What Are the Problems of Indonesian ECE Teachers in the Implementation of Learning Evaluation

This article discusses the research carried out with the aim of describing the results of the findings analysis of the ECE (Early Childhood Education) teachers perception about problems that they faced in Indonesia. The focus problem of this research is to obtain information about the profile of difficulty and perception of the difficulties types faced by ECE teachers in implementing learning evaluations based on the 2013 ECE curriculum. Learning evaluation is the process of ensuring decisions that are the focus of attention, selecting appropriate information, and analyzing information to report a summary of decisions in choosing between alternatives. Assessment of learning outcomes is a general term defined as the process of obtaining information used in making decisions about students, curriculum and programs, and educational policies. Thus, it is necessary to evaluate learning outcomes before evaluating learning. Assessment of learning outcomes in early childhood is done by gathering information about the achievements of child development. An assessment based on the 2013 ECE curriculum as a state curriculum in Indonesia emphasizes the use of authentic assessments, namely assessments that describe the real conditions of students and prioritize processes rather than children's work. This study involved 75 respondents who were scattered and representing the entire territory of Indonesia, consisting of 68 PAUD teachers and 7 students of ECE undergraduate candidates who were taking courses in evaluating early childhood learning. The primary data collection techniques used in this study were questionnaire then supported with secondary data by unstructured interview and document analysis in some ECE institutions randomly. The data obtained were analyzed using descriptive analysis. The results of this study indicate that with regard to the profile of difficulty faced by ECE teachers and ECE undergraduate candidates, for example, 9.3% stated that it was very difficult, 69.3% stated it was difficult, and 21.3% stated it was not difficult. Then related to the perception of the difficulties types faced by ECE teachers, only 74 respondents have been answered. Every respondent could be able to choose more than one type of difficulty which are they faced in. About 43.2% stated that the process requires more time and concentration, 40.5% faced difficulties in processing the assessment data, 37.8% facing deep difficulties in developing assessment instruments especially indicators, 37.8% claimed difficulty in recording the results of learning assessment, 35.1% stated difficulties in analyzing and evaluating learning, and 1.4% admitted having difficulty making proper evaluation narrative. Through the results of the study, it can be seen that the majority of ECE teachers and prospective ECE graduates in Indonesia think that learning evaluation is difficult and very difficult, while those who think it is not difficult are only a few. This certainly can be influenced by the results of education and training that have been taken and other influences that have not been investigated further. The types of difficulties faced by respondents were also varied. Even each respondent experienced more than one type of difficulty. Thus it can be concluded that ECE teachers and ECE graduates in Indonesia face a variety of problems so that they need concrete solutions for them because learning evaluation is part of the competencies that must be possessed by a professional teacher.