Implementasi penilaian kurikulum 2013 dalam pembelajaran tematik di MI Roudlotul Uqul Genengan Pakisaji Malang

INDONESIA:

Meski sudah dilaksanakan pelatihan Kurikulum 2013 kurang lebih selama satu minggu tetapi masih banyak guru yang mengaku kesulitan menguasai kurikulum baru ini, khususnya cara penilaian kepada para siswa. Dalam pelatihan kurikulum baru, guru dinilai kemampuannya memahami konsep kurikulum, tujuan kurikulum, cara penilaian otentik, pembuatan RPP. Dari berbagai sisi penilaian itu, guru paling susah membuat penilaian otentik.

Penelitian ini bertujuan untuk mengetahui: (1) Perencanaan guru dalam mengiplementasikan penilaian kurikulum 2013 dalam pembelajaran tematik di MI Roudlotul Uqul Genengan Pakisaji Malang, (2) Cara guru dalam mengiplementasikan penilaian kurikulum 2013 dalam pembelajaran tematik di MI Roudlotul Uqul Genengan Pakisaji Malang? (3) Dampak penilaian kurikulum 2013 dalam pembelajaran tematik terhadap perilaku belajar siswadi MI Roudlotul Uqul Genengan Pakisaji Malang?

Penelitian ini dilakukan dengan pendekatan kualitatif diskriptif. Obyek penelitian adalah guru kelas I dan IV. Jenis data dibedakan menjadi dua, yaitu data primer dan data sekunder. Sumber data primer yang dimaksud antara lain kepala madrasah, guru kelas I dan IV MI Roudlotul Uqul Genengan Pakisaji Malang. Sumber data sekunder berupa dokumen-dokumen yang dimiliki sekolah yang diteliti.

Hasil penelitian menunjukkan terdapat permasalahan yang dihadapi pendidik dalam menerapkan penilaian kurikulum 2013 dalam pembelajaran tematik di MI Roudlotul Uqul Genengan Pakisaji Malang. Adapun permasalahan yang dihadapi guru adalah kurangnya pelatihan terkait penilaian kurikulum 2013, dan kurangnyan pengalaman karena penilaian ini merupakan penilaian yang baru buat guru-guru MI Roudlotul Uqul Genengan Pakisaji Malang.

ENGLISH:

week, there were many teachers found difficulty inmastering the new curriculum, particularlyon the assessment . Through the training program of new curricula, the evaluation was on the teachers ‘understanding in the concept, the goals, the authentic assessment, and the lesson plan. From aforementioned aspects of evaluation, the teachers considered that making the authentic assessment was the most difficult one.

This study was aimed to ascertain: (1);how the teachers planned the assessment in the thematic learning using the 2013 curriculum; (2) how the teachers implementedtheir plans of the assessment in the thematic learning based on the 2013 curriculum in MI RoudlotulUqulGenenganPakisaji, Malang; (3) how impact of the assessment in thematic learning based on the 2013 curriculum to the students’ achievement in MI RadarlotulUqul Genengan Pakisaji, Malang.

This study was administered using the qualitative descriptive approach. The objectsof this study were the 1st and 4th grades teachers.The data consisted of primary and secondary data. The primary data was collected from the principal and the 1st and 4th grades teachers as the data sources, while the secondary data was collected from the analysis of documents owned by the school.

The result of the research shows that the teachers faced difficulties in implementing the assessment in the thematic class based on the 2013 Curriculum. These problems were due to the lack of training related with the assessment based on the 2013 Curriculum and their familiarity of the assessments.