Anly Maria, - (2019) PENGEMBANGAN ALAT EVALUASI MODEL PENILAIAN AUTENTIK BERBASIS KECERDASAN EMOSIONAL DALAM PEMBELAJARAN MEMBACA PEMAHAMAN TEKS SASTRA DI SMA. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Seiring berkembangnya teknologi dan masuknya budaya luar ke Indonesia, berdampak pada perubahan moral dan budi pekerti siswa dalam mengikuti pembelajaran seperti kurangnya rasa empati dan motivasi diri. Salah satu hal yang dapat membantu membentuk moral dan budi pekerti adalah dengan kegiatan membaca teks sastra. Untuk mengoptimalkan pemahaman siswa terhadap teks sastra maka diperlukan pengembangan alat evaluasi yang benar-benar mengukur kemampuan siswa. Oleh karena itu, penelitian ini bertujuan untuk memperoleh gambaran mengenai pengembangan alat evaluasi berdasarkan prinsip pemahaman membaca. Selain itu, alat evaluasi ini diharapkan dapat memberikan gambaran terhadap apa yang hendak diukur dengan melibatkan aspek kognitif, afektif, dan psikomotor yang dipadukan dengan parameter kecerdasan emosional. Serta mengetahui respon peserta didik terhadap pengembangan alat evaluasi model penilaian autentik berbasis kecerdasan emosional. Penelitian ini menggunakan desain penelitian pengembangan Hannafin dan Peck yang terdiri atas tiga tahap pengembangan. Tahap analisis kebutuhan dilakukan untuk mengidentifikasi perlunya dilakukan pengembangan alat evaluasi dalam pembelajaran membaca pemahaman teks sastra. Tahap desain dilakukan dengan menyusun rasionalisasi kebutuhan, tujuan pengembangan, langkah-langkah pengembangan, dan uji review. Tahap pengembangan dan implementasi dilakukan dengan menghasilkan diagram alur penelitian, validasi logis dan empiris, uji coba, dan respons peserta didik terhadap alat evaluasi model penilaian autentik berbasis kecerdasan emosional. Produk dari penelitian ini merupakan kisi-kisi soal, instrument tes objektif dan subjektif, rubrik penilaian tes, serta rubrik penilaian diri, dan observasi. Berdasarkan hasil angket mengenai respon peserta didik terhadap pengembangan alat evaluasi model penilaian autentik, diperoleh hasil bahwa alat evaluasi ini dapat memberikan kontribusi bagi peserta didik dalam meningkatkan kemampuan kognitif, afektif, dan psikomotor. Selain itu, alat evaluasi tersebut juga dapat meningkatkan kemampuan pemahaman teks sastra berdasarkan prinsip pemahaman membaca teks sastra, memotivasi peserta didik untuk melakukan kegiatan membaca teks sastra lebih lanjut, dan membantu meningkatkan kecerdasan emosional peserta didik. Oleh karena itu, alat evaluasi ini dapat diterima oleh peserta didik dan dapat menjadi alternatif dalam mengukur kemampuan peserta didik pada pemahaman membaca teks sastra secara lebih bermakna. Kata kunci: alat evaluasi, model penilaian autentik, kecerdasan emosional ABSTRACT Along with the development of technology and the entry of foreign culture into Indonesia, it has an impact on students' moral and character changes in learning such as a lack of empathy and self-motivation. One of the things that can help shape morals and character is the activity of reading literary texts. To optimize students 'understanding of literary texts, it is necessary to develop evaluation tools that truly measure students' abilities. Therefore, this study aims to obtain an overview of the development of evaluation tools based on the principle of reading comprehension. In addition, this evaluation tool is expected to provide an overview of what is being measured by involving cognitive, affective, and psychomotor aspects combined with emotional intelligence parameters. As well as knowing students' responses to the development of authentic evaluation tools based on emotional intelligence. This study uses Hannafin and Peck's development research design which consists of three stages of development. The needs analysis phase is carried out to identify the need to develop evaluation tools in learning to read literary text comprehension. The design phase is carried out by compiling the rationalization of needs, development objectives, development steps, and review tests. The development and implementation phase is carried out by producing research flowcharts, logical and empirical validations, trials, and students' responses to the evaluation tools of authentic emotional intelligence-based evaluation models. The product of this research is the questions grid, objective and subjective test instruments, the rubric of assessment of tests, and the rubric of self-assessment, and observation. Based on the results of a questionnaire regarding students' responses to the development of an authentic evaluation model evaluation tool, the results obtained that this evaluation tool can contribute to students in improving cognitive, affective, and psychomotor abilities. In addition, the evaluation tool can also improve the ability to understand literary texts based on the principles of reading comprehension of literary texts, motivate students to carry out further literary text reading activities, and help improve students' emotional intelligence. Therefore, this evaluation tool can be accepted by students and can be an alternative in measuring students' ability to comprehend reading literary texts more meaningfully. Keywords: evaluation tools, authentic assessment models, emotional intelligence
| Item Type: | Thesis (S2) |
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| Uncontrolled Keywords: | evaluation tools, authentic assessment models, emotional intelligence |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools P Language and Literature > PN Literature (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Bahasa Indonesia S-2 |
| Depositing User: | Anly Maria |
| Date Deposited: | 20 Feb 2020 03:32 |
| Last Modified: | 20 Feb 2020 03:32 |
| URI: | http://repository.upi.edu/id/eprint/47052 |
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