Pengembangan Rubrik Penilaian Autentik Berbasis Metode Pembelajaran Abad 21 untuk Penilaian Semester II Kelas 11 SMA
DOI:
https://doi.org/10.23887/ika.v21i2.62594Kata Kunci:
rubrik penilaian autentik, metode pembelajaran abad ke-21, guru dan siswa kelas 11 SMAAbstrak
Tujuan penelitian ini adalah untuk membuat rubrik penilaian autentik dengan menggunakan pembelajaran berbasis Problem-Based Learning (PBL), Project-Based Learning (PjBl), and Discovery Learning. Penelitian ini menggunakan pendekatan Desain dan Pengembangan Richey dan Klein (2007), yang memiliki empat tahapan: Analysis, Design, Development, and Evaluation, atau disbut ADDE. Peserta dalam penelitian ini adalah instruktur bahasa Inggris SMA dan siswa kelas 11. Data dikumpulkan dengan menggunakan berbagai alat, termasuk survei, wawancara, dan analisis dokumen, dan kemudian diperiksa dengan menggunakan Mixed Method. Instruksi untuk instruktur dan siswa serta metode penilaian yang tepat dimasukkan dalam rubrik yang dibuat. Kemudian produk rubrik yang dibuat menghasilan produk yang sesuai dan menyesuaikan sintaks dari masing-masing metode pembelajaran, dalam kasus ini sudah disesuaikan dengan tujuan pembelajaran, mata pelajaran, tema, metode pembelajaran, dan aktivitas pembelajaran. Kemudian kualitas produk akan diperiksa oleh para ahli, dari pemeriksaan para ahli tersebut dapat disimpulkan bahwa produk yang dikembangkan sudah dapat dikategorikan sebagai rubrik unggulan yang sesuai untuk pembelajaran bahasa Inggris.
Referensi
A. Nkhoma, C., Nkhoma, M., Thomas, S., & Quoc Le, N. (2020). The Role of Rubrics in Learning and Implementation of Authentic Assessment: A Literature Review. Proceedings of the 2020 InSITE Conference, 4606, 237–276. https://doi.org/10.28945/4606
Abu, U. A., & Halim, A. (2017). Effective EFL Teachers as Viewed by Senior High School. ELT Worldwide: Journal of English Language Teaching, 4(2), 180. https://doi.org/10.26858/eltww.v4i2.4505
Alolaywi, Y. (2021). Teaching online during the COVID-19 pandemic: Teachers’ perspectives. Journal of Language and Linguistic Studies, 17(4), 2022–2045. https://doi.org/10.52462/jlls.146
Ashford-Rowe, K., Herrington, J., & Brown, C. (2014). Establishing the critical elements that determine authentic assessment. Assessment and Evaluation in Higher Education, 39(2), 205–222. https://doi.org/10.1080/02602938.2013.819566
Bas, G. (2008). Implementation of multiple intelligences supported project-based learning in EFL/ESL classrooms. ERIC Document.(ED503870), 1–11. http://www.bcl.edu.ar/spip/IMG/pdf/2.pdf
Chowdhury, F. (2018). Application of Rubrics in the Classroom: A Vital Tool for Improvement in Assessment, Feedback and Learning. International Education Studies, 12(1), 61. https://doi.org/10.5539/ies.v12n1p61
Coulson, D., & Harvey, M. (2013). Scaffolding student reflection for experience-based learning: A framework. Teaching in Higher Education, 18(4), 401–413. https://doi.org/10.1080/13562517.2012.752726
Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16(5), 523–545. https://doi.org/10.1016/S0742-051X(00)00015-9
Darsih, E. (2014). Indonesian Efl Teachers’ Perception on the Implementation of 2013 English Curriculum. English Review: Journal of English Education, 2(2), 1–8.
DIAB, R., & BALAA, L. (2011). Developing Detailed Rubrics for Assessing Critique Writing: Impact on EFL University Students’ Performance and Attitudes. TESOL Journal, 2(1), 52–72. https://doi.org/10.5054/tj.2011.244132
Emiliasari, R. N., & Jubaedah, I. S. (2019). Lesson Planning in Efl Classroom : a Case Study. 3(2), 367–375.
