PELAKSANAAN PENILAIAN OTENTIK DENGAN PENDEKATAN SAINTIFIK PADA KURIKULUM 2013 DI KELAS IV SD

Gita Enggar Saraswati,

Abstract


Abstrak

Penelitian ini bertujuan untuk mengetahui pelaksanaan penilaian otentik pada Kurikulum 2013 di kelas IVB SDN Tlacap. Jenis penelitian ini adalah penelitian kualitatif deskriptif. Subjek penelitian adalah kepala sekolah, guru dan siswa kelas IVB. Teknik pengumpulan data menggunakan metode wawancara, observasi, dan dokumentasi. Instrumen yang digunakan adalah pedoman wawancara, lembar observasi, dan pedoman analisis dokumen. Analisis data yang digunakan terdiri dari pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penilaian otentik sudah dilaksanakan di SDN Tlacap. Guru masih berpedoman pada Buku Guru dalam mempersiapkan penilaian. Jenis penilaian yang sudah dilakukan adalah penilaian observasi untuk kompetensi sikap, penilaian tes tertulis dan penugasan untuk kompetensi pengetahuan, dan penilaian unjuk kerja, penilaian produk dan portofolio untuk kompetensi keterampilan. Hambatan utama dalam pelaksanaan penilaian otentik di kelas IVB adalah terlalu banyaknya jumlah penilaian yang harus dilakukan dengan waktu yang terbatas. Hal ini mengakibatkan guru sering meringkas/ merekap penilaian yang dilakukan.

Kata kunci: penilaian otentik, Kurikulum 2013

 

Abstract

This research aims at investigating the implementation of authentic assessment in curriculum 2013 in grade IVB Tlacap Elementary School. This research was a descriptive qualitative research. The subjects of this research were the headmaster, teacher and students of grade IVB. The data was collected by interviews, observation, and documentation. The instruments that was used in this research were interview guidelines, observation sheets, and guidelines for document analysis. The data was analized by using methods of data collection, data reduction, data display  and conclusion drawing. The results of this research shows that the authentic assessment had been applied in Tlacap Elementary School. The type of assessments that had been done were observation for attitude competency, written test and assignment for knowledge competency, and performance assessment, product assessment and portfolios for skill competency. Teacher still use Teacher Book as guideline in preparing the assessment. The main obstacle in the implementation of authentic assessment is that the amount of assessment that should be done is too much with limited time. This caused teacher to sometimes summarized the assessment.

Keywords: authentic assessment, Curriculum of 2013

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