KAJIAN INSTRUMEN PENILAIAN PADA BUKU TEKS BAHASA INDONESIA KELAS VII KURIKULUM 2013 TERBITAN KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN - Rahayu, Mutia Ligar (2015)
Penelitian ini dilatar belakangi oleh perubahan kurikulum dan perubahan elemen yang menuntut penyesuaian pembelajaran dengan standar kompetensi lulusan, standar proses, standar isi, dan standar penilaian yang autentik. Standar penilaian yang digunakan yaitu dengan menggunakan instrumen penilaian yang memadukan kompetensi afektif, psikomotor, dan kognitif. Masalah dalam penelitian ini dirumuskan secara umum meliputi: 1) Apakah instrumen penilaian dalam buku siswa Bahasa Indonesia pada jenjang SMP Negeri kelas VII terbitan Kementerian Pendidikan dan Kebudayaan memenuhi ketentuan penilaian autentik? apabila dirumuskan secara khusus masalah penelitian ini dirumuskan pada beberapa hal seperti: 1) Apakah instrumen penilaian dalam buku siswa Bahasa Indonesia pada jenjang SMP kelas VII terbitan Kementerian Pendidikan dan Kebudayaan ditinjau dari kompetensi dasar sudah memenuhi prinsip instrumen penilaian autentik?, dan 2) Apakah instrumen penilaian dalam buku siswa Bahasa Indonesia pada jenjang SMP kelas VII terbitan Kementerian Pendidikan dan Kebudayaan ditinjau dari materi pembelajaran sudah memenuhi prinsip instrumen penilaian autentik?. Berdasarkan rumusan masalah tersebut, penelitian ini bertujuan untuk mendeskripsikan kesesuaian instrumen penilaian dengan prinsip penilaian autentik yang ditinjau dari kompetensi dasar dan materi pembelajaran. Penelitian ini menggunakan pendekatan penelitian kualitatif dengan metode dekriptif. Sumber data penelitian ini adalah instrumen penilaian yang diambil dari buku siswa atau buku teks bahasa Indonesia SMP kelas VII berbasis kurukulum 2013 yang berjudul Bahasa Indonesia Wahana Pengetahuan diterbitkan oleh Kementerian Pendidikan dan Kebudayaan. Hasil penelitian ini, ditinjau dari kompetensi dasar terdapat 61.20% termasuk instrumen penilaian objektif, 98.63% termasuk instrumen penilaian terpadu, 93.71% termasuk instrumen penilaian ekonomis, 71.03% termasuk instrumen penilaian transparan, 2.18% termasuk instrumen penilaian akuntabel, 95.08% termasuk instrumen penilaian sistematis, dan 100% termasuk instrumen penilaian edukatif. Sedangkan ditinjau dari materinya terdapat 62.58% termasuk instrumen penilaian objektif, 98.90% termasuk instrumen penilaian terpadu, 93.71% termasuk instrumen penilaian ekonomis, 71.03% termasuk instrumen penilaian transparan, 3.27% termasuk instrumen penilaian akuntabel, 93.98% termasuk instrumen penilaian sistematis, dan 98.36% termasuk instrumen penilaian edukatif. Simpulan berdasarkan hasil penelitian sebagian besar instrumen penilaian yang terdapat di dalam buku siswa sudah memenuhi prinsip autentik. This study is based on the change of curriculum and its element that demand on education adjustment with an authentic standard of graduation competence, process, content, and scoring. The scoring system is using scoring instrument which combines affective, psychomotor, and cognitive competence. In general, the research questions related to this study cover: 1) Does the scoring instruments in students' Indonesia language textbook for grade VII in public middle school published by Ministry of Art and Education fulfil authentic scoring requirements? If the problem of the research is specifically described, this research is defined into: 1) Does the scoring instruments in students' textbook of Indonesia language for grade VII of middle school published by Ministry of Art and Education viewed from standard competence cover authentic principle of scoring instruments?, and 2) Does the scoring instruments in students' textbook of Indonesia language for grade VII of middle school published by Ministry of Art and Education viewed from learning material cover authentic principle of scoring instruments? Based on the research questions, this study aims to describe scoring instruments compatibility with authentic scoring principle viewed from standard competence and learning material. This study is using qualitative research along with the descriptive method. The source for this research is the scoring instruments taken from students' textbook of Indonesia language for middle school grade VII with curriculum 2013 as its basic, and the title of the book is 'Bahasa Indonesia Wahana Pengetahuan' published by Ministry of Art and Education. Findings of this research, as seen from standard competence point of view, 61.20% are part of objective scoring instruments, 98.6% are cohesive scoring instruments, 93.71% are economical scoring instruments, 71.03 are transparent scoring instruments, 2.18% are account-able scoring instruments, 95.08% are systemic scoring instruments, and 100% are educative scoring instruments. However, as seen from learning material point of view, 62.5% are objective scoring instruments, 98.90% are cohesive scoring instruments, 93.71% are economical scoring instruments, 71.03% are transparent scoring instruments, 3.27% are account-able scoring instruments, 93.98% are systemic scoring instruments, and 98.36% are educative scoring instruments. In conclusion, almost all scoring instruments in students' textbook are based on authentic principle.