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Jurnal Penelitian dan Penilaian Pendidikan
Published by Universitas Muhammadiyah Prof. Dr. Hamka
ISSN : 25280945     EISSN : 25797654     DOI : https://10.22236/jppp.v3i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Jurnal Penelitian dan Penilaian Pendidikan E-ISSN:2579-7654, ISSN: 2528-0945, DOI Prefix 10.22236/jppp is a is a showcase of original, rigorously conducted educational measurement, assessment, and evaluation. The journal particularly covers manuscripts within the following areas: instrument and assessment development, classroom assessment, and policy and program evaluation in educational settings. Given that the journal prioritizes research reports in evaluation and assessment education, viewpoint articles in the same field will be considered for publication. Jurnal Penelitian dan Penilaian Pendidikan welcomes research articles, literature reviews, book reviews from various countries in the world that have high-quality on all topics related to current trends issue in evaluation education research to publish in this journal. The article submitted to Jurnal Penelitian dan Evaluasi Pendidikan will be reviewed by two reviewers. Each article published in Jurnal Penelitian dan Evaluasi Pendidikan passes the process of double-blind review. The decision made for the article is the result of the Editorial Board’s agreement based on the suggestions proposed by the reviewers. Plagiarism scanning will be conducted with the help of Turnitin Anti-Plagiarism Software.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 173 Documents
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Authentic assessment in project-based nature schools to support science understanding for lower-grade students Endin Nokik Stujanna; Erna Kusumawati
Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v7i2.19687

Abstract

Purpose: This study investigates the implementation of authentic assessment to evaluate multidimensional science understanding among lower-grade elementary students within a project-based nature school  framework. Method: Employing a qualitative exploratory case study design over one semester at Sekolah Alam Tumbuh Kembang, Jakarta, the study examined 90 students across Grades 1–3, four science teachers, and two school administrators. Data were collected via participant observations, semi-structured interviews, and student project portfolios focusing on plant life cycles, ecosystems, and weather phenomena. Instruments underwent expert validation, and qualitative data were analyzed using thematic analysis. Findings: Authentic assessment effectively captured procedural skills, real-world conceptual application, and problem-solving abilities, significantly outperforming conventional recall-based testing. Project-Based Learning (PBL) provided a contextual platform that facilitated holistic evaluation while deepening students' scientific competence. Practical implications: This research provides educators and curriculum developers with an adaptable, rubric-based evaluation framework to assess early childhood science through experiential, inquiry-based learning rather than rote memorization. Originality/value: The study bridges a critical gap in literature by offering an empirical model that harmonizes authentic assessment practices with nature-based pedagogy for early childhood science education.
Mendobrak stigma angka : perubahan persepsi guru dalam pembelajaran matematika dengan metode GASING Umam, Khoerul; Naswardi; Ahmad Said
Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v7i2.19777

Abstract

Purpose: This study explores the extent to which GASING can contribute to a more creative quality of mathematics learning. Design Research: This study used a mixed-method approach to clarify quantitative data with qualitative data. Data analysis used descriptive data for quantitative data, while thematic analysis was used for qualitative data. The results show that teachers who have been trained and implemented the GASING method have a positive perspective on the quality of mathematics learning. Teachers view mathematics as no longer a matter of formulas and memorization, but rather a learning process structured around various activities that encourage students to be more active. The impact is evident in the increasingly enjoyable quality of mathematics learning because students are encouraged to move, sing, and learn mathematics simultaneously. This creates a fun and enjoyable mathematics learning experience.   Purpose : penelitian ini mengeksplorasi sejauhmana GASING dapat berkontribusi terhadap kualitas pembelajaran matematika yang lebih kreatif. Design Research. Penelitian ini menggunakan mixed-method yang untuk mengklarifikasi data kuantitatif dengan data kualitatif. Analisis Data penelitian menggunakan data deskriptif untuk kuantitatif sedangkan tematik analisis digunakan untuk menganalisis data kualitatif. Hasil penelitian menunjukkan bahwa guru – guru yang telah dilatih dan mengimplementasikan metode GASING memiliki perspektif yang positif terhadap kualitas pembelajaran matematika. Guru memandang matematika tidak lagi rumus dan hafalan melainkan suatu pembelajaran yang dibungkus dalam kerangka berbagai kegiatan yang mendorong siswa untuk lebih aktif. Dampaknya terlihat dari kualitas pembelajaran matematika yang semakin menyenangkan karena siswa diajak bergerak, bernyanyi dan belajar matematika dalam kerangka waktu yang sama. Hal ini menimbulkan suatu pengalaman pembelajaran matematika yang asik dan menyenangkan.
Evaluation regional education development planning and minimum service standard achievement CIPP model Disson Muhammad Fauzi
Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v7i2.12445

