PELAKSANAAN PENILAIAN AUTENTIK PEMBELAJARAN TEMATIK KURIKULUM 2013 (Studi Evaluatif di Kelas VA MI Ma’arif Bego dan SDN Nanggulan Sleman)

Lilis Setiawati, NIM. 17204080053 (2020) PELAKSANAAN PENILAIAN AUTENTIK PEMBELAJARAN TEMATIK KURIKULUM 2013 (Studi Evaluatif di Kelas VA MI Ma’arif Bego dan SDN Nanggulan Sleman). Masters thesis, UNIVERSITAS ISLAM NEGERI SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The implementation of the 2013 curriculum had led to various changes, one of which was the Educational Assessment Standards (SPP). Assessment in the 2013 curriculum placed more emphasis on authentic assessment. This assessment was based on the ability of students to transfer learning into real life situations and contexts, both in the process and learning outcomes, not least on thematic learning in elementary / MI. Facts in the field show that not all class teachers were able to carried out authentic assessments well, this was due to the many aspects assessed. Based on these problems, this study aimed to evaluate the implementation of authentic assessment in thematic learning in the VA grades of MI Ma'arif Bego and SDN Nanggulan which covered the authentic preparation, in learning proses, processing and reporting of assessment results. The research was an evaluation research with qualitative descriptive methods. The evaluation model used was the Stake evaluation model. The subjects of this study were teachers and students VA grades at MI Maarif Bego and SDN Nanggulan. Data collection was done through observation, interviews, and documentation. Data validity test used triangulation of sources and techniques, and analysis techniques through data reduction, data display and verification/conclusions. The conclusions of the results of this study indicate that: The preparation phase for authentic assessment is still not maximal. The teacher has not yet developed the assessment techniques and instruments as a whole, both attitudes, knowledge and skills as well as planned follow-up activities. The stage of authentic assessment has not been maximized, although authentic assessment has been carried out integrated with the thematic learning process, the implementation of attitude assessment techniques has not been carried out in accordance with the assessment plan in the RPP, the performance assessment rubric has not been used, and the test instruments for knowledge assessment have not been accompanied scoring guidelines. Follow-up attitude assessment has been done through personal and classical guidance, but followup on aspects of knowledge and skills has not been implemented. This happens because the teacher feels that too many areas are being assessed and the type of assessment is being used. The processing and reporting stages of authentic assessment results have not yet been carried out to the maximum. The teacher has cultivated the values of students based on the acquisition of values from each value-taking both aspects of attitude, knowledge and skills. However, there are deficiencies in the processing of attitude values that are not yet based on valuation techniques that are actually carried out.

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