Development of Authentic Assessment Instruments Through High-Level Botanical Practicums to Improve Science Process Skills
DOI:
10.29303/jppipa.v8i4.1950Published:
2022-10-31Downloads
Abstract
The Auntentik Assessment Instrument is part of the achievement indicator in obtaining information to measure aspects of student knowledge in the learning process. The measurement process carried out for students in the assessment instrument both individually and in groups consists of three affective, psychomotor and cognitive aspects. Ethnobiological studies are part of the understanding of people's culture regarding the knowledge of plants. Science process skills activities are the implementation of an action carried out by students in practicum learning. The basis of the research objectives is to develop an assessment instrument on a high-level botanical practicum learning tool in measuring students' science process skills and measuring feasibility tests and limited tests of assessment instruments in the implementation of science process skills practicum learning activities. The implementation of the method in the research is a development method. The results of this study consist of three aspects of assessment from expert validation, namely aspects of content validity, presentation aspects and language aspects are declared feasible. Meanwhile, the student's response to the assessment instrument was stated to be good to use as a measuring tool in the assessment of students to carry out a high-level botanical practicum.
Keywords:
Assessment Instruments High-Level Botany Science Process SkillsReferences
Bahtiar., & Dukomalamo, N. (2019). Basic science process skills of biology laboratory: improving through discovery learning. Biosfer: Jurnal Pendidikan Biologi, 12 (1), 83-93. https://doi.org/10.21009/biosferjpb.v12n1.83-93
Basri, Q., Syamsudduha, S., & Taufiq, A.U. (2017). Pengembangan Penilaian Kinerja Teknik Peer Assessment pada Pembelajaran Biologi Kelas XI di MA Madani Alauddin. Jurnal Biotek. 5(2).19-36. https://doi.org/10.24252/jb.v5i2.4277
Dresner, M., De, R. C., Fuccillo, K. K., & Chang, H. (2014). Improving Higher-Order Thinking and Knowledge Retention in Environmental Science Teaching. BioScience, 64(1), 40-48. http://dx.doi.org/10.1093/biosci/bit005
Depiani, M. R., Pujiani, N. M., & Latria, D., (2019). Pengembangan Instrumen Penilaian Praktikum IPA Berbasis Inkuiri Terbimbing. Jurnal Pendidikan dan Pembelajaran Sains Indonesia, 2 (2), 59-69. https://doi.org/10.23887/jppsi.v2i2.19374
Dimyati & Mudjiono. (2006). Belajar dan Pembelajaran. Jakarta: Rineka Cipta.
Erick, S., Rayandra, A., & Bambang, H. (2015). Pengembangan Instrumen Evaluasi pada Praktikum Uji Enzim Katalase di SMA Negeri Titian Teras Muaro Jambi. EduSains, 4(2), 1–8. https://doi.org/10.22437/jmpmipa.v4i2.2529
Fadillah, E.N. (2017). Pengembangan Instrumen Penilaian untuk Mengukur Keterampilan Proses Sains Siswa SMA. Didaktika Biologi. 1(2), 123-134. https://doi.org/10.32502/dikbio.v1i2.770
Harris, M. A., Peck, R. F., Colton, S., Morris, J., Neto, E. C., & Kallio, J. (2009). A Combination of Hand-held Models and Computer Imaging Programs Helps Students Answer Oral Questions about Molecular Structure And Function: A Controlled Investigation of Student Learning. CBELife Science Education, 8 (1), 29–43. https://doi.org/10.1187/cbe.08-07-0039
Indriani, D., & Mercuariani, I. S. (2019). Ezperiential learning model with mind mapping on fungi:how to improve science prosess skills?. Biosfer: Jurnal Pendidikan Biologi, 12 (2), 223-237. https://doi.org/10.21009/biosferjpb.v12n2.223-237
Koh, K., Tan, C., & Ng, P. (2011). Creating Thinking Schools Through Authentic Assessment: The Case in Singapore. Educational Assessment Evaluation and Accountability, 24, 135-149. http://dx.doi.org/10.1007/s11092-011-9138-y
Kusumastuti, I., Anggraeni, S., & Surakusumah, W. (2020). Penerapan Asesmen Kinerja dalam Meningkatkan Kemampuan Inkuiri melalui Pembelajaran Levels of Inquiry Siswa SMA. Jurnal Ilmiah Indonesia, 5 (1), 101-116. http://dx.doi.org/10.36418/syntax-literate.v5i1.860
Matondang, Z. (2010). Penyusunan Instrumen/Tes Standar. Retrieved from http://digilib.unimed.ac.id
Mulyani, L.S., Sopyan, A., & Putra. N.M.D. (2017). Pengembangan Instrumen Penilaian Kinerja dengan Pendekatan Ilmiah pada Pembelajaran Berbasis Kegiatan Eksperimen Kalorimeter. Unnes PhysicsEducation Journal. 6(2). 16-22.
