PENGEMBANGAN INSTRUMEN PENILAIAN ASPEK AFEKTIF DAN PSIKOMOTOR PESERTA DIDIK PADA MODEL PEMBELAJARAN KOOPERATIF METODE TWO STAY-TWO STRAY DALAM MATA PELAJARAN FISIKA SMA THE DEVELOPMENT OF STUDENT’S ASSESSMENT INSTRUMENTS OF AFFECTIVE AND PSYCHOMOTOR ASPECTS IN TWO STAY-TWO STRAY COOPERATIVE LEARNING FOR HIGH SCHOOL PHYSICS SUBJECT - Vika Asriningtyas Vika Asriningtyas; Supahar Supahar (Universitas negeri Yogyakarta, 2016)
AbstrakPenelitian ini bertujuan untuk: (1) menghasilkan konstruksi yang terdapat dalam instrumen penilaian peserta didik aspek afektif dan psikomotorik pada model pembelajaran kooperatif tipe Two Stay-Two Stray, (2) menghasilkan kelayakan instrumen penilaian peserta didik aspek afektif dan psikomotorik pada pembelajaran kooperatif tipe Two Stay-Two Stray, dan (3) Mendeskripsikan kemampuan peserta didik dalam aspek afektif dan psikomotorik pada pembelajaran kooperatif tipe Two Stay-Two Stray. Penelitian ini merupakan penelitian pengembangan (RD) dengan model 4-D menurut Thiagarajan (1974). Tahap define meliputi analisis awal, analisis peserta didik, analisis tugas, analisis konsep, dan penyusunan instrumen penilaian. Tahap design dilakukan dengan mengembangkan rancangan awal instrumen penilaian peserta didik aspek afektif dan psikomotorik. Tahap develope dilakukan untuk menghasilkan instrumen penilaian peserta didik aspek afektif dan psikomotorik yang layak digunakan untuk menilai sikap dan keterampilan peserta didik selama pembelajaran berlangsung. Kelayakan instrumen penilaian peserta didik aspek afektif dan psikomotorik dilihat nilai validitas dan reliabilitas yang dihasilkan. Tahap disseminate dilakukan dengan penyebaran instrumen penilaian peserta didik aspek afektif dan psikomotorik di SMA Negeri 1 Jetis Bantul dan pengunggahan di e-journal Pendidikan Fisika FMIPA UNY.Hasil penelitian menunjukkan bahwa: (1) instrumen penilaian peserta didik aspek afektif terdiri atas 17 butir pernyataan beserta rubrik penilaiannya dan aspek psikomotorik terdiri atas 14 butir pernyataan beserta rubrik penilaiannya, (2) instrumen penilaian peserta didik aspek afektif dan psikomotorik pada model pembelajaran kooperatif tipe Two Stay-Two Stray layak digunakan karena memenuhi syarat validitas dari aspek afektif memiliki nilai CVI sebesar 1 dan reliabilitasnya sebesar 0,99 (sangat reliabel), sedangkan validitas dari aspek psikomotorik memiliki nilai CVI sebesar 1 dan reliabilitasnya sebesar 0,99 (sangat reliabel), dan (3) persentase kemampuan peserta didik kelas X IPS 1 pada aspek afektif sebesar 37% (baik) dan 63% (sangat baik), sedangkan pada aspek psikomotorik sebesar 25% (baik) dan 75% (sangat baik); serta persentase kemampuan peserta didik kelas X IPS 3 pada aspek afektif sebesar 29% (baik) dan 79% (sangat baik), sedangkan pada aspek psikomotorik sebesar 23% (baik) dan 77% (sangat baik).Kata-kata kunci: instrumen penilaian aspek afektif dan psikomotorik, pembelajaran kooperatif, tipe Two Stay-Two StrayAbstractThis research aimed to: (1) produce the construction of student’s assessment instruments of affective and psychomotor aspects in Two Stay-Two Stray cooperative learning, (2) produce feasibility of student’s assessment instruments of affective and psychomotor aspects in Two Stay-Two Stray cooperative learning, and (3) describe student’s ability in affective and psychomotor aspects in Two Stay-Two Stray cooperative learning. This study is a research and development (RD) using 4-D from Thiagarajan (1974). The define stage includes front-end analysis, learner analysis, task analysis, concept analysis, and assessment instruments. The design stage was done by developing the former plan of student’s assessment instruments of affective and psychomotor aspects. The develop stage was done by developing the former plan of student’s assessment instruments of affective and psychomotor aspects which were feasible to be used to assess student’s attitude/ability throughout the learning process. The feasibility of student’s assessment instruments of affective and psychomotor aspects could be seen from the results of the validity and reliability values. The disseminate stage was done by distributing student’sassessment instruments of affective and psychomotor aspects to SMA Negeri 1 Jetis Bantul and uploading it in e-journal of Physics Education Faculty of Mathematic and Natural Science Yogyakarta State University. The results showed: (1) student’s assessment instruments of affective aspect contained of 17 statements with the assessment rubric and psychomotor aspect contained of 14 statements with the assessment rubric, (2) student’s assessment instruments of affective and psychomotor aspects in two stay-two stray cooperative learning was feasible since the validity of affective aspect CVI value was 1 and the reliability was 0,99 (very reliable), and (3) the percentage of students’ ability of X IPS 1 class in affective aspect was 37% (good) and 63% (excellent), while for the psychomotor aspect was 25% (good) and 75% (excellent); and the percentage of students’ ability of affective aspect was 29% (good) and 79% (excellent), while the psychomotor aspect was 23% (good) and 77% (excellent).Keywords: student’s assessment instruments of affective and psychomotor aspects, Cooperative Learning, and Two Stay-Two Stray