EFEKTIFITAS PENERAPAN PENDEKATAN SAINTIFIK DAN PENILAIAN OTENTIK DALAM PROSES PEMBELAJARAN BERDASARKAN KURIKULUM 2013 PADA SMKN 1 BOGOR

Abstrak - Tujuan dari penelitian adalah untuk mengetahui keefektifan penerapan pendekatan sientifik dan penialain otentik dalam proses pembelajaran berdasarkan kurikulum 2013, pada SMK Negeri 1 Kota Bogor. Metode yang digunakan adalah dengan menggunakan pendekatan kuantitatif deskriptif karena data yang diambil menggunakan angka, mulai dari pengumpulan data, penafsiran terhadap data tersebut, serta penampilan dari hasil. Jenis penelitian ini adalah penelitian evaluatif dengan menggunakan model CIPP (Context Input Proces Product), Hasil penelitian menunjukkan bahwa penerapan pendekatan saintifik dan penilaian otentik dalam proses pembelajaran berdasarkan kurikulum 2013 pada SMK Negeri 1 Bogor dengan analisis data statistik deskriptif diperoleh rerata sebesar 2,91, median 2,87, modus dan standar deviasi sebesar 0,391. Rerata skor tersebut berada pada interval kelas 2,51 s.d. 3,25 katergori cukup baik. Dengan demikian dapat dikatakan bahwa product pada pelaksanaan penerapan pendekatan saintifik dan penilaian outentik berdasarkan kurikulum 2013 pada SMK Negeri 1 Bogor berada pada kategori cukup baik. Kata Kunci : Pendekatan Saintifik, Penilaian Otentik, Kurikulum 2013 Abstract-The purpose of this research is to determine the effectiveness of the application of scientific approaches and authentic assessment in the learning process based on the 2013 curriculum, at SMK Negeri 1 Kota Bogor. The method used is to use a quantitative descriptive approach because the data is taken using numbers, starting from data collection, interpretation of the data, and the appearance of the results. This type of research is evaluative research using the CIPP (Context Input Process Product) model, The results showed that the application of the scientific approach and authentic assessment in the learning process based on the 2013 curriculum at SMK Negeri 1 Bogor with descriptive statistical data analysis obtained an average of 2.91, a median of 2.87, a mode and standard deviation of 0.391. The mean score is in the class interval of 2.51 s.d. 3.25 categories is good enough. Thus it can be said that the product in the implementation of the scientific approach and authentic assessment based on the 2013 curriculum at SMK Negeri 1 Bogor is in quite good category. Keywords: Scientific Approach, Authentic Assessment, 2013 Curriculum

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PENERAPAN PENDEKATAN SAINTIFIK MODEL PROBLEM BASED LEARNING DALAM PEMBELAJARAN PAI

Jurnal PAI Raden Fatah ◽

10.19109/pairf.v1i3.3577 ◽

1970 ◽

Vol 1 (3) ◽

pp. 371-390

Author(s):

Rohmadi Rohmadi

Keyword(s):

Learning Process ◽

Lesson Plan ◽

Problem Based Learning ◽

Authentic Assessment ◽

Islamic Education ◽

Research Subjects ◽

Scientific Model ◽

Scientific Approach ◽

Descriptive Approach ◽

Model Approach

This research is underpinned by some related problems of the scientific approach application of formulated based on the 2013 curriculum, especially the scientific approach of problem based learning in the Islamic Education of VII grade students at SMPN 1 Ngaglik Yogyakarta. The problem to study in the research is the planning, application, and evaluation of scientific model approach of problem based learning in the Islamic Education learning process. This research was conducted qualitatively through descriptive approach. The research is targeted towards the Islamic Education teachers of SMPN 1 Ngaglik as the research subjects. The research object is the implementation of scientific model approach of problem based learning of the Islamic Education learning process. The data were analyzed through interactive model of Miles and Huberman comprised of data condensation, data display, and conclusion drawing/ verification. The research reveals that (1) The learning implementation of Islamic Education at VII grade of SMPN 1 Ngaglik is already based on the syllabus of and Lesson Plan determined by Permendikbud of Indonesian Republic Number 22 Year 2016, (2) The Learning implementation of Islamic Education at VII grade of SMPN Ngaglik has met the standardized scientific model approach of problem based learning in that teachers have implemented the learning stages as written in the scientific model of problem based learning comprehensively. However, it turns out that (3), the evaluation used has not met the criteria of authentic assessment of 2013 curriculum since the Islamic Education teachers of VII grade students of SMPN Ngaglik did not conduct journal assessment.

