PENGEMBANGAN INSTRUMEN PENILAIAN PESERTA DIDIK ASPEK AFEKTIF DAN PSIKOMOTORIK PADA MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) DALAM MATA PELAJARAN FISIKA SMA THE DEVELOPMENT OF STUDENT’S ASSESSMENT INSTRUMENTS OF AFFECTIVE AND PSYCHOMOTOR ASPECTS IN NUMBERED HEAD TOGETHER (NHT) COOPERATIVE LEARNING FOR HIGH SCHOOL PHYSICS SUBJECT

Abstract

Abstrak
Penelitian ini bertujuan untuk: (1) mengetahui konstruksi instrumen penilaian aspek afektif dan psikomotorik pada model pembelajaran kooperatif tipe NHT, (2) mengetahui kelayakan instrumen penilaian aspek afektif dan psikomotorik pada model pembelajaran kooperatif tipe NHT, (3) mengetahui hasil deskripsi penilaian aspek afektif dan psikomotorik pada model pembelajaran kooperatif tipe NHT dalam pokok bahasan hukum Newton dan penerapannya.
Penelitian ini merupakan penelitian dan pengembangan (R&D) dengan mengggunakan model 4D yang dikemukakan Thiagarajan. Tahap define merupakan tahap awal untuk mendefinisikan permasalahan. Tahap design dilakukan dengan mengembangkan rancangan awal instrumen penilaian aspek afektif dan psikomotorik serta instrumen penelitian. Tahap development dilakukan untuk menghasilkan instrumen penilaian aspek afektif dan psikomotorik yang layak serta untuk mengetahui hasil deskripsi penilaian peserta didik. Kelayakan dilihat dari rata-rata skor penilaian validator dan reliabilitas dari uji coba terbatas Uji coba terbatas pada 4 peserta didik dan uji coba operasional pada 64 peserta didik di SMA N 1 Wates. Tahap disseminate dilakukan dengan penyebaran instrumen penilaian aspek afektif dan psikomotorik dalam skala yang luas di SMA N 1 Wates, SMA N 1 Jetis Bantul, dan SMA N 1 Prambanan.
Hasil penelitian ini yaitu: (1) instrumen penilaian aspek afektif dengan tiga belas butir pernyataan beserta rubriknya dan instrumen penilaian aspek psikomotorik dengan empat belas butir pernyataan beserta rubriknya; (2) instrumen penilaian aspek afektif dan psikomotorik layak digunakan untuk menilai sikap dan keterampilan peserta didik, ditinjau dari nilai CVI masing-masing instrumen penilaian sebesar 1 (sangat baik) dan nilai Cronbach’s Alpha untuk instrumen penilaian afektif sebesar 0,998 (excellent) serta untuk instrumen penilaian psikomotorik sebesar 0,987 (excellent); (3) Hasil pengategorian peserta didik pada aspek afektif yaitu untuk kelas X MIA 4 sebesar 62% peserta didik dikategorikan sangat baik dan 38% baik, untuk kelas X MIA 5 sebesar 84% peserta didik dikategorikan sangat baik dan 16% baik. Penilaian aspek psikomotorik untuk kelas X MIA 4 sebesar 19% peserta didik dikategorikan sangat terampil, 75% terampil, dan 6% cukup terampil, untuk kelas X MIA 5 sebesar 26% peserta didik dikategorikan sangat terampil, 68% terampil, dan 6% cukup terampil.
Kata kunci: afektif, hukum Newton, instrumen, NHT, penilaian, psikomotorik
Abstract
This research aimed to: (1) find out the constructions of student’s assessment instruments of affective and psychomotor aspects in NHT cooperative learning, (2) find out the feasibility of student’s assessment instruments of affective and psychomotor aspects in NHT cooperative learning, (3) find out the results of descriptions of student’s assessment instruments of affective and psychomotor aspects in NHT cooperative learning in Newton’s law and application materials.
This research was a research and development (R&D) using the 4D model from Thiagarajan. The define stage was to identify the problems. The design stage was done by developing the former plan of student’s assessment instruments of affective and psychomotor aspects and the research instruments. The develop stage was done to produce feasible assessment instruments of affective and psychomotor aspects and to find out the students’ assessment description. The feasibility could be seen from the average score of assessment validity and reliability taken from limited test. The limited testing was done by 4 students and the operational testing was done by 64 students from SMA N 1 Wates. The disseminate stage was done by distributing the assessment instruments of affective and psychomotor aspects in a large scale to SMA N 1 Wates, SMA N 1 Jetis Bantul, and SMA N 1 Prambanan.
The results of this research were: (1) the assessment instruments for affective aspect was thirteen statements with the rubric and the assessment instruments for psychomotor aspect was fourteen statements with the rubric; (2) the assessment instruments of affective and psychomotor aspects were feasible to assess the students’ attitude and ability,
Jurnal Pendidikan Fisika FMIPA UNY 2
reviewed from the CVI values, each of the assessment instrument value was 1 (excellent), the Cronbach’s Alpha for the affective assessment instruments was 0,998 (excellent), and for the psychomotor aspect was 0,98 7 (excellent); (3) the students’ categorization results of X MIA 4 class for affective aspect, 62% students were categorized as very good and 38% were categorized as good, and the results for X MIA 5 class, 84% students were categorized as very good and 16% were categorized as good. The results of psychomotor aspect assessment for X MIA 4 class, 19% students were categorized as very skilled, 75% were categorized as skilled and 6% were categorized as adequate skilled, while the results for the X MIA 5 class, 26% students were categorized as very skilled, 68% were categorized as skilled and 6% were categorized as adequate skilled.
Keywords: affective, assessment, instruments, Newton’s law, NHT, psychomotor