Abstract

Purpose: To evaluate the effectiveness of regional educational development planning and the fulfillment of Minimum Service Standards (SPM) in South Jakarta, addressing underlying service quality disparities.   Method: This qualitative case study employed the CIPP evaluation model. Data were collected in 2025 via in-depth interviews, structured observations, and document reviews involving 15 key informants (planners, principals, supervisors) across the local Education Agency.   Findings: While quantitative SPM targets were administratively met, the evaluation revealed severe input inequalities regarding digital facilities and compliance-driven bureaucratic processes. This polarized educational outcomes, specifically hindering the equitable distribution of numeracy literacy between elite and marginalized schools.   Practical implications: Compels policymakers to precisely reallocate budgets towards adaptive learning technologies and shift administrative quality assurance instruments toward formative pedagogical supervision for educators.   Originality/value: Pioneers a paradigm shift in SPM assessment from rudimentary "physical availability" metrics to a comprehensive "equity of outcomes" model, distinctly highlighting how macro-governance impacts micro-competencies such as mathematics.
Reinventing the AI-TPACK Frontier: The AI EdDesign Model as a Catalyst for Pedagogical Innovation Dirgantara Wicaksono; Rinanto
Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v7i2.13857

Abstract

Purpose: This study aims to develop and evaluate the efficacy of the AI EdDesign model in addressing the disparities in artificial intelligence literacy and instructional design competencies among Educational Technology students. Design/methodology/approach: The research utilizes a Research and Development (R&D) methodology by adapting the ADDIE development model. Subjects were partitioned into experimental and control groups to observe the intervention's impact. The research instruments comprised an AI-TPACK competency rubric, cognitive performance assessments, and a technology acceptance questionnaire, all of which underwent rigorous expert validation. Findings: The findings indicate that the AI EdDesign model significantly enhances students' needs analysis and instructional design skills compared to conventional methods. The utilization of generative AI-based virtual tutors proved effective in providing instructional scaffolding that stimulates creativity without inducing cognitive dependency. Subjects reported highly positive perceptions of the personalized learning pathways, which were deemed relevant to their individual developmental requirements. Practical implications: This model offers a practical framework for academic institutions to implement AI as a co-design partner, thereby accelerating the mastery of adaptive pedagogical skills for future educators. Originality/value: The novelty of this study lies in the integration of the AI-TPACK framework into a digital platform capable of mitigating risks to students' critical thinking through structured AI feedback mechanisms.   Purpose: Penelitian ini bertujuan mengembangkan dan menguji efektivitas model AI EdDesign untuk mengatasi kesenjangan literasi kecerdasan buatan serta rendahnya kompetensi desain instruksional pada mahasiswa Teknologi Pendidikan. Design/methodology/approach: Penelitian ini menerapkan metode Research and Development (R&D) dengan mengadaptasi model pengembangan ADDIE. Subjek penelitian melibatkan mahasiswa yang dibagi ke dalam kelompok eksperimen dan kelompok kontrol. Instrumen penelitian terdiri dari rubrik kompetensi AI-TPACK, tes kinerja kognitif, dan kuesioner model penerimaan teknologi yang telah melalui proses validasi ahli. Findings: Temuan menunjukkan bahwa model AI EdDesign secara signifikan meningkatkan kemampuan analisis kebutuhan dan keterampilan desain instruksional mahasiswa dibandingkan metode konvensional. Penggunaan tutor virtual berbasis kecerdasan generatif terbukti efektif memberikan bimbingan scaffolding yang meningkatkan kreativitas tanpa menciptakan ketergantungan kognitif. Subjek memberikan respon positif terhadap fitur personalisasi jalur pembelajaran yang dianggap relevan dengan kebutuhan individu. Practical implications: Model ini memberikan panduan praktis bagi institusi pendidikan dalam mengimplementasikan AI sebagai mitra desain, sehingga mempercepat penguasaan keterampilan pedagogis yang adaptif bagi calon pendidik. Originality/value: Kebaruan studi ini terletak pada integrasi kerangka kerja AI-TPACK ke dalam platform digital yang mampu memitigasi risiko penurunan daya kritis mahasiswa melalui mekanisme umpan balik AI yang terstruktur.
EVALUASI PENILAIAN BERBASIS HOTS PADA MATA PELAJARAN BAHASA INDONESIA DI SMA LABSCHOOL KEBAYORAN BARU Has'ad Rahman Attamimi; Hari Setiadi
Jurnal Penelitian dan Penilaian Pendidikan Vol. 3 No. 1 (2021)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v3i1.5905