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RUANG BACA VIRTUAL (RBV) DAN BAHAN AJAR (BA) DIGITAL SEBAGAI MEDIA PEMBELAJARAN JARAK JAUH

Jurnal Pendidikan ◽

10.33830/jp.v19i1.143.2018 ◽

2018 ◽

Vol 19 (1) ◽

pp. 21-30

Author(s):

Herwati Dwi Utami ◽

Yanti Hermawati

Keyword(s):

Learning Process ◽

The Internet ◽

Digital Learning ◽

Reading Room ◽

Teaching Materials ◽

Learning Materials ◽

Regional Office ◽

Descriptive Approach ◽

Quantitative Descriptive ◽

Main Material

Virtual Reading Room (RBV) and Digital Learning Materials (BA Digital) are forms of learning service provided by Universitas Terbuka (UT). RBV and BA digital are digitizations of the Main Material Book (BMP) developed to help students read modules through the internet network. The existence of RBV and BA digital is expected to assist the students learning process, independently, even for students living in remote area. This study describes the benefits, as well as the limitations of RBV and BA digital according to students perspective from 17 regional office (UPBJJ-UT) in Indonesia and overseas. This study is written using quantitative descriptive approach. The findings shows that 99% of respondents are aware of the existence of RBV and BA digital. Half of the respondents are aware of these two digital teaching materials from UT's website. The 53% respondents studied RBV and BA digital for less than 30 minutes, and more than sixty percent of the respondents accessed and used it during the tutorials. Ruang Baca Virtual (RBV) dan BA digital merupakan salah satu bentuk layanan belajar yang disediakan oleh Universitas Terbuka (UT). RBV dan BA digital merupakan digitalisasi dari Buku Materi Pokok (BMP) yang dikembangkan untuk membantu mahasiswa membaca modul melalui jaringan internet. Dengan adanya RBV dan BA digital diharapkan dapat membantu proses pembelajaran secara mandiri dan jarak jauh bagi mahasiswa UT. Artikel ini akan memaparkan tentang manfaat RBV dan BA digital dalam perspektif mahasiswa pada 17 UPBJJ-UT (Indonesia dan Luar Negri), sehingga dapat diketahui kelebihan dan kelemahannya. Artikel ini ditulis berdasarkan hasil penelitian dengan pendekatan deskriptif kuantitatif. Berdasarkan data yang yang diperoleh diketahui bahwa 99% responden telah mengetahui adanya RBV dan BA digital. Setengah dari jumlah responden mengetahui kedua bahan ajar digital tersebut dari laman website UT. Sebanyak 53% responden mempelajari RBV dan BA digital selama kurang dari 30 menit, dan lebih dari 60 persen responden mengaksesnya saat tutorial.

