Pengembangan Instrumen Penilaian Karakter pada Siswa Kelas IV Sekolah Dasar

Abstract

Guru belum melakukan penilaian karakter pada pembelajaran Matematika di SD karena tidak ada instrumen penilaian karakter yang tersedia, serta ketidakmampuan guru untuk mengembangkan secara mandiri. Oleh karena itu dilakukan pengembangan instrumen penilaian karakter khususnya pada pembelajaran matematika pada siswa SD. Penelitian ini merupakan penelitian dan pengembangan. Model pengembangan memodifikasi model 4-D (Four D model) yang meliputi: (1) pendefinisian, (2) perancangan, (3) pengembangan dan (4) penyebaran. Produk instrumen penilaian karakter dilakukan uji validitas isi secara kualitatif dengan pertimbangan ahli di bidang  materi dan penilaian. Uji validitas konstruk juga dilakukan secara kuantitatif dengan menggunakan pendekatan Exploratory Factor Analysis (EFA) dengan ujicoba instrumen kepada 150 siswa, serta diujicoba reliabilitas didasrkan pada construct reliability dan uji kepraktisan terhadap 20 orang guru sebagai praktisi. Hasil validasi ahli menunjukan instrumen penilaian karakter bernilai 4,72 dengan kriteria baik. Uji validitas konstruk instrumen observasi menghasilan  22 butir dan instrumen angket menghasilkan 20 butir. Instrumen observasi dan angket penilaian karakter memiliki validitas konstruk dan reliabilitas yang baik dimana nilai korelasi butir amatan terhadap factor melampaui cut off point yakni 0,45. Nilai koefisien reliabilitas melalui construct reliability juga telah melampaui batas yang ditetapkan yaitu 0,70 dengan tingkat kepraktisan instrumen 44,1 pada kategori praktis. Berdasarkan hasil penelitian dihasilkan instrumen penilaian karakter yang valid, reliabel, dan praktis yang dikemas menjadi buku panduan penggunaan instrumen penilaian karakter bagi guru.

The purposes of this study are: to describe and to analyze the factual conditions assessment of students' attitude in learning English, grade VIII students of SMPN 13 Semarang, to estimate the coefficient of validity, reliability and the differences of developing instruments, to calculate the percentage that is capable revealed by developed instruments on the variables of performance which be measured, and to determine the practicality of the developed instrument. The method used is mixed method research with 10 steps research of design instrument development performance from Sugiyono. The qualitative data were obtained through the observation, interviews and documentation, while the quantitative data were obtained from the students' performance in developed reading aloud. Qualitative data analysis used triangulation techniques, whereas quantitative data analysis conducted test the construct validity, item analysis of different power and reliability testing instruments. The construct validity test KMO and Bartlett’s Test and the analysis of different point used correlation Pearson product moment and reliability by using α formula (internal consistency) and Mosier formula.The result of small-scale trial on the instrument has a coefficient of performance reliability that has average category, it is 0.57. On the wide scale trials, the reliability coefficient is 0.698 and it belongs to high category. Furthermore, the number of components (factors) that were formed on the instrument of performance had 4 factors. The total of variant percentage of the performance of students in learning English are able to be explained by four factors amounted to 63.908%. The result of practicality number of instruments is located at number 156 (practical) for performance assessment instruments. This instrument is expected by the teachers that there will be no difficulty in assessing students’ reading aloud in English learning