PENGEMBANGAN PROGRAM DIKLAT PENINGKATAN KOMPETENSI MENGEMBANGKAN BUTIR INSTRUMEN TES HASIL PEMBELAJARAN RANAH KOGNITIF BAGI GURU-GURU FISIKA SMA DAN SEDERAJAT

Arif, Wahyudin (2017) PENGEMBANGAN PROGRAM DIKLAT PENINGKATAN KOMPETENSI MENGEMBANGKAN BUTIR INSTRUMEN TES HASIL PEMBELAJARAN RANAH KOGNITIF BAGI GURU-GURU FISIKA SMA DAN SEDERAJAT. S3 thesis, Universitas Pendidikan Indonesia.

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Abstract

Penelitian ini bertujuan untuk mengembangkan Program Diklat peningkatan kompetensi mengembangkan butir instrumen tes hasil pembelajaran ranah kognitif bagi guru-guru fisika SMA dan sederajat. Penelitian dilatarbelakangi oleh masih rendahnya kemampuan para guru fisika SMA dan sederajat dalam mengembangkan butir instrumen tes hasil pembelajaran ranah kognitif. Penelitian ini dilakukan dengan menggunakan metode penelitian pengembangan yang mencakup empat tahap yaitu: tahap analisis kebutuhan, tahap perancangan program, tahap pengembangan program dan tahap diseminasi program. Uji implementasi program diklat yang dikembangkan dilakukan pada skala terbatas dan skala lebih luas dengan menggunakan metode penelitian campuran (mix method) yang mencakup penelitian kuantitatif dan kualitatif. Subyek penelitian pada ujicoba terbatas berjumlah 10 orang guru fisika di salah satu kabupaten di provinsi Jawa Barat, sedangkan pada ujicoba lebih luas melibatkan subyek penelitian 36 orang guru fisika SMA dan sederajat di salah satu kabupaten di provinsi Jawa Barat juga. Hasil penelitian ini adalah Program Diklat peningkatan kompetensi mengembangkan butir instrumen tes hasil pembelajaran ranah kognitif yang memiliki karakteristik: menggunakan modus diklat konvensional menggunakan pola inservice training 1-onservice training-inservice training 2 (in-on-in),berorientasi pada pembekalan kemampuan mengkonstruksi butir instrumen tes hasil pembelajaran fisika dalam ranah kognitif dan mengidentifikasi indikator aspek kognitif yang diukur oleh suatu butir soal, berlandaskan pada teori belajar orang dewasa (andragogi) yang mempertimbangkan pengalaman guru, menggunakan alokasi waktu 100 jam, pada prosesnya menggunakan bantuan scaffolding penyusunan butir soal dan scaffolding identifikasi indikator aspek kognitif dan pelaksanaannya didominasi oleh kegiatan lokakarya (workshop) seerta tugas mandiri. Peningkatan kemampuan mengkonstruksi butir tes hasil pembelajaran ranah kognitif (KMBITRK) dan kemampuan mengidentifikasi indikator aspek ranah kognitif yang diukur suatu butir soal (KMIARK) ditentukan dengan menghitung rata-rata skor gain yang dinormalisasi, <g>, berdasarkan data rata-rata skor tes awal dan tes akhir kedua kemampuan tersebut. Hasil implementasi program diklat dalam kegiatan diklat peningkatan kompetensi mengembangkan butir instrumen tes kemampuan kognitif menunjukkan bahwa program diklat ini dapat meningkatkan kedua kemampuan ini dengan kategori peningkatan tinggi. Peningkatan KMBITRK dan KMIARK pada kegiatan diklat dipengaruhi oleh latar belakang pendidikan peserta tetapi tidak dipengaruhi oleh lama pengalaman mengajar dan jenis kelamin guru. Program diklat yang dikembangkan memiliki efektivitas yang sedang dalam melatihkan KMBITRK dan memiliki efektivitas yang tinggi dalam melatihkan KMIARK. Impelmentasi program diklat yang dikembangkan dalam kegiatan diklat mendapat respon positif dari seluruh peserta diklat, mereka merasa bahwa program diklat yang dikembangkan dapat melatihkan dan meningkatkan kemampuan merekan baik dalam KMBITRK dan KMIARK. Kata kunci: Penelitian ini bertujuan untuk mengembangkan Program Diklat peningkatan kompetensi mengembangkan butir instrumen tes hasil pembelajaran ranah kognitif bagi guru-guru fisika SMA dan sederajat. Penelitian dilatarbelakangi oleh masih rendahnya kemampuan para guru fisika SMA dan sederajat dalam mengembangkan butir instrumen tes hasil pembelajaran ranah kognitif. Penelitian ini dilakukan dengan menggunakan metode penelitian pengembangan yang mencakup empat tahap yaitu: tahap analisis kebutuhan, tahap perancangan program, tahap pengembangan program dan tahap diseminasi program. Uji implementasi program diklat yang dikembangkan dilakukan pada skala terbatas dan skala lebih luas dengan menggunakan metode penelitian campuran (mix method) yang mencakup penelitian kuantitatif dan kualitatif. Subyek penelitian pada ujicoba terbatas berjumlah 10 orang guru fisika di salah satu kabupaten di provinsi Jawa Barat, sedangkan pada ujicoba lebih luas melibatkan subyek penelitian 36 orang guru fisika SMA dan sederajat di salah satu kabupaten di provinsi Jawa Barat juga. Hasil penelitian ini adalah Program Diklat peningkatan