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Improving Activities and Learning Outcomes of Procedure Text Lesson Using Cooperative Learning Model with Jigsaw Technique in Junior High School

JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN ◽

10.26418/jp2d.v1i3.45 ◽

2018 ◽

Vol 1 (3) ◽

pp. 129

Author(s):

Tarmili Tarmili

Keyword(s):

Junior High School ◽

Learning Process ◽

Lesson Plan ◽

The Core ◽

Scientific Approach ◽

Qualitative Descriptive ◽

Procedure Text ◽

Descriptive Approach ◽

Thematic Learning ◽

Jigsaw Technique

The purposes of this study were (1) The comprehension of the fourth grade teachers about the scientific approach and integrated thematic learning; (2) the integrated thematic lesson plan with a scientific approach; (3) the implemented steps of the scientific approach to the core activities of the learning process; (4) the activities of learners in the integrated thematic learning with a scientific approach; (5) the attitudes of students in the integrated thematic learning with a scientific approach; and (6) the factors supporting and inhibiting to the application of scientific approach in the integrated thematic learning.The approach used was a qualitative descriptive approach. The instrument of collecting data consisted of nonparticipant observation, interview and documentation study. The data Triangulation was done in two ways which were triangulation sources and triangulation methods.The results showed that the designed lesson plan was an integrated thematic scientific approach. The learning process was done according to the core activities with the scientific approach activity steps. The activities of students have also been according to the steps in the scientific approach. It is needed the supporting factors such as facilities and infrastructure to succeed the learning. However, there is also the obstructed factors.

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Evaluation of Authentic Assessment Implementation in SDN 101775 Sampali, Deli Serdang Regency, Academic Year 2019/2020

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v3i1.802 ◽

2020 ◽

Vol 3 (1) ◽

pp. 286-292

Author(s):

Syarifah Aini ◽

Deny Setiawan ◽

Siman Siman

Keyword(s):

Evaluation Model ◽

Evaluation Research ◽

Authentic Assessment ◽

Student Learning Outcomes ◽

Attitude Assessment ◽

Teacher Understanding ◽

Three Stages ◽

Descriptive Approach ◽

Quantitative Descriptive ◽

Academic Year

This research is an evaluation research with a quantitative descriptive approach. The evaluation model used is the Stake Countenance Model. The subjects of this study were all teachers in SDN 101775 Sampali, Deli Serdang Regency with a total of 12 teachers. Data collection techniques using observation, questionnaires, documentation and interviews. In analyzing data using descriptive methods. From the results of research conducted on the evaluation of the implementation of authentic assessment in SDN 101775 Sampali Deli Serdang Regency with a stake countenance evaluation model that is 90.39%. This is evidenced from the three stages of stakeholder evaluation in the implementation of authentic assessment which consists of an input phase (antecendents phase) which is evaluated consisting of analysis of learning documents, attitude assessment documents, knowledge assessment documents and skills assessment very well complete with a percentage of 89.46% . In the transaction phase that was evaluated, namely how the authentic assessment carried out by the teachers at SDN 101775 Sampali was carried out very well with a percentage of 90.71%. In the evaluated outcome phase which is the reporting of student learning outcomes and teacher understanding of the implementation of authentic assessment in schools has been going very well with a percentage of 91%. The next suggestion for the implementation of authentic assessment is continuously monitored so that the teacher's understanding of the implementation of authentic assessment can be carried out properly.

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IMPLEMENTASI KURIKULUM 2013 DALAM PEMBELAJARAN SEJARAH DI SMA NEGERI 1 METRO

HISTORIA Jurnal Program Studi Pendidikan Sejarah ◽

10.24127/hj.v5i1.732 ◽

2017 ◽

Vol 5 (1) ◽

pp. 45

Author(s):

Safitri Mardiana ◽

Sumiyatun Sumiyatun

Keyword(s):

