PENGEMBANGAN ALAT EVALUASI MEMBACA KRITIS DENGAN MODEL INTEGRATIF MELALUI APLIKASI TCEXAM: Penelitian dan Pengembangan Pada Siswa Kelas XII SMA Negeri 2 Padalarang Terbuka TKB Lembang

• Main Author: Aghnia Syadza, - (Author)
• Format: Book
• Published: 2018-01-26.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/33868/1/T_B.IND_1502458_Title.pdf; http://repository.upi.edu/33868/2/T_B.IND_1502458_Abstract.pdf; http://repository.upi.edu/33868/3/T_B.IND_1502458_Table_of_content.pdf; http://repository.upi.edu/33868/4/T_B.IND_1502458_Chapter1.pdf; http://repository.upi.edu/33868/5/T_B.IND_1502458_Chapter2.pdf; http://repository.upi.edu/33868/6/T_B.IND_1502458_Chapter3.pdf; http://repository.upi.edu/33868/7/T_B.IND_1502458_Chapter4.pdf; http://repository.upi.edu/33868/8/T_B.IND_1502458_Chapter5.pdf; http://repository.upi.edu/33868/9/T_B.IND_1502458_Bibliography.pdf; http://repository.upi.edu/33868/10/T_B.IND_1502458_Abstract.pdf
• Keywords: L Education (General); LB Theory and practice of education; LB1603 Secondary Education. High schools

Di sekolah terbuka, siswa dituntut untuk memiliki kemampuan keterampilan membaca kritis karena kegiatan siswa lebih banyak membaca. Di sisi lain, ada hal yang bertentangan yaitu hasil survei UNESCO, minat baca di Indonesia baru 0,001 persen. Terlebih evaluasi membaca kritis di sekolah terbuka kurang dimaksimalkan. Metode penelitian dan pengembangan yang digunakan adalah hasil adaptasi dari metode penelitian pengembangan Dick, Carey, dan Carey (2009) yang mencakup sepuluh tahapan. Materi membaca kritis hasil adaptasi mencakup (1) menemukan informasi faktual, (2) menemukan ide pokok yang tersirat, (3) menemukan unsur urutan, perbandingan, sebab akibat yang tersirat, (4) membuat simpulan, (5) memprediksi dampak, (6) membedakan opini dan fakta, (7) membedakan realitas dan fantasi, (8) mengikuti petunjuk, (9) menilai keutuhan dan keruntutan gagasan, (10) menilai kelengkapan dan kesesuaian gagasan, (11) menilai kesesuaian antara judul dan isi bacaan, dan (12) menemukan tujuan pengarang. Pemaparan membaca kritis dalam penelitian ini menggunakan adaptasi model integratif yang dikembangkan oleh Eggen dan Kauchak (2012). Model ini dibagi menjadi empat aspek, yaitu (1) mendeskripsikan, membandingkan, dan mencari pola bacaan, (2) menjelaskan kesamaan dan perbedaan dari bacaan, (3) menghipotesiskan hasil bacaan, dan (4) menyimpulkan hasil bacaan. Uji Kelayakan alat evaluasi dilakukan kepada 5 orang ahli dan 2 praktisi pembelajaran bahasa Indonesia. Hasil implementasi menunjukkan bahwa alat evaluasi membaca kritis dengan model integratif mampu meningkatkan kemampuan membaca kritis siswa sekolah terbuka. Selain itu, alat evaluasi ini dapat menjadi tolok ukur dalam keterampilan membaca kritis.---Students in e-learning or Sekolah Terbuka are required to have critical reading skills because the activies of the students are reading more. In other parts, there is contradictory thing that is UNESCO survey result, reading interest in Indonesia are only 0,001 percent. More over, critical reading evaluation in Sekolah Terbuka are less maximalized. Research and development methods that used are the result from adaptation from research development methods by Dick, Carey, and Carey (2009) which include 10 steps. Critical reading materials derived from adaptation results includes (1) finding factual information, (2) finding the underlying main idea, (3) finding sequence elements, comparisons, underlying cause and effect, (4) making a conclusion, (5) predicting impact (6) differentiate opinions and facts, (7) differentiate reality and fantasy, (8) following the instructions, (9) assessing the integrity and demands of the ideas (10) assessing the completeness and appropriateness of ideas, (11) assessing the suitabilty between the title and the content of reading, and (12) finding the author's purpose. Critical reading explanation on this research is using the adapted integrated model which is developed by Eggen and Kauchak (2012). This models are divided inti 4 aspects, there are (1) descripting, comparing, and finding reading pattern, (2) explaining similarities and differences of reading, (3) hypothesize reading result, and (4) summed up the reading. The feasibility test of evaluation tool is done to 5 experts and 2 practitioners of Indonesian language learning. The results of the implementation indicate that the evaluation tool reading critically with the integrative model can improve students' critical reading ability. In addition, this evaluation tool can be a benchmark in critical reading skills.