IPM PELATIHAN MERANCANG INSTRUMEN PENILAIAN PROSES DAN HASIL BELAJAR BERDASARKAN KURIKULUM 2013 PADA GURU-GURU SD DI SOLO RAYA
DOI:
https://doi.org/10.23887/jwl.v7i2.12855Abstrak
ABSTRAK
Tujuan pelatihan ini adalah (1) memberikan pengetahuan tentang asesmen proses dan hasil belajar (2) membantu guru-guru sekolah dasar merancang instrumen penilaian proses dan hasil belajar (3) meningkatkan objektiftas guru dalam menerapkan penilaian proses dan hasil belajar
Metode yang digunakan dalam pelatihan ini adalah ceramah, tanya jawab, diskusi, tugas dan monitoring. Hasil dari pelatihan adalah sebagai berikut: (1) guru-guru sudah memahami konsep penilaian dan evaluasi (2) guru-guru sudah dapat membedakan asesmen proses dan hasil belajar (3) guru-guru dapat merancang rubric instrument (4) guru-guru aktif bertanya dan memberikan ide-ide dalam pelaksanan kegiatan (5) guru-guru termotivasi untuk merancang instrument proses dan hasil belajar (6) guru-guru berkomitmen untuk menerapkan penilaian proses dalam pembelajaran di sekolah dasar.
Kesimpulan dari kegiatan pelatihan ini adalah: (1) kegiatan ini dapat terlaksana atas kerjasama kepala sekolah, pengawas dan guru-guru (2) kegiatan ini dapat meningkatkan kemampuan guru-guru dalam merancang dan menerapkan penilaian proses dan hasil belajar (3) mendorong guru-guru untuk lebih objektif dalam melaksanakan penilaian (4) guru-guru termotivasi untuk merancang dan melaksanakan penilaian dengan instrument yang bervariasi.
Kata Kunci:Penilaian proses, penilaian hasil, sekolah dasar
ABSTRACT
The purpose of this activity are: (1) to provide knowledge about the assessment process, assessment of product (2) to help, teachers of primary school design process instruments and instrument product (3) to increase the objectivity of teachers in implementing the learning assessment process in early childhood.
The methods used in this activity are lectures, question and answer, discussion, assignments and mentoring. The results of this activity are (1) teacher already understand the concept of measurement, assessment and evaluation (2) teachers are able to understand the difference assessment process and results learning, (3) ) teachers are able to make an assessment rubric and their assessment instrument, (4) teachers are excited ask questions and give ideas on the implementing of training, (5) teacher are motivated to make the instrument of process and product (6) teachers have committed to implement the assessment process at school.
The conclusion of this activity is as follows: (1) These activities made possible by cooperation from principals and school supervisors (2) this activity can improve the ability of teachers in designing assessment instrument (3) can encourage teachers to carry out an objective assessment process, (4) teachers are motivated to use different forms of assessment instruments
Key words: Assessment procces, assessment product, primary school
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