Authentic Assessment ◽

Questionnaire Data ◽

History Teachers ◽

Learning History ◽

Scientific Approach ◽

Descriptive Approach ◽

History Teacher ◽

The Republic ◽

Data Collection Technique ◽

Depth Interviews

The purpose of this research are 1) Describe the implementation of the curriculum in 2013 on teaching of history, 2) to explain the principal visual, history teacher, and students regarding the implementation of the curriculum 2013, 3) to formulate the factors that support and hinder the implementation of Curriculum 2013, Where this research is a study with qualitative research with descriptive approach. The data collection technique is to conduct in-depth interviews observation, documentation, and questionnaire. Data analysis performed by the researchers is to perform the first reducing the data after it's done after the presentation of data that do verifikasion. The results showed that a history teacher in the eleventh grade curriculum mengimplemntasikan 2013 quite well. This can be seen with the preparation of RPP conducted by the teacher never mind in accordance with the demands contained in the Minister of Education and Culture of the Republic of Indonesia 103 2014. In the process of learning history teachers already apply learning with the scientific approach which consists of observing, ask, gather information, associate and communicate. This approach aims to guide students actively following the learning process. Besides scoring system using authentic assessment includes an assessment of attitudes, knowledge and skills.

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EVALUASI KELENGKAPAN PERALATAN PRAKTIK INSTALASI TENAGA LISTRIK SMK (Studi Kasus di SMK Taruna Bangsa Bekasi)

Journal of Electrical Vocational Education and Technology ◽

10.21009/jevet.0051.01 ◽

2020 ◽

Vol 5 (1) ◽

pp. 1-5

Author(s):

Ahmad Ramadhan Putra ◽

Soeprijanto ◽

Massus Subekti

Keyword(s):

High School ◽

Rating Scale ◽

Evaluation Model ◽

Vocational High School ◽

Analysis Technique ◽

Descriptive Approach ◽

Evaluative Research ◽

Quantitative Descriptive ◽

Observation Method ◽

Academic Year

ABSTRACT This research aims to evaluate the completeness level of equipments standard of engineering elevtrical power’s installation in Taruna Bangsa Vocational High School, which was ruled in the Ministry of Education’s rules No. 1 2019 and The National Standardization Agency of Indonesia No. 1103-P2-18/19 about the Verification Instruments of Vocational High School, The Organizer of Vocational Practice Exam 2018/2019.This is an evaluative research using a quantitative descriptive approach. The evaluative model used was a discrepancy evaluation model, which was developed by M. Provus. The variable in this research is the equipment of electricity power’s installation practice in Taruna Bangsa Vocational High School Bekasi. The methods of collecting the data were three types: observation method, documentation, and interviews. The instrument used was collecting the data using observation paper and list of matched documentation. The analysis technique used in this research is rating scale.The result shows that the reaching of equipment of elecrical power installation practice in Taruna Bangsa Vocational High School Bekasi in academic year of 2018/2019 was categorized as complete with the 89,36%. percentages. The completeness was reviewed from the equipments in practice room as complete (88.5%), the equipments of learning media room is complete (100%), the main equipment of practice is complete (93%), and for the main substance of practice room is complete (88.2%),also for the equipment support is compelete (77.1%). ABSTRAK Penelitian ini bertujuan mengevaluasi tingkat kelengkapan standar peralatan praktik teknik instalasi tenaga listrik di SMK Taruna Bangsa Bekasi yang diatur dalam Permendiknas No. 1 tahun 2019 dan Badan Standar Nasional Pendidikan No. 1103-P2-18/19 mengenai Instrumen Verifikasi SMK Tentang Penyelenggara Ujian Praktik Kejuruan Tahun 2018/2019. Penelitian ini merupakan penelitian evaluatif dengan menggunakan pendekatan deskriptif kuantitatif. Model evaluasi yang digunakan adalah model evaluasi kesenjangan (discrepancy evaluation model) yang dikembangkan oleh M. Provus. Variabel penelitian ini adalah peralatan praktik teknik instalasi tenaga listrik di SMK Taruna Bangsa Bekasi. Metode pengumpulan data yang digunakan dalam penelitian ini ada tiga macam, yaitu metode observasi, dokumentasi dan wawancara. Instrumen pengumpulan data menggunakan lembar observasi dan daftar cocok dokumentasi. Teknik analisis data yang digunakan dalam penelitian ini adalah rating scale. Hasil penelitian menunjukkan bahwa tingkat ketercapaian kelengkapan peralatan praktik teknik Instalasi Tenaga Listrik di SMK Taruna Bangsa Bekasi pada tahun ajaran 2018/2019 dikategorikan sangat lengkap dengan persentase 89,36%. Kelengkapan di tinjau dari perabotan ruang praktik yaitu 88.5% (sangat lengkap), media pembelajaran ruang praktik 100% (sangat lengkap), peralatan utama praktik 93% (sangat lengkap), bahan utama ruang praktik 88.2% (sangat lengkap) dan peralatan pendukung ruang praktik 77.1% (lengkap).

