Jurnal Pendidikan Vokasi
Keywords
penilaian autentik, prakarya dan kewirausahaan, SMK
Document Type
Article
Abstract
Penelitian ini bertujuan untuk: (1) menghasilkan perangkat penilaian autentik mata pelajaran prakarya dan kewirausahaan di SMK, dan (2) mengetahui karakteristik perangkat penilaian autentik mata pelajaran prakarya dan kewirausahaan dari segi validitas, reliabilitas, dan kepraktisan perangkat penilaian yang dihasilkan. Penelitian pengembangan ini mengacu langkah yang dikembangkan oleh Borg & Gall yang dimodifikasi menjadi delapan langkah pengembangan. Langkah pengembangan tersebut yaitu studi pendahuluan, perencanaan produk, pengembangan produk, uji coba terbatas, revisi, uji coba lapangan, revisi akhir, dan diseminasi produk. Hasil penelitian menunjukan bahwa (1) perangkat penilaian autentik terdiri dari perangkat penilaian kompetensi sikap berupa lembar penilaian observasi sikap spiritual, lembar penilaian observasi sikap sosial, lembar penilaian diri, dan lembar penilaian teman sebaya, perangkat penilaian kompetensi pengetahuan berupa lembar penilaian tes tertulis dan lembar penilaian penugasan, dan perangkat penilaian kompetensi keterampilan berupa lembar penilaian unjuk kerja; (2) perangkat penilaian autentik yang dikembangkan dinyatakan memenuhi kriteria valid, reliabel, dan praktis.
Kata kunci: penilaian autentik, prakarya dan kewirausahaan, SMK
DEVELOPING AUTHENTIC ASSESSMENT KIT FOR HANDICRAFT AND ENTREPRENEURSHIP SUBJECTS AT VOCATIONAL HIGH SCHOOL
Abstract
This study aimed to: (1) produce an authentic assessment kit for Handicraft and Entrepreneurship subjects at vocational high school and (2) investigate the characteristics of the authentic assessment kit developed for Handicratf and Entrepreneurship subjects from the points of vie of its validity, reliability, and practicality. This research and development adapted the model by Borg and Gall which modified the procedures into eight development stages. The stages were exploration, product planning, product development, preliminary testing, revisions, field testing, final revision, and dissemination. The results were: (1) the authentic assessment kit consisted of the attitude assessment set in the form of observation sheets, self-assessment and peer assessment for attitude competence assessment in the form of spiritual attitude observation sheet, social attitude observation sheet, self-assessment sheet, peer assessment sheet, knowledge assessment kit in the form of written tests and project assessment sheets, and skils assessment kit in the form of performance assessment sheet; and (2) the authentic assessment kit developed was considered fulfilling the criteria of validity, reliability, and practicality.
Keywords: authentic assessment, handicraft and entrepreneurship, vocational high school
Page Range
184-197
Issue
2
Volume
6
Digital Object Identifier (DOI)
10.21831/jpv.v6i2.9554
Source
https://journal.uny.ac.id/index.php/jpv/article/view/9554
Recommended Citation
Kustitik, K., & Hadi, S. (2016). Pengembangan perangkat penilaian autentik mata pelajaran prakarya dan kewirausahaan di SMK. Jurnal Pendidikan Vokasi, 6(2), 184-197. https://doi.org/10.21831/jpv.v6i2.9554
References
Aiken, L.R. (1985). Psychological testing and assessment 5th. Boston: Allyn & Bacon, Inc.
Azwar, S. (2010). Tes prestasi: fungsi dan pengembangan pengukuran prestasi belajar. Yogyakarta: Pusaka Pelajar
Bruce B. Frey & Vicki L. Schmitt. (2007) Coming to Terms With Classroom Assessment. Journal of Advanded Academics, Volume 18, Nomor 3, PP 402-423.
Depdiknas. (2013). Peraturan Kementrian Pendidikan dan Kebudayaan Nomor 66 tahun 2013, tentang Standar Penilaian Pendidikan.
Depdiknas. (2013). Peraturan Kementrian Pendidikan dan Kebudayaan Nomor 18a tahun 2013, tentang Implementasi Kurikulum 2013.
Depdiknas. (2007). Peraturan Kementrian Pendidikan dan Kebudayaan Nomor 16 Tahun 2007, tentang Kualifikasi Akademik dan Standar Kompetensi Guru.
Emy, B. (2014). Sistem Penilaian Pendidikan Vokasi. Makalah disampaikan Seminar Nasional 2014 “Prospek Pendidikan Vokasi dan Industri Kreatif Indonesia Menghadapi Masyarakat Ekonomi ASEAN”. Jurusan PTBB FT UNY, 9 Nopember 2014
Indriyanto, B. (2013). Kurikulum 2013: Instrumen Peningkatan Mutu Pendidikan. Warta Balitbang. Vol.X, Edisi 01, Juni 2013.
Johnson, R.L., Penny, J.A., & Gordon B. (2009). Assessing performance: designing scoring, and evaluating performan- ce tasks. New York: The Guildford Press.
Kunandar. (2013). Penilaian autentik (penilai- an hasil belajar peserta didik berdasarkan kurikulum 2013. Jakarta: Rajawali Press.
Majid, A & Firdaus, A.S.. (2014). Penilaian autentik proses dan hasil belajar. Bandung: Interest
Mardapi, D. (2012). Pengukuran penilaian & evaluasi pendidikan. Yogyakarta: Nuha Litera.
Mueller, Jon. (2005). The authentic assess- ment toolbox: enhancing student learning through online faculty development [Versi elektronik]. Journal of Online Learning and Teaching, 1, 1-7.
Popham, W.J. (1995). Classroom assessment: What teachers need to know, Boston: Allyn and Bacon.
Stiggins, R.J. (1987). Design and development of performance assessment. Diambil pada tanggal 20 Januari 2015, dari http://www.ncme.org/ncme/AsiCommo n/Controls/BSA/Downloader.aspx?iDo cumentStorageKey=4fa19cfa-04cf-4d02-8394-
ae7f17c9072&iFileTypeCode=PDF&i FileName=Design%20and%20Develop ment%20of%20Performance%20Asses sment,%201987%206(3)
Wagiran. (2013). Metodologi penelitian pen- didikan: (teori dan implementasi). Yogyakaerta: Deepublish.
Warso, A. W. D. D. (2013). Pembelajaran tematik terpadu dan penilaiannya pada sekolah dasar/madrasah ibtidaiyah sesuai kurikulum 2013. Yogyakarta: Graha Cendekia.
Wiggins, Grant. (1990). The case for authentic assessment [Versi elektronik]. A peer-reviewed electronic journal, 2(2), 1-4.