Problematika guru Pendidikan Agama Islam dalam pelaksanaan penilaian autentik (Authentic Assessment) kurikulum 2013 di SMAN 3 Malang

ABSTRAK

Kegiatan penilaian sering tidak diperhatikan oleh pendidik. Padahal, kegiatan tersebut termasuk indikator kompetensi pedagogik bagi pendidik. Penilaian Autentik digunakan untuk mengukur tingkat kemampuan dan hasil belajar peserta didik secara utuh, baik segi kognitif, psikomotor, dan afektif. Secara teoritis, model penilaian ini memiliki ragam teknik dan jenisnya. Pendidik sebagai manusia yang memiliki keterbatasan, sering mendapatkan kendala untuk menentukan bentuk dan teknik penilaian autentik dengan segala keragamannya. Selain itu, keterbatasan pendidik muncul ketika menilai sekian banyak peserta didik. Sehingga, dibutuhkan solusi untuk mengatasi problematika tersebut. Demi tujuan nasional, pemerintah merumuskan penerapan Penilaian Autentik kedalam Kurikulum 2013.

Tujuan penelitian ini adalah untuk; (1) mendeskripsikan pelaksanaan penilaian autentik (authentic assessment) pada kurikulum 2013 terhadap mata pelajaran Pendidikan Agama Islam di SMAN 3 Malang, (2) mengidentifikasi problematika guru Pendidikan Agama Islam dalam melaksanakan penilaian autentik (authentic assessment) pada kurikulum 2013 di SMAN 3 Malang, (3) menemukan solusi guru Pendidikan Agama Islam dalam melaksanakan penilaian autentik (authentic assessment) pada kurikulum 2013 di SMAN 3 Malang.

Metode penelitian ini menerapkan pendekatan kualitatif dengan jenis deskriptif. Teknik pengumpulan datanya melalui observasi, wawancara, dan dokumentasi. Analisa datanya menggunakan reduksi data, penyajian data, dan kesimpulan atau verifikasi. Adapun pendekatan analisa datanya menggunakan pendekatan reflektif. Pengecekan keabsahan datanya menggunakan credibility (derajat kepercayaan), triangulasi, dan transferability (keteralihan).

Hasil penelitian menunjukkan (1) Penilaian Autentik (Authentic Assessment) yang dilaksanakan SMAN 3 Malang digunakan untuk menilai pencapaian kompetensi dasar peserta didik berdasarkan indikator, (2) problematika guru PAI dalam Penilaian Autentik terkait dengan penerapan penilaian, penentuan menilai aspek kompetensi, penentuan bentuk dan jenis penilaian, standar pelaksanaan penilaian, (3) solusi yang diupayakan adalah tindakan pendekatan persuasif dan pembinaan, penyelenggaraan seminar dan pelatihan-pelatihan, pemanfaatan organisasi guru rumpun mata pelajaran, tindakan motivasi serta dorongan, komitmen terhadap pelaksanaan, kelonggaran untuk menentukan bentuk dan jenis penilaian, peningkatan pemahaman, komitmen terhadap penyelenggaraan, bersikap positif dan mudah dalam memahami perancangan penilaian, mengintegerasikan penyelenggaraan penilaian kedalam proses pembelajaran, peningkatan kerjasama dengan pihak terkait.

ABSTRACT

Evaluation doesn‟t often cared by teacher. Whereas, it shows indication of pedagogic competence. Authentic Assessment is used by teacher to stimulate students to raise the level of capabilities or skills and to assess them to reach the result of instruction that relevant to cognitive, psychomotor, and affective. Theoretically, the type of Authentic Assessment has a lot of variant in technique. As a human, the teacher is gifted weakness and restrictiveness that determining the technique is being the trouble. While, to evaluate many students appearing the other difficulties. So, finding out of alternative ways or solutions is needed by teacher to solve the problems. Based on goal of education, the government decided the implementation of curriculum 2013 containing Authentic Assessment inside.

The objectives of this research are to; (1) describe implementation of
Authentic Assessment about Islamic Education in curriculum 2013 at SMAN 3
Malang, (2) identify the problems of Teacher of Islamic Education to implement Authentic Assessment in curriculum 2013 at SMAN 3 Malang, (3) find out solutions of Teacher of Islamic Education to implement Authentic Assessment in curriculum
2013 at SMAN 3 Malang.

The method of this research used qualitative approach with descriptive explanation. The technique of data collection passed trough observation, interviewing, and documentation. Data were analyzed by means of reducing irrelevant data, presenting projective data, taking conclusion or verification. Checking up data validity used credibility, trianggulation, and transferability.

The results show (1) Authentic Assessment in implementation at SMAN 3
Malang had evaluation as a purpose to assess attainment of student‟s basic competencies on strength of indicators, (2) the problems of Islamic Education Teacher concerned applying, determining to assess competence aspects, act of determining evaluation forms and types, evaluation implementation standart in planning, applying and report, (3) the solutions that gained were persuasive approach and development, presenting workshop and training, reaching the organization of teacher united, getting motivation, committing to implementation as hard, dispensing the forms and types of evaluation toward teacher, increasing comprehensiveness and understanding, getting sureness of application and implementation, being positiveness in planning of implementation, integrated with the instruction in process, raising the relationship with others.