PENILAIAN DOMAIN PSIKOMOTOR PAI OLEH GURU DI SEKOLAH : Studi Deskriptif di SMA Negeri 1 Bandung

• Main Author: Risna Rahmawati, - (Author)
• Format: Book
• Published: 2019-08-08.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/41533/1/S_PAI_1501465_Title.pdf; http://repository.upi.edu/41533/2/S_PAI_1501465_Chapter1.pdf; http://repository.upi.edu/41533/3/S_PAI_1501465_Chapter2.pdf; http://repository.upi.edu/41533/4/S_PAI_1501465_Chapter3.pdf; http://repository.upi.edu/41533/5/S_PAI_1501465_Chapter4.pdf; http://repository.upi.edu/41533/6/S_PAI_1501465_Chapter5.pdf; http://repository.upi.edu/41533/7/S_PAI_1501465_Appendix.pdf
• Keywords: BP Islam. Bahaism. Theosophy, etc; LB1603 Secondary Education. High schools

Penilaian pembelajaran sangat penting untuk dilakukan guna meningkatkan mutu pendidikan. Guru sebagai implementator pembelajaran di sekolah harus bisa menilai proses pembelajaran yang seharusnya mencakup tiga aspek di antaranya : aspek kognitif, afektif dan psikomotor. Pada kenyataanya penilaian domain psikomotor PAI belum mendapatkan perhatian khusus, hal ini karena banyak kendala dalam penerapan peniaian aspek psikomotor ini di antaranya : faktor keterbatasan waktu yang dimiliki guru, jumlah siswa yang terlalu banyak dalam satu kelas, ketidakjelasan penskoran dan komponen yang sulit diamati. Penelitian ini bertujuan untuk mendeskripsikan penilaian domain psikomotor PAI. Secara lebih spesifik penelitian ini bertujuan untuk: (1) mendeskripsikan penyusunan perencanaan penilaian domain psikomotor PAI oleh guru di SMAN 1 Bandung; (2) mendeskripsikan pelaksanaan penilaian domain psikomotor PAI oleh guru di SMAN 1 Bandung; 3) mendeskripsikan hasil dan tindak lanjut penilaian domain psikomotor PAI oleh guru di SMAN 1 Bandung. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Peneliti menjadi instrumen kunci dalam penelitian. Pengumpulan data menggunakan teknik-teknik observasi, wawancara, dokumentasi dan triangulasi. Analisis data penelitian dilakukan dalam bentuk reduksi data, display data, dan verifikasi. Berdasarkan hasil penelitian, ditemukan bahwa dalam hal perencanaan penilaian domain psikomotor PAI secara umum telah terlaksana dengan baik. Namun, untuk instrumen masih harus dikembangkan. Terkait tahap pelaksanaan telah sesuai dengan perencanaan. Terakhir tahap pengolahan hasil terlaksana dengan baik dengan cara pengubahan skor menjadi nilai yang dilakukan langsung oleh guru PAI, sementara tindak lanjut berupa remidial dan pengayaan, remedial dilaksanakan saat itu juga sementara untuk pengayaan sudah terprogram namun tidak terealisasi.;--Learning assessment is very important to do to improve the quality of education. Teachers as learning implementers in schools should be able to assess the learning process which should cover 3 aspects including : cognitive, affective and psychomotor aspects. In fact the psychomotor domain assessment of Islamic religious education has not received special attention because many obstacles in the application of the psychomotor assessment those are : factor in the teacher's time limit, too many students in one class, unclear scoring and difficult components to observe. This study aims to describe psychomotor domain assessment Islamic religious education. More specifically the research aims to: (1) describe planning preparation of psychomotor domain assessment of Islamic religious education by teachers at SMAN 1 Bandung; (2) describe the implementation of psychomotor domain assessment Islamic religious education by teachers at SMAN 1 Bandung; 3) describe the results and follow-up the psychomotor domain assessment of Islamic religious education by teachers at SMAN 1 Bandung. This research uses a qualitative approach with descriptive methods. Researchers become key instruments in research. Data collection uses techniques of observation, interviews, collection and triangulation. Research data analysis was carried out in the form of data reduction, data display, and verification. Based on the results of the study, it was found that in terms of planning preparation psychomotor domain assessment Islamic religious education in general has been well implemented. However, instruments should be developed. Related to the stage of implementation in accordance with the plan. The last stage of processing the results well done well by changing the score to a value that is done directly by the Islamic religious education teacher, while follow-up in the form of remedial and enrichment, remedial was carried out at the same time while the enrichment has been programmed but it hasnt been realized.