PENILAIAN OTENTIK HASIL BELAJAR MATA PELAJARAN PENDIDIKAN AGAMA ISLAM KELAS XI IN SMA NEGERI 13 BANDUNG AUTHENTIC ASSESSMENT OF THE XI CLASS OF ISLAMIC EDUCATION STUDY RESULTS IN SMA NEGERI 13 BANDUNG - Hary Rusli, - (2021)
Penilaian proses dan hasil belajar merupakan salah satu tahapan penting yang harus dilaksanakan oleh Guru PAI dalam rangkaian kegiatan pembelajaran untuk mencapai tujuan pendidikan, Guru sebagai implementator pembelajaran di sekolah harus bisa menilai proses dan hasil pembelajaran yang mencakup 3 aspek sesuai pedoman yang sudah disediakan oleh pemerintah yang telah disahkan yaitu kurikulum 2013 dengan mengacu kepada penilaian autentik. Dalam kenyataannya penilaian pembelajaran PAI dengan mengikuti penilaian autentik yang lebih mendalam masih ada permasalahan. Pada kenyataannya penilaian pembelajaran PAI dengan mengacu kepada penilaian autentik masih memiliki banyak kendala dalam penerapannya, diantaranya: faktor keterbatasan waktu yang dimiliki guru, keputusan penilaian yang masih belum objektif secara maksimal, format penilaian yang masih rumit, dan pengetahuan guru PAI terhadap penilaian autentik yang baik dan benar masih kurang. Penelitian ini bertujuan untuk mendeskripsikan prosedur penilaian autentik oleh guru PAI di Sekolah. secara spesifik penelitian ini bertujuan untuk: (1) mendeskripsikan penyusunan instrumen penilaian autentik oleh guru PAI di sekolah (2) mendeskripsikan bagaimana pelaksanaan penilaian autentik oleh guru PAI di sekolah (3) mendeskripsikan hasil dari penilaian autentik oleh guru PAI di sekolah. 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 penyusunan instrumen penilaian autentik sesuai dengan pedoman yang ditetapkan, namun terkait perancangan kisi-kisi dan penganalisaan kualitas instrumen belum maksimal teraplikasikan. Terkait tahap pelaksanaan penilaian autentik, secara umum teraplikasikan dengan baik sesuai panduan. Terakhir, tahap pengolahan hasil dari penilaian autentik, secara umum terlaksana dengan baik namun dalam hal pengendalian waktu dan penilaian yang objektif perlu dimaksimalkan lebih baik lagi. Kata Kunci: Penilaian Autentik, Pendidikan Agama Islam, Kurikulum 2013. Assessment of learning processes and outcomes is one of the important stages that Islamic Education Teachers must carry out in a series of learning activities to achieve educational goals. The teacher as the implementer of learning in schools must be able to assess the learning process and outcomes which include 3 aspects, to assess the three aspects, of course, must follow the guidelines that have been provided by the government which has been passed, namely the 2013 curriculum with reference to authentic assessment. In reality, the PAI learning assessment by following a more in-depth authentic assessment is still a problem. In fact, the assessment of Islamic Education learning by referring to authentic assessment still has many obstacles in its application, including: the time limitation factor for teachers, assessment decisions that are still not optimally objective, the assessment format is still complicated, and PAI teachers' knowledge of authentic assessment is good. and it's still lacking. This study aims to describe the authentic assessment procedures by Islamic Education teachers in schools. More specifically, this study aims to: (1) describe the preparation of authentic assessment instruments by Islamic education teachers in schools (2) describe how the implementation of authentic assessments by Islamic education teachers in schools (3) describe the results of authentic assessments by Islamic education teachers in schools. This research uses a qualitative approach with descriptive methods. Analysis of research data was carried out in the form of data reduction, data display, and verification. Based on the results of the research, it was found that in terms of the preparation of authentic assessment instruments in accordance with the established guidelines, the design of the grid and the analysis of the quality of the instruments was not maximally applied. Regarding the implementation stage of authentic assessment, in general it is well implemented according to the guidelines. Finally, the processing stage of the results of the authentic assessment is generally carried out well, but in terms of time control and objective assessment, it needs to be maximized better. Keywords: Authentic Assessment, Islamic Religious Education, 2013 Curriculum