Abstract

Penilaian berbasis HOTS, merupakan penilaian yang menuntut sesorang untuk memiliki kemampuan berpikir yang didasarkan pada kemampuan; menganalisa, mengevaluasi, dan mencipta. Penelitian ini bertujuan untuk mengevaluasi Penilaian Berbasis HOTS yang telah diintegrasikan dengan kurikulum 2013 revisi 2018. Evaluasi ini dilakukan dengan model evaluasi CIPP (Context, input, process, product) dan dengan pendekatan kualitatif. Pengumpulan data menggunakan metode observasi, wawancara, dan studi dokumen. Data hasil wawancara diperoleh dari warga SMA Labschool Kebayoran, Jakarta Selatan, meliputi; Wakil Kepala Sekolah, Guru, dan Siswa. Dan untuk data dokumen berupa, dokumen Visi dan Misi, Profile Sekolah, dan paket soal HOTS buatan Guru. Hasil evaluasi menunjukkan bahwa pada; Komponen context, Visi dan Misi mengarah pada peningkatan kemampuan berpikir tingkat tinggi siswa. Komponen input; 1) Tidak terdapat perencanaan seacara khusus, 2) Tidak terdapat Alokasi anggaran, 3) Secara umum kompetensi guru Bahasa Indonesia memenuhi standar indikator input, 4) Kurikulum dan penilaian HOTS dilaksanakan sebagai satu kesatuan. Komponen process; 1) Penilaian HOTS diterapkan pada proses pembelajaran, dan dalam proses evaluasi hasil belajar. Komponen product terdiri dari; 1) Paket soal kelas X terdiri dari 10 butir soal, 9 soal termasuk kategori soal dengan setandar penilaian HOTS, dan 1 soal tidak termasuk. 2) Paket soal kelas XI, terdiri dari 18 butir soal, 1 soal terkategori LOTS pada dimensi mengingat, dan 17 soal terkategori HOTS. Pada paket soal kelas X, berdasarkan taksonomi bloom, rata-rata masih berada pada level C4/ menganalisa. Setelah mempertimbangkan sejumlah indikator dalam evaluasi, serta berdasarkan keempat komponen dalam evaluasi dengan model CIPP (Conteks, Input, Proses, Product).Dapat disimpulkan bahwa pelaksanaan program penilaian berbasis HOTS pada mata pelajaran Bahasa Indonesia di SMA Labschool Kebayoran, Jakarta Selatan berjalan dengan sangat baik, walaupun beberapa poin seperti ketersediaan anggaran khusus serta persiapan pelaksanaan tidak tersedia dan tidak dilakukan   HOTS-based assessment, is an assessment that requires a person to have the ability to think based on ability; analyze, evaluate, and create. This study aims to evaluate the HOTS-Based Assessment which has been integrated with the 2013 revised 2018 curriculum. This evaluation was carried out using the CIPP evaluation model (Context, input, process, product) and with a qualitative approach. Data collection uses the method of observation, interviews, and document study. Interview data were obtained from residents of SMA Labschool Kebayoran, South Jakarta, including; Vice Principal, Teachers, and Students. And for document data in the form of Vision and Mission documents, School Profiles, and HOTS question packages made by the Teacher. The evaluation results show that on; The context, vision and mission components lead to an increase in students' higher order thinking skills. input components; 1) There is no specific planning, 2) There is no budget allocation, 3) In general, the competence of Indonesian language teachers meets input indicator standards, 4) The curriculum and HOTS assessment are carried out as one unit. process component; 1) HOTS assessment is applied to the learning process, and in the process of evaluating learning outcomes. Product components consist of; 1) The class X question package consists of 10 questions, 9 questions are included in the HOTS assessment category, and 1 item is not included. 2) Question packages for class XI, consisting of 18 questions, 1 question in the LOTS category on the remembering dimension, and 17 questions in the HOTS category. In class X question packages, based on Bloom's taxonomy, the average is still at C4/analyzing level. After considering a number of indicators in the evaluation, as well as based on the four components in the evaluation with the CIPP model (Context, Input, Process, Product). It can be concluded that the implementation of the HOTS-based assessment program in the Indonesian language subject at Labschool Kebayoran High School, South Jakarta is going very well , even though several points such as the availability of a special budget and preparation for implementation were not available and were not carried out
PENINGKATAN KEDISIPLINAN MENGAJAR GURU MELALUI PENERAPAN REWARD AND PUNISHMENT DI SMAN 2 BANJARSARI Mochamad Solehudin
Jurnal Penelitian dan Penilaian Pendidikan Vol. 3 No. 1 (2021)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v3i1.5906

