Sistem penilaian berbasis kelas dalam pembelajaran bahasa indonesia (studi kebijakan di SMP Negeri Kabupaten Karanganyar)

Oleh :
Nuning Hidayah Sunani - T1203004 - Sekolah Pascasarjana

ABSTRAK . Penelitian ini bertujuan untuk mengkaji secara mendalam hal-hal sebagai berikut: (1) sistem penilaian yang digunakan dalam pembelajaran bahasa Indonesia di SMP Negeri Kabupaten Karanganyar dewasa ini, (2) implementasi sistem Penilaian Berbasis Kelas (PBK) dalam pembelajaran bahasa Indonesia di SMP Negeri Kabupaten Karanganyar, (3) persepsi guru dan siswa terhadap sistem PBK dalam pembelajaran bahasa Indonesia di SMP Negeri Kabupaten Karanganyar, (4) keunggulan dan kelemahan sistem PBK yang digunakan dalam pembelajaran bahasa Indonesia di SMP Negeri Kabupaten Karanganyar, (5) upaya-upaya yang dilakukan oleh Dinas P dan K, Kepala Sekolah, dan guru untuk mengantisipasi kendala yang muncul akibat dari implementasi PBK dalam pembelajaran bahasa Indonesia di SMP Negeri Kabupaten Karanganyar. Informasi yang diperoleh dari butir-butir di atas dijadikan landasan untuk menyusun rekomendasi kebijakan tentang PBK dalam pembelajaran bahasa Indonesia di SMP Negeri Kabupaten Karanganyar. Penelitian ini merupakan penelitian kebijakan yang berorientasi kepada penyusunan rekomendasi kebijakan mengenai sistem penilaian. Penelitian dilaksanakan di SMP Negeri 3 Karanganyar, SMP Negeri 2 Karangpandan Karanganyar, dan SMP Negeri 2 Matesih Karanganyar, Jawa Tengah, pada tahun pelajaran 2006/2007 – 2007/2008. Pendekatan penelitian yang digunakan adalah pendekatan kualitatif. Teknik pengumpulan data yang digunakan adalah pengamatan berperanserta, wawancara mendalam, dan analisis dokumen. Berdasarkan temuan penelitian tentang sistem PBK dalam pembelajaran bahasa Indonesia dapat dikemukakan simpulan tentang tiga dimensi yaitu dimensi sistem, dimensi pelaku, dan dimensi kebijakan. Ditinjau dari dimensi sistem, konsep PBK dari Puskur Balitbang Depdiknas Jakarta dirasakan sangat kompleks sehingga sulit untuk dilaksanakan. Dari dimensi pelaku, guru belum memahami konsep PBK secara menyeluruh, sehingga implementasinya belum sesuai kriteria dan masih terpengaruh oleh cara penilaian konvensional. Dari dimensi kebijakan, sosialisasi dan pelatihan tentang sistem PBK yang dilaksanakan oleh Dinas P dan K belum efektif menjadikan guru kurang mengenal PBK secara benar dan kurang mampu menerapkannya. Tiga temuan hasil penelitian di atas mendasari peneliti untuk mengembangkan rekomendasi. Rekomendasi kebijakan dikembangkan melalui empat langkah sebagai berikut: (1) menyiapkan konsep rekomendasi kebijakan, (2) menganalisis konsep rekomendasi kebijakan, (3) menyusun rekomendasi kebijakan, dan (4) mengkomunikasikan rekomendasi kebijakan. Menyiapkan konsep rekomendasi kebijakan berupa pedoman PBK yang diadaptasi dari Pedoman Penilaian Kelas yang dibuat oleh Puskur Balitbang Depdiknas Jakarta (2002) serta desain sosialisasi dan pelatihan PBK diadaptasi dari buku “Manajemen Pelatihan Berbasis Belajar Mandiri” yang disusun oleh Haris Mujiman (2007: 56-65). Dalam menganalisis konsep rekomendasi kebijakan disiapkan melalui Focus Group Discussion (FGD) dilaksanakan bersama pemangku kepentingan (stakeholders) pendidikan Kabupaten Karanganyar dan uji coba sederhana dilaksanakan di tiga SMP Negeri yang telah ditentukan. Hasil yang diperoleh dalam langkah analisis ini adalah perlunya penyederhanaan desain PBK dengan tanpa mengubah substansinya. Menyusun rekomendasi kebijakan berupa desain PBK yang dilakukan oleh peneliti berdasarkan hasil analisis. Sebagai langkah terakhir peneliti mengkomunikasikan rekomendasi kebijakan kepada penentu dan pemakai kebijakan di jajaran pendidikan Kabupaten Karanganyar berupa ”Pedoman Pelaksanaan Penilaian Berbasis Kelas dalam Pembelajaran Bahasa Indonesia di Sekolah Menengah Pertama” serta ”Desain Sosialisasi dan Pelatihan Penilaian Berbasis Kelas dalam Pembelajaran Bahasa Indonesia di Sekolah Menengah Pertama”. Hasil penelitian di atas mengimplikasikan perlunya para pendidik meningkatkan kompetensinya terutama kompetensi pedagogik sehingga dalam melaksanakan tugas utamanya sebagai agen pembelajaran mampu melaksanakan penilaian sesuai kriteria yang telah ditentukan untuk mendapatkan hasil sesuai harapan. Di samping itu, hasil penelitian ini mendorong Dinas P dan K segera melaksanakan sosialisasi dan pelatihan tentang PBK karena sistem PBK dapat meningkatkan kualitas proses dan hasil pembelajaran. ABSTRACT This research is aimed to examine the following profoundly: (1) the assessment system used in the Indonesian language learning at State Junior Secondary Schools in Karanganyar regency today, (2) the implementation of the Classroom-Based Assessment in the Indonesian language learning at State Junior Secondary Schools in Karanganyar regency, (3) the teachers and students’ perception on the Classroom-Based Assessment system in the Indonesian language learning at State Junior Secondary Schools