PEMANFAATAN ASESMEN AUTENTIK UNTUK PROYEK VIDEO PRESENTASI PADA MATERI PERUBAHAN LINGKUNGAN DALAM MENINGKATKAN LITERASI ICT DAN SELF-EFFICACY SISWA

Mosarina Sri Ivana Hutabarat, - (2018) PEMANFAATAN ASESMEN AUTENTIK UNTUK PROYEK VIDEO PRESENTASI PADA MATERI PERUBAHAN LINGKUNGAN DALAM MENINGKATKAN LITERASI ICT DAN SELF-EFFICACY SISWA. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini bertujuan untuk memperoleh informasi mengenai pemanfaatan asesmen
autentik untuk proyek video presentasi dalam meningkatkan literasi ICT dan selfefficacy
siswa. Penelitian ini dilakukan di salah satu Sekolah Menengah Atas (SMA) di
Sumatera Utara. Metode penelitian ini adalah metode penelitian deskriptif. Sampel
dalam penelitian ini diperoleh dengan teknik purposive sampling dengan jumlah siswa
sebanyak 31 orang. Instrumen yang digunakan dalam penelitian ini adalah angket
literasi ICT, angket self-efficacy, tes penguasaan konsep, rubrik rancangan video
presentasi, rubrik peer assessment, lembar self assessment, dan angket respons siswa.
Pemanfaatan asesmen autentik dilakukan berdasarkan tahapan pembelajaran berbasis
proyek dan strategi asesmen autentik yang digunakan untuk meningkatkan literasi ICT,
self-efficacy, dan penguasaan konsep siswa adalah pemberian feedback, self assessment,
dan peer assessment. Implementasi asesmen autentik melalui pembelajaran berbasis
proyek menunjukkan terjadi peningkatan literasi ICT, self-efficacy, dan penguasaan
konsep siswa serta peningkatannya berada dalam kategori sedang. Hasil angket respons
siswa menunjukkan bahwa persentase respons siswa terhadap pemanfaatan asesmen
autentik berada pada kategori sangat tinggi
;---This study aimed to obtain information about the use of authentic assessments for video
presentation projects in improving ICT literacy and student self-efficacy. This research
was conducted in one of the senior high schools in North Sumatra. This research
method was a descriptive research. The sample in this study consisted of 31 students
and was obtained by purposive sampling technique. The instruments used in this study
were ICT literacy questionnaires, self-efficacy questionnaires, concept mastery tests,
student response questionnaires, video presentation design rubrics, peer assessment
rubrics, and self assessment sheets. The use of authentic assessment was carried out
based on the stages of project-based learning and authentic assessment strategies used
to improve ICT literacy, self-efficacy, and mastery of students' concepts were giving
feedback, self assessment, and peer assessment. The implementation of authentic
assessment through project-based learning shows that there was an increase in ICT
literacy, self-efficacy, and mastery of students' concepts and the increase was in the
medium category. The results of the student response questionnaire showed that the
percentage of students' responses to authentic assessment use was in the very high
category.

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	Text T_BIO_1602866_Chapter1.pdf Download (249kB)
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Item Type:	Thesis (S2)
Additional Information:	No. Panggil : T BIO MOS p-2018; Nama Pembimbing : I. Siti Sriyati, II. Wahyu Surakusumah; NIM : 1602866.
Uncontrolled Keywords:	asesmen autentik, literasi ICT, self-efficacy, penguasaan konsep, authentic assessment, ICT literacy, self-efficacy, concept mastery
Subjects:	Q Science > Q Science (General) Q Science > QH Natural history > QH301 Biology
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Biologi - S1
Depositing User:	Ryan Taufiq Qurrohman
Date Deposited:	04 Feb 2020 02:40
Last Modified:	04 Feb 2020 02:40
URI:	http://repository.upi.edu/id/eprint/45852

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