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ANALISIS PRAKTIK ASSESSMENT ETHICS DALAM PENILAIAN IDENTITAS SAINS SISWA PADA PEMBELAJARAN BIOLOGI SMA
Penelitian ini bertujuan menganalisis praktik etika asesmen dalam menilai identitas sains siswa pada pembelajaran epistemik Biologi di tujuh SMA berakreditasi A, B, dan C di Bandung dan Cimahi. Metode yang digunakan adalah Mixed Method Embedded Design, dengan pengumpulan data kuantitatif melalui kuesioner Skala Likert 1-4 (n = 348 siswa, 7 guru) dan data kualitatif melalui wawancara terstruktur. Hasil penelitian menunjukkan perbedaan signifikan antara persepsi guru dan siswa terkait keterlaksanaan pembelajaran epistemik dan penerapan etika asesmen: guru menilai penerapan etika asesmen tinggi di hampir semua indikator (nilai >3,0 kategori baik hingga sangat baik), sedangkan siswa sering menilai indikator yang sama rendah (nilai <3,0 kategori kurang hingga sangat kurang). Pada aspek persiapan dan pengembangan instrumen, siswa menganggap tugas belum mempertimbangkan latar belakang sosial-ekonomi mereka (rata-rata 2,64–2,80 atau kategori buruk) dan penerapan hukuman tidak relevan (rata-rata 2,00–2,48 atau kategori buruk). Dalam pelaksanaan asesmen, siswa merasa penilaian sering tidak transparan dan kurang umpan balik (rata-rata 2,27–2,53 atau kategori buruk). Konsistensi penilaian yang rendah berdampak negatif pada pengembangan identitas sains, dengan sikap ilmiah dan keyakinan epistemik dinilai masih jarang (rata-rata 2,6–2,8 atau kategori buruk). Penelitian ini menegaskan perlunya peningkatan transparansi, keadilan, dan akuntabilitas dalam asesmen identitas sains, serta merekomendasikan pelatihan khusus bagi guru dan penyusunan rubrik penilaian yang jelas untuk optimalisasi pengembangan identitas sains siswa. This study aims to examine the ethical practices involved in assessing students' scientific identity within epistemic Biology education at seven high schools accredited as A, B, and C in Bandung and Cimahi. Utilizing a Mixed Method Embedded Design, the research gathered quantitative data through a 1-4 Likert Scale questionnaire administered to 348 students and 7 teachers, alongside qualitative data from structured interviews. The results reveal significant disparities between teachers' and students' perceptions concerning the execution of epistemic learning and the implementation of assessment ethics. Teachers consistently rated the application of ethical assessment highly across almost all indicators (scores above 3.0, categorized as good to excellent), whereas students frequently rated the same indicators lower (scores below 3.0, categorized as poor to very poor). Specifically, in the areas of preparation and instrument development, students felt that assignments did not take their socio-economic backgrounds into account (average scores ranging from 2.64 to 2.80, classified as poor) and that the use of penalties was irrelevant (average scores between 2.00 and 2.48, also classified as poor). During the assessment process, students perceived evaluations as often lacking transparency and insufficient in providing feedback (average scores between 2.27 and 2.53, categorized as poor). Additionally, the low consistency in assessments negatively affected the development of scientific identity, with scientific attitudes and epistemic beliefs still being rarely observed (average scores between 2.6 and 2.8, classified as poor). The findings highlight the necessity for improving transparency, fairness, and accountability in the assessment of scientific identity. The study recommends specialized training for teachers and the creation of clear assessment rubrics to enhance the development of students' scientific identity effectively.
KODEPRODI84105#Pendidikan Biologi_S2, Universitas Pendidikan Indonesia
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L Education (General)
LB1603 Secondary Education. High schools
LC Special aspects of education