FAIRNESS DALAM PENILAIAN OTENTIK PEMBELAJARAN MATEMATIKA
Banyaknya kendala dalam penilaian otentik yang dilakukan menimbulkan kekhawatiran atas keotentikan nilai yang berdampak pada kesempatan peserta didik di masa depan. Keadilan penilaian kelas (fairness of assessment classroom) perlu dilakukan dalam mendukung pembelajaran dan memberikan efek positif ba...
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| Format: | Academic Paper |
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2019-08-13.
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| Online Access: | http://repository.upi.edu/38542/ |
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| LEADER | 03868 am a22002773u 4500 | ||
|---|---|---|---|
| 001 | repoupi_38542 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Suci Nurhayati, - |e author |
| 245 | 0 | 0 | |a FAIRNESS DALAM PENILAIAN OTENTIK PEMBELAJARAN MATEMATIKA |
| 260 | |c 2019-08-13. | ||
| 500 | |a http://repository.upi.edu/38542/1/T_MTK_1706347_Title.pdf | ||
| 500 | |a http://repository.upi.edu/38542/2/T_MTK_1706347_Chapter1.pdf | ||
| 500 | |a http://repository.upi.edu/38542/3/T_MTK_1706347_Chapter2.pdf | ||
| 500 | |a http://repository.upi.edu/38542/4/T_MTK_1706347_Chapter3.pdf | ||
| 500 | |a http://repository.upi.edu/38542/5/T_MTK_1706347_Chapter4.pdf | ||
| 500 | |a http://repository.upi.edu/38542/6/T_MTK_1706347_Chapter5.pdf | ||
| 500 | |a http://repository.upi.edu/38542/7/T_MTK_1706347_Appendix.pdf | ||
| 520 | |a Banyaknya kendala dalam penilaian otentik yang dilakukan menimbulkan kekhawatiran atas keotentikan nilai yang berdampak pada kesempatan peserta didik di masa depan. Keadilan penilaian kelas (fairness of assessment classroom) perlu dilakukan dalam mendukung pembelajaran dan memberikan efek positif bagi peserta didik. Karena itu penelitian ini bertujuan untuk menganalisis atau memperoleh gambaran secara komprehensif tentang fairness dalam penilaian otentik pembelajaran matematika. Digunakan pendekatan kualitatif dan desain penelitian studi kasus fenomenologi melalui kuesioner, observasi, wawancara, dan kajian dokumen. Penelitian dilakukan di dua buah sekolah jenjang SMP dan SMA di Kabupaten bandung dengan sampel 5 orang guru matematika jenjang SMP dan 8 orang guru matematika jenjang SMA serta 517 peserta didik pada jenjang SMP (Usia 12-15) dan 365 peserta didik pada jenjang SMA (Usia 15-19) yang berpartisipasi dalam penelitian. Temuan penelitian ini menunjukkan bahwa tidak semua indikator-indikator dari tema-tema Assessment fairness dapat terpenuhi serta praktik penilaian otentik yang belum secara optimal dilakukan berdasarkan prinsip-prinsip penilaian. Penilaian pun belum menyiratkan keakuratan karena konsep keadilan penilaian (Assessment fairness) yang masih kurang dipahami oleh guru-guru. Sehingga baik guru maupun peserta didik belum mendapatkan manfaat dari praktik penilaian yang dilakukan. ------------- The many obstacles in authentic assessments carried out raise concerns about the authenticity of values that have an impact on the opportunities of future students. Classroom assessment fairness needs to be done in supporting learning and providing positive effects for students. Therefore this study aims to analyze or obtain a comprehensive picture of fairness in the authentic assessment of mathematics learning. Qualitative approaches and phenomenological case study research designs were used through questionnaires, observations, interviews, and document studies. The study was conducted in two school are junior high school and high school levels in Bandung regency with a sample of 5 junior high school mathematics teachers and 8 high school mathematics teachers and 517 students in junior high school (aged 12-15) and 365 students in high school (age 15-19) who had participated in the study. The findings of this study indicate that not all indicators of the themes of fairness assessment can be fulfilled and the practice of authentic assessment that has not been optimally carried out is based on the principles of assessment. The assessment also does not imply accuracy because of the concept of fair assessment that is still poorly understood by teachers. So that both the teacher and the students have not benefited from the practice of assessment conducted. | ||
| 546 | |a en | ||
| 690 | |a L Education (General) | ||
| 690 | |a QA Mathematics | ||
| 655 | 7 | |a Thesis |2 local | |
| 655 | 7 | |a NonPeerReviewed |2 local | |
| 787 | 0 | |n http://repository.upi.edu/38542/ | |
| 787 | 0 | |n http://respository.upi.edu | |
| 856 | 4 | 1 | |u http://repository.upi.edu/38542/ |