Penilaian Autentik pada Pembelajaran Pendidikan Agama Islam di SMP Negeri 4 Pematangsiantar
DOI:
https://doi.org/10.51672/alfikru.v15i2.57Keywords:
Authentic Assessment, Islamic Religious Education, PerformanceAbstract
Assessments are often unable to assess what is really meant to be graded, even it seems that it is just giving a score. In fact, a real assessment is needed according to the results shown by students. This study aims to analyze the planning and implementation of authentic assessments as well as the obstacles faced in Islamic religious learning at SMP Negeri 4 Pematangsiantar. The study used a qualitative descriptive study, collecting data through observation, interviews, and documentation. Data analysis techniques through data reduction, data presentation and drawing conclusions. The results of the study explain that the planning of authentic assessment is done by first compiling an instrument based on the learning objectives that have been set, but in this case the teacher only modifies the instrument that has been approved by the curriculum development team of the city education office. Implementation is carried out by applying performance learning such as fardhu kifyah practice, ability tests in the form of non-tests, or observation sheets. Some of the obstacles faced by the large number of students who want to be assessed, personal value bias, difficulty in scoring management. The point is that authentic assessment is in accordance with the characteristics of Islamic education learning which does require performance-based or practice-based assessments.
References
Abdul Majid. (2014). Penilaian Autentik Proses dan Hasil Belajar. PT Remaja Rosdakarya.
Aiman, U. (2016). Evaluasi Pelaksanaan Penilaian Autentik Kurikulum 2013; Studi Kasus di Madrasah Ibtidaiyah Negeri Tempel Sleman Yogyakarta. Jurnal Pendidikan Madrasah, 1(1), 115–122.
Aini, M. (2019). Penerapan Penilaian Autentik Pada Penilaian sikap dalam Pembelajaran Fiqih kelas IX-7 di MTsN 1 Mataram. UIN Mataram.
Arif, S. (2014). Penerapan Penilaian Autentik Pada Mata Pelajaran PAI di SMPN 1 Pamekasan. Nuansa: Jurnal Penelitian Ilmu Sosial Dan Keagamaan Islam, 11(2), 235–262.
Ediawati, A., Sudiana, I. N., & Wisudariani, N. M. R. (2016). Penilaian Autentik Dalam Pembelajaran Menulis Teks Ulasan Di Kelas Viiia9 Smp Negeri 1 Singaraja. E-Journal Pendidikan Bahasa Dan Sastra Indonesia Universitas Pendidikan Ganesha, 1.
Gahara, B. (2017). Implementasi Penilaian Autentik Pada Pembelajaran Pendidikan Agama Islam Kurikulum 2013. Tanzhim, 1(01), 93–109.
Hajaroh, S., Islam, U., & Mataram, N. (2018). Kesulitan Guru dalam Mengimplementasikan Penilaian Autentik. Jurnal Jurusan PGMI, 10(2), 131–152.
Islam, J. P. (2019). Jurnal Pemikiran Islam Vol. 5, No. 1, Juli 2019. 5(1), 21–38.
Marfuah, A., & Febriza, F. (2019). Penilaian Autentik pada Pembelajaran Pendidikan Agama Islam (PAI) di Sekolah dan Perguruan Tinggi. Fondatia, 3(2), 35–58. https://doi.org/10.36088/fondatia.v3i2.301
Mauizdati, N., & Selatan, K. (2019). Problematika Guru Kelas dalam Di Sdn Hapalah I. Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah, 4(1), 103–124.
Muthiah, S. (2019). Implementasi Penilaian Autentik Kurikulum 2013 dalam Mata Pelajaran Ilmu Pengetahuan Sosial di SMP Negeri 16 Jakarta. Jakarta: Fakultas Ilmu Tarbiyah Dan Keguruan UIN Syarif Hidayatullah. https://repository.uinjkt.ac.id/dspace/handle/123456789/45304
Nurhayati, E., & Ahmad, T. A. (2018). Implementasi Penilaian Autentik dalam Pembelajaran Sejarah di SMA Negeri 1 Semarang. Indonesian Journal of History Education, 6(1), 21–30.
Nurisman, D. K., Syaodih, E., Studi, P., Anak, P., Dini, U., Pascasarjana, S., & Indonesia, U. P. (2017). Perencanaan Penilaian Otentik Kurikulum 2013 : Jenis. Edusentris, 4(3).
Oemar Hamalik. (2011). Dasar-Dasar Pengembangan Kurikulum. PT Remaja Rosdakarya.
Prasanti, D. (2018). Penggunaan Media Komunikasi Bagi Remaja Perempuan Dalam Pencarian Informasi Kesehatan. LONTAR: Jurnal Ilmu Komunikasi, 6(1), 13–21. https://doi.org/10.30656/lontar.v6i1.645
Ruslan, Fauziah, T., & Alawiyah, T. (2016). Kendala Guru dalam Menerapkan Penilaian Autentik di SD Kabupaten Pidie. Jurnal Ilmiah Mahasiswa Pendidikan Guru Sekolah Dasar, 1(1), 147–157. http://www.jim.unsyiah.ac.id/pgsd/article/view/534
Setiawan, D. (2017). Pendekatan Saintifik dan Penilaian Autentik untuk Meningkatkan Mutu Pembelajaran Pendidikan Agama Islam. Al-Asasiyya: Journal of Basic Education, 1(2), 40–56. http://journal.umpo.ac.id/index.php/al-asasiyya/article/view/683
Studi, P., Bahasa, P., & Sastra, D. (2013). Dalam Mata Pelajaran Bahasa Indonesia. 65, 12–19.
sudrajat, D., & Moha, I. (2019). Ragam Penelitian Kualitatif. https://doi.org/10.31227/osf.io/jaxbf
Sulistiati, S. (2017). Kompetensi Guru Pendidikan Agama Islam dalam Penilaian Autentik di SMA Negeri 1 Arga Makmur. Al-Bahtsu: Jurnal Penelitian Pendidikan Islam, 2(1), 143–154.
Sya’idah, U., Amaliyah, A., & Ismail, Y. (2016). Kemampuan Guru PAI dalam Merencanakan dan Melaksanakan Penilaian Autentik. Jurnal Online Studi Al-Qur’an, 12(2), 143–157. https://doi.org/10.21009/jsq.012.2.01
Umami, M. (2018). Penilaian Autentik Pembelajaran Pendidikan Agama Islam dan Budi Pekerti dalam Kurikulum 2013. Jurnal Kependidikan, 6(2), 222–232. https://doi.org/10.24090/jk.v6i2.2259
Wildan, W. (2017). Pelaksanaan Penilaian Autentik Aspek Pengetahuan, Sikap Dan Keterampilan Di Sekolah Atau Madrasah. Jurnal Tatsqif, 15(2), 131–153. https://doi.org/10.20414/jtq.v15i2.3
