IMPLEMENTASI PORTOFOLIO PADA PEMBELAJARAN KOMPETENSI DASAR MENDIAGNOSIS GANGGUAN SISTEM REM
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Abstract
Hasil belajar kompetensi mendiagnosis gangguan sistem rem siswa kelas X program studi keahlian teknik kendaraan ringan (TKR) SMK Diponegoro Juwana tahun ajaran 2012/2013 rata-rata 65,67 (masih rendah). Hal ini disebabkan oleh model pembelajaran yang diterapkan masih konvensional, serta penilaian yang digunakan untuk menentukan hasil belajar siswa adalah tes, sehingga proses pembelajaran dan penilaian tersebut belum sesuai dengan standar proses dan standar penilaian pendidikan. Untuk itu diadakan penelitian dengan mengimplementasikan portofolio sebagai model pembelajaran dan portofolio sebagai penilaian. Penelitian ini bertujuan untuk mengukur peningkatan hasil belajar kognitif dan mengukur perbedaan hasil penilaian portofolio dengan hasil belajar kognitif (post-test) pada kompetensi dasar mendiagnosis gangguan sistem rem dengan menggunakan model pembelajaran berbasis portofolio untuk siswa kelas X program studi keahlian teknik kendaraan ringan (TKR) SMK Diponegoro Juwana tahun ajaran 2013/2014. Sampel dalam penelitian ini sama dengan jumlah populasi yaitu seluruh peserta didik kelas X teknik kendaraan ringan dengan jumlah 21 siswa. Penelitian ini menggunakan desain eksperimen pre experimental design dengan jenis pre-test and post-test group.. Data hasil penelitian diperoleh dengan metode tes pilihan ganda dan penilaian portofolio, kemudian dianalisis menggunakan uji statistik perbedaan dua rata-rata dengan taraf signifikansi 0,05 diperoleh thitung lebih besar dari ttabel maka Ho ditolak dan Ha diterima, sehingga dapat disimpulkan model pembelajaran berbasis portofolio dapat meningkatkan hasil belajar kognitif peserta didik, serta rata-rata hasil penilaian portofolio dan hasil post-test berbeda secara nyata, yaitu rata-rata hasil penilaian portofolio lebih tinggi daripada hasil post-test pada kompetensi dasar mendiagnosis gangguan sistem rem. Sebaiknya guru menerapkan model pembelajaran berbasis portofolio dan menggunakan instrumen penilaian portofolio pada kompetensi dasar mendiagnosis gangguan sistem rem karena terbukti hasil belajar siswa dapat diperoleh secara maksimal.
Learning achievement of competence diagnosing brake system disorders of the class X student engineering courses Teknik Kendaraan Ringan (TKR) SMK Diponegoro Juwana academic year 2012/2013 by an average of 65,67 or lower students' grades. This is due to the applied learning model is a conventional and assessments used is test, so this learning process and assessment isn’t  belong to the process and educational assessment standard. According to that situation, a research has conducted wich is portfolio implemented as a learning model and as assessment. The purpose of this research is measuring cognitive improvement learning achievement and measuring the difference between the portfolio assessment with cognitive learning achievement (post-test) of competence diagnosing brake system disorders of the class X student engineering courses Teknik Kendaraan Ringan (TKR) SMK Diponegoro Juwana academic year 2013/2014 which were using a portfolio learning model. The sample in this research is equal to the number of entrants for class X Teknik Kendaraan Ringan (TKR) with a number of 21. This research used a design of experiments "pre-experimental design" with a kind of pre-test and post-test group. The data were obtained by the method of multiple-choice tests and portfolio assessments, and then analyzed using two statistical tests the average difference with a significance level of 0.05 was obtained tcount>ttable, then Ho was rejected and Ha was accepted, so it can be concluded based learning model portfolio can improve cognitive learning outcomes of learners and the average portfolio assessment results and post-test results were significantly different at an average portfolio valuation is higher than the post-test results through the application of the competency-based learning portfolio on the basis of diagnosing brake system disorders. Should teachers use portfolio based learning model and using portfolio assessment instrument on the basis of diagnosing brake system disorders because student learning outcomes can be obtained to the maximum.
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