Ngadip. (2016). Konsep dan Jenis Penilaian Autentik. E-Jurnal Dinas Pendidikan, 1, 1– 13.
Nurfitriani., Wulan, A.R., & Anggraeni, S. (2018). Pengembangan Asesmen Kinerja untuk Menilai Keterampilan Proses Sains Terintegrasi Siswa pada Konsep Ekosistem. Indonesian Journal of Biology Education. 1(1), 33-38. https://doi.org/10.17509/aijbe.v1i1.11454
Palm, T. (2008). Performance Assessment and Authentic Assessment: A Conceptual Analysis of the Literature. Practical Assessment, Research & Evaluation, 13 (4). Retrieved from http://pareonline.net/getvn.asp?v=13&n=4.
Rustaman, N. Y. (2007). Keterampilan Proses Sains. Bandung: Sekolah Pasca Sarjana UPI. Retrieved from http://www.keterampilan_proses_sains.upi.com.
Rusmiyati, A., & Yulianto, A. (2009). Peningkatan Keterampilan Proses Sains dengan Menerapkan Model Problem Based-Instruction. Jurnal Pendidikan Fisika, 5 (2), 75-78.
Stiggins, R., & Chappuis, J. (2012). An Introduction to Student-Involved Assessment for Learning. USA: Pearso Education Inc.
Santih Anggereni. (2014). Mengembangkan Assessment Kinerja Melalui Pembelajaran Berbasisi Labolatorium ( Cet I ; Makassar : Alauddin Universiti Press ), h. 72-77.
Shavelson, R. J., Troitschanskaia, O, Z., & Marino, J. P.,. (2018). International Performance Assessment of Learning in Higher Education (iPAL): Research and Development. Assessment of Learning Outcomes in Higher Education, Methodology of Educational Measurement and Assessment, 193-214. Retrieved from https://doi.org/10.1007/978-3-319-74338-7_10.
Sugiyono. (2012). Metodode Penelitian Pendidikan. Bandung: Alfabeta.
Setiyana, D., Susilowati, S.M.E., & Pukan, K.K. (2017). Analisis Complex-Performance Assesment dalam Praktikum Biologi Siswa Kelas X di SMA Negeri 2 Pati. Journal of Biology Education. 6(1), 1-10. https://doi.org/10.15294/jbe.v6i1.13952
Supahar., Rosana, D., Ramadani, M., & Dewi, D. K. (2017). Performance Assessment Instrument of Science Process Skills Conform The Nature of Science. Cakrawala Pendidikan, 1 (3), 435-445.
Sudrajat, A., Permanasari, A., & Zainul, A. (2011). Pengembangan Rubrik Asesmen Kinerja untuk Mengukur Kompetensi Mahasiswa Melakukan Praktikum Kimia Analisis Volumetri. Jurnal Chemica, 12(1), 1–8. https://doi.org/10.35580/chemica.v12i1.124
Sumaryanta. (2015). Pedoman penskoran. Indonesian Digital Journal of Mathematic and Education, 2(3), 181–190.
Thiagarajan., Sivasailan. (1974). Instructional Development for Training Teachers of Exceptional Children a Sourcebook. Indiana: Indiana University.
Usmeldi. (2016). Pengembangan Asesmen Keterampilan Proses Sains pada Pembelajaran Fisika Berbasis Riset. Prosiding Seminar Nasional Fisika dan Aplikasinya.
Viki Laedi Zulfatin. (2014). Profil Keterampilan Proses Sains Siswa SMA dalam Kegiatan Praktikum Materi Elastisitas yang Dinilai Menggunakan Penilaian Kinerja, Skripsi. (FMPDIPA: UPI). h. 10-12.
Windyariani, S., Setiono., & Sutisnawati, A. (2017). Pengembangan Model Asesmen Literasi Sains Berbasis Konteks bagi Siswa Sekolah Dasar. Seminar Nasional Kedia Pendidikan Berkemajuan dan Menggembirakan.
Zaki, K. V. (2013). Peningkatan Keterampilan Proses Sains dan Keterampilan Sosial Siswa Melalui Penerapan Model Pembelajaran Kooperatif Tipe Student Teams Achievement Divisions Berbasis Eksperimen. UPEJ : Unnes Physics Education Journal, 2 (2), 58-65. https://doi.org/10.15294/upej.v2i2.2673
License
Copyright (c) 2022 Elfrida Elfrida, Nursamsu Nursamsu, Fauziyah Harahap
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