in Karanganyar regency, (4) the strengths and weaknesses of the Classroom-Based Assessment system in the Indonesian language learning at State Junior Secondary Schools in Karanganyar regency, and (5) the efforts necessarily taken by the Office of Education and Culture of Karanganyar regency, the principals of State Junior Secondary Schools, and the Indonesian language teachers to anticipate the constraints occurring in the implementation of the Classroom-Based Assessment in the Indonesian language learning at State Junior Secondary Schools in Karanganyar regency. The pieces of information obtained from the five aforementioned items become the basis for the arrangement of policy recommendations on the Classroom-Based Assessment in the Indonesian language learning at State Junior Secondary Schools in Karanganyar regency. This research is a policy study which is oriented to the arrangement of policy recommendations on an assessment system. It used a qualitative approach, and was conducted at State Junior Secondary School 3 of Karanganyar, State Junior Secondary School 2 of Karangpandan, Karanganyar, and State Junior Secondary School 2 of Matesih, Karanganyar in Central Java province in the academic years of 2006/2007- 2007/2008. Data of the research were gathered through participant observation, in-depth interview, and content analysis. Based on the findings of the research on the Classroom-Based Assessment system in the Indonesian language learning, conclusions are drawn. The conclusions cover three dimensions, namely: system dimension, agent dimension, and policy dimension. Viewed from the system dimension, the concept of the Classroom-Based Assessment according to the Curriculum Center of the Research and Development Department of the Ministry of National Education, Jakarta was very complex so that it was difficult to be implemented. Viewed from the agent dimension, the teachers did not comprehend the concept of the Classroom-Based Assessment thoroughly so that its implementation still did not comply with the determined prevailing criteria and was influenced by the conventional assessment. If viewed from the policy dimension, the socialization of the Classroom-Based Assessment as well as the training on it carried out by the Office of Education and Culture was not effective made the teachers less recognize the Classroom-Based Assessment properly and lack ability to implement it. The three findings above become the basis to develop policy recommendations. The recommendations are developed through four phases as follows: (1) preparing the concept of the policy recommendations, (2) analyzing the concept of the policy recommendations, (3) arranging the policy recommendations, and (4) communicating the policy recommendations. The preparation of the concept of the policy recommendations is done through guidelines of the Classroom-Based Assessment which is adapted from the Classroom Assessment Guidelines made by the Curriculum Center of the Research and Development Department of the Ministry of National Education, Jakarta (2002) and design of the socialization and training on the Classroom-Based Assessment which is adapted from the book entitled “Manajemen Pelatihan Berbasis Belajar Mandiri” written by Haris Mujiman (2007: 56 – 65). The analysis of the concept of the policy recommendations was prepared through Focus Group Discussion (FGD) was done collectively with the stakeholders of education in Karanganyar regency and the tryout was conducted in three determined Junior Secondary Schools. The results of the analysis shows that the design of the Classroom-Based Assessment needed simplification without changing its substance. The arrangement of the concept of the policy recommendations was done through the design of the Classroom-Based Assessment based on the results of the analysis. As the last measure, the policy recommendations were communicated to those who determined and used the policy at the circle of the Office of Education and Culture of Karanganyar regency in the form of: Guidelines for the Implementation of Classroom-Based Assessment in the Indonesian Language Learning at State Junior Secondary School and Design of Socialization and Training on Classroom-Based Assessment in the Indonesian Language Learning at State Junior Secondary School. The results of the research above imply that the Indonesian language teachers need to improve their competencies, particularly their pedagogical competency, so that when they carry out their main task as the learning agents, they are capable of implementing the assessment based on the determined criteria so as to achieve the expected results. In addition, the results of this research also encourage the Office of Education and Culture to immediately hold socialization and training on Classroom-Based Assessment because the assessment of Classroom-Based Assessment can improve the quality of process and result of learning.