Abstract

Peningkatan mutu pembelajaran di sekolah dipengaruhi oleh banyak aspek. Penerapan budaya peningkatan mutu di sekolah merupakan aspek yang sangat penting. Segenap warga sekolah secara sukarela  wajib mempertahankan kebiasaan-kebiasaan yang positif. Perilaku disiplin adalah budaya sekolah yang wajib dipertahankan, meliputi kedisiplinan para guru dalam kehadiran di kelas saat proses belajar mengajar. Guna meningkatkan kedisiplinan para guru bisa dilakukan upaya dengan beragam metode. Dalam School Action Research (PTS) ini, dilakukan pemberian tindakan berbentuk pemberian Reward and Punishment kepada para guru di SMAN 2 Banjarsari, Kabupaten Ciamis. PTS ini menerapkan Tindakan dalam dua siklus. Berdasarkan penjaringan data diperoleh gambaran meningkatnay disiplin guru guru yang tinggi dalam kehadiran mengajar di kelas pada proses belajar mengajar. Keterlambatan kurang dari 10 menit pada siklus I sebesar 21,74 %, dan pada siklus 2 sebesar 78,26 %. Ini berarti melampaui batas indikator pencapaian keberhasilan sebagai patokan periset yaitu 75%. Analisis data yang diperoleh menguatkan kesimpulkan bahwa Reward and Punishment  berkontribusi positif untuk meningkatkan kedisiplinan guru dalam kehadiran mengajar di kelas saat pembelajaran.   Improving the quality of learning in schools is influenced by many aspects. The implementation of a quality improvement culture in schools is a very important aspect. All school members are voluntarily obliged to maintain positive habits. Disciplined behavior is a school culture that must be maintained, including the discipline of teachers in class attendance during the teaching and learning process. In order to improve the discipline of teachers, efforts can be made with various methods. In this School Action Research (PTS), action was given in the form of reward and punishment for teachers at SMAN 2 Banjarsari, Ciamis Regency. This PTS implements Action in two cycles. Based on the data collection, it was obtained an illustration of the high teacher discipline in teaching and learning attendance in the class during the teaching and learning process. Delay of less than 10 minutes in cycle I was 21.74%, and in cycle 2 was 78.26%. This means that it exceeds the indicator limit for achieving success as a benchmark for researchers, namely 75%. Analysis of the data obtained strengthens the conclusion that Reward and Punishment contribute positively to increasing teacher discipline in teaching attendance in class during learning.
PENGARUH PERHATIAN KEPALA SEKOLAH DAN SIKAP AKHLAKUL KARIMAH GURU TERHADAP HASIL PENDIDIKAN KARAKTER SANTRI DI PONDOK MODERN DARUSSALAM GONTOR SE-JAWA TIMUR Alivia Ismi
Jurnal Penelitian dan Penilaian Pendidikan Vol. 3 No. 1 (2021)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v3i1.5907

