Implementasi penilaian autentik pendidikan agama islam di sekolah dasar islam terpadu sahabat alam Palangka Raya

Handriyani, Wahyu (2021) Implementasi penilaian autentik pendidikan agama islam di sekolah dasar islam terpadu sahabat alam Palangka Raya. Masters thesis, IAIN Palangka Raya.

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Abstract

Abstract

Salah satu penekanan dalam kurikulum 2013 adalah penilaian autentik (authentic assesment). Penilaian autentik dapat menggambarkan kemampuan nyata yang dimiliki oleh peserta didik. Karena itu penilaian yang dilakukan harus secara komprehensif mulai dari penilaian input, proses dan output. Selain itu aspek yang dinilai juga harus komprehensif mulai dari aspek pengetahuan, ketrampilan dan pengetahuan.

Penelitian ini bertujuan mengetahui implementasi penilaian autentik PAI di SDIT Sahabat Alam Palangka Raya, dengan rumusan masalah (1) Bagaimana implementasi penilaian autentik PAI aspek pengetahuan, (2) Bagaimana implementasi penilaian autentik PAI aspek ketrampilan, (3) Bagaimana implementasi penilaian PAI aspek sikap, (4) Bagaimana faktor pendukung dan penghambat implementasi penilaian autentik PAI.

Penelitian ini menggunakan pendekatan kualitatif deskriptif. Pengumpulan datanya adalah observasi, wawancara, dan dokumentasi. Proses analisis data penelitian menggunakan model analsis interaktif Miles dan Hubermen yang mencakup empat komponen yaitu pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Pengecekan keabsahan data menggunakan derajat kepercayaan (credibility) dengan teknik triangulasi.

Hasil penelitian menunjukkan(1) Penilaian autentik PAI di SDIT Sahabat Alam Palangka Raya aspek pengetahuan sudah dilaksanakan, mulai perencanaan hingga pengolahan hasil penilaian. Penilaian input dan proses dilakukanmenggunakan tes lisan yang dilakukan sebelum proses pembelajaran. Penilaian proses dilakukan secara lisan pada saat pembelajaran melalui zoom meeting.Penilaian output dengan tes tertulis yang dikerjakan siswa dirumah. (2) Penilaian autentik PAI aspek ketrampilan juga dilakukanmulai dari perencanaan,. penilaian input dan proses dilakukan secara lisan pada saat proses pembelajaran. Penilaian output menggunakan unjuk kerja secara langsung pada akhir pembelajaran. Ada pula dalam bentuk video.(3) Penilaian autentik PAI aspek sikap juga telah dilakukan. Penilaian input dan proses menggunakan observasi melalui zoom meeting, penilaian output menggunakan penilaian diri.Sikap yang dinilai adalah sikap spiritual dan sikap sosial.(4) Faktor pendukung penilaian autentik PAI adalah kebijakan sekolah menggunakan penilaian autentik, peranan orang tua siswa yang kooperatif dalam terlaksananya penilaian. Faktor penghambat adalah pemahaman guru yang kurang terkait konsep penilaian autentik serta pembelajaran yang dilakukan secara daring.

ABSTRACT

One of the emphases in the 2013 curriculum is authentic assessment. Authentic assessment is able to describe the real student abilities. Therefore, the implementing of assessment must be comprehensive, starting from the assessment of input, process, and output. In addition the assessment aspects must be comprehensive, starting from the aspects of knowledge and skill.

The aim of this research was to determine the implementation of authentic Islamic Education assessment at SDIT Sahabat Alam Palangka Raya. The research problems were: (1) how is the implementing of authentic Islamic Education assessment in knowledge aspect, (2) how is the implementing of authentic Islamic Education assessment in skill aspect, (3) how is the implementing of authentic Islamic Education assessment in attitude aspect, (4) what are the supporting and inhibiting factors in implementing authentic Islamic Education assessment.

This research used a descriptive qualitative approach. The data collections were observation, interview, and documentation. The data were analyzed using Miles and Huber men Interactive model processes. It included four components, namely: data collection, data reduction, data presentation, and drawing conclusions. The validation of data used the credibility of triangulation techniques.

The results showed that (1) Authentic Islamic Education assessment in knowledge aspects at SDIT Sahabat Alam Palangka Raya was implemented. It was begun from planning process and managing assessment result. The assessment of input and process were implemented by them using oral tests before conducting the learning processes. Process assessment was verbally implemented by them via zoom meeting. Output assessment was implemented by them through written test at their home. (2) Authentic Islamic Education Assessment in skill aspect was implemented from the planning. Input and process assessments were orally implemented during the learning processes. While the output assessment used direct performance at the end of the lesson and also in the form of videos. (3) Authentic Islamic Education assessment in attitude aspect was implemented. The input and process assessments were observed via zoom meeting, assessment of output used self-assessment. The attitudes assessed were spiritual attitude, and social attitude. (4) Supporting factors in implementing authentic Islamic Education assessment were the using of authentic assessments as school rules, the cooperative parent roles in implementing authentic assessments. The inhibiting factors were the teacher did not clearly understand the concept of authentic assessment and online learning.

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