kompetensi mengembangkan butir instrumen tes hasil pembelajaran ranah kognitif yang memiliki karakteristik: menggunakan modus diklat konvensional menggunakan pola inservice training 1-onservice training-inservice training 2 (in-on-in),berorientasi pada pembekalan kemampuan mengkonstruksi butir instrumen tes hasil pembelajaran fisika dalam ranah kognitif dan mengidentifikasi indikator aspek kognitif yang diukur oleh suatu butir soal, berlandaskan pada teori belajar orang dewasa (andragogi) yang mempertimbangkan pengalaman guru, menggunakan alokasi waktu 100 jam, pada prosesnya menggunakan bantuan scaffolding penyusunan butir soal dan scaffolding identifikasi indikator aspek kognitif dan pelaksanaannya didominasi oleh kegiatan lokakarya (workshop) seerta tugas mandiri. Peningkatan kemampuan mengkonstruksi butir tes hasil pembelajaran ranah kognitif (KMBITRK) dan kemampuan mengidentifikasi indikator aspek ranah kognitif yang diukur suatu butir soal (KMIARK) ditentukan dengan menghitung rata-rata skor gain yang dinormalisasi, <g>, berdasarkan data rata-rata skor tes awal dan tes akhir kedua kemampuan tersebut. Hasil implementasi program diklat dalam kegiatan diklat peningkatan kompetensi mengembangkan butir instrumen tes kemampuan kognitif menunjukkan bahwa program diklat ini dapat meningkatkan kedua kemampuan ini dengan kategori peningkatan tinggi. Peningkatan KMBITRK dan KMIARK pada kegiatan diklat dipengaruhi oleh latar belakang pendidikan peserta tetapi tidak dipengaruhi oleh lama pengalaman mengajar dan jenis kelamin guru. Program diklat yang dikembangkan memiliki efektivitas yang sedang dalam melatihkan KMBITRK dan memiliki efektivitas yang tinggi dalam melatihkan KMIARK. Impelmentasi program diklat yang dikembangkan dalam kegiatan diklat mendapat respon positif dari seluruh peserta diklat, mereka merasa bahwa program diklat yang dikembangkan dapat melatihkan dan meningkatkan kemampuan merekan baik dalam KMBITRK dan KMIARK. Kata kunci: Program Diklat, KMBITRK, KMIARK, guru fisika SMA dan Sederajat This research aims is to develop a training program for increase the competence of senior high school physics teacher and the same level on developing instrumen test item in the cognitive domain learning outcomes. The research was motivated by the low ability of the majority senior high school physics teacher in developing the cognitive domain instrument test item. This research was conducted using the research and development method that includes four steps: need assesment phase, design of the program phase, development of program phase and dissemination of the program phase. Implementation test of the training program that was developed is done on a limited scale and a broader scale by using a mixed method research which includes quantitative and qualitative research. The subject of research on a limited scale implementation of 10 senior high school physics teachers in one district in West Java province, while the broader scale implementation involving 36 research subjects senior high school physics teacher in the same district in West Java province. The results of this research are the training program for increased competence of senior high school physics teacher and the same level on developing cognitive domain instrument test item, that has the following characteristics: using the conventional mode of training with pattern of in-service training 1 – on-service training – in-service training 2 (in-on-in), oriented towards enhancing the ability to construct instrument test items in the cognitive domain and identifying indicators of cognitive aspects measured by a test items, based on theories of adult learning (andragogy) that consider the experience of the teacher, using the time allocation of 100 hours, in the process using the scaffolding of constructing instrument test items and the scaffolding of identifying indicators of cognitive aspects and the implementation is dominated by the activities of the workshop as well as the independently task. Increasing the teacher ability to construct of cognitive domain instrument test items (KMBITRK) and the ability to identify indicators of aspects of cognitive domains measured by some test items (KMIARK) is determined by calculating the average of normalized gain score, <g>, according to the average score of pretest and posttest both these abilities. The results of implementation test of the developed training program showed that this training program can improve the teacher ability to construct of cognitive domain instrument test items (KMBITRK) and the ability to identify indicators of aspects of cognitive domains measured by some test items (KMIARK) with high improvement category. Increased KMBITRK and KMIARK on training activities is influenced by the educational background of participants but was not affected by the long experience of teaching and the teacher gender. The developed training programs have a moderate effectiveness in the KMBITRK training and has a high effectiveness in the KMIARK training. Implementation of the developed training program in training activities received a positive response from all training participants, they felt that the developed training program can be train and improve their ability in both the KMBITRK and KMIARK. Keywords: Training Program, KMBITRK, KMIARK, high school physics teacher and the same level This research aims is to develop a training program for increase the competence of senior high school physics teacher and the same level on developing instrumen test item in the cognitive domain learning outcomes. The research was motivated by the low ability of the majority senior high school physics teacher in developing the cognitive domain instrument test item. This research was conducted using the research and development method that includes four steps: need assesment phase, design of the program phase, development of program phase and dissemination of the program phase. Implementation test of the training program that was developed is done on a limited scale and a broader scale by using a mixed method research which includes quantitative and qualitative research. The subject of research on a limited scale implementation of 10 senior high school physics teachers in one district in West Java province, while the broader scale implementation involving 36 research subjects senior high school physics teacher in the same district in West Java province. The results of this research are the training program for increased competence of senior high school physics teacher and the same level on developing cognitive domain instrument test item, that has the following characteristics: using the conventional mode of training with pattern of in-service training 1 – on-service training – in-service training 2 (in-on-in), oriented towards enhancing the ability to construct instrument test items in the cognitive domain and identifying indicators of cognitive aspects measured by a test items, based on theories of adult learning (andragogy) that consider the experience of the teacher, using the time allocation of 100 hours, in the process using the scaffolding of constructing instrument test items and the scaffolding of identifying indicators of cognitive aspects and the implementation is dominated by the activities of the workshop as well as the independently task. Increasing the teacher ability to construct of cognitive domain instrument test items (KMBITRK) and the ability to identify indicators of aspects of cognitive domains measured by some test items (KMIARK) is determined by calculating the average of normalized gain score, <g>, according to the average score of pretest and posttest both these abilities. The results of implementation test of the developed training program showed that this training program can improve the teacher ability to construct of cognitive domain instrument test items (KMBITRK) and the ability to identify indicators of aspects of cognitive domains measured by some test items (KMIARK) with high improvement category. Increased KMBITRK and KMIARK on training activities is influenced by the educational background of participants but was not affected by the long experience of teaching and the teacher gender. The developed training programs have a moderate effectiveness in the KMBITRK training and has a high effectiveness in the KMIARK training. Implementation of the developed training program in training activities received a positive response from all training participants, they felt that the developed training program can be train and improve their ability in both the KMBITRK and KMIARK. Keywords: Training Program, KMBITRK, KMIARK, high school physics teacher and the same level

Item Type: Skripsi Tesis Atau Disertasi (S3)
Additional Information: No. Panggil: D_IPA_ARI p-2017; I. Promotor: Andi Suhandi,II. Ko-Promotor: Eng. Agus Setiawan, III. Anggota: Ida Kaniawati
Uncontrolled Keywords: Program Diklat, KMBITRK, KMIARK, Guru Fisika SMA dan Sederajat
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > QC Physics
Divisions: Sekolah Pasca Sarjana > Pendidikan IPA S-3
Depositing User: Mr. Cahya Mulyana
Date Deposited: 16 Feb 2017 03:56
Last Modified: 16 Feb 2017 03:56
URI: http://repository.upi.edu/id/eprint/22971

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