Open AccessHow should the teacher provide feedback and its follow-up in assessing mathematics learning?
Author(s) -
Fauziah Fakhrunisa,
Tatang Herman
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1470/1/012089
Subject(s) - process (computing) , mathematics education , affect (linguistics) , data collection , computer science , test (biology) , qualitative property , descriptive statistics , java , psychology , mathematics , machine learning , statistics , paleontology , communication , biology , programming language , operating system
Assessment is one of the important things that can affect the learning process and results. During the assessment phase, teachers are required to be able to provide effective feedback and its follow-up in order to get student learning goal. This study aims to present the facts that related to how forms of feedback and follow-up carried out by mathematics teachers in a one of public high school in Cimahi, West Java. Qualitative descriptive research method is equipped with observation, interview and questionnaire used to collect the research data. Through the data collection technique, it was found that the feedback that teacher presented from the entire learning process and the assessment process was still very insufficient. Students only get information about the scores obtained from the assessment in the form of a written test. There is no descriptive feedback and appropriate follow-up that makes students still feel difficulties in implementing mathematics learning. At the end of this article, it is also presented a recommendation for providing effective feedback based on theoretical studies of the results on previous studies.