PENGEMBANGAN ASESMEN AUTENTIK UNTUK MENILAI KETERAMPILAN PROSES SAINS TERINTEGRASI PADA PEMBELAJARAN INQUIRY LESSON - Novianti, Endang Sri (2015)
Penelitian ini bertujuan untuk menganalisis pengembangan asesmen autentik untuk menilai keterampilan proses sains terintegrasi pada pembelajaran inquiry lesson. Proses pengembangan asesmen autentik dimulai dari penyusunan perangkat asesmen, uji coba sehingga diperoleh bagian-bagian yang harus diperbaiki, dan diperoleh perangkat asesmen autentik yang lebih sempurna. Metode penelitian yang digunakan merupakan metode deskriptif. Sebanyak 32 siswa kelas uji coba dan 39 siswa kelas penerapan dipilih secara cluster random dari salah satu SMA negeri di kabupaten Bandung dilibatkan dalam penelitian ini. Pengumpulan data dilakukan melalui observasi selama penelitian berlangsung, angket dan wawancara, serta dokumentasi berupa catatan penelitian. Instrumen yang diteliti dalam penelitian ini berupa task dan rubrik penilaian kinerja, sementara instrumen penelitian terdiri dari soal uraian, angket siswa, pedoman wawancara guru, pedoman wawancara observer, dan catatan lapangan. Berdasarkan hasil uji coba, pertanyaan pada task yang memiliki validitas tidak signifikan atau banyak ditanyakan siswa dilakukan perbaikan, dan tidak ada perbaikan untuk rubrik penilaian kinerja. Hasil penerapan menunjukan jika asesmen yang dikembangkan sudah baik. Task dan rubrik yang dikembangkan sudah memenuhi kriteria baik menurut literatur. Tanggapan siswa dan guru mengenai asesmen autentik yang dikembangkan positif. Hasil pengelompokan keterampilan proses sains siswa kelas penerapan, yaitu 23 siswa (58,97%) berkategori tinggi dan 16 siswa (41,02%) sangat tinggi. Kata kunci: asesmen autentik, keterampilan proses sains terintegrasi, inquiry lesson The purpose of this study was to analyze the development of authentic assessment in assessing an integrated science process skills in inquiry learning lesson. Authentic assessment development process started from the preparation of the assessment, the trial in order to obtain the parts to be repaired, and obtained a more authentic assessment tools perfect. The method used is descriptive method. A total of 32 students of trial class and 39 students of research class selected by random cluster from one of the state high school in Bandung district were included in this study. Data was collected through observation during the study, questionnaires and interviews, as well as documentation of research notes. The instruments examined in this study is a performance assessment tasks and rubrics, while the research instrument consisting of essays, student questionnaires, teacher interview guides, observers interview guides, and anecdotal record. Based on trial results, the validity on the question tasks that have no significant or many students asked repaired, and there is no improvement to performance assessment rubrics. Results indicate if the application is already well-developed assessment. Tasks and rubrics developed already satisfied according to the literature criteria. The response of students and teachers about authentic assessment developed positively. Science process skills grouping result in graders application, namely 23 students (58.97%) higher category and 16 students (41.02%) is very high. Keywords: authentic assessment, integrated science process skills, inquiry lesson