Geisinger, K. F. (2016). 21st Century Skills: What Are They and How Do We Assess Them? Applied Measurement in Education, 29(4), 245–249. https://doi.org/10.1080/08957347.2016.1209207
Hasim, E. (2020). Penerapan Kurikulum Merdeka Belajar Perguruan Tinggi Di Masa Pandemi Covid-19. Prosiding Webinar Magister Pendidikan Dasar Pascasarjana Universitas Negeri Gorontalo “Pengembangan Profesionalisme Guru Melalui Penulisan Karya Ilmiah Menuju Anak Merdeka Belajar,” 68–74.
Kane, S. N., Mishra, A., & Dutta, A. K. (2016). Preface: International Conference on Recent Trends in Physics (ICRTP 2016). Journal of Physics: Conference Series, 755(1), 6–11. https://doi.org/10.1088/1742-6596/755/1/011001
Khan, M., & Azim, S. (2012). Authentic Assessment: An Instruction Tool to Enhance Students Learning. Academic Research International, 2(3), 314–320.
Laal, M., Laal, M., & Kermanshahi, Z. K. (2012). 21st Century Learning; Learning in Collaboration. Procedia - Social and Behavioral Sciences, 47, 1696–1701. https://doi.org/10.1016/j.sbspro.2012.06.885
Lund, J. (1997). Authentic Assessment: Its Development & Applications. Journal of Physical Education, Recreation & Dance, 68(7), 25–28. https://doi.org/10.1080/07303084.1997.10604979
Marhaeni, A. A. I. N., & Dantes, N. (2014). Toward Authentic Language Assessment: A Case in Indonesian EFL Classrooms. The European Conference on Language Learning, 1–0. https://papers.iafor.org/wp-content/uploads/papers/ecll2014/ECLL2014_02956.pdf
Mukminin, A., Masbirorotni, M., Noprival, N., Sutarno, S., Arif, N., & Maimunah, M. (2015). Journal of Education and Learning. Journal of Education and Learning, 9(3), 217–225. http://journal.uad.ac.id/index.php/EduLearn/article/view/1828/pdf_93
Mursyid, M., & Kurniawati, N. (2019). Higher Order Thinking Skills Among English Teachers Across Generation in Efl Classroom. English Review: Journal of English Education, 7(2), 119. https://doi.org/10.25134/erjee.v7i2.1775
Natalia, D. E., Asib, A., & Kristina, D. (2018). The Application of Authentic Assessment for Students Writing Skill. Journal of Education and Human Development, 7(2), 49–53. https://doi.org/10.15640/jehd.v7n2a5
Othman, N., & Shah, M. I. A. (2013). Problem-based learning in the English language classroom. English Language Teaching, 6(3), 125–134. https://doi.org/10.5539/elt.v6n3p125
Palm, T. (2008). Performance assessment and authentic assessment: A conceptual analysis of the literature. Practical Assessment, Research and Evaluation, 13(4), 1–11.
Perdagangan, P., & Surakarta, K. (2018). Jurnal Informasi dan Komunikasi Administrasi Perkantoran Volume 2, No 2, Februari 2018 Online: http://jurnal.fkip.uns.ac.id/index.php/jikap. 2(2).
Plews, J. L., & Zhao, K. (2010). Tinkering with tasks knows no bounds: ESL Teachers’ Adaptations of Task-Based Language-Teaching. TESL Canada Journal, 28(1), 41. https://doi.org/10.18806/tesl.v28i1.1059
Rennert-Ariev, P. (2005). A theoretical model for the authentic assessment of teaching. Practical Assessment, Research and Evaluation, 10(2), 1–11.
