ANALISIS KONSEPSI SISWA TERHADAP ASESMEN BIOLOGI DIKAITKAN DENGAN KETERCAPAIAN TUNTUTAN PENILAIAN PADA KURIKULUM 2013

Octavianda, Regina Pradistiana (2015) ANALISIS KONSEPSI SISWA TERHADAP ASESMEN BIOLOGI DIKAITKAN DENGAN KETERCAPAIAN TUNTUTAN PENILAIAN PADA KURIKULUM 2013. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Pengguna utama dari asesmen adalah siswa, dan penggunaan asesmen secara tidak langsung akan membentuk konsepsi dalam diri siswa. Konsepsi siswa terhadap asesmen didukung oleh berbagai jenis penilaian yang dilakukan selama pembelajaran, dan Kurikulum 2013 memfasilitasi berbagai jenis penilaian selama pembelajaran. Penelitian tentang konsepsi yang melibatkan 36 siswa dan 46 siswi ini bertujuan untuk mengidentifikasi konsepsi siswa terhadap asesmen serta kesesuaiannya dengan tuntutan penilaian pada Kurikulum 2013. Dengan mengunakan kuesioner yang dikembangkan dari indikator konsepsi reproducing knowledge, rehearsing, accountability, improving learning, problem solving, dan critical judgment. menempatkan konsepsi improving learning pada posisi pertama dan konsepsi rehearsing pada posisi keenam. Sebanyak 85% siswa berpendapat bahwa asesmen mengembangkan wawasan belajarnya, namun hanya 52% siswa yang memandang bahwa asesmen membuatnya berlatih sebelum menghadapi ujian. Terkait gender persentase konsepsi siswi cenderung lebih tinggi dibandingkan dengan persentase konsepsi siswa, yang dibuktikan melalui alasan yang dikemukakan oleh siswa pada kolom isian kuesioner. Pada Kurikulum 2013 terdapat tuntutan penilaian yang sangat mendukung enam konsepsi siswa, tetapi pada penelitian ini ditemukan hanya beberapa tuntutan asesmen yang terlaksana. Dengan demikian, posisi konsepsi yang tinggi pada kategori improving learning dalam penelitian ini erat kaitannya dengan ketercapaian tuntutan penilaian Kurikulum 2013 yang melibatkan berbagai jenis asesmen selama proses pembelajaran.

The main user of assessment is student, and utilization of assessments will form a conception. Students' conceptions of assessment supported by a variety of the type of assessment, and Curriculum 2013 facilitate a variety of assessment for learning. Research about conception that involves 36 male students and 46 female students was conducted for identify students' conceptions of assessment and the reconciliantion with the demands of curriculum assessment in 2013. Used a questionnaire which developed from conception indicator, there are reproducing knowledge, rehearsing, accountability, improving learning, problem solving, and critical judgment. This study placing improving learning conception in the first position and the rehearsing conception at the sixth position. As many as 85% of students consider that assessment can develop their knowledge, but only 52% of students who consider that the assessment made them practice before the exam. The percentage of girls conceptions tend to be higher than the percentage of boys conceptions, as evidenced by the reasons given by students on field questionnaire.On Curriculum 2013 there were demands assessment which strongly supports six conceptions of students, but in this study only a few assessments are carried out. This study found only a few demands of the assessment has been completed. Therefore, high position of improving learning conception in this study is closely related to the reconciliation with the demands of Curriculum assessment in 2013 that involved types of assessments during the learning.

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Item Type:	Thesis (S1)
Additional Information:	No. Panggil : S BIO OCT a-2015; Pembimbing : I. Nuryani Rustaman, II. Siti Sriyati
Uncontrolled Keywords:	Konsepsi terhadap asesmen, kurikulum 2013.
Subjects:	Q Science > QH Natural history > QH301 Biology
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Biologi - S1 > Program Studi Pendidikan Biologi
Depositing User:	Users 25223 not found.
Date Deposited:	28 Dec 2015 07:33
Last Modified:	28 Dec 2015 07:33
URI:	http://repository.upi.edu/id/eprint/18831

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