摘要：The aim of this research is to decribe the management of curriculum 2013 mathematics learning evaluation on aspects: 1) affective, 2) cognitive, and 3) psychomotor performed by teachers in Junior High Schools Salatiga Central Java. This research used qualitative-ethnographic approach. The informants were headmaster, teachers, and students. Data collection techniques were observation, interview, and documentation. Data validations were technique and source triangulation, and data were analyzed by using flow method. Research results: 1) the management of mathematics learning evaluation on cognitive aspect consists of spiritual and social attitude. The evaluation on affective aspect was done through observation, teacher’s journal, self-evaluation, and peer–evaluation, but not all optimum. 2) the management of mathematics learning evaluation on cognitive aspect was done by written test, oral, task; but the questions were less challenging. 3) the management of mathematics learning evaluation on psycomotor aspect was done by performance evaluation, project, and portfolio. Evaluation on psychomotor aspect tended to be done in group.
其他摘要：The aim of this research is to decribe the management of curriculum 2013 mathematics learning evaluation on aspects: 1) affective, 2) cognitive, and 3) psychomotor performed by teachers in Junior High Schools Salatiga Central Java. This research used qualitative-ethnographic approach. The informants were headmaster, teachers, and students. Data collection techniques were observation, interview, and documentation. Data validations were technique and source triangulation, and data were analyzed by using flow method. Research results: 1) the management of mathematics learning evaluation on cognitive aspect consists of spiritual and social attitude. The evaluation on affective aspect was done through observation, teacher’s journal, self-evaluation, and peer–evaluation, but not all optimum. 2) the management of mathematics learning evaluation on cognitive aspect was done by written test, oral, task; but the questions were less challenging. 3) the management of mathematics learning evaluation on psycomotor aspect was done by performance evaluation, project, and portfolio. Evaluation on psychomotor aspect tended to be done in group.