Abstract

Tesis ini bertujuan untuk mengetahui pengaruh perhatian kepala sekolah dan sikap akhlakul karimah guru terhadap hasil pendidikan karakter santri di pondok modern Darussalam Gontor se-Jawa Timur. Responden penelitian ini berjumlah 110 wali kelas di Pondok Modern Darussalam Gontor Putra 1 yang terletak di Ponorogo, Jawa Timur dan Pondok Modern Darussalam Gontor Putri 1 yang terletak di Ngawi, Jawa Timur. Pesantren ini terkenal dengan tingkat kedisipilinannya yang tinggi. Untuk menguji hipotesis, penelitian ini menggunakan metode kuantitatif inferensial dan dianalisis menggunakan teknik analisis jalur. Temuan dalam penelitian ini menghasilkan p21 = 0.425, thitung = 4.878 dan p-value = 0.000 < 0.05 yang berarti perhatian kepala sekolah berpengaruh langsung positif terhadap sikap akhlakul karimah guru. P31 = 0.243, thitung = 2.548 dan p-value = 0.006 < 0.05 yang berarti perhatian kepala sekolah berpengaruh langsung positif terhadap hasil pendidikan karakter santri. P32 = 0.291, thitung = 3.054 dan p-value = 0.0015 < 0.05 yang berarti sikap akhlakul karimah guru berpengaruh langsung positif terhadap hasil pendidikan karakter santri.   The results of the santri character education are educational outputs that are very much needed for the birth of a generation of intelligent characters. To achieve this goal, supporting factors that can maximize the results of character education are needed, including the attention of the principal, which is a form of awareness of the principal to observe the school community in accordance with its main functions and tasks, while the moral attitude of the teacher is the inherent commendable behavior in the educator who is embedded in his soul. So this thesis aims to determine the effect of the attention of the principal and the attitude of the teacher's morals to the results of the character education of students in Islamic Boarding School Darussalam Gontor in East Java. The respondents of this study were 110 homeroom teachers at Islamic Boarding School Darussalam Gontor for Boys 1 located in Ponorogo, East Java and Islamic Boarding School Darussalam Gontor for Girl 1 located in Ngawi, East Java. This boarding school is famous for its high level of discipline. To test the hypothesis, this study uses inferential quantitative methods and analyzed using path analysis techniques. The findings in this study resulted in p21 = 0.425, thitung= 4.878 and p-value = 0.000 <0.05, which means that the attention of the principal directly positively influences the moral attitude of teachers. P31 = 0.243, thitung = 2.548 and p-value = 0.006 <0.05, which means that the attention of the principal directly has a positive effect on the students' character education outcomes. P32 = 0.291, thitung = 3.054 and p-value = 0.0015 <0.05, which means that the moral attitude of the teacher's has a positive direct effect on the results of the students' character education. Thus, the results of this study are that there is a significant positive direct effect of the attention of the principal and the attitude of the teacher's morality towards the results of the character education of students.  
MODEL DISCOVERY LEARNING PADA PERLINDUNGAN DAN PENEGAKAN HUKUM DAPAT MENINGKATKAN HASIL BELAJAR SISWA KELAS XII AKL 2 Sri Wahyuningsih
Jurnal Penelitian dan Penilaian Pendidikan Vol. 3 No. 1 (2021)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v3i1.5911

