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Jurnal Ilmu PendidikanJurnal Ilmu PendidikanThe goal of this study is to create a project evaluation tool that can be used to evaluate students knowledge of how to use historical sources. The three steps of the employed instrument development approach are: (i) need analysis; (ii) development of a framework for project evaluation instruments; and (iii) validation tests, instrument trials, and instrument changes by experts. 54 randomly chosen students from the history education study program at Riau University made up the research subjects. Research data was gathered through surveys and literature reviews. The SPSS version 25.0 application is used to do statistical analysis as part of the data analysis approach. The instruments excellent design and alignment with the intended use of the measurement is demonstrated by a score of 4.416. With an average score of 4.24, the test results further demonstrate this instruments capacity to deliver reliable assessments. The instruments validity and reliability scored highly. Based on these results, it can be said that the project evaluation tool created in this study has strong validity and reliability in assessing students in the University of Riaus History Study Programs capacity to use historical materials.
This study successfully developed a project evaluation tool to assess students skills in using historical sources within the History Study Program at the University of Riau.The instrument demonstrated high validity through expert validation and a score of 4.416, and reliability with a Cronbachs alpha of 0.These findings confirm the instruments effectiveness in accurately and consistently evaluating students abilities in utilizing historical materials, contributing to the development of more effective history education practices.
Berdasarkan hasil penelitian ini, terdapat beberapa saran penelitian lanjutan yang dapat dilakukan untuk memperluas pemahaman mengenai pengembangan dan implementasi instrumen penilaian proyek dalam pembelajaran sejarah. Pertama, penelitian lebih lanjut dapat dilakukan untuk menguji efektivitas instrumen penilaian proyek ini dalam meningkatkan keterampilan berpikir historis siswa, seperti kemampuan analisis sumber, interpretasi bukti, dan konstruksi argumen berbasis sejarah. Kedua, penelitian dapat difokuskan pada pengembangan instrumen penilaian proyek yang lebih adaptif dan personal, yang dapat disesuaikan dengan kebutuhan dan tingkat kemampuan masing-masing siswa. Hal ini dapat dicapai melalui pemanfaatan teknologi dan kecerdasan buatan untuk memberikan umpan balik yang lebih spesifik dan relevan. Ketiga, penelitian lanjutan dapat mengeksplorasi penggunaan instrumen penilaian proyek dalam konteks pembelajaran sejarah yang lebih luas, seperti pembelajaran berbasis masalah (problem-based learning) atau pembelajaran berbasis inkuiri (inquiry-based learning). Dengan mengintegrasikan instrumen penilaian proyek ke dalam pendekatan pembelajaran yang inovatif, diharapkan dapat meningkatkan keterlibatan siswa dan memfasilitasi pengembangan keterampilan abad ke-21 yang relevan dengan dunia kerja.
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