PORTOFOLIO SEBAGAI SALAH SATU MODEL PENILAIAN OTENTIK DI SD/MI

Authors

  • Itaristanti Itaristanti IAIN Syekh Nurjati Cirebon

DOI:

https://doi.org/10.24235/al.ibtida.snj.v3i2.904

Abstract

Abstrak

Pembelajaran K13 berisi materi pembelajaran berbasis pada fakta atau fenomena yang dapat dijelaskan dengan logika atau penalaran tertentu; bukan sebatas kira-kira. Oleh karena itu, diperlukan sebuah alat penilaian yang tepat karena penilaian tidak akan lepas dari proses pembelajaran. Salah satu alat penilaian yang sesuai dengan perkembangan kurikulum tersebut adalah penilaian autentik. Secara konseptual penilaian autentik lebih bermakna secara signifikan dibandingkan dengan tes pilihan ganda terstandar sekalipun. Penilaian otentik meliputi berbagai aspek pengetahuan siswa, pemahaman yang mendalam, kemampuan memecahkan masalah, kompetensi sosial, dan tingkah laku yang digunakan dalam kehidupan sehari-hari atau merupakan sebuah simulasi dari kehidupan nyata. Penilaian otentik merupakan kumpulan tugas-tugas bermakna dan menarik, kaya akan konteks, di mana siswa menerapkan pengetahuan dan keterampilan, dan menampilkan tugas-tugas tersebut dalam situasi yang baru. Tugas-tugas otentik membantu siswa berlatih menyelesaikan masalah-masalah yang akan mereka hadapi di masa mendatang. Salah satu contoh penilaian autentik adalah portofolio. 

Kata kunci: penilaian autentik, portofolio.

                                                                                                

Abstract

K13 learning contains learning materials based on facts or phenomena that can be explained by the specific logic or reasoning; not approximate. Therefore, we need a proper assessment tools because assessing will not separated from the learning process. One assessment tool in accordance with the development of the curriculum is an authentic assessment. Conceptually, authentic assessment were significant compared with standardized multiple-choice tests though. Authentic assessment covers various aspects of students' knowledge, deep understanding, problem-solving skills, social competence, and behavior that are used in everyday life or is a simulation of real life. Authentic assessment is a collection of tasks meaningful and interesting, rich in context, in which students apply their knowledge and skills, and displays the tasks in the new situation. Authentic tasks help students to practice solving the problems they will face in the future. One example of authentic assessment is the portfolio.

 

Keywords: authentic assessment, portfolio.

References

Badan Pengembangan Sumber Daya Manusia. 2013. Konversi Sertifikat Pendidik dan Perluasan Kewenangan Mengajar sesuai Kurikulum 2013. Jakarta: Kementerian Pendidikan dan Kebudayaan.

Brown, Douglas H. (2004). Language Assessment, Principle and Classroom Practices. San Francisco: Longman.

Lynch, Brian K. (1996). Language Program Evaluation. Cambridge: Cambridge University Press.

Mueller, John. (2014). Authentic Assessment Toolbox. North Central College Neperville, http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm (Diunduh pada 7 April 2015).

Nurgiyantoro, Burhan. (2012). Penilaian Pembelajaran Bahasa. Yogyakarta: BPFE.

-------. (2008). “Penilaian Otentikâ€. Cakrawala Pendidikan, XXVII, No. 3, 250—261.

Peraturan Pemerintah Republik Indonesia Nomor 19 Tahun 2005 tentang Standar Pendidikan Nasional.

Sugiyono. (2005). Memahami Penelitian Kualitatif. Bandung: Alfabeta.

Supranata, Sumarna dan Muhammad Hatta. (2004). Penilaian Portofolio, Implementasi Kurikulum. Bandung: Rosda Karya.

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Published

2016-10-29

Issue

Vol. 3 No. 2 (2016)

Section

Articles

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