Pelaksanaan penilaian pembelajaran pada masa pandemi covid-19 di TK Islam Darussalam Palangka Raya

Sari, Riski Maulinda (2021) Pelaksanaan penilaian pembelajaran pada masa pandemi covid-19 di TK Islam Darussalam Palangka Raya. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

Masuknya virus corona di Indonesia berdampak pada pendidikan, sehingga Kemendikbud menetapkan sistem pembelajaran BDR. Pembelajaran BDR tidak dapat dilihat langsung, sehingga guru sulit melihat capaian indikator pembelajaran. Rumusan masalah: 1) bagaimana penilaian pembelajaran untuk siswa kelompok B1 pada semester ganjil tahun pelajaran 2020-2021 saat pandemi covid-19 di TK Islam Darussalam Palangka Raya? 2) apa saja kendala saat melakukan penilaian pembelajaran untuk siswa kelompok B1 pada semester ganjil tahun pelajaran 2020-2021 saat pandemi covid-19 di TK Islam Darussalam Palangka Raya? Penelitian ini menggunakan metode penelitian ex-post facto, subjek data berjumlah 3 orang (2 guru kelompok B1 dan Kepala TK Islam Darussalam). Teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi.

Hasil penelitian menunjukkan bahwa: 1) penilaian lembar kerja dilaksanakan dengan cara koordinasi guru dan orangtua dalam memberikan keterangan pelaksanaan tugas belajar anak selama di rumah agar guru dapat menentukan skala perkembangan anak BB, MB, BSH, dan BSB. Penilaian calistung dan ummi menggunakan buku monitoring. Penilaian teknik ceklis dan hasil karya dilaksanakan pada lembar kerja dan penilaian catatan anekdot dilaksanakan melalui tatap muka, daring dan home visit. Proses penilaian dapat dilakukan dengan baik, namun tidak dapat terlaksana dengan maksimal.

Penilaian enam aspek perkembangan pada siswa kelompok B1 dilaksanakan dengan cara: perkembangan nilai moral dan agama, perkembangan sosial-emosional dan seni melalui lembar kerja dan sistem belajar tatap muka, daring dan home visit. Perkembangan kognitif melalui lembar kerja, calistung dan ummi. Perkembangan fisik-motorik melalui lembar kerja, daring dan calistung. Perkembangan bahasa melalui lembar kerja, calistung, ummi dan sistem belajar tatap muka, daring dan home visit. 2) Minimnya kemampuan guru menggunakan teknologi digital, pembelajaran daring terkadang terkendala koneksi jaringan, pembelajaran lembar kerja yang dilaksanakan di rumah menyebabkan guru tidak dapat melihat proses pelaksanaan dan capaian indikator pembelajaran, durasi sistem belajar tatap muka, daring dan home visit yang relatif singkat, dan tidak semua siswa mengikuti kegiatan belajar secara rutin menyebabkan informasi kegiatan belajar anak tidak dapat diperoleh maksimal.

Abstract

The entry of the corona virus in Indonesia has an impact on education so that the Ministry of Education and Culture has established a BDR learning system. BDR learning cannot be seen directly, so teachers find it difficult to see the achievement of the learning indicators. Formulation of the problem: 1) what is the assessment of learning for group B1 students in the odd semester of the 2020-2021 school year during the covid-19 pandemic at Darussalam Palangka Raya Islamic Kindergarten? 2) What were the obstacles when conducting learning assessments for group B1 students in the odd semester of the 2020-2021 school year during the Covid-19 pandemic at Darussalam Palangka Raya Islamic Kindergarten? This study used an ex-post facto research method, with 3 data subjects (2 teachers in group B1 and principals TK Islam Darussalam). Data collection techniques using observation, interviews, and documentation.

The results showed that: 1) the worksheet assessment was carried out by coordinating the teacher and parents in providing information on the implementation of children's learning tasks while at home so that the teacher could determine the scale of development of children with BB, MB, BSH, and BSB. Calistung and ummi assessments used a monitoring book. Assessment of checklist techniques and work is carried out on worksheets and assessment of anecdotal notes is carried out through face-to-face, online, and home visits. The assessment process can be done well, but cannot be carried out optimally.

Assessment of the development of moral and religious values, socio-emotional development, and art through worksheets and face-to-face, online and home visit learning systems. Cognitive development through worksheets, calistung, and ummi. Physical-motor development through worksheets, online and calistung. Language development through worksheets, calistung, ummi and face-to-face, online learning systems, and home visits. 2) The lack of teachers' ability to use digital technology, online learning is sometimes constrained by network connections, worksheet learning carried out at home causes teachers to not be able to see the implementation process and achievement of learning indicators, the duration of the face-to-face, online learning system and relatively short home visits

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