PENGEMBANGAN DAN PENERAPAN ASESMEN ALTERNATIF BAGI GURU SEKOLAH DASAR

Abstract

AbstrakPerubahan esensial Kurikulum 2006 ke Kurikulum 2013 adalah pada ranah penilaian. Saat bertindak, afektif memandu kognitif dan psikomotor, sedangkan saat pembentukan, kognitif berintegrasi dengan psikomotor untuk pembentukan afektif. Perubahan kurikulum ini seharusnya diiringi dengan perubahan kinerja guru, namun dalam pelaksanaan penilaian, masih tidak banyak perubahan. Masalah prioritas difokuskan aspek:  (1) Manajemen penilaian sesuai dengan Kurikulum 2013, dan (2) Pengembangan dan penerapan asesmen alternatif sesuai dengan Kurikulum 2013. Penyelesaian masalah dilakukan dengan pendekatan pembuatan model, penyajian materi, pelatihan, dan penerapan. Kegiatan dilaksanakan selama delapan bulan dengan hasil: (1) Guru SDN Mitra telah memahami sebanyak 72.92% materi prosedur pengelolaan asesmen alternatif dalam aspek manajemen penilaian sesuai dengan ketentuan Kurikulum 2013, dan telah diterapkannya dengan merancang perencanaan penilaian. (2) Guru SDN Mitra telah memahami sebanyak 75.52% materi asesmen menurut Kurikulum 2013, dan sebesar 76,56% materi asesmen alternatif dalam aspek pengembangan dan penerapan rubrik asesmen alternatif telah dikuasai peserta, dan pengetahuan tersebut telah diterapkan dalam pembuatan rubrik serta pemberian skor hasil belajar.Kata Kunci: manajemen penilaian, asesmen alternatif, rubrik.AbstractThe essential change in the 2006 curriculum to the 2013 curriculum is in the domain of assessment. When acting, affective guides cognitive and psychomotor, while when forming, cognitive integrates with psychomotor for affective formation. This change in curriculum should be accompanied by changes in teacher performance, but in the implementation of the assessment, there are still not many changes. Priority issues are focused on aspects: (1) Management of assessments in accordance with the 2013 Curriculum, and (2) Development and application of alternative assessments in accordance with the 2013 Curriculum. Problem solving is done by modeling approaches, material presentation, training, and implementation. The activity was carried out for eight months with the following results: (1) SDN Mitra teachers have understood 72.92% of alternative assessment management procedure material in aspects of assessment management in accordance with the provisions of the 2013 Curriculum, and have been implemented by designing assessment plans. (2) SDN Mitra teachers have understood 75.52% of assessment material according to the 2013 Curriculum, and 76.56% of alternative assessment material in aspects of the development and application of alternative assessment rubrics have been mastered by participants, and this knowledge has been applied in making rubrics and scoring results learn.Keywords: assessment management, alternative assessment, rubric.