KEMAMPUAN GURU MELAKSANAKAN PENILAIAN AUTENTIK DALAM PEMBELAJARAN BAHASA INDONESIA PADA KELAS VII SMP NEGERI 9 DENPASAR TAHUN AJARAN 2015/2016
Abstract
Penelitian dengan rancangan deskriptif evaluatif ini bertujuan untuk mendapatkan gambaran dan penjelasan mengenai (1) kemampuan guru merencanakan penilaian autentik dalam pembelajaran bahasa Indonesia pada kelas VII SMP Negeri 9 Denpasar; (2) kemampuan guru melaksanakan penilaian autentik dalam pembelajaran bahasa Indonesia pada kelas VII SMP Negeri 9 Denpasar; dan (3) hambatan-hambatan yang dialami guru dalam merencanakan dan melaksanakan penilaian autentik dalam pembelajaran bahasa Indonesia pada kelas VII SMP Negeri 9 Denpasar. Subjek penelitiannya adalah satu orang guru bahasa Indonesia pada kelas VII SMP Negeri 9 Denpasar. Objek dalam penelitian ini adalah pelaksanaan pembelajaran bahasa Indonesia dengan menggunakan penilaian autentik yang meliputi, penilaian autentik dalam perencanaan pembelajaran bahasa Indonesia. Metode yang digunakan untuk mengumpulkan data adalah dokumentasi (untuk memperoleh data kemampuan guru merencanakan penilaian autentik), observasi (untuk memperoleh data kemampuan guru melaksanakan penilaian autentik), dan wawancara (untuk memperoleh data hambatan-hambatan guru dalam merencanakan dan melaksanakan penilaian autentik). Data dianalisis secara deskriptif evaluatif. Hasil penelitian ini menunjukkan bahwa (1) Guru mendapat skor 84 dengan predikat sangat baik dalam merencanakan penilaian autentik; (2) Guru mendapat skor 88 dengan predikat sangat baik dalam melaksanakan penilaian autentik; dan (3) hambatan guru dalam merencanakan dan melaksanakan penilaian autentik adalah pembuatan rubrik, penyusunan soal yang banyak, penilaian sikap sering terlupakan, dan format yang terlalu rumit membuat guru kewalahan dalam melaksanakan penilaian. Berdasarkan temuan-temuan dan hasil pembahasan, dapat disimpulkan bahwa (1) guru memiliki kemampuan yang baik dalam merencanakan penilaian autentik dalam pembelajaran bahasa Indonesia pada kelas VII SMP Negeri 9 Denpasar; (2) guru memiliki kemampuan yang baik dalam melaksanakan penilaian autentik dalam pembelajaran bahasa Indonesia pada kelas VII SMP Negeri 9 Denpasar; (3) Meskipun guru sudah masuk dalam kategori baik, tetapi masih ada hambatan dalam merencanakan penilaian autentik, yaitu membuat rubrik, penyusunan soal yang terlalu banyak untuk mewakili setiap indikator, dalam melaksanakan penilaian autentik, yaitu penilaian sikap sering terlupakan, format yang terlalu rumit. Saran secara praktis bagi guru, hendaknya penilaian autentik disusun dan dilaksanakan dengan baik.
Kata Kunci : kemampuan guru, penilaian autentik, pembelajaran bahasa Indonesia.
Evaluative research with descriptive design aims to get an overview and explanation of (1) the ability of teachers to plan an authentic assessment in learning Indonesian language in class VII SMP Negeri 9 Denpasar; (2) the ability of teachers to implement authentic assessment in learning Indonesian language (Bahasa) in class VII SMP Negeri 9 Denpasar; (3) the barriers experienced by teachers in planning and implementing authentic assessment in learning Indonesian language in class VII SMP Negeri 9 Denpasar. This research in an Indonesian teacher in class VII SMP Negeri 9 Denpasar. The object of this research is the implementation of learning the Indonesian language by using authentic assessment covering, authentic assessment in lesson planning Indonesian language. Method that is used to collect data is the documentation (to obtain data on the ability of teachers to plan an authentic assessment), observations (to obtain data on the ability of teachers implement authentic assessment), and interviews (to obtain data on barriers teachers in planning and implementing authentic assessment). Data were analyzed descriptively evaluative. The results of this study indicate that (1) Teachers got a score of 84 with honors very well in planning an authentic assessment; (2) Teachers got a score of 88 with honors very well in implementing authentic assessment; and (3) the constraints of teachers in planning and implementing authentic assessment rubric is the manufacture, preparation of questions that a lot, often forgotten, the assessment, and the format is too complicated to make it difficult to carry out the assessment of teachers. Based on the findings and results of the discussion, it can be concluded that (1) the teacher has a good ability to plan an authentic assessment in learning Indonesian language in class VII SMP Negeri 9 Denpasar; (2) the teacher has a good ability to implement authentic assessment in learning Indonesian language in class VII SMP Negeri 9 Denpasar; (3) although the teacher had been categorized as good, but still there are obstacles in planning for authentic assessment, it is so create rubrics, preparation of questions that are too many represent each indicator, in implementing authentic assessment, assessment of attitudes often forgotten, the format is too complicated. Practical advice for teacher, authentic assessment should be prepared an implemented.
keyword : the ability of teachers, authentic assessment, Indonesian learning.
Kata Kunci : kemampuan guru, penilaian autentik, pembelajaran bahasa Indonesia.
Evaluative research with descriptive design aims to get an overview and explanation of (1) the ability of teachers to plan an authentic assessment in learning Indonesian language in class VII SMP Negeri 9 Denpasar; (2) the ability of teachers to implement authentic assessment in learning Indonesian language (Bahasa) in class VII SMP Negeri 9 Denpasar; (3) the barriers experienced by teachers in planning and implementing authentic assessment in learning Indonesian language in class VII SMP Negeri 9 Denpasar. This research in an Indonesian teacher in class VII SMP Negeri 9 Denpasar. The object of this research is the implementation of learning the Indonesian language by using authentic assessment covering, authentic assessment in lesson planning Indonesian language. Method that is used to collect data is the documentation (to obtain data on the ability of teachers to plan an authentic assessment), observations (to obtain data on the ability of teachers implement authentic assessment), and interviews (to obtain data on barriers teachers in planning and implementing authentic assessment). Data were analyzed descriptively evaluative. The results of this study indicate that (1) Teachers got a score of 84 with honors very well in planning an authentic assessment; (2) Teachers got a score of 88 with honors very well in implementing authentic assessment; and (3) the constraints of teachers in planning and implementing authentic assessment rubric is the manufacture, preparation of questions that a lot, often forgotten, the assessment, and the format is too complicated to make it difficult to carry out the assessment of teachers. Based on the findings and results of the discussion, it can be concluded that (1) the teacher has a good ability to plan an authentic assessment in learning Indonesian language in class VII SMP Negeri 9 Denpasar; (2) the teacher has a good ability to implement authentic assessment in learning Indonesian language in class VII SMP Negeri 9 Denpasar; (3) although the teacher had been categorized as good, but still there are obstacles in planning for authentic assessment, it is so create rubrics, preparation of questions that are too many represent each indicator, in implementing authentic assessment, assessment of attitudes often forgotten, the format is too complicated. Practical advice for teacher, authentic assessment should be prepared an implemented.
keyword : the ability of teachers, authentic assessment, Indonesian learning.
Refbacks
- There are currently no refbacks.
