•  
  •  
 

Keywords

model, test, assesment, competence

Document Type

Article

Abstract

Penelitian ini bertujuan untuk menemukan model tes dan analisis prestasi belajar siswa yang dapat dipakai untuk melakukan identifikasi level kemampuan dan menyusun profil pencapaian kompetensi siswa, khususnya di sekolah dasar. Penelitian ini merupakan penelitian pengembangan model yang dikembangkan menyangkut dua hal, yaitu: (1) prosedur dan langkah-langkah penyusunan tes serta teknik identifikasi level kemampuan siswa, dan (2) pelaporan hasil tes. Identifikasi dilakukan dengan cara menempat-kan posisi aspek-aspek kemampuan yang diujikan dan kemampuan (ability) siswa ke dalam level-level kemampuan tertentu. Level kemampuan terdiri dari 4 level, yaitu: Level I, Level II, Level III, dan Level IV. Level I meru-pakan level terendah dan Level IV merupakan level tertinggi. Hasil peneliti-an berupa produk model tes dan analisis prestasi belajar siswa yang memili-ki dua komponen, yaitu: (1) manual prosedur dan langkah-langkah penyu-sunan tes serta teknik identifikasi level kemampuan siswa, dan (2) format pelaporan hasil tes. Berdasarkan hasil analisis data pada uji coba diperluas disimpulkan bahwa: (1) persentase posisi level aspek-aspek kemampuan pada semua level untuk ketiga paket tes yang diujikan memenuhi kurva normal, yakni sebanyak 21,2% Level I; 28,2% Level II; 34,1% Level III, dan 16,5% Level IV. (2) Hasil identifikasi level kemampuan siswa menun-jukkan bahwa sebagian besar siswa mempunyai kemampuan pada Level I dan Level II, yakni sebanyak 70,17%. Siswa yang mempunyai kemampuan pada Level III dan Level IV hanya 29,,83%. Proporsi siswa yang memiliki kemampuan pada Level I, Level II, Level III, dan Level IV adalah 0,3: 0,4: 02: 0,1.

Kata kunci: model, tes, penilaian, kompetensi

______________________________________________________________

A TEST MODEL AND AN ANALYSIS OF STUDENTS' MATHEMATICS ACHIEVEMENT IN ELEMENTARY SCHOOLS

Abstract This study aims to find out a model of a test and an analysis of stu-dents' achievement that can be applied to identify the ability levels and to construct the profiles of the students' competence attainment, especially in elementary schools. This research is research and development (R&D. The model to be developed deals with two aspects, i.e: (1) the procedure and steps in designing the test and techniques to identify students' ability levels, and (2) the test result reporting. The identification is conducted by classify-ing the positions of the tested ability aspects and the students' ability into ability levels. The ability is classified into 4 levels, i.e. Level I, Level II, Le-vel III, and Level IV. Level I is the lowest level and Level IV is the highest level. The research product is in the form of a model of a test and an analy-sis of students' achievement with two components, i.e.: (1) a manual con-sisting of the procedure and steps to construct a test and techniques to identify the levels of students' ability, and (2) a format of test result report-ing. Based on the results of the analysis of the data from the large-scale tryout, it can be concluded as follows. (1) The percentages of the level po-sition of the ability aspects in all levels for the three administered test pack-ages show normal curve, namely 21,2% for Level I, 28,2% for Level II, 34,1% for Level III, and 16,5% for Level IV. (2) The results of the identi-fication of the student ability levels show that most students (70,17%) have the ability in Level I and Level II. There are only 29,83% of the students who have the ability in Level III and Level IV. The proportion of the stu-dents who have the ability in Level I, Level II, Level III, and Level IV is 0,3: 0.4: 0,2: 0,1.

Keywords: model, test, assesment, competence

First Page

293

Last Page

612

Issue

2

Volume

16

Digital Object Identifier (DOI)

10.21831/pep.v16i2.1133

References

Anderson, L.W. (2003). Classroom assessment, enhancing the quality of teacher decision making. London: Lawrence Erlbaum Associates, Publishers.

Asmawi Zainul. (2004). Alternative assessment: Applied approach mengajar di perguruan tinggi. Jakarta: PAU-PPAI Universitas Terbuka.

Djemari Mardapi. (Maret, 2004). Pengembangan sistem penilaian berbasis kompetensi. Makalah Disajikan dalam Seminar Nasional ”Rekayasa Sistem Penilaian dalam Rangka Meningkatkan Kualitas Pendidikan” di Yogyakarta.

Herman, Aschbacher., & Winters. (1992). Select or design assessments that elicit established outcomes. Diambil pada tanggal 17 Juli 2006, dari http://www.norel.org/sdrs/areas/issues/methods/assement/as7refs.htm.

Hopkins, D. (1992). A teacher’s guide to classroom research. Philadelphia: Open University Press.

Jackson, N., & D’Andrea V. (2000). Benchmarking the outcomes of learning. Dalam Jackson, N., & Lund, H. (Eds). Benchmarking for higher education. (pp 85-105). London: SHRE and Open University Press.

Masters, G., Lokan, J., & Doig, B., et al. (1990). Profiles of learning: the Basic skills testing program in New South Wales 1989. Hawton, Victoria: ACER.

Miller, P.W. (2008). Measurement and teaching. Indiana: Petrick W. Miller and associates Munster.

O’Malley, M.J., & Pierce, L.V. (1996). Authentic assessment for English language learners. Practical approach for teachers. New York: Addison-Wesley Publishing Company.

Padmadewi. (2005). Asesmen berbasis kompetensi: Aplikasinya dalam pembelajaran keterampilan berbicara. Jurnal Pendidikan dan Pengajaran, 38(3), 455-472.

Popham, J.W. (1995). Classroom assessment what teachers need to know. Boston: Allyn and Bacon.

Tim Fasilitator. (September, 2005). Pedoman asesmen berbasis kompetensi. Materi Pelatihan. Disampaikan pada Pelatihan Asesmen bagi Dosen-Dosen LPTK, di Yogyakarta.

Download

Share

COinS