%0 Thesis
%9 eprint_fieldopt_thesis_type_phd
%A Qadar, Riskan
%B Perpustakaan UPI
%D 2015
%F repoupi:17451
%I Universitas Pendidikan Indonesia
%K asesmen terintegrasi, pembelajaran inkuiri, kuliah optika
%T PENGEMBANGAN ASESMEN TERINTEGRASI PEMBELAJARAN INKUIRI PADA PERKULIAHAN OPTIKA CALON GURU FISIKA
%U http://repository.upi.edu/17451/
%X Studi dengan desain eksperimen terintegrasi dilakukan untuk menghasilkan asesmen terintegrasi pembelajaran inkuiri dengan penekanan pada data kuantitatif, yang melibatkan sejumlah (n=32 & 33) calon guru Fisika di sebuah LPTK di Provinsi Kalimantan Timur pada perkuliahan optika.  Data kuantitatif dikumpulkan dengan menggunakan instrumen kemampuan berinkuiri (observasi, manipulasi, generalisasi, verifikasi, dan aplikasi) dalam bentuk rubrik, lembar observasi (aspek afektif: menerima, menanggapi, menghargai, organisasi, karakterisasi), tes penguasaan optika saat pembelajaran (esai) sebagai asesmen formatif, tes kemampuan optika setelah perkuliahan secara keseluruhan (pilihan ganda) sebagai asesmen sumatif, dan tes penalaran formal (Test of Logical Thinking, TOLT). Data kualitatif dikumpulkan melalui wawancara, analisis dokumen, dan angket. Keterampilan yang dapat dimiliki calon guru adanya kemampuan berupa mengidentifikasi masalah pada saat melakukan investigasi, mendesain dan melakukan investigasi ilmiah, membangun hukum-hukum dasar secara empiris dengan bukti dan logika berdasarkan proses induksi, dapat mengkomunikasikan temuan dengan argumen ilmiah, dan dapat menggunakan matematika selama investigasi. Hasil analisis kualitatif menunjukkan bahwa penggunaan asesmen aspek afektif, kemampuan berinkuiri, formatif, dan sumatif memiliki peran memperbaiki pembelajaran, namun belum konsisten muncul sesuai dengan yang direncanakan. Hasil analisis kuantitatif menunjukkan instrumen asesmen formatif untuk semua materi optika, instrumen aspek afektif, instrumen kemampuan inkuiri dinyatakan valid (dengan skor tes di atas skor tabel) dan reliabel (dengan  skor di atas batas penerimaan). Selain itu hasil implementasi menunjukkan bahwa instrumen asesmen sumatif valid dan reliabel, dan terdapat peningkatan N-gain dengan rata-rata 0,46 (46%) kategori sedang dan peningkatan berpikir logis, serta terdapat korelasi antara penguasaan konsep optika dengan penalaran formal secara signifikan.     A study using mixed methods through an embedded experimental design as assessment development model was conducted to develop an embedded assessment of inquiry learning in the course of optics for preservice physics teachers. The study involved a number of (n=33) preservice teachers as an experimental class and (n=32) preservice teachers as trial class taken from Physics study program an LPTK in East Kalimantan Province. Quantitative data was collected by using instruments of inquiry capabilities (observation, manipulation, generalization, verification, application) in the form of rubrics, observation sheet for affective aspects (receiving, responding, valuing, organization and characterization), optics mastery essay tests during instruction (formative assessment), multiple choice test for the optics mastery after the instruction (summative assessment), and formal reasoning tests (TOLT). Qualitative data was collected through interviews, document analysis, and questionnaires. Preservice teachers skills consisted of  capability to identify investigation problems, design and conducting a scientific investigations, establishing empirical laws on the basis of evidence and logic based on the process of induction, able to communicate the findings as a scientific argument, and using mathematics during investigations. The results of the qualitative analysis showed that the use of assessment of affective aspects, the inquiry ability, formative, and summative roles improve learning, but have not consistently been performed as planned. The results of quantitative analysis showed that the formative assessment instrument for all optics, instrument categorized in affective aspect, and instrument inquiry ability were  declared valid (by a score above r table) and reliable (with scores above the limit of reception) respectively. Other findings after implementation instruction among others were as follows. Summative assessment instrument was valid and reliable, and the use of it resulted in an increase N-gain with a mean 0,46 (46%) category of medium and further it was found that there is a significant relationship between optics concept mastery with the formal reasoning.
%Z No. Panggil : D IPA Qad p-2015;  Pembimbing : I. Nuryani Y. Rustaman , II. Aloysius Rusli