Rubric of Holistic Assessment on Montessori-Based Gamelan Learning

Maria Larasati, Fu'adi Fu'adi

Abstract


This study aims to describe the form of Montessori-based holistic assessment rubrics and examine how the indicators in the rubric are able to see the overall potential of students in gamelan learning. The research uses a qualitative descriptive approach with data collection techniques, namely observation and documentation (Exploration and Reflection Sheet). The rubric is arranged based on five Montessori areas, namely Practice of Daily Life, Sensory, Mathematics, Language, and Culture. The results of the study show that rubrics are able to assess students' social, physical, sensory, cognitive, emotional, and cultural awareness development during learning. This potential can be seen through indicators such as division of roles in groups, helping friends, hand-eye coordination, managing emotions when mistakes occur, musical communication, and appreciating the cultural value of gamelan. This research also shows that the rubric items of Montessori-based holistic assessment can be an alternative to more contextual assessment and help understand the whole process of student development in music arts learning.


Keywords


holistic assessment; assessment rubric; Montessori; gamelan learning; student potential

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DOI: https://doi.org/10.17509/jpp.v26i2.101120

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