PENGARUH MODEL PEMBELAJARAN ASESMEN AUTENTIK TERHADAP HASIL BELAJAR MATEMATIKA DENGAN KOVARIABEL MOTIVASI BERPRESTASI ( EKSPERIMEN PADA SISWA KELAS V SD NEGERI 1 GIANYAR ) - Raka Sujaya, Anak Agung Gde; Suarni, Ni Ketut; Candiasa, I Made (Jurnal Penelitian dan Evaluasi pendidikan, 2013)
ABSTRAK Penelitian ini bertujuan untuk mengetahui dan menganalisis pengaruh model pembelajaran asesmen autentik dengan kovariabel motivasi berprestasi terhadap hasil belajar matematika. Penelitian ini dilaksanakan di kelas V SD Negeri 1 Gianyar dengan menggunakan rancangan Post Test Only Control Group Design. Sampel penelitian berjumlah 104 orang yang dipilih dengan menggunakan teknik Random Sampling. Data yang diperoleh diolah dengan menggunakan analisis varians A (anava A), covarians (ANAKOVA) . Hasil penelitiannya adalah : 1) Hasil belajar Matematika siswa kelas V SD Negeri 1 Gianyar siswa yang mengikuti model pembelajaran asesmen autentik lebih tinggi dari siswa yang mengikuti model pembelajaran konvensional sebelum kovariabel motivasi berprestasi dikendalikan (FA = 10,292, p < 0,05) ; 2) Hasil belajar Matematika siswa kelas V SD Negeri 1 Gianyar siswa yang mengikuti model pembelajaran asesmen autentik lebih tinggi dari siswa yang mengikuti model pembelajaran konvensional setelah kovariabel motivasi berprestasi siswa dikendalikan(FA = 11,584, p < 0,05); 3).Kovariabel motivasi berprestasi mempunyai kontribusi terhadap hasil belajar Matematika (rhit = 0,943, p < 0,05 dan D=89,05%). Dari hasil temuan penelitian, disimpulkan bahwa model pembelajaran asesmen autentik dan motivasi berprestasi berpengaruh terhadap hasil belajar matematika pada siswa kelas V SD Negeri 1 Gianyar.Penelitian ini memberikan implikasi antara lain : 1) model pembelajaran asesmen autentik merupakan model pembelajaran yang perlu dipertimbangkan untuk dilaksanakan dalam proses pembelajaran matematika, dan 2) penerapan model pembelajaran asesmen kinerja hendaknya mempertimbangkan tingginya motivasi berprestasi. Kata kunci : asesmen autentik, motivasi berprestasi hasil belajar matematika. ABSTRACT This study aimed at finding out and analyzing the effect of Authentic Assesment and motivation on mathematic learning chievement in mathematic teaching and learning. This study was conducted at SD Negeri 1 Gianyar with Post Test Only Control Group Design. The sample of this study consisted of 104 students that were selected by using Random Sampling. The data obtained were analyzed by ANAVA A (Analysis of Varians), ANAKOVA (analysis covarian) was followed by Determination test. The result of the study show the followings : (1) on the whole, the achievement of mathematic of the students who studied by authentic assessment was higher than those who studied conventionally before motivation was controlled(FA value of 10,292 at p < 0,05, (2) the achievement of mathematic of the students who studied by authentic assessment was higher than those who studied conventionally after motivation was controlled(FA value of 11,584 at p < 0,05, (3) covariable motivation had high determination on achievement of mathematic (rhit value 0,943 at p < 0,05or D=89,05%). From the result of the study, it can be concluded that the authentic assessment and motivation affected the increase of learning achievement in mathematic teaching and learning at class V SD Negeri 1 Gianyar.Some implications of this study were : 1) the authentic assessment was one of the teaching learning model must be used in learning mathematic, and 2) in applying authentic assessment , one should considered the motivation. Key Words : authentic assesment, motivation, mathematic learning achievement