EVALUASI PENERAPAN AUTHENTIC ASSESSMENT DI SMKN 6 BANDUNG

Marfuatun, - (2015) EVALUASI PENERAPAN AUTHENTIC ASSESSMENT DI SMKN 6 BANDUNG. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Penilaian konvesional cenderung menitikberatkan pada aspek kognitif, sehingga tidak komprehensif menilai seluruh dimensi tujuan belajar. Penilaian autentik tidak hanya berfokus pada aspek kognitif, tetapi juga menyeimbangkannya dengan aspek afektif dan psikomotor. Penilaian autentik sebagai penilaian yang digunakan pada kurikulum 2013 masih memerlukan banyak perhatian. Faktanya, masih banyak guru yang kesulitan menerapkan sistem penilaian tersebut. Penelitian ini dilakukan untuk menggambarkan pelaksanaan penilaian autentik di SMKN 6 Bandung. Tujuan dari penelitian ini adalah (1)memperoleh gambaran instrumen penilaian, (2)memperoleh gambaran pelaksanaan penilaian, dan (3)memperoleh gambaran hasil penilaian. Metode penelitian yang digunakan adalah kuantitatif deskriptif. Populasi penelitian ini adalah guru produktif SMKN 6 Bandung, sampel merupakan guru produktif jurusan TGB. Teknik pengumpulan data dilakukan dengan analisis dokumen penilaian, yang terdiri dari dokumen alat ukur (instrumen) penilaian, dokumen pelaksanaan penilaian, dan dokumen hasil penilaian. Hasil penelitian menunjukkan bahwa penilaian yang dilakukan tidak sesuai dengan penilaian autentik. Secara keseluruhan aspek kognitif merupakan aspek dengan bobot terbesar, sedangkan bobot aspek afektif dan aspek psikomotor berada di bawahnya. Hal tersebut mengindikasikan bahwa penilaian yang dilakukan masih menitikberatkan pada aspek kognitif. Dalam kurikulum 2013 pada jenjang SMK, penilaian pengetahuan dan penilaian keterampilan memiliki bobot yang sama besar, sedangkan penilaian sikap memiliki bobot yang lebih kecil karena dianggap sudah didapatkan pada jenjang sebelumnya.----------Conventional assessment tends to focus on cognitive aspect, so it does not comprehensively evaluate all the dimention of learning purposes. Authentic assessment is not only focused on cognitive aspect, but also balances it with affective and psychomotoric aspect. Authentic assesment that is used on 2013 Curriculum still needs evaluation. In the fact, there are a lot of teachers who still face difficulity in applying this assessment. This research was done to show how the authentic assessment was applied in 6 Vocational School. The aims of this research are; (1) to describe assessment instrument; (2) to shows the implementation of the assessment; and (3) to shows the outcomes of the assessment. This research uses quantitative descriptive. The population of this research are productive teachers of 6 Bandung Vocational School and the sample are productive teachers of Department of Building Drawing Engineering. Data collection technique was done by using assessment document analisys, that is consisted of assessment instrument, application of assessment, and assessment outcomes. The outcomes of this research shows that the implementation of the assessment is not suited with authentic assessment. Overall, cognitive aspect is the aspect with the biggest propotion, where affective and psychomotor aspect takes the smaller propotion. It shows that the assessment still focused on cognitive aspect. In 2013 Curriculum on vocational school, cognitive and psychomotor should have the same propotion, where affective aspect should takes smaller propotion beacuse it is considered had been obtained in previous stage.

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Item Type:	Thesis (S1)
Additional Information:	No. Panggil: S TBA MAR e-2015 ; Pembimbing: I. MS. Barliana, II. Dian Cahyani
Uncontrolled Keywords:	penilaian, penilaian autentik, assessment, authentic assessment
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education
Divisions:	Fakultas Pendidikan Teknik dan Industri > Jurusan Pendidikan Teknik Arsitektur > Program Studi Pendidikan Teknik Arsitektur
Depositing User:	Mr. Tri Agung
Date Deposited:	16 Aug 2016 04:20
Last Modified:	16 Aug 2016 04:20
URI:	http://repository.upi.edu/id/eprint/21262

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