Pengembangan Tes Diagnostik Konsep Kepenulisan Karya Ilmiah Berbasis Penilaian Diri : studi penelitian dan pengembangan alat evaluasi pada mata kuliah Bahasa Indonesia Universitas Pendidikan Indonesia

• Main Author: Hamidah, Siti (Author)
• Format: Book
• Published: 2015-08-26.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/18162/3/T_BIND_1302796_Title.pdf; http://repository.upi.edu/18162/4/T_BIND_1302796_Abstract.pdf; http://repository.upi.edu/18162/5/T_BIND_1302796_Table_of_content.pdf; http://repository.upi.edu/18162/6/T_BIND_1302796_Chapter1.pdf; http://repository.upi.edu/18162/6/T_BIND_1302796_Chapter2.pdf; http://repository.upi.edu/18162/4/T_BIND_1302796_Chapter3.pdf; http://repository.upi.edu/18162/2/T_BIND_1302796_Chapter4.pdf; http://repository.upi.edu/18162/1/T_BIND_1302796_Chapter5.pdf; http://repository.upi.edu/18162/6/T_BIND_1302796_Bibliography.pdf
• Keywords: P Philology. Linguistics

Penelitian dan pengembangan tes diagnostik berbasis penilaian diri ini bertujuan untuk memberikan pengetahuan dasar mengenai pemetaan penguasaan konsep kepenulisan mahasiswa pada materi ajar mata kuliah bahasa Indonesia. Tes diagnostik dalam penelitian ini dikembangkan berdasarkan semangat pembelajaran mandiri dengan prinsip dasar pengolahan kecerdasan metakognitif serta pemanfaatan teknologi untuk meningkatkan kesadaran pembelajar untuk belajar. Metode yang digunakan adalah metode penelitian dan pengembangan dengan model pendekatan prosedural yang dikembangkan oleh Dick, Carey, dan Carey. Berdasarkan hasil analisis kebutuhan, sebanyak 76.88% responden menyatakan setuju (perlu) terhadap upaya pengembangan alat evaluasi dalam bentuk tes diagnostik ini. Berdasarkan hasil analisis materi ada enam kompetensi dasar konsep kepenulisan karya ilmiah pada rancangan tes, yakni penggunaan tata tulis, penggunaan diksi, penggunaan kalimat, pengembangan paragraf yang padu, pengembangan gagasan secara tertulis, dan penggunaan teknik penulisan ilmiah. Pengembangan tes dilakukan dengan mengembangkan tes diagnostik bentuk pilihan ganda yang disertai alasan dan memanfaatkan metode CRI (Certainty of Response Index) serta media penyampaian CBT (Computer Based Test) untuk mengefektifkan pemberian laporan secara langsung atau memanfaatkan prinsip unjuk kerja real time. Pemanfaatan metode CRI dan esai alasan sebagai supply response merupakan bentuk interpretasi basis penilaian diri. Hal inilah yang menjadi kekhasan pada pengembangan tes ini. Tahapan perbaikan pada penelitian ini melalui tahapan evaluasi formatif, yakni validasi isi, validasi konstruksi, dan pemberian penilaian dari ahli. Berdasarkan hasil perhitungan skor dari tiga validator di bidang pembelajaran mata kuliah bahasa Indonesia dapat disimpulkan tes diagnostik ini cukup layak digunakan dalam mendiagnosis pemahaman konsep kepenulisan karya ilmiah, sedangkan berdasarkan hasil penilaian pembelajar, sebanyak 79.61% pembelajar menilai tes ini sudah dapat digunakan dengan baik berdasarkan tujuan, manfaat, dan fungsi tes tersebut. Pembelajar juga memberikan sumbangsih saran agar tes ini dapat diberikan secara frekuentatif baik sebagai tes diagnostik atau sebagai tes evaluasi hasil belajar, dan mengharapkan tes ini dapat diterapkan pada mata kuliah lain untuk membantu meningkatkan keterampilan mahasiswa Research and development of diagnostic test based on self-assessment is intended to giving some basic concept about mapping on mastering linguistic learning materials. The mapping process is based on their personal mastery in mastering of Indonesian language learning materials. This diagnostic test research is develop base on self-learning spirit with base principle on processing metacognitive intelligent. This also utilizing technology to increase learning awareness of the student for learning to increase ability and skill on mastering scientific paper writing concept. Used methods during this research, is using research and development method with procedural approaching model which developed by Dick, Carey and Carey. Based on needs analysis result, has obtained a positive response. As much as 76.88% respondent claimed agree (necessarily) for effort to develop evolution tool that involves learning as a subjects tester. Test design shapes based on diagnostic test material analysis result of scientific paper writing concept based on self-assessment, is divide into six base scientific paper writing competence namely the use of written procedures, the use of diction, use of the phrase, the development of a coherent paragraph, the development of ideas in writing, and the use of scientific writing techniques. Test development is based on diagnostic test development in multiple choice. Each question is included by reason with using CRI (Certainly of Response Index) method to categorize the diagnostic result. Test is presented using CBT (Computer Based Test) as display media to support a real-time reporting or utilize the principle of real-time performance. By utilizing CRI method and essay reason as response supply is the purpose of self-assessment base. This is that made the distinctiveness of the development of this test. Revision step in this research through formative evaluation, namely content validation, construction validation and expert assessment. Base on score calculation from three expert in Indonesian language learning field can be concluded this diagnostic test is proper to used to diagnose understanding of scientific paper writing concept. Based on summative evaluation result, as much as 79.61% learner claimed this test is ready to use and working well based on purpose, benefits, and its test functionality. Learner also contribute some suggestions these test can be used frequently as diagnostic test or as learning evaluation test result even more there some expect this test can be apply on other study course to improve student skill on one of the knowledge about diagnostic categorization (concept understanding category) on the test result which is representation of concept understanding owned by the students.