PENGEMBANGAN KONSTRUKSI ASSESSMENT KREATIVITAS PADA PEMBELAJARAN STUDIO ARSITEKTUR

Mintoro priyadi, - (2019) PENGEMBANGAN KONSTRUKSI ASSESSMENT KREATIVITAS PADA PEMBELAJARAN STUDIO ARSITEKTUR. S3 thesis, Universitas Pendidikan Indonesia.

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Abstract

Isu penting yang dihadapi pendidik di studio arsitektur adalah fokus ketika harus memutuskan menilai kerja kreatif. Beberapa pendidik studio arsitektur menyoroti bahwa penilaian karya kreatif merupakan tantangan teratas, karena sifat final artefak 'kreatif' yang sangat kompleks. Riset ini membahas masalah penilaian dalam pendidikan desain arsitektur dan mengusulkan kerangka kerja umum untuk menilai karya−karya kreatif desain siswa. Kerangka kerja, yang telah dikembangkan sebagai bagian dari proyek studio arsitek-tur yang sedang berlangsung, dibincangkan dalam konteks desain akademik dan per-sepsi kreativitas mahasiswa dan pengalaman menilai kreativitas atau karya−karya kreatif yang mereka miliki dinilai. Riset model didasarkan pada praktek-praktek terbaik penilaian dan sintesis dari temuan dari studi yang dieksplorasi ke nilai disiplin ilmu arsitektur yang muncul dari hasil belajar di studio arsitektur. Sebagai hasil, model didukung oleh paradigma nilai konseptual yang holistik yaitu orang (well), proses dan produk; melihat ketiga nilai konseptual tadi sebagai bagian yang integral untuk pengalaman belajar dan hasil yang baik di studio. Hal itu pun mengakui penekanan berbeda dalam setiap disiplin, meng-ingat bahwa masing-masing disiplin istimewa dari berbagai aspek pembelajaran dan publikasi di studio. Secara keseluruhan, model mengakui perspektif disiplin yang berbeda, menyoroti penilaian holistik belajar adalah eksplisit, adil dan seimbang dan ditujukan dengan melibatkan guru dan siswa dan praktek−praktek penilaian yang baik. A key issue facing educators in studio architecture is deciding on what to focus when assessing creative work. Some studio architecture educators highlight that assessment of creative work throws up challenges, because of the very complex nature of getting to the final ‘creative’ artifact. This research discusses the issue of assessment in design architecture education and proposes a general conceptual framework for assessing the creative works of design students. The framework, which has been developed as part of an ongoing studio student project, is discussed in the context of design academics’ and students’ perceptions of creativity and their experiences of assessing creativity or having their creative works assessed. The research model is based on good assessment practices and a synthesis of findings from a study that explored what these discipline architecture appeared to value as the outcomes of learning in studio architecture. As a result, the model is underpinned by a conceptual paradigm that holistically values the person’s (well) being, the process and the product; seeing all three as being integral to good learning experiences and out-comes in studio. It also recognises the different emphasis likely in each discipline, given that each of the disciplines privileged different aspects of learning in their publications on studio. Overall, the model acknowledges the different disciplinary perspectives, highlights holistic assessment of learning that is explicit, fair and balanced and is aimed at engaging both teachers and students and good assessment practices.

Item Type:	Thesis (S3)
Additional Information:	No Panggil : D PTK MIN p-2019; NIM : 1120660
Uncontrolled Keywords:	model penilaian, praktek kreatif, studio arsitektur.
Subjects:	L Education > L Education (General) T Technology > T Technology (General)
Divisions:	Sekolah Pasca Sarjana > Pendidikan Teknologi dan Kejuruan S-3
Depositing User:	Yayu Wulandari
Date Deposited:	13 Apr 2020 03:15
Last Modified:	13 Apr 2020 03:15
URI:	http://repository.upi.edu/id/eprint/48395

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