PEMANFAATAN ASESMEN AUTENTIK UNTUK PROYEK VIDEO PRESENTASI PADA MATERI PERUBAHAN LINGKUNGAN DALAM MENINGKATKAN LITERASI ICT DAN SELF-EFFICACY SISWA - Mosarina Sri Ivana Hutabarat, - (2018)
Penelitian ini bertujuan untuk memperoleh informasi mengenai pemanfaatan asesmen autentik untuk proyek video presentasi dalam meningkatkan literasi ICT dan selfefficacy siswa. Penelitian ini dilakukan di salah satu Sekolah Menengah Atas (SMA) di Sumatera Utara. Metode penelitian ini adalah metode penelitian deskriptif. Sampel dalam penelitian ini diperoleh dengan teknik purposive sampling dengan jumlah siswa sebanyak 31 orang. Instrumen yang digunakan dalam penelitian ini adalah angket literasi ICT, angket self-efficacy, tes penguasaan konsep, rubrik rancangan video presentasi, rubrik peer assessment, lembar self assessment, dan angket respons siswa. Pemanfaatan asesmen autentik dilakukan berdasarkan tahapan pembelajaran berbasis proyek dan strategi asesmen autentik yang digunakan untuk meningkatkan literasi ICT, self-efficacy, dan penguasaan konsep siswa adalah pemberian feedback, self assessment, dan peer assessment. Implementasi asesmen autentik melalui pembelajaran berbasis proyek menunjukkan terjadi peningkatan literasi ICT, self-efficacy, dan penguasaan konsep siswa serta peningkatannya berada dalam kategori sedang. Hasil angket respons siswa menunjukkan bahwa persentase respons siswa terhadap pemanfaatan asesmen autentik berada pada kategori sangat tinggi ;---This study aimed to obtain information about the use of authentic assessments for video presentation projects in improving ICT literacy and student self-efficacy. This research was conducted in one of the senior high schools in North Sumatra. This research method was a descriptive research. The sample in this study consisted of 31 students and was obtained by purposive sampling technique. The instruments used in this study were ICT literacy questionnaires, self-efficacy questionnaires, concept mastery tests, student response questionnaires, video presentation design rubrics, peer assessment rubrics, and self assessment sheets. The use of authentic assessment was carried out based on the stages of project-based learning and authentic assessment strategies used to improve ICT literacy, self-efficacy, and mastery of students' concepts were giving feedback, self assessment, and peer assessment. The implementation of authentic assessment through project-based learning shows that there was an increase in ICT literacy, self-efficacy, and mastery of students' concepts and the increase was in the medium category. The results of the student response questionnaire showed that the percentage of students' responses to authentic assessment use was in the very high category.