Saputra, Erwin Rahayu (2016) THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT IN THE 2013 CURRICULUM. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Isu terkini berkaitan dengan penilaian di Indonesia mengarah kepada penilaian otentik yang dimandatkan oleh Kurikulum 2013. Akan tetapi, implementasi dan tantangan terkait hal tersebut masih sedikit dikaji oleh penelitian terdahulu yang hanya membahas perspektif dan fitur-fitur tertentu dari penilaian otentik di konteks Kurikulum 2013. Oleh karenanya, dengan menggunakan desain penelitian studi kasus, penelitian yang terdokumentasikan dalam tesis ini mengkaji implementasi yang juga mencakup jenis penilaian berikut kompetensi yang di nilai, dan tantangan yang dihadapi oleh seorang guru Bahasa Inggris beserta satu kelas siswa dari suatu sekolah menengah di Jawa Barat. Data yang terkumpul melalui duabelas sesi observasi non partisipasi, tigabelas sesi wawancara semi-terstruktur terhadap guru, tujuh sesi wawancara dengan siswa, dan analisis dokumen guru dan siswa keseluruhannya dianalisis menggunakan model analisis tematik yang bersandarkan pada teori utama penelitian ini. Hasil analisis menunjukan bahwa guru mengimplementasikan penilaian otentik dalam tujuh tahap siklus yakni pengidentifikasian standar, pemilihan tugas atau teknik penilaian otentik, pengidentifikasian kriteria, pembuatan rubrik, pengumpulan dan penganalisisan informasi, penyampaian hasil, dan penindaklanjutan hasil. Tujuh jenis penilaian otentik yang mencakup observasi, projek, penilaian performa, penilaian tertulis, pembuatan respons, penilaian sejawat, dan penilaian diri digunakan untuk menilai tiga kompetensi mencakup sikap, pengetahuan, dan keterampilan. Sayangnya, praktek penilaian tersebut masih menyisakan beberapa tantangan bagi guru mencakup masalah terkait siswa, validitas, realibilitas, pengelolaan sumber, pemindahan nilai, dan subjektifitas. Oleh karenanya dapat disimpulkan bahwa tantangan masih menyertai implementasi penilaian otentik. Temuan ini dapat memberi informasi kepada guru, pembuat kebijakan, dan peneliti selanjutnya untuk melakukan aksi nyata tentang apa dan bagaimana yang harus dilakukan untuk meningkatkan praktek penilaian otentik di Indonesia. ; The current issue of assessment in Indonesia leans toward the use of authentic assessment mandated by the latest 2013 Curriculum. However, the practice of implementation and the real challenges are not so much discussed by previous studies which only seek to understand the perspectives and particular features of authentic assessment in the context of the 2013 Curriculum. Hence, employing case study qualitative design, the study documented in this thesis draws insights of the implementation embracing the types of assessment and the competences to assess, and the challenges encountered by an English teacher and a class of the students from a secondary school in West Java. The obtained data from twelve non participant observations, thirteen sessions of semi-structured interview with teacher, seven sessions interview with students, and document analysis toward teachers’ and students’ documents were all analyzed using thematic analysis model in relations to the concerns of this study. The findings demonstrated that the teacher implemented the authentic assessment in seven cyclical stages covering identifying standard, selecting authentic tasks/techniques, identifying criteria, creating rubric, gathering and analyzing information, sharing result, and conducting follow up action. Seven assessment types covering observation, project, performance, writing samples, constructed response, peer assessment, and self assessment were employed to assess three competences consisting of attitude, knowledge, and skills. Unfortunately, this practice still remained several typical challenges for teacher covering student related issues, time and effort consuming, validity issue, reliability issue, resource administration, evidence transformation, and subjectivity. It therefore could be concluded that the challenges will adhere the implementation of authentic assessment. These findings inform teachers, policy maker, and future researcher to take possible actions on what and how to do next in order to enhance the practice of assessment in Indonesia.
| Item Type: | Thesis (S2) |
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| Additional Information: | T BING SAP t-2106; Didi Sukyadi. |
| Uncontrolled Keywords: | penilaian otentik, implementasi penilaian otentik, Kurikulum 2013, jenis penilaian, kompetensi penilaian, tantangan, authentic assessment, 2013 curriculum, authentic assessment implementation, assessment types, assessed competences, challenges. |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB2361 Curriculum P Language and Literature > PE English |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-2 |
| Depositing User: | Mr mhsinf 2017 |
| Date Deposited: | 17 Jul 2017 04:34 |
| Last Modified: | 17 Jul 2017 04:34 |
| URI: | http://repository.upi.edu/id/eprint/23741 |
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