Analisis Penerapan Penilaian Otentik Dalam Pembelajaran Bahasa Indonesia Di SMK Negeri 1 Mataram

Abstract

This study aims to describe the implementation of authentic assessment used in learning Bahasa Indonesia at SMKN 1 Mataram, the obstacles faced by the Engish teachers in implementing the authentic assessment strategy, and explore the solutions used in overcoming the obstacles. It was a survey research with cross sectional survey design. The population of this study were all Bahsa Indonesia teachers at the school. Data obtained through interviews, observations, and documentation. These data were analyzed with qualitative data analysis techniques using the Miles and Huberman models. The results showed that authentic assessment model which were implemented by the teachers are journal and observation techniques for assessing students’ attitude, written test techniques for assessing knowledge, and performance techniques for assessing skills. The application of authentic assessment includes planning, implementing, and reporting. The attitude and skills assessment planning is lacking because the attitude assessment does not make an assessment plan but only makes assessment instruments, whereas in the assessment of skills, the instrument used is not made in assessing students when conducting discussions, planning for the assessment of knowledge is sufficient because planning for assessment by means of arranging indicators, grids lattice questions, questions, and assessment rubrics. The implementation of attitude assessment is stated to be lacking because it does not take notes during the learning process, while knowledge and skills are sufficient because it is carried out by conveying material and providing understanding to students, then asking students to do the work. Reporting attitude assessment is lacking because it only provides feedback to students, reporting knowledge and skills assessment is sufficient because it is done by reporting the results of the assessment to students, and the homeroom teacher. Obstacles faced by teachers, among others, teachers can not observe the overall ability of students, time that is not effective. Efforts made by teachers include asking students who are not active to answer the questions given by the teacher, to find out whether students pay attention or not, the teacher makes an assessment outside of teaching hours, to make time efficient.