Pengembangan Evaluasi Berbasis Penalaran dalam Pembelajaran Bahasa di Sekolah Menengah

Authors

  • Dadang S. Anshori Universitas Pendidikan Indonesia, Bandung

DOI:

https://doi.org/10.24235/ileal.v4i2.1505

Keywords:

critical thinking, evaluation, high level thinking, language learning, text

Abstract

This paper aims to develop a reason-based evaluation model that can be used to evaluate language learning in schools. Reason-based evaluation becomes so important along with the use of the text approach in language learning. The text approach allows language not only to be understood structurally, but also functionally. Therefore, the type of text also determines the purpose of communication. Functionally, the text also contains messages and the interests of the writer so that it must be understood critically with high reasoning power. In the context of language learning, critical power and reasoning power must be reflected in the evaluation system used. At present, language evaluation models develop more aspects of language cognition than applications that allow students to develop critical power to the text. This reason-based evaluation model is expected to be an alternative in developing tests that truly inspire and understand the spirit of language learning.


Tulisan ini bertujuan untuk mengembangkan model evaluasi berbasis penalaran yang dapat digunakan untuk mengevaluasi pembelajaran bahasa di sekolah. Evaluasi berbasis penalaran menjadi demikian penting seiring dengan penggunaan pendekatan teks dalam pembelajaran bahasa. Pendekatan teks memungkinkan bahasa tidak hanya dipahami secara struktural, tetapi juga secara fungsional. Oleh karena itu, jenis teks ikut menentukan tujuan berkomunikasi. Secara fungsional, teks juga sarat mengandung pesan dan kepentingan penulis sehingga harus dipahami secara kritis dengan daya nalar yang tinggi. Dalam konteks pembelajaran bahasa, daya kritis dan daya nalar harus tercermin dalam sistem evaluasi yang digunakan. Saat ini, model evaluasi bahasa lebih banyak mengembangkan aspek kognisi bahasa dibandingkan aplikasi yang memungkinkan siswa dapat mengembangkan daya kritis terhadap teks. Model evaluasi berbasis penalaran ini diharapkan dapat menjadi alternatif dalam mengembangkan tes yang benar-benar menjiwai dan memahami ruh pembelajaran bahasa.

References

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Published

2019-07-28

Issue

Vol. 4 No. 2 (2019)

Section

Articles

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