EFEKTIVITAS PEMBEKALAN KEMAMPUAN ASESMEN PEMBELAJARAN BAGI MAHASISWA CALON GURU KIMIA - Nahadi, - (2009)
Penelitan ini dilaksanakan untuk menemukan program pembelajaran yang dapat meningkatkan kemampuan calon guru kimia dalam melakukan asesmen pembelajaran kimia. Desain research and development digunakan dengan empat tahap, yaitu 1) studi pendahuluan; 2) perancangan program; 3) validasi program; dan 4) implementasi program dalam pengembangan program pembelajaran. Penelitian dilaksanakan di suatu LPTK di Bandung dengan melibatkan 52 calon guru pada saat uji coba dan 112 calon guru pada implementasi.. Data dikumpulkan dengan menggunakan tes, lembar observasi, portofolio, angket dan catatan lapangan. Analisis data dilakukan dengan analisis deskriptif terhadap hasil portofolio dan analisis normalized gain score <g> dengan uji t. Penelitian menghasilkan Program Perkuliahan Asesmen Pembelajaran Kimia Berbasis Inkuiri (PAPKBI) yang terdiri dari komponen; desain, implementasi dan evaluasi pembelajaran. Karakteristik program antara lain berbasis inkuiri, bersifat student center, mengintegrasikan konsep kimia dengan pengetahuan cara asesmen, kemampuan asesmen yang dikembangkan berdasarkan kebutuhan lapangan dan standar serta strategi perkuliahan yang multi metode. Hasil penelitian menunjukkan bahwa program PAPKBI efektif untuk meningkatkan penguasaan teori asesmen pembelajaran kimia (<g>=0,462), kemampuan merencanakan penilaian, kemampuan mengembangkan berbagai alat penilaian, kemampuan menganalisis alat penilaian dan kemampuan mengolah hasil penilaian. Respon calon guru positif terhadap implementasi program PAPKBI yang menggunakan siklus belajar 5E (Engagement, Exploration, Explanation, Elaboration, dan Evaluation. Keunggulan program PAPKBI adalah; a) pengembangan program dilakukan dengan mengintegrasikan konsep kimia dengan pengetahuan cara menilai keberhasilan pembelajaran kimia; b) kemampuan asesmen pembelajaran kimia dikembangkan berdasarkan kebutuhan lapangan dan standar kompetensi guru; c) pembelajaran yang diterapkan berpusat pada kegiatan calon guru; d) pemberian tugas terstruktur menunjukkan tugas-tugas guru di sekolah dan menjadi bekal calon guru; e) contoh penerapan topik asesmen pembelajaran kimia menjadi acuan bagi calon guru dalam merencanakan dan melaksanakan asesmen pembelajaran kimia. Keterbatasan PAPKBI adalah; a) persiapan dan pelaksanaan program pembelajaran yang diterapkan membutuhkan waktu yang lebih banyak; b) pembelajaran yang diterapkan sangat baik jika diterapkan pada kelas kecil (kurang dari 25). This research has conducted to find study program which can increase the ability of chemistry prospective teachers in administering the assessment of chemistry lessons. The design of research and development was applied with four phases, namely: 1) preliminary study; 2) program planning; 3) program validation; and 4) program implementation in development of learning program. Research process was held in an institute of education in Bandung involving 52 student teachers at trial stage and 112 student teachers at validation stage. The data were collected using tests, observation sheets, portfolio, questionnaires and field notes. Data analysis employed is descriptive from portfolio and normalized gain score <g> with t-test. The research results in an inquiry based assessment of chemistry education program with the components of design, implementation and assessment (PAPKBI). Program characteristic for example being based on inkuiri, student center, integrates chemical concept with knowledge assessment it, ability of asesmen developed based on requirement of field and standard and lecturing strategy which multi method. The trial shows that the inquiry model (PAPKBI) is effective in increasing the scores of the assessment of chemistry learning theory (<g> = 0,462), the ability in assessment planning, ability in developing various instruments of assessment, ability in analyzing assessment instrument and ability in processing the result of the assessment. Prospective teachers' response positive on the implementation of the program using 5E learning cycles. The outstanding of PAPKBI program are; a) the development of teaching and learning program is carried out by integrating chemical concept with the knowledge of how to assess the success in chemistry learning; b) the ability of chemistry learning assessment developed based on the real needs of chemistry learning practices and teacher standard competence; c) The teaching and learning programs are prospective teacher-centered; d) the structured exercises provided are related to teacher duties at school and will equip them; e) the model of chemistry learning assessment topics becomes a reference for the prospective chemistry teacher in planning and doing chemistry learning assessment. The shortcomings of PAPKBI models; a) the preparation and application of the program require more time; b) the model will be more effective when applied in small classes.