KOMPETENSI PEMBUATAN INSTRUMEN PENGUKURAN HASIL BELAJAR OLEH GURU IPS SMP DI KOTA BANDUNG
Abstract
Abstrak:
Penelitian ini bertujuan menganalisis kemampuan guru IPS Sekolah Menengah Pertama Kota Bandung dalam membuat alat ukur hasil belajar. Metode penelitian yang digunakan adalah survey. Hasil penelitian menunjukkan bahwa alat ukur bentuk tes lebih dominan digunakan dibandingkan bentuk non tes, baik pada Ulangan Harian, Ujian Tengah Semester (UTS) maupun Ujian Akhir Semester (UAS). Selain itu, hanya sebagian kecil responden guru yang membuat soal dengan mengacu pada kisi-kisi, bahkan ada guru yang tidak membuat kisi-kisi. Alat ukur tes yang dibuat pun tidak melalui tahap uji validitas dan reliabilitas. Responden guru belum menunjukkan peningkatan kualitas dalam pengembangan alat ukur hasil belajar peserta didik. Peneliti merekomendasikan kepada semua pihak terkait untuk melakukan peningkatan, pembiasaan dan pengawasan terhadap guru untuk membuat alat ukur hasil belajar, khususnya bagi guru-guru IPS.
Abstract:
This study aimed to analyze the ability of the Social Studies Teachers of Junior High School of Bandung city in creating instruments to measure the students’ learning outcomes. This research used survey method. The result of this study showed that the test form was more dominant than non-test forms, both on Daily Tests and Middle or Final Semester Exams. In addition, only a few teachers made questions referring to the question framework, and several teachers did not even use it. The instrument also did not pass the validity and reliability test. Teachers had not indicated the quality improvement in developing instrument to measure the students’ learning outcomes. Researcher recommended to all relevant parties to improve, habituate and supervise teachers to make learning outcome instruments, especially for Social Studies teachers.
Downloads
References
Arifin, Z. (2010). Evaluasi Pembelajaran. Bandung: PT Remaja Rosdakarya.
Kartowagiran, B., & Jaedun, A. (2016). Model Asesmen Autentik untuk Menilai Hasil Belajar Siswa Sekolah Menengah Pertama. Jurnal Penelitian Dan Evaluasi Pendidikan, 20(2), 131–141. Retrieved from https://journal.uny.ac.id/index.php/jpep/article/view/10063/8450
Kemendikbud. (2014). Permendikbud Nomor 104 Tahun 2014 tentang Penilaian Hasil Belajar oleh Pendidik pada Pendidikan Dasar dan pendidikan Menengah. Jakarta: Kemendikbud.
Komara, E. (2016). Perlindungan Profesi Guru di Indonesia. Mimbar Pendidikan: Jurnal Indonesia Untuk Kajian Pendidikan, 1(2), 151–160. Retrieved from https://www.researchgate.net/publication/313543106_Perlindungan_Profesi_Guru_di_Indonesia
Kurniawan, M. A., Miftahillah, A., & Nasihah, N. M. (2018). Pembelajaran Berbasis Student-Centered Learning di Perguruan Tinggi: Suatu Tinjauan di UIN Sunan Kalijaga Yogyakarta. Lentera Pendidikan, 21(1), 1–11. https://doi.org/https://doi.org/10.24252/lp.2018v21n1i1
Mustikarani, W., & Ruhimat, M. (2018). Kelemahan dan Keunggulan Implementasi Authentic Assessment dalam Pembelajaran Geografi. Jurnal Gea, 8(2), 147–153. Retrieved from http://ejournal.upi.edu/index.php/gea/article/view/13526/7976
Nursalam, Angriani, A. D., & Usman, H. (2017). Pengembangan Tes Kemampuan Penalaran Matematis Peserta Didik Madrasah Tsanawiyah di Makassar. Lentera Pendidikan, 20(1), 1–11. Retrieved from http://journal.uin-alauddin.ac.id/index.php/lentera_pendidikan/article/view/3959/5366
Purwanto, E. (2014). Evaluasi Proses dan Hasil dalam Pembelajaran: Aplikasi dalam Bidang Studi Geografi. Yogyakarta: Ombak.
Setiadi, H. (2016). Pelaksanaan Penilaian Pada Kurikulum 2013. Jurnal Penelitian Dan Evaluasi Pendidikan, 20(2), 166–178. Retrieved from https://journal.uny.ac.id/index.php/jpep/article/view/7173/8446
Shariffuddin, S. A. (2009). Cheating in Examinations: A Study of Academic Dishonesty in A Malaysia College. ASIAN Journal of University Education, 5(2), 99 – 124. Retrieved from https://www.researchgate.net/publication/284714447_Cheating_in_Examinations_A_Study_of_Academic_Dishonesty_in_a_Malaysian_College
Solihatin, E., & Raharjo. (2011). Cooperative Learning Analisis Model Pembelajaran IPS. Jakarta: Bumi Aksara.
Somantri, M. N. (2001). Menggagas Pembaharuan Pendidikan IPS. Bandung: Program Pascasarjana dan Fakultas Pendidikan Ilmu Pengetahuan Sosial Universitas Pendidikan Indonesia Kerjasama dengan Remaja Rosdakarya.
Sugiyanto, Maryani, E., & Ruhimat, M. (2017). Studi Tingkat Kepahaman Guru IPS tentang Literasi Geografi. Jurnal Pendidikan Ilmu Sosial, 26(2), 205–218. Retrieved from http://ejournal.upi.edu/index.php/jpis/article/download/8568/pdf
Yani, A. (2014). Mindset Kurikulum 2013. Bandung: Alfabeta.
Yani, A. (2016). Penundaan Implementasi Kurikulum 2013 di Indonesia; Perspektif Budaya dan Sosial-Politik di Era Kabinet Jokowi-JK. Jurnal Sosiohumanika: Jurnal Pendidikan Sains Sosial Dan Kemanusiaan, 9(1), 153 – 172. Retrieved from https://anzdoc.com/penundaan-implementasi-kurikulum-2013-di-indonesia-perspekti.html
Yunus, M. (2016). Profesionalisme Guru dalam Peningkatan Mutu Pendidikan. Lentera Pendidikan, 19(1), 112–128. Retrieved from http://journal.uin-alauddin.ac.id/index.php/lentera_pendidikan/article/view/2074/1999
Copyright (c) 2018 Mamat Ruhimat
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3)Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).