PROFIL PENILAIAN HASIL BELAJAR SISWA BERDASARKAN KURIKULUM 2013 - Subagia, I Wayan; Wiratma, I G. L. (Jurnal Pendidikan Indonesia, 2016)
Abstrak Penelitian ini bertujuan untuk mendeskripsikan profil penilaian hasil belajar siswa berdasarkan implementasi Kurikulum 2013. Penelitian ini merupakan penelitian deskriptif kualitatif dengan pendekatan fenomenologi. Subjek yang dilibatkan dalam penelitian ini adalah 15 orang guru yang terdiri atas guru SD, SMP, dan SMA, masing-masing lima orang. Data yang dibutuhkan untuk penelitian ini dikumpulkan dengan angket, dokumen, dan wawancara. Data yang diperoleh dianalisis secara deskriptif interpretatif. Hasil penelitian ini menunjukkan bahwa deskripsi profil penilaian hasil belajar siswa dilihat dari sembilan aspek penilaian, yaitu: ranah penilaian, pelaku penilaian, jenis alat penilaian, bentuk tes, bentuk nontest, bentuk laporan hasil belajar, skala penilaian, waktu penilaian, dan teknik pengumpulan hasil belajar. Dalam melakukan penilaian hasil belajar, guru mengalami beberapa masalah berkaitan dengan jumlah unsur penilaian, kompleksitas penilaian, pembuatan instrumen penilaian, pelaksanaan penilaian, dan pelaporan hasil penilaian. Berdasarkan temuan tersebut, disarankan agar penilaian hasil belajar siswa disederhanakan dan tetap memenuhi prinsip-prinsip penilaian, seperti komprehensif, objektif, transparan, dan akuntabel. Kata Kunci: penilaian, hasil belajar, dan kurikulum 2013. Abstract This research aimed at describing the profile of students’ learning achievement based on the implementation of 2013 Curriculum. This research was a qualitative descriptive research using phenomenological approach. The total subjects of this research were 15 teachers including five elementary school, junior high school, and senior high school, respectively. Questionnaire, document, and interview techniques were used to collect all data. Descriptive interpretive technique was used to analyse all data. The research results revealed that the description of the profiles of students’ learning achievement are viewed from nine evaluation aspects, namely: domain of learning achievement, evaluator, assessment tools, the form of test, the form of non test, the form of report, the scale used, the period of assessment, and the techniques of assessment. In evaluating students’ learning achievement, teacher faces problems related to the number of evaluation elements, the complexity of evaluation, instrument formulation, assessment frequency, and reporting assessment results. Based on this finding, it is suggested that the evaluation of students’ learning achievement should be simplified and still fulfilling the principle of assessment, such as comprehensive, objective, transparent, and accountable. Keywords: assessment, learning echievement, and 2013 curriculum.