ABSTRAK
Penelitian ini bertujuan untuk mengetahui proses pengembangan dan kualitas dari instrumen penilaian otentik berbasisscientific literacy pada pembelajaran Fisika di SMA sebagai implementasi Kurikulum 2013.
Penelitian ini menggunakan metode R&D model 4-D yang dikembangkan oleh Thiagarajan, et. al. Penelitian dilakukan di SMA N 5 Surakarta dan SMA N 7 Surakarta pada tahun pelajaran 2013/2014. Data yang diperoleh berupa data kualitatif dan data kuantitatif. Data kualitatif terdiri dari: (1) hasil wawancara pendidik kelas X SMA; dan (2) saran dan komentar yang diperoleh pada tiap tahap penelitian. Data kuantitatif terdiri dari: (1) hasil angket validasi; (2) hasil angket respon produk; (3) hasil pengisian lembar observasi dan angket penilaian pada uji coba skala besar; dan (4) hasil jawaban soal evaluasi peserta didik pada uji coba skala besar dan tes non otentik materi Suhu dan Kalor. Data kualitatif divalidasi dengan menggunakan teknik triangulasi sumber dan dianalisis menurut model Miles & Huberman. Data validasi isi dan respon dianalisis dengan menentukan nilai rata-rata total, data validitas konstruk dan reliabilitas lembar observasi dan angket penilaian dianalisis dengan program SPSS melalui perolehan nilai Corrected Item-Total Correlation dan nilai Cronbach’s Alpha, data validitas (taraf kesukaran, daya beda, dan keefektifan pengecoh) dan reliabilitas soal evaluasi dianalisis dengan program QUEST.  
Berdasarkan hasil analisis data penelitian dan pembahasan, dapat disimpulkan bahwa: (1) proses pengembangan mengacu pada model 4-D yang dikembangkan oleh Thiagarajan, et.al. dan terdiri dari: (a) tahap define (pendefinisian); (b) tahap design (perencanaan); (c) tahap develop (pengembangan); (d) tahap disseminate (penyebaran); dan (2) kualitas instrumen dilihat dari: (a) hasil analisis data tahap validasi, antara lain: (i) nilai rata-rata validasi isi produk, yaitu sebesar 3,48 (sangat baik); dan (ii) nilai rata-rata validasi isi tiap perangkat >3,25 (sangat baik); (b) nilai rata-rata respon produk pada tahap uji coba kecil sebesar 3,50 (sangat baik); (c) hasil analisis data uji coba skala besar yang terdiri dari: (i) terpenuhinya nilai validitas dan reliabilitas dari masing-masing lembar observasi, angket penilaian, dan soal evaluasi; dan (ii) nilai rata-rata respon produk sebesar 3,54 (sangat baik); (d) nilai rata-rata respon produk pada tahap penyebaran sebesar 3,65 (sangat baik); dan (e) tervalidasinya item tes non otentik dengan nilai reliabilitas sebesar 0,57. Berdasarkan keseluruhan hasil tersebut, disimpulkan bahwa instrumen memiliki kualitas yang sangat baik.
Kata kunci: penilaian otentik, scientific literacy, Fisika, Kurikulum 2013.
ABSTRACT
This research is aimed to determine the development process and quality of authentic assessment instrument scientific literacy-based in Physics learning in senior high school as implementation of Curriculum 2013.
This research uses R&D method with 4-D modelsdeveloped by Thiagarajan, et. al.This research conducted in Senior High School 5of Surakarta and Senior High School 7 of Surakartaon 2013/2014 academic year in February-August 2014. The data obtained in the form of quantitative and qualitative data.Qualitative data consists of: (1) the results of interviews with X-class high school educators;and (2) suggestions and comments were obtained at each stage of the research.Quantitative data consists of: (1) the results of validation questionnaire;(2) the results of product responsesquestionnaire;(3) the results of the observation sheet and assessment questionnaire filledat large-scale trial;and (4) the student’s answer of the evaluation at large-scale trials and non authentic test of Suhu & Kalor subject.The qualitative data validated by using source triangulation techniques and analyzed according to the model of Miles & Huberman.Content validation and response data was analyzed by determining the average value, construct validity and reliability data of observation sheet and assessment questionnaires were analyzed with SPSS through acquisition of Corrected Item-Total Correlation value and Cronbach’s Alpha value, validity (item difficulty, item discrimination, and distribution to all alternatives) and reliabilitydata of evaluation’s questions were analyzed with the QUEST program.
Based on the results of data analysis and discussion, can be concluded that: (1) the development process refers to the 4-D models developed by Thiagarajan, et .al.that consists of: (a) define phase;(b) design phase;(c) develop phase; and (d) disseminate phase;and (2) quality of instrument seen from: (a) the results of validation phase’s data, consist of: (i) the average value of content validation of productis 3.48 (very good);and (ii) the average value of content validation of each device is over 3.25 (very good).(b) the average value of product response at small-scale trial is 3.50 (very good);(c) the results of data analysis at large-scale trials that consist of: (i) the fulfillment of the validity and reliability of each observation sheet, assessment questionnaire, and evaluation’s questions;and (ii) the average value of product response is 3.54 (very good);(d) the average value of product response at the disseminate phase is 3.65 (very good); and (e) the validity of non authentic test’s item and reliability is 0.57.Based on the overall results, indicating that the instrument has a very good quality.
Keywords: authentic assessment, scientific literacy, Physics, curriculum of 2013.