Abstract

Penelitian ini diawali dengan adanya kebosanan siswa dalam belajar yang mengakibatkan nilai hasil belajar rendah, maka dilakukan terobosan baru belajar dengan menggunakan model pembelajaran discovery learning, tujuannya adalah meningkatkan hasil belajar siswa. Model ini menerapkan pemecahan masalah dari tugas yang di sampaikan oleh guru melalui bentuk karya film pendek berupa video yang diperankan oleh siswa dengan kelompoknya. Penelitian dilakukan dengan 3 siklus yaitu siklus pertama berupa pembuatan narasi kelompok, siklus kedua pemeranan dalam tayangan video, siklus tiga tehnik sederhana pembuatan video tersebut. Hasil tes pengetahuan pada siklus pertama adalah 77.97 siklus kedua 82.80 dan siklus ketiga 89.00 sementara hasil pengamatan siklus pertama 83.20 siklus kedua 86.68 dan siklus ketiga 88.33.   This research began with students' boredom in learning which resulted in low learning outcomes, so a new learning breakthrough was carried out using the discovery learning model, the aim was to improve student learning outcomes. This model applies problem solving to assignments conveyed by the teacher through the form of short films in the form of videos played by students and their groups The research was carried out in 3 cycles, namely the first cycle in the form of making group narratives, the second cycle acting in video shows, the three cycles of simple video making techniques. The results of the knowledge test in the first cycle were 77.97, the second cycle was 82.80 and the third cycle was 89.00 while the results of the observations of the first cycle were 83.20, the second cycle was 86.68 and the third cycle was 88.33.
INSTRUMEN PENILAIAN BERBASIS LOTS DAN HOTS BUATAN GURU KELAS VI SEKOLAH DASAR MATA PELAJARAN IPA DI JAKARTA Puji Hartini; Hari Setiadi; Ernawati Ernawati
Jurnal Penelitian dan Penilaian Pendidikan Vol. 3 No. 1 (2021)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v3i1.5912