Rodríguez-Bonces, M., & Rodríguez-Bonces, J. (2010). Task-Based Language Learning: Old Approach, New Style. A New Lesson to Learn. Profile, 12(2), 165–178. http://www.scielo.org.co/pdf/prf/v12n2/v12n2a11.pdf
Rogiers, A., Merchie, E., & Van Keer, H. (2019). Learner profiles in secondary education: Occurrence and relationship with performance and student characteristics. Journal of Educational Research, 112(3), 385–396. https://doi.org/10.1080/00220671.2018.1538093
Sarimanah, E., Dewi, F. I., Efendi, R., Suhendra, S., Nurul, M., & Soeharto, S. (2019). The Implementation of Discovery Learning Models in Enhancing Speech Script Writing Skills for Students. Lingua Cultura, 13(2), 145. https://doi.org/10.21512/lc.v13i2.5613
Sobari & Husnussalam. (2019). the Use of Discovery Learning Method To Improve Students’ Writing Descriptive Text. PROJECT (Professional Journal of English Education), 2(2), 234–240. https://journal.ikipsiliwangi.ac.id/index.php/project/article/view/2654
Svinicki, M. D. (2004). Authentic assessment: Testing in reality. New Directions for Teaching and Learning, 2004(100), 23–29. https://doi.org/10.1002/tl.167
Tambak, S., Hamzah, Ahmad, M. Y., Siregar, E. L., Sukenti, D., Sabdin, M., & Rohimah, R. B. (2022). Discussion method accuracy in Islamic higher education: The influence of gender and teaching duration. Cakrawala Pendidikan, 41(2), 507–520. https://doi.org/10.21831/cp.v41i2.40644
Thaler, N., Kazemi, E., & Huscher, C. (2009). Developing a Rubric to Assess Student Learning Outcomes Using a Class Assignment. Teaching of Psychology, 36(2), 113–116. https://doi.org/10.1080/00986280902739305
Thi Bich Thuy, N., & Buu Huan, N. (2018). the Effects of Question-Answer Relationship Strategy on Efl High School Students’ Reading Comprehension. European Journal of English Language Teaching, 3(4), 34–48. https://doi.org/10.5281/zenodo.1295713
Tümen-Akyıldız, S., Çelik, V., & Ahmed, K. H. (2021). The Impact of Covid-19 Pandemic on EFL Classes through the Lenses of Secondary Learners. Shanlax International Journal of Education, 9(4), 389–406. https://doi.org/10.34293/education.v9i4.4210
Ulker, V. (2017). The Design and Use of Speaking Assesment Rubrics. Journal of Education and Practice, 8(32), 135–141.
UZUN, L., & ERTOK, Ş. (2020). Student Opinions on Task-Based Approach as Formative Evaluation versus Exam-Based Approach as Summative Evaluation in Education. Sakarya University Journal of Education, 10, 226–250. https://doi.org/10.19126/suje.598048
Wiggins, G. (1990). Recommended Citation Recommended Citation Wiggins. Practical Assessment, Research, and Evaluation, 2(2), 1990–1991.
Wiseman, C. S. (2012). A Comparison of the Performance of Analytic vs . Holistic Scoring Rubrics to Assess L2 Writing. Iranian Journal of Language Testing, 2(1), 59–92.
Yune, S. J., Lee, S. Y., Im, S. J., Kam, B. S., & Baek, S. Y. (2018). Holistic rubric vs. analytic rubric for measuring clinical performance levels in medical students. BMC Medical Education, 18(1), 1–6. https://doi.org/10.1186/s12909-018-1228-9
Zahrok, S. (2009). Asesmen Autentik Dalam Pembelajaran Bahasa. Jurnal Sosial Humaniora, 2(2), 166–180. https://doi.org/10.12962/j24433527.v2i2.660
Zaim, M., Refnaldi, & Arsyad, S. (2020). Authentic assessment for speaking skills: Problem and solution for english secondary school teachers in Indonesia. International Journal of Instruction, 13(3), 587–604. https://doi.org/10.29333/iji.2020.13340a
Zaman, M. M., & Azad, M. A. K. (2012). Feedback in EFL Writing at Tertiary Level: Teachers’ and Learners’ Perceptions. ASA University Review, 6(1), 139–156. http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=117176277&site=ehost-live
