SCIENCE TEACHER ABILITY TO DESIGN STUDENT SPIRITUAL ATTITUDE INSTRUMENTS

Each teacher must be able to harmonize the assessment of cognitive and psychomotor aspects with the assessment of students' affective aspects in learning. Most of the research conducted in Aceh is still limited to the development of spiritual attitude assessment instruments

Assessment in the 2013 curriculum is regulated based on Permendikbud No.
66 of 2013 so that the results of the learning evaluation can describe students' abilities as a whole and measurably [2].Each teacher must be able to harmonize the assessment of cognitive and psychomotor aspects with the assessment of students' affective aspects in learning.Teachers, especially science teachers, in designing assessment instruments are not only focused on cognitive and psychomotor aspects.However, the assessment of affective aspects is very important to be designed by the teacher in the learning process, especially the assessment of spiritual and social attitudes as required in the 2013 curriculum [3].
The spiritual attitudes related to the formation of students are noble, independent, democratic and responsible [4].Assessment of affective attitudes in learning is expected to shape students' character in learning, such as having faith, piety to God Almighty, and having noble character.This is formulated in the national education goals, which are integrated into the assessment of students' spiritual attitudes in the 2013 curriculum [5].Then convert according to Table 1 below: can be seen in Table 2.

Rated aspect Description Conformity of the instrument with the KI-1 Trust
The instrument developed is in accordance with the KI-1 mandate Indicator Conformity The indicators used show attitudes in real situations and can be measured.

The scope of apects assessed
The designed instrument must contain a spiritual attitude following the KI-1 mandate, and the attitude content assessed must be in accordance with the demands of the 2013 curriculum (K-13).

Instrumental techniques and forms
The assessment technique developed is in accordance with the spiritual attitude assessment technique.The form is in the form of observation sheets (journals), self-assessments, assessments between friends.Rubik's Assessment/Guidelines Scoring Uses a scoring scale appropriate for the 2013 curriculum (K-13).Format Appropriateness of assessment format with assessment technique.

Language
The use of Indonesian standard, communicative and easy to understand and not ambiguous

Rated aspect Description Instrument validity
The use of Indonesian standard, communicative and easy to understand and not ambiguous Core Competency (KI-1) in the 20I3 curriculum is a spiritual attitude competency that theoretically is not taught directly in the learning process Applying the 2013 curriculum requires teachers to be professional in designing instruments; assessment instruments designed by teachers must be holistic, including all aspects of cognitive, affective and psychomotor.A typical 2013 curriculum change is on educational standards with aspects of Graduate Competency Standards, guidelines.In fact, in designing evaluations of student learning outcomes, most science teachers prioritize students' cognitive and psychomotor assessments rather than affective assessments[12].This is in line with Sudjana stating that the assessment of learning outcomes in the affective domain received less attention because teachers only assessed the cognitive domain[13].The teacher's assessment is always centered on knowledge assessment[14], [15].Teachers more easily design assessments on cognitive and psychomotor aspects because they are directly related to the subject matter.In contrast, science teachers' affective assessments must have good competence because they are related to student character formation so that they match the personality of the Indonesian nation as formulated in the 2013 curriculum [16].Based on the results of the lesson plan analysis on initial observations with science teachers, it was found that most teachers ignored the assessment of spiritual attitudes, which were integrated into student affective assessments.The teachers were more competent in designing cognitive and psychomotor assessment instruments that clearly illustrated student learning outcomes in a natural way.The teachers sometimes ignore affective attitudes in designing assessment instruments.Based on interviews with several science teachers, it was stated that the assessment of students' spiritual attitudes had not been carried out perfectly because the assessment instruments were complicated compared to the cognitive and psychomotor aspects assessment instruments.In addition, these difficulties were caused by too many assessment instrument formats and difficulties in observing individual students in a limited time.So, there are schools that place more weight on spiritual and social assessments in religious teachers and counselling.From the explanation above, the study aims to find out the ability of junior high school science teachers in Pidie Regency to compile questions to measure students' spiritual attitudes.RESEARCH METHOD This research was conducted using the mixed method, qualitative method with descriptive using documentation and interview analysis techniques.The quantitative method was carried out to determine the validity of the spiritual attitude assessment instrument designed by the teacher in the 2013 curriculum-based learning plan.The subject of the study was a 30 science teacher from UIN Ar-Raniry Alumni who taught at Junior High Schools in the Pidie district.The sampling technique used the purposive sampling technique, with the consideration that science teachers of UIN Ar-Raniry alumnae had competence in designing spiritual attitude assessment instruments based on the 2013 curriculum.The samples in this study were science teachers alumnae of UIN Ar-Raniry who had become civil servants and science teachers of UIN Ar-Raniry alumni who had passed professional certification even though they were not civil servants.The time of the research was conducted from June to August 2021.The instruments used in this study were the analysis guideline instrument and the instrument for assessing the validity of the feasibility of a spiritual attitude made by a science teacher who graduated from UIN Ar-Raniry Banda Aceh.Data collection techniques in this study were obtained by using documentation analysis.The documentation is in the form of a lesson plan made by the teacher, which covers all aspects including the spiritual attitude assessment instrument.Qualitative data analysis techniques by Miles and Huberman (data reduction, presentation, verification, and drawing conclusions) suggest activities in data analysis, and use open direct interviews.Furthermore, quantitative data using ordinal scale data is then converted to a Likert scale and presented using percentage calculations, with the equation:

(
indirect teaching).However, this spiritual attitude competency is formed through an ongoing learning process.In science learning, spiritual attitude competency (KI-1) is not derived in the form of KD-1.So the science teachers, to assess students' spiritual attitudes, must have competence, skill, and seriousness in designing measurable instruments.It indicates that most of the designed spiritual attitude assessment instruments are not in accordance with the 2013 curriculum.Based on the analysis of the lesson plan document, it can be seen that there is a discrepancy between the instruments designed with KI-I in the lesson plan, and there are teachers who do not design the attitude assessment instrument in the lesson plan at all.In the aspect of conformity, it was found that there was no conformity between the assessment indicators and the assessment of spiritual attitudes.Most of the teachers used indicators of assessment of social attitudes.Appraiser techniques use all the techniques and forms of assessment in one designed instrument.All forms and assessment techniques are used to assess spiritual attitudes in the form of observational assessments, self-assessments and also peer assessments.Teachers have good skills in designing assessment rubrics with scoring techniques in their instrument designs.The aspect of using language is not in accordance with the language rules (EYD), where the use of a short, precise, and firm does not cause double meanings.The instruments used in measuring spiritual attitudes have yet to be validated independently.However, overall validation of the lesson plan is carried out by the school principal, supervisor and part of the curriculum because it is an administrative need.Most of the evaluations in planning designed in teacher lesson plans are still dominated by aspects of student knowledge.The data on the results of the due diligence assessment of the spiritual attitude assessment instrument for 30 lesson plans for UIN Ar-Raniry alums science teachers were analyzed in percentage form.The results of the validation of the spiritual attitude assessment instrument follow the results of the researcher's analysis of the UIN Ar-Raniry Alumni RPP document can be seen in Figure 1 below:

Figure 1 .
Figure 1.Feasibility of the Spiritual Attitude Assessment Instrument

Figure 2 .
Figure 2. Analysis of Lesson Plan Documentation, Interviews, and Validation of the Spiritual Attitude Assessment Instrument