Abstract

Keberhasilan suatu proses pembelajaran yang direncanakan dan dilaksanakan oleh guru dapat diketahui melalui proses penilaian terhadap peserta didik. Penilaian dapat dilakukan dengan menggunakan instrumen penilaian yang tepat sehingga perlu bagi guru untuk dapat memahami dan menyusun instrumen penilaian dengan baik. Tujuan penelitian ini adalah untuk mengkaji dan mendeskripsikan instrumen penilaian yang dibuat oleh guru sekolah dasar di Jakarta. Jenis penelitian yang digunakan adalah jenis penelitian kualitatif deskriptif dengan teknik pengambilan data menggunakan wawancara dan analisis dokumen. Subjek dalam penelitian ini adalah 8 guru kelas VI sekolah dasar di Jakarta dengan materi IPA pada tema 7 tentang sistem reproduksi. Berdasarkan hasil penelitian menunjukan variasi kemampuan guru dalam menyusun instrumen penilian. Ada 6 guru sudah mampu membuat instrumen sesuai dengan kategori LOTS dan HOTS secara proporsional namun ada 2 guru hanya mampu menyusun intrumen penilaian yang hanya mengukur LOTS nya saja. Dalam penelitian ini juga ditemukan kekeliruan guru dalam menentukan level kognitif item terutama pada level C4,C5, dan C6. Hasil tersebut menjadikan dasar pentingnya guru memahami hirarki secara mendalam terutama terkait penyusunan instrumen penilaian berbasis HOTS karena kualitas keberhasilan pembelajaran sangat ditentukan oleh instrumen penilaian yang digunakan.   The success of a learning process that is planned and carried out by the teacher can be known through the process of evaluating students. Assessment can be carried out using appropriate assessment instruments so it is necessary for teachers to be able to understand and develop assessment instruments properly. The purpose of this research is to examine and describe the assessment instruments made by elementary school teachers in Jakarta. The type of research used is descriptive qualitative research with data collection techniques using interviews and document analysis. The subjects in this study were 8 grade VI elementary school teachers in Jakarta with science material on theme 7 about the reproductive system. Based on the results of the study, it showed variations in the ability of teachers to develop assessment instruments. There were 6 teachers who were able to make instruments according to the LOTS and HOTS categories proportionally, but there were 2 teachers who were only able to compile assessment instruments that only measured the LOTS. In this study, teachers also found errors in determining the level of cognitive items, especially at levels C4, C5, and C6. These results form the basis for the importance of teachers understanding the hierarchy in depth, especially regarding the preparation of HOTS-based assessment instruments because the quality of successful learning is largely determined by the assessment instruments used.
EVALUASI PROGRAM TAHFIDZ AL-QUR'AN DI SMAIT BUAHATI JAKARTA Titi Muntiarti; Ernawati Ernawati; Bambang Indriyanto
Jurnal Penelitian dan Penilaian Pendidikan Vol. 3 No. 1 (2021)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v3i1.5913

Abstract

Penelitian ini bertujuan untuk mengevaluasi program tahfidz Al-Qur’an SMAIT Buahati. Objek penelitian adalah Lembaga Formal Sekolah Menengah Atas Islam Terpadu Buahati di Jakarta Timur. Penelitian ini menggunakan metode evaluasi CIPPO dan tipe penelitian deskriptif. Informan penelitian yakni kepala sekolah, wakil kepala sekolah, guru, dan siswa. Teknik pengumpulan data adalah wawancara, observasi, dan analisis dokumen. Hasil penelitian menunjukan bahwa, program tahfidz Al-Qur’an SMAIT Buahati dilihat dari aspek Context sangat baik dilihat dari indikator tujuan dan visi-misi sekolah, aspek input bernilai baik dilihat dari indikator kemampuan siswa, kualitas guru, dan ketersediaan sarana-prasarana, begitu pula dengan aspek process bernilai baik dilihat dari indikator perencanaan, proses, dan evaluasi pembelajaran, aspek product bernilai baik berdasarkan indikator hasil yang diperoleh siswa selama mengikuti program tahfidz Al-Qur-an, outcomes bernilai baik dilihat dari kebermanfaat program yang dirasakan oleh siswa dan lingkungan sekitar. Jadi, secara keseluruhan hasil evaluasi program tahfidz Al- Qur’an di SMAIT Buahati bernilai sangat baik. This research aims to evaluate the program tahfidz Al-Qur'an SMAIT Buahati. The object of the study is the Formal Institute of Buahati Integrated Islamic High School in East Jakarta. This study uses CIPPO evaluation methods and descriptive research types. Research informants are principals, vice principals, teachers, and students. Data collection techniques are interviewing, observation, and document analysis. The results showed that, the program tahfidz Al-Qur'an SMAIT Buahati viewed from context aspect is very good judging by the indicators of the purpose and vision-mission of the school, the input aspect is good value judging by the indicators of students' ability, teacher quality, and availability of infrastructure, as well as the good value process aspect judging by the indicators of planning, process, and evaluation of learning, the product aspect is good value based on the indicators of the results obtained by students during the program tahfidz Al-Qur-an , outcomes are good value judging by the benefits of the program felt by students and the surrounding environment. So, overall the evaluation of tahfidz Qur'an program at SMAIT Buahati is very good value.

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