PERFORMANCE ASSESSMENT UNTUK SISWA BERKEBUTUHAN KHUSUS DI SMK INKLUSIF

• Main Author: Suwandi, Andreas (Author)
• Format: Book
• Published: 2017-08-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/31488/1/T_PTK_1501576_Title.pdf; http://repository.upi.edu/31488/2/T_PTK_1501576_Abstract.pdf; http://repository.upi.edu/31488/3/T_PTK_1501576_Table_of_content.pdf; http://repository.upi.edu/31488/4/T_PTK_1501576_Chapter1.pdf; http://repository.upi.edu/31488/5/T_PTK_1501576_Chapter2.pdf; http://repository.upi.edu/31488/6/T_PTK_1501576_Chapter3.pdf; http://repository.upi.edu/31488/7/T_PTK_1501576_Chapter4.pdf; http://repository.upi.edu/31488/8/T_PTK_1501576_Chapter5.pdf; http://repository.upi.edu/31488/9/T_PTK_1501576_Bibliography.pdf
• Keywords: L Education (General); T Technology (General)

Penelitian ini dilatarbelakangi guru menemui kendala pada saat melakukan penilaian praktek untuk siswa berkebutuhan khusus di Sekolah Menengah Kejuruan dan belum tersedianya format penilaian performance assessment menjadi dasar dalam melakukan penelitian ini. Metode penelitian yang digunakan penulis berupa penelitian design based research dalam membuat pengembangan instrumen performance assessment untuk siswa berkebutuhan khusus. Sampel dalam penelitian ini terdiri dari 4 siswa berkebutuhan khusus berkategori autis. Hasil penelitian ini menghasilkan performance assessment kompetensi pengolahan makanan Indonesia yang sudah di validasi oleh 7 orang ahli berupa rubrik penilaian holistik. Hasil uji coba deskripsi kerja diperoleh hasil langkah-langkah kerja yang dilakukan oleh siswa sesuai dengan rubrik penilaian yang telah dibuat. Hasil implementasi produk performance assessment dilakukan dengan penelitian subjek tunggal, subjek yang diamati yaitu gerakan siswa berkebutuhan khusus pada saat melaksanakan praktek. Hasil implementasi produk pada ketercapaian waktu kompetensi membuat gado-gado diperoleh waktu 142 menit, kompetensi membuat urap sayur mendapat waktu 134 menit, kompetensi membuat urap sayur diperoleh waktu 145 menit, kompetensi membuat karedok diperoleh waktu 125 menit sehingga siswa berkebutuhan khusus membutuhkan waktu yang lebih lama pada saat melaksanakan praktek dibanding siswa tidak berkebutuhan khusus. Hasil ketercapaian kerja siswa dalam kompetensi gado-gado memperoleh skor 76, kompetensi pecel sayur diperoleh skor 74, kompetensi urap sayur diperoleh skor 78 dan kompetensi membuat karedok mendapat skor 72, hal ini menunjukkan siswa berkebutuhan khusus mendapat skor cukup baik. Kata Kunci : Performance assessment ,siswa berkebutuhan khusus, SMK inklusif, This research is motivated by teachers encountering obstacles when conducting practice assessments for students with special needs in Vocational High School and the unavailability of performance assessment assessment formats to be the basis in conducting this research. The research method used by the author in the form of research design based research in making the development of performance assessment instruments for students with special needs. The sample in this study consists of 4 students with special needs categorized autism. The results of this study resulted in performance assessment of Indonesian food processing competencies that have been validated by 7 experts in the form of a holistic assessment rubric. Result of job description test obtained by result of work steps undertaken by student in accordance with rubric of assessment which have been made. The results of the product performance assessment implementation is done by single subject research, the subject observed is the movement of students with special needs when carrying out the practice. The results of product implementation on the competency time achievement made the gado-gado get time 142 minutes, the competence to make vegetable urap get 134 minutes, the competence to make vegetable urap obtained time 145 minutes, competence to make karedok obtained time 125 minutes so that students with special needs takes a longer time at the time of carrying out the practice than the students with no special needs. The result of the work achievement of students in the competence of gado-gado got score 76, the competence of the vegetable pecel obtained the score of 74, the competence of vegetable urap obtained by score 78 and the competence to make karedok got score 72, this shows the students with special needs got good score. Keywords : Performance assessment, students with special needs, inclusive vocational high school