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RUANG BACA VIRTUAL (RBV) DAN BAHAN AJAR (BA) DIGITAL SEBAGAI MEDIA PEMBELAJARAN JARAK JAUH

Jurnal Pendidikan ◽

10.33830/jp.v19i1.655.2018 ◽

2018 ◽

Vol 19 (1) ◽

pp. 21

Author(s):

Herwati Dwi Utami ◽

Yanti Hermawati

Keyword(s):

Learning Process ◽

The Internet ◽

Digital Learning ◽

Reading Room ◽

Teaching Materials ◽

Learning Materials ◽

Regional Office ◽

Descriptive Approach ◽

Quantitative Descriptive ◽

Main Material

Virtual Reading Room (RBV) and Digital Learning Materials (BA Digital) are forms of learning service provided by Universitas Terbuka (UT). RBV and BA digital are digitizations of the Main Material Book (BMP) developed to help students read modules through the internet network. The existence of RBV and BA digital is expected to assist the students learning process, independently, even for students living in remote area. This study describes the benefits, as well as the limitations of RBV and BA digital according to students perspective from 17 regional office (UPBJJ-UT) in Indonesia and overseas. This study is written using quantitative descriptive approach. The findings shows that 99% of respondents are aware of the existence of RBV and BA digital. Half of the respondents are aware of these two digital teaching materials from UT's website. The 53% respondents studied RBV and BA digital for less than 30 minutes, and more than sixty percent of the respondents accessed and used it during the tutorials. Ruang Baca Virtual (RBV) dan BA digital merupakan salah satu bentuk layanan belajar yang disediakan oleh Universitas Terbuka (UT). RBV dan BA digital merupakan digitalisasi dari Buku Materi Pokok (BMP) yang dikembangkan untuk membantu mahasiswa membaca modul melalui jaringan internet. Dengan adanya RBV dan BA digital diharapkan dapat membantu proses pembelajaran secara mandiri dan jarak jauh bagi mahasiswa UT. Artikel ini akan memaparkan tentang manfaat RBV dan BA digital dalam perspektif mahasiswa pada 17 UPBJJ-UT (Indonesia dan Luar Negri), sehingga dapat diketahui kelebihan dan kelemahannya. Artikel ini ditulis berdasarkan hasil penelitian dengan pendekatan deskriptif kuantitatif. Berdasarkan data yang yang diperoleh diketahui bahwa 99% responden telah mengetahui adanya RBV dan BA digital. Setengah dari jumlah responden mengetahui kedua bahan ajar digital tersebut dari laman website UT. Sebanyak 53% responden mempelajari RBV dan BA digital selama kurang dari 30 menit, dan lebih dari 60 persen responden mengaksesnya saat tutorial.

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IMPLEMENTASI KURIKULUM 2013 PADA PEMBELAJARAN BAHASA INDONESIA DI SMA DI LOMBOK TENGAH

LINGUA Journal of Language Literature and Teaching ◽

10.30957/lingua.v15i2.527 ◽

2018 ◽

Vol 15 (2) ◽

pp. 207-224

Author(s):

