PENILAIAN SIKAP SEBAGAI DAMPAK PENGIRING PEMBELAJARAN PRAKTIKUM KIMIA

Abstract

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan dan menjelaskan penilaian sikap sebagai dampak pengiring pembelajaran praktikum kimia. Penelitian ini termasuk jenis penelitian fenomenologi dengan pendekatan kualitatif. Subjek dalam penelitian ini adalah rencana pelaksanaan pembelajaran (RPP), guru kimia, siswa, waka kurikulum, pengawas eksternal dan pedoman penilaian sikap. Teknik pengumpulan data dengan cara wawancara, observasi, dan studi dokumen. Uji keabsahan yang digunakan dalam penelitian ini adalah triangulasi sumber dan triangulasi metode. Teknik analisis data yang digunakan adalah reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini yaitu, perencanaan penilaian sikap, guru merencanakan penanaman nilai karakter serta melakukan penilaian sikap yang terlihat pada RPP yang disusun oleh guru. Pada pelaksanaan penilaian sikap, guru melakukan penanaman sikap sesuai yang dirancang pada RPP. Nilai karakter yang terdapat pada irisan dari sikap sosial, pendidikan karakter dan softskills guru sudah menanamkan semua nilai karakter. Pada saat penilaian sikap guru hanya menilai sikap siswa menggunakan penilaian jurnal berdasarkan hasil observasi guru serta guru hanya menilai tiga sikap yang ditanamkan yauu rasa ingin tahu, jujur, disiplin dan tanggungjawab. Pengawasan penilaian sikap dilakukan oleh pengawas sekolah dan waka kurikulum pada tugasnya sebagai supervisi melakukan pengecekan administrasi guru termasuk penilai sikap yang dirancang guru. Pada penilaian sikap terdapat keluhan penilaian sikap, pengawas mengantisipasinya dengan melakukan workshop agar tidak terjasi kesalah dalam melakukan penilaian sikap.

Abstract

This study aims to describe and explain the attitude assessments as the impact of accompanying the chemical practicum learning. This study was a qualitative research with a phenomenological approach. The subjects in this study were the lesson plans (RPP), chemistry teachers, students, deputy headmaster of the curriculum, external supervisors and attitude assessment rubric. The data collection methods that used in this study were interview, observation and document studies. The validity test used in this study were source triangulation and method triangulation. The data analysis techniques used were data reduction, data presentation, and conclusion. The results of this study were planning the attitude assessment, the teacher planned to embed the character values and conduct an attitude assessment which shown on the lesson plan that prepared by the teacher. In the implementation of the attitude assessment, the teacher implements the embedded attitudes according to the design in the lesson plan. The character values that contained in each of social attitudes, character education and soft skills have been embedded by the teachers. On the attitude assessment phase, the teacher only assessed the student attitudes by using journal assessment based on the results of the teacher's observation and the teacher only assesses the three attitudes that embedded those were curiosity, honesty, discipline and responsibility. Supervision of the attitude assessments was carried out by school supervisors and deputy of the curriculum in their duties as supervisors to check the administration of the teacher including attitude assessors designed by the teacher. On the attitude assessment there was a complaint of the attitude assessment, the supervisor anticipated it by conducting a workshop to not get caught up in making an attitude assessment.