Implementasi penilaian autentik kurikulum 2013 mata pelajaran al-quran hadis materi tajwid kelas viii Mtsn 1 Kota Palangka Raya

Muttaqo, Moh. Ali (2020) Implementasi penilaian autentik kurikulum 2013 mata pelajaran al-quran hadis materi tajwid kelas viii Mtsn 1 Kota Palangka Raya. Masters thesis, IAIN Palangka Raya.

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Abstract

Penelitian ini didasarkan pada permasalahan penilaian autentik kurikulum 2013 mata pelajaran Al-Quran Hadis kelas VIII di MTsN 1 Kota Palangka Raya khususnya materi tajwid yaitu penerapan bacaan ayat Al-Quran oleh peserta didik karena diperlukan pengetahuan dan keterampilan. Selain itu guru mengalami kesulitan pada penerapan penilaian autentik, hal tersebut dikarenakan banyaknya komponen penilaian yang digunakan, meliputi penilaian pengetahuan, sikap, dan keterampilan. Dengan penilaian autentik, diharapkan membantu guru dalam menilai sikap, pengetahuan, dan keterampilan siswa.

Rumusan masalah dalam penelitian ini adalah 1) Bagaimana implementasi penilaian autentik mata pelajaran Al-Quran Hadis materi tajwid kelas VIII MTsN 1 Kota Palangka Raya? dan 2) Apa kendala yang dihadapi guru ketika mengimplementasikan penilaian autentik mata pelajaran Al-Quran Hadis materi tajwid kelas VIII MTsN 1 Kota Palangka Raya?

Penelitian ini menggunakan jenis kualitatif deksriptif dengan teknik pengumpulan data melalui pengamatan (observasi), wawancara (interview), dokumentasi berupa hasil penilian sikap, pengetahuan dan keterampilan. Subyek dalam penelitian ini adalah guru mata pelajaran Al Quran Hadis di MTsN 1 Kota Palangka Raya.

Berdasarkan hasil penelitian yang dilakukan di lapangan menunjukkan bahwa: Pertama, Penilian Autentik meliputi penilaian sikap, pengetahuan, dan keterampilan. Penilaian sikap yang dilakukan yaitu penilaian diri, penilaian antar teman, dan observasi yang terekap dalam jurnal sikap, dan juga penilaiannya dibantu oleh guru mata pelajaran lain, wali kelas, bimbingan dan konseling, maupun dibentuk program atau tim tambahan yang khusus menilai sikap (seperti program bimtaq dan tim kesiswaan). Penilaian pengetahuan meliputi tugas, tes, kuis, UH, PTS, dan PAS, diarahkan pada penilaian berbasis proses yang melatih kemampuan berpikir tingkat tinggi atau Higher Order Thinking Skills (HOTS). Sedangkan penilaian keterampilan mencakup penilaian kinerja, praktik, proyek, dan portofolio. Kedua, Kendala yang dihadapi guru ketika mengimplementasikan penilaian autentik yaitu; a) Guru belum maksimal melaksanakan penilaian autentik sebagaimana perencanaan yang dibuat dalam RPP; b) Persoalan dalam menentukan KKM yang tepat; c) Persoalan dari siswa yang cenderung kurang bersemangat dalam mengikuti pembelajaran. dan d) Nilai Siswa di bawah standar KKM yang telah di tentukan guru yaitu 75.

ABSTRACT

This research is based on the problem of authentic assessment of the 2013 curriculum in the subject of Al-Quran Hadis class VIII at MTsN 1 Kota Palangka Raya, especially the tajwid material, namely the application of reading verses of the Koran by students because knowledge and skills are needed. In addition, teachers have difficulty implementing authentic assessment, this is due to the large number of assessment components used, including assessments of knowledge, attitudes and skills. With authentic assessment, it is expected to help teachers in assessing students' attitudes, knowledge and skills

The formulations of the problem in this research are 1) How is the implementation of authentic assessment of Al-Quran Hadith subjects of recitation material for class VIII MTsN 1 Kota Palangka Raya? and 2) What were the constraints faced by the teacher when implementing authentic assessment of Al-Quran Hadis subjects on recitation materials for class VIII MTsN 1 Kota Palangka Raya?

This study uses a descriptive qualitative type with data collection techniques through observation, interviews, documentation in the form of assessment results of attitudes, knowledge and skills. The subjects in this study were teachers of Al- Quran Hadis at MTsN 1 Kota Palangka Raya.

Based on the results of research conducted in the field, it shows that: First, authentic assessment includes the assessment of attitudes, knowledge and skills. Attitude assessment is carried out, namely self-assessment, peer-to-peer assessments, and observations embedded in attitude journals, and the assessment is also assisted by teachers of other subjects, homeroom teachers, guidance and counseling, or an additional program or team that specifically assesses attitudes (such as programs bimtaq and student team). Knowledge assessment includes assignments, tests, quizzes, UH, PTS, and PAS, directed at process-based assessments that train higher order thinking skills or Higher Order Thinking Skills (HOTS). Meanwhile, the skills assessment includes performance, practice, project and portfolio assessments. Second, the obstacles faced by teachers when implementing authentic assessments, namely; a) Teachers have not maximally carried out authentic assessments as planned in the RPP; b) Problems in determining the right KKM; c) Problems from students who tend to be less enthusiastic in participating in learning. and d) Student scores below the KKM standards that have been determined by the teacher, namely 75.

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