Davit Novitasari, - (2018) DESAIN ULANG ASESMEN PORTOFOLIO ELEKTRONIK BERBASIS EDMODO UNTUK MENINGKATKAN LITERASI INFORMASI ABAD KE-21 TENTANG PERUBAHAN IKLIM. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Latar belakang penelitian ini adalah adanya permasalahan dalam pelaksanaan asesmen portofolio seperti dari aspek guru, aspek peserta didik dan aspek lainnya. Selain itu kebutuhan asesmen portofolio yang disesuaikan dengan tuntutan abad ke-21 tentang kemampuan literasi informasi untuk menghadapi kemajuan zaman. Penelitian ini bertujuan untuk mendesain ulang asesmen portofolio elektronik dalam meningkatkan literasi informasi abad ke-21 pada materi perubahan iklim. Metode penelitian menggunakan DR (Development Research ) Model ADDIE. Tahapan Pengembangan Desain yaitu analisis, desain, pengembangan, implementasi dan evaluasi. Sampel penelitian adalah peserta didik kelas VII SMP di Kabupaten Bandung berjumlah 36 peserta didik. Pengumpulan data kemampuan literasi informasi melalui task, rubrik, dan angket tanggapan peserta didik. Hasil menunjukkan 1) permasalahan yang dihadapi dalam pelaksanaan asesmen portofolio elektronik terdapat dalam aspek guru: pemahaman terhadap asesmen portofolio elektronik yang masih rendah, membutuhkan waktu dalam pelaksanaan, aspek peserta didik: peserta didik enggan dalam menciptakan asesmen portofolio, dan aspek lainnya: validitas dan reliabilitas rubrik dan task yang rendah, tujuan kurikulum dan sekolah yang berbeda, 2) Kebutuhan desain ulang asesmen portofolio elektronik meliputi indikator, task dan rubrik yang teruji validitas dan reliabilitasnya 3) Karakteristik desain ulang asesmen portofolio elektronik yaitu tujuan pembelajaran IPA-nya terfokus dengan apa yang ingin dicapai, kualitas task dan rubrik teruji validitas serta reliabilitasnya, tata kelola dan prosedur pelaksanaan asesmen portofolio elektronik mudah dilakukan dan dipahami, menciptakan suasana belajar yang aktif sehingga peserta didik tertarik dalam menciptakan asesmen portofolio elektronik, 4) Efektifitas desain ulang asesmen portofolio elektronik terlihat dari perhitungan mastery learning sebesar 88,88% dan peningkatan N-gain sedang (0,67), 5) Kekuatan dari desain asemen portofolio elektronik adalah tata kelola yang sudah terstruktur, indikator task dan rubrik yang sudah sesuai dengan kebutuhan dan tuntutan indikator kemampuan literasi informasi abad ke-21, pemberian feedback yang cukup efektif dalam menfokuskan jawaban peserta didik, self assessment mampu mengetahui perkembangan peserta didik. Kelemahan dari desain asesmen portofolio elektronik adalah membutuhkan fasilitas seperti komputer dan wi-fi dan pemberian feedback secara colleting.-- In this study, the researcher concerned about problems arise in the implementation of portfolio assessment such as from the aspect of the teacher, the aspect of the learners and others. In addition, the needs of portfolio assessment leads to the demands of the 21st century on the ability of information literacy to face the progress of the times. This study was aimed to redesign the assessment of electronic portfolios in improving the information literacy of the 21st century on climate change materials. The researcher used Research and Development method of ADDIE mode. Stages of Design Development were analysis, design, development, implementation and evaluation. The sample of this study was 36 students of class VII of SMP in Bandung Regency. The researcher collected the data through task, rubric, and questionnaire about responses of students. The results showed: 1) the problems in conducting the electronic portfolio assessment according to teachers' aspect: understanding of the assessment of electronic portfolios was low and it needed much time in term of implementation. The problem found in students' aspect: students were reluctant to create portfolio assessments, and problems from other aspects: the validity and reliability of the rubrics and tasks were low as well as the curriculum and the goal of the school which were different, 2) the needs of redesigned electronic portfolio assessment in case of indicators, task, and rubrics in which the validity and reliability have been proven 3) the characteristics of redesigned electronic portfolio assessment are: the goal of science learning was focused on what it wanted to be achieved, the validity and reliability of the tasks and rubrics have been proven, how to manage and implement the electronic portfolio assessment were easy to do and understand, creating an active learning environment so that learners were interested in creating an electronic portfolio assessment, 4) the effectiveness of the redesigned electronic portfolio assessment could be seen from mastery learning calculation of 88.88% and the increase of average N-gain of 0.67, 5) the strength of the redesigned electronic portfolio assessment is a well-structured task indicators and rubrics which met the needs and demands of 21st century information literacy skill, enough feedback given in which effectively focused on learners' answers, self assessment in which able to identify the development of learners. The downside of the redesigned electronic portfolio assessment was requiring facilities like computers and wi-fi in colleting the feedback.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | No. Panggil : T IPA DAV p-2018; Pembimbing : I. Ana Ratna Wulan, II. Setiya Utari; NIM : 1604660 |
| Uncontrolled Keywords: | Asesmen Portofolio, Literasi Informasi.-- Portfolio assessment, Information Literacy |
| Subjects: | L Education > LC Special aspects of education |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan IPA S-2 |
| Depositing User: | Rika Maysani |
| Date Deposited: | 09 Aug 2019 07:04 |
| Last Modified: | 09 Aug 2019 07:04 |
| URI: | http://repository.upi.edu/id/eprint/37364 |
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