Analisis Pemberian Asesmen pada Pembelajaran Terdiferensiasi Proses pada Siswa Kelas XII di SMA Negeri 71 Jakarta Sebagai Sekolah Penggerak

Sinaga, Jei Tiopani (2024) Analisis Pemberian Asesmen pada Pembelajaran Terdiferensiasi Proses pada Siswa Kelas XII di SMA Negeri 71 Jakarta Sebagai Sekolah Penggerak. S1 thesis, Universitas Kristen Indonesia.

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Abstract

Tujuan dari penelitian ini adalah untuk mengetahui bagaimana pemberian asesmen berdampak pada keberhasilan pembelajaran terdiferensiasi proses di SMAN 71 Jakarta, dengan menggunakan metode campuran yaitu menggabungkan data kuantitatif dan kualitatif diselesaikan dengan model triangulasi sequential tipe explanatory. Secara kuantitatif untuk mengukur peningkatan hasil belajar siswa melalui pemberian asesmen yang dilakukan oleh guru, sementara kualitatif untuk mengeksplorasi pandangan guru dan siswa mengenai pemberian asesmen terdiferensiasi proses. Data kuantitatif diperoleh dari 285 siswa kelas XII dan seluruh guru yang mengajar di kelas XII berjumlah 22. Hasil tes menunjukkan adanya peningkatan signifikan pada hasil belajar siswa. Hal ini diperoleh dari angket guru menyatakan pemberian asesmen sudah dilakukan dengan persentasi 80%. Sedangkan angket pada siswa menunjukkan persentasi berbeda pada kelas A-H, yaitu 85%, 82%, 74%, 77%, 76%, 81%, 75%, dan 81% dengan rata-rata 79%. Selain itu, hasil belajar bentuk asesmen, seperti praktikum sebesar 84.66, asesmen awal 61.74, asesmen akhir 90.28, tes lisan 39.93, tes tertulis 84.96, kinerja 71.83, catatan 83.97, latihan 81.16, penugasan 79.83 dan projek 86.41. Hasil uji hipotesis sebesar 0.014 lebih kecil dari nilai α atau nilai thitung sebesar -0.870 lebih kecil dari nilai ttabel sebesar 1.833 sehingga Ho ditolak dan Ha diterima. Sedangkan data kualitatif dikumpulkan melalui wawancara mendalam dan observasi alami dengan 5 guru dan siswa dengan teknik Miles dan Huberman. Wawancara mengungkapkan asesmen membantu guru menilai kemajuan siswa lebih adil dan sesuai kebutuhan individu. Selain itu, Siswa melaporkan adanya peningkatan motivasi dan keterlibatan dalam pembelajaran karena merasa bentuk pemberian asesmen lebih relevan dan sesuai dengan kemampuan mereka. Triangulasi data hasil kuantitatif dan kualitatif menunjukkan pemberian asesmen tidak hanya berdampak positif terhadap keberhasilan pembelajaran terdiferensiasi proses/hasil belajar siswa, tetapi memperbaiki interaksi di kelas dan meningkatkan kepercayaan diri siswa. Pemberian asesmen efektif dalam hasil belajar dan kualitas pengalaman belajar siswa serta memberikan guru kerangka yang lebih fleksibel dalam menilai kemajuan siswa. / The purpose of this study was to determine how the provision of assessments has an impact on the success of differentiated learning processes at SMAN 71 Jakarta, using a mixed method, namely combining quantitative and qualitative data completed with a sequential triangulation model of explanatory type. Quantitatively to measure the improvement of student learning outcomes through the provision of assessments carried out by teachers, while qualitatively to explore the views of teachers and students regarding the provision of differentiated assessment processes. Quantitative data were obtained from 285 students in grade XII and all teachers who teach in grade XII totaling 22. The test results showed a significant increase in student learning outcomes. This was obtained from the teacher questionnaire stating that the provision of assessments had been carried out with a percentage of 80%. While the questionnaire on students showed different percentages in classes A-H, namely 85%, 82%, 74%, 77%, 76%, 81%, 75%, and 81% with an average of 79%. In addition, the learning outcomes in the form of assessments, such as practicums of 84.66, initial assessments of 61.74, final assessments of 90.28, oral tests of 39.93, written tests of 84.96, performance of 71.83, notes of 83.97, exercises of 81.16, assignments of 79.83 and projects of 86.41. The results of the hypothesis test of 0.014 are smaller than the α value or the t-value of -0.870 is smaller than the t-table value of 1.833 so that Ho is rejected and Ha is accepted. While qualitative data were collected through in-depth interviews and natural observations with 5 teachers and students using the Miles and Huberman technique. Interviews revealed that assessments help teachers assess student progress more fairly and according to individual needs. In addition, students reported increased motivation and involvement in learning because they felt the form of assessment was more relevant and appropriate to their abilities. Triangulation of quantitative and qualitative data results shows that the provision of assessments not only has a positive impact on the success of differentiated learning processes/student learning outcomes, but also improves classroom interactions and increases student confidence. The provision of assessments is effective in learning outcomes and the quality of students' learning experiences and provides teachers with a more flexible framework in assessing student progress

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