Baiq Emilia Susdiana ◽

Nurachman Hanafi ◽

Sudirman Sudirman

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Teaching Method ◽

Lesson Plan ◽

Authentic Assessment ◽

Survey Method ◽

Limited Time ◽

Scientific Approach ◽

K 13 ◽

Bahasa Indonesia

This study reports how attainments in the implementation of the 2013 Curriculum (K-13) in teaching bahasa Indonesia for SMA students. Using a survey method, this study assigned teachers, students, and administrators in SMAN 1 of West Brayat, Central Lombok Regency. The results show that handicaps do exist to teach bahasa Indonesia based on K-13 because: (1) teachers get problems on preparing teaching instructional designs and its attributes such as lesson plan, scientific approach teaching method, audio-visual toolkits, learning resources, and authentic assessment; (2) lack of understanding to perceive K-13 as an ideal curriculum that encourages students more active and self-independent learners; and (3) constraints appear in the implementation of K-13 include limited time, limited facilities and infrastructure, assessment, and activeness of students in the teaching and learning process.

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Evaluasi Penggunaan Pendekatan Saintifik di dalam Pembelajaran Siswa Sekolah Dasar

Journal of Integrated Elementary Education ◽

10.21580/jieed.v1i2.7717 ◽

2021 ◽

Vol 1 (2) ◽

pp. 128-142

Author(s):

Juwairiah Juwairiah

Keyword(s):

Data Collection ◽

Research Methods ◽

Learning Process ◽

Lesson Plan ◽

Learning Resources ◽

Learning Program ◽

Descriptive Research ◽

Scientific Approach ◽

Program Plan ◽

Quantitative Descriptive

AbstrakPenelitian ini bertujuan untuk mengevaluasi kesesuaian rencana pembelajaran guru, kesesuaian pembelajaran dengan rencana pembelajaran guru, kelengkapan unsur-unsur pendekatan saintifik di dalam proses pembelajaran, kendala guru dalam menerapkan pendekatan saintifik, dan strategi guru dalam mengatasi kendala penerapan pendekatan saintifik. Penelitian ini dilaksanakan dengan menggunakan metode penelitian deskriptif kuantitatif. Teknik pengumpulan data penelitian ini adalah observasi, angket, wawancara, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa: (1) kesesuaian RPP guru dibandingkan dengan kriteria RPP Kurikulum 2013 berada dalam kategori baik dengan persentase sebesar 86,41% (2) kesesuaian proses pembelajaran dengan rencana program pembelajaran berada dalam kategori baik dengan presentase 82%; (3) kelengkapan unsur-unsur pendekatan saintifik di dalam proses pembelajaran tergolong kurang dengan presentase 48%; (4) kendala guru dalam menerapkan pendekatan saintifik adalah dalam melaksanakan kegiatan asosiasi, yaitu berada dalam kategori kurang dengan presentase 7%; (5) strategi guru dalam mengatasi kendala penerapan kegiatan asosiasi adalah dengan melatih siswa untuk memecahkan masalah, memfasilitasi siswa dengan media pembelajaran; memberikan reward, menyediakan sumber belajar tambahan, dan mendorong siswa untuk berdiskusi dengan teman sekelasnya.AbstractThis study aims to evaluate the suitability of the teacher's lesson plan, the suitability of learning with the teacher's lesson plan, the completeness of the elements of the scientific approach in the learning process, the obstacles of the teacher in applying the scientific approach, and the teacher's strategy in overcoming the obstacles to the application of the scientific approach. This research was conducted using quantitative descriptive research methods. The data collection techniques of this study were observation, questionnaires, interviews, and documentation. The results of this study indicate that: (1) the suitability of the teacher's RPP compared to the 2013 curriculum RPP criteria is in the good category with a percentage of 86.41% (2) the suitability of the learning process with the learning program plan is in the good category with a percentage of 82%; (3) the completeness of the elements of the scientific approach in the learning process is classified as lacking with a percentage of 48%; (4) the teacher's obstacle in applying the scientific approach is in carrying out association activities, which are in the less category with a percentage of 7%; (5) the teacher's strategy in overcoming obstacles to the application of association activities is to train students to solve problems, facilitate students with learning media; provide rewards, provide additional learning resources, and encourage students to discuss with their classmates.

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