ASESMEN DAN HASIL BELAJAR BIOLOGI DI SEKOLAH MENENGAH PERTAMA NEGERI 1 BOJA

Abstract

Tujuan penelitian ini untuk mendeskripsikan pelaksanaan asesmen yang dilakukan di SMP Negeri 1 Boja, mengidentifikasi hambatan dalam melaksanakan asesmen dan menganalisis hasil belajar siswa. Sumber data penelitian ini tiga guru IPA/Biologi, waka kurikulum dan sepuluh siswa kelas VII & VIII yang dipilih dengan teknik purposive sampling. Data tentang pemahaman asesmen dan penerapannya, kemampuan guru menyusun dan menggunakan instrumen, kesesuaian asesmen, hambatan melaksanakan asesmen, kualitas soal dan ketuntasan hasil belajar diperoleh dengan wawancara, observasi dan dokumentasi; data respon siswa dan peran sekolah terhadap asesmen dengan wawancara. Data dianalisis menggunakan metode kualitatif Miles & Huberman. Hasil penelitian menunjukkan guru telah paham asesmen, menyusun instrumen dan menerapkan tes (pilihan ganda, menjodohkan, uraian), portofolio, dan unjuk kerja, tetapi belum sesuai kurikulum KTSP. Pelaksanaan asesmen terhambat oleh kurangnya waktu, banyak siswa dan tugas administrasi. Kualitas soal UTS dan UKK belum memenuhi syarat. Ketuntasan siswa rata-rata 60%. Respon siswa kurang baik, sistem penilaian guru tidak terbuka. Simpulan pelaksanaan asesmen di SMP Negeri 1 Boja belum memenuhi prinsip-prinsip penilaian, terkendala oleh banyaknya siswa dan kesibukan guru, hasil belajar rendah.

This research was to deepen an understanding of biology learning assessment at Sekolah Menengah Negeri 1 Boja, to describe characteristics and problems faced by its biology teachers in the implementation of competency-based assessment and analyze students’ learning achievement. The prime resource persons of this research were three biology teachers, a vice school principal, and ten grade VII & VIII students selected by purposive sampling technique. Data an understating of assessment and its implementation, ability teachers’ in making and using instrument, uniformity of assessment, barriers impending assessment, quality test, and mastery learning outcomes were collected through observation, interview and documentation study; data of student responses and the role of schools in assessment were collected through interview. Data was analyzed by Miles & Huberman’s methode. The findings showed that teachers theoretically understood the nature of better assessment, making instrument, and applying test (multiple choice, matching, and essay), portfolio, and lab-work/demonstration but not yet fully implemented in accordance with the demands of school-based competency curriculum (KTSP). Iimplementation of classroom assessment impeding by time, students size, and load of teachers administration work. The quality UTS and UKK test not yet fully standart. The average of mastery learning result was 60%. Students respons were unfavorable, teachers didn’t transparant. In sum, implementation assessment at SMP Negeri 1 Boja not yet fully assessment principles, constrained students size and teachers’ activity, students’ learning achievement was low.