analyzed by using Flow Model Miles and Huberman by Sugiyono. The finding of the research, it can be concluded that the teacher had implemented ongoing assessment activities in seventh grade class but she did not apply yet all of ongoing assessment activities for seventh grade students. First, questions and students feedback. It consists of five activities and the teacher just ignored one activity that is she did not assess all students’ activity in the classroom. Second, portfolio. There are four activities but the teacher did three activities. The teacher ignored ask students to made task in sheet of paper. Third, group discussion. There are five activities and the teacher applied all of activities in this stages. Fourth, weekly test. There are two activities and the teacher had applied all of activities in this stages. The last classroom realities. The condition of students who do not allow to do so many tasks, while they are first-rate students who have just entered high school. In the 2013 curriculum the demands assigned to students are included many categories.