42 c. Classsemester
d. Main material e. Time allocation is determine relevant with basic competency and study
burden consider with the amount of lesson time on syllabus and basic competency
f. Learning objectives that is formulated based on basic competency using
operational verb which can be observed and measured consist of attitude, knowledge, and skill
g. Basic competency and indicator of competency achievement h. Learning material, contains fact, concept, principal, and relevant
procedure, and written in the form of items relevant with indicator of competency achievement
i. Learning methods, used by teacher to create learning situation and
learning process appropriate with basic competency j.
Learning media, is instrument to transfer the learning material k. Learning resource, e.g. book, electronic media, environment, and any
relevant resource l.
Learning steps are conducted by introduction, core, and ending m. Assessment of learning outcomes
43
B. Relevant Research
1. The research conducted by Ela Purwanti 2014 entitled Evaluasi Pelaksanaan Penilaian Autentik dalam Pembelajaran Ekonomi Sesuai
dengan Kurikulum 2013 di SMA Negeri 2 Ngaglik Sleman. The results of this research indicate that the implementation of authentic
assessment in economic learning in SMA Negeri 2 Ngaglik Sleman conducted fairly well according to the indicators of 79.16 and has not been
implemented according to the indicator amounted to 20.84. Indicators have not been implemented in all aspects of planning, such as the draft assessment
contained in the syllabus which consist of valuation techniques and timeperiod of assessment for each subject matter and determine rubric
assessment that has instructionsdescriptions in assessment scale, on the implementation aspect is informed assessment system, the processing aspects
is follow-up results of the learning outcomes assessment. Constraints in the implementation of authentic assessment are complex planning, many
components must be consider by teachers simultaneously, and the attitude assessment must be consider in detail by the number of students. Similarity
with this research is both to determine the extent of the implementation of authentic assessment in accordance with Curriculum 2013. The difference
lies in the subject, time, and place of research. Moreover, this research did not measured three competencies spiritual, knowledge, and skills
specifically.
44 2. The research conducted by Annisa Wulandari 2015 entitled Evaluasi
Implementasi Model Penilaian Autentik dalam Penilaian Kurikulum 2013 di SMK Negeri 1 Banyudono.
The results of this study indicate that the implementation model of authentic assessment in the evaluation of Curriculum 2013 on SMK 1
Banyudono have a good result with an average of 88.61, the percentage of evaluation of the planning assessment showed good results with an average
of 89.26, and the percentage evaluation of the implementation of the evaluation showed good results with an average of 88.12. The similarity
with this research is both to determine the extent of implementation of authentic assessment in Curriculum 2013, but this research only evaluate two
aspects of authentic assessment, there are the planning and the implementation of authentic assessment conducted by the teacher, while
researcher will evaluate three aspects, there are the planning, the implementation, and the follow-up of authentic assessment. Moreover, the
subject, place, and time of research is different. 3. The research conducted by Mardiana 2015 entitled Analisis Kesesuaian
Instrumen Penilaian Autentik Authentic Assessment Berdasarkan Standar Penilaian Kurikulum 2013 pada Mata Pelajaran Kimia Kelas X SMAN di
Kota Bogor Tahun Pelajaran 2013-2014. The result of this research shows that instrument conformity percentage
of attitude assessment is 17.3 and on the category “Not Appropriate”,
