PENGARUH IMPLEMENTASI ASESMEN PORTOFOLIO DALAM PEMBELAJARAN KONTEKSTUAL TERHADAP KEMAMPUAN MENULIS CERPEN BERBAHASA BALI DENGAN KOVARIABEL KECERDASAN LINGUISTIK PADA SISWA KELAS XI TGB 1 DI SMK NEGERI 3 SINGARAJA

Abstract

ABSTRAK

Penelitian ini bertujuan untuk mengetahui pengaruh implementasi asesmen portofolio dalam pembelajaran kontekstual terhadap kemampuan menulis cerpen siswa dengan kovariabel kecerdasan linguistik di kelas XI Teknik Gambar Bangunan 1 di Sekolah Menengah Kejuruan Negeri 3 Singaraja. Sampel penelitian ini berjumlah 2 kelas diambil menggunakan  random sampling. Instrumen penelitian berupa rubrik untuk mengukur kemampuan menulis cerpen dan kuesioner untuk mengukur kecerdasan linguistik. Analisis yang digunakan yaitu ANAVA 1 jalan dan ANAKOVA 1 jalan. Hasil penelitian menemukan bahwa, 1) Hasil penelitian dengan ANAVA 1 jalan, F_hitung (0,0677)< F_tabel (3,990), maka H0 diterima/H1 ditolak, artinya tidak terdapat pengaruh implementasi asesmen portofolio dalam pembelajaran kontekstual terhadap kemampuan menulis; 2)Hasil penelitian dengan ANAKOVA 1 jalan, F_hitung (2,610)< F_tabel (3,993), maka H0 diterima dan H1 ditolak, sehingga dapat disimpulkan bahwa setelah dikendalikan oleh kovariabel kecerdasan linguistik tidak terdapat pengaruh asesmen portofolio dalam pembelajaran kontekstual terhadap kemampuan menulis; 3)Karena hasil uji ANAKOVA tidak signifikan, tidak dilanjutkan dengan pengujian korelasi, artinya tidak terdapat kontribusi kecerdasan linguistik terhadap kemampuan menulis cerpen.

Kata kunci : asesmen portofolio, kemampuan menulis cerpen, kecerdasan linguistik pembelajaran kontekstual.

ABSTRACT

This study aimed to determine the effect of implementing the portfolio assessment in contextual learning upon the students’ ability in writing the short stories with  linguistic intelligence covariable in XI Techinque of Building Design 1 class in public vocational secondary schools 3 Singaraja 3 Singaraja. This study was classified as a quasi experiment with Two Factor Design type. The samples of this research were two classes, taken using random sampling. The research instruments were  scoring rubric to measure the students’ ability in writing the short stories and a questionnaire to measure the students' linguistic intelligence. The analysis used were  one way ANOVA and one way ANACOVA. The research found that, 1) the results of the research with one way ANOVA, was Fab (0,0677) <Ftable (3,990), so H0 was accepted / H1 was rejected, meaning that there was no any significant effect in the implementation of portfolio assessment in contextual learning upon writing ability; 2) The result with one-way ANACOVA, was Fab (2,610) <Ftable (3,993), so H0 was accepted and H1 was rejected, meaning that after being controlled by linguistic intelligence covariable, there was no any influence of portfolio assessment in contextual learning upon writing ability; 3) Because the results of ANAKOVA test was not significant, so, it was not continued by correlation testing, meaning that there was no any contribution of linguistic intelligence in the ability to write short stories.

Key words : contextual learning, linguistic intelligence, portfolio assessment, short story writing ability.