PEMAHAMAN GURU IPS TERHADAP PENDEKATAN SAINTIFIK DAN PENILAIAN AUTENTIK DALAM KURIKULUM 2013 - Samsul Hadi M. (Realita : Jurnal Bimbingan dan Konseling, 2016)
Abstrak: Penelitian ini bertujuan untuk mengungkapkan pemahaman guru IPS terhadap pendekatan saintifik dan penilaian autentik dalam Kurikulum 2013 yang meliputi: 1) pemahaman guru terhadap pendekatan saintifik yang terdiri atas: (a) konsep  pembelajaran dengan pendekatan saintifik, (b) tujuan pembelajaran pendekatan saintifik, (c) prinsip pendekatan saintifik, dan (d) langkah-langkah pembelajaran dengan pendekatan saintifik. 2) pemahaman guru terhadap penilaian autentik yang terdiri atas: (a) konsep penilaian autentik, (b) penilaian autentik dalam istrumen penilaian kompetensi sikap, (c) penilaian autentik dalam istrumen penilaian kompetensi pengetahuan dan, (d) penilaian autentik dalam istrumen penilaian kompetensi keterampilan.Jenis penelitian ini adalah penelitian kuantitatif dan kualitatif. Penelitian ini dilakukan di SMP Negeri se Kecamatan Praya Timur dengan subyek penelitiannya semua guru mata pelajaran IPS berjumlah 18 orang guru. Teknik pengumpulan data yang digunakan adalah, angket, wawancara observasi. Wawancara digunakan untuk mengetahui pemahaman terhadap pembelajaran dengan pendekatan saintifik dan penilaian autentik. Sedangkan observasi digunakan untuk melihat pelaksanaan pendekatan saintifik dan penilaian autentik.Hasil penelitian menunjukkan bahwa: (1) pemahaman guru mata pelajaran IPS terhadap pendekatan saintifik pada kategori sangat sesuai sebanyak 3 guru, kategori sesuai sebanyak 11 guru, kategori tidak sesuai sebanyak 4 guru. Menujukkan pemahaman guru terhadap pendekatan saintifik sebagian besar dipahami oleh guru. (2) pemahaman guru mata IPS terhadap penilaian autentik pada kategori sangat sesuai sebanyak 2 guru, kategori sesuai sebanyak 7 guru, kategori tidak sesui sebanyak 9 guru.Kata Kunci : Pendekatan saintifik, penilaian autentikAbstract: This research was aimed at revealing the teachers’ comprehension of Social Science about scientific approach and authentic assessment on curriculum 2013 that consist of: (1) teachers’ comprehension of scientific approach that comprises; (a) teaching concept using the scientific approach, (b) the aims of the teaching using the scientific approach, (c) the principles of scientific approach, and (d) teaching procedures of using scientific approach. (2) Teachers’ comprehension of scientific assessment that comprises; (a) the concepts of authentic assessment, (b) the authentic assessment in instrument of affective competency, (c) the authentic assessment in instrument of knowledge competency, and (d) the authentic assessment in instrument of skills competency. The kind of this research used quantitative and qualitative research. The object of this research conducted in all Junior High Schools of East Praya Subdistrict, Central Lombok Regency in which the subjects were 18 teachers. The techniques of collecting data used questionnaire, interview, and observation. The interview and questionnaire were used to know the teachers’ comprehension of the teaching using scientific approach and authentic assessment, whereas the observation was used to know the application of the teaching using scientific approach and authentic assessment. The result of this research showed that: (1) the category of teachers’ comprehension of Social Science Subject of scientific approach was in very proportional in which there are 3 teachers, 11 teachers in proportional category, 4 teachers in not proportional category. So, the teachers’ comprehension of scientific approach was mostly understood by the teachers; (2) the category of teachers’ comprehension of Social Science Subject about authentic assessment was in very proportional in which there are 2 teachers, 7 teachers in proportional category, 9 teachers in not proportional category. So, the teachers’ comprehension of assessment authentic in curriculum 2013 was mostly understood by the teachers.Key Words: Scientific Approach and Authentic Assessment