Peningkatan kemampuan guru melaksanakan penilaian autentik dalam PTM terbatas melalui coaching model tirta
DOI:
https://doi.org/10.5281/zenodo.7367570Keywords:
authentic assessment, TIRTA coaching model, student’s wellbeingAbstract
Hasil analisis raport mutu tahun 2020 pada sub indikator melakukan penilaian autentik secara komprehensif memperoleh nilai 5,01 kategori menuju SNP 3. Hal ini mengindikasikan bahwa kemampuan guru melaksanakan penilaian autentik masih perlu ditingkatkan. Salah satu upaya yang dilakukan adalah menerapkan coaching model TIRTA. Sasaran pelaksanaan penelitian ini adalah semua guru mata pelajaran SMPN 3 Selat sebanyak 34 orang. Pelaksanaan penelitian ini bertujuan untuk meningkatkan kemampuan guru melaksanakan penilaian autentik dan mengetahui dampaknya terhadap kebahagiaan siswa (student’s wellbeing). Data dikumpulkan dengan angket, wawancara, dan observasi selanjutnya dianalisis secara deskriptif. Hasil yang diperoleh sangat menggembirakan dimana kemampuan guru melaksanakan penilaian autentik memperoleh nilai 95,74 termasuk kategori sangat baik dan pencapaian student’s wellbeing (kebahagiaan siswa) memperoleh nilai 88,01 termasuk kategori sangat baik. Berdasarkan hasil-hasil yang diperoleh tersebut dapat disimpulkan bahwa penerapan coaching model TIRTA dapat meningkatkan kemampuan guru dalam melaksanakan penilaian autentik dan berdampak sangat baik pada pencapaian kebahagiaan siswa.
The results of the analysis of the 2020 school quality report on the sub-indicators of carrying out a comprehensive assessment obtained a score of 5.01. This indicates that the teacher’s ability to carry out authentic assessment still needs to be improved. One of the efforts made is the application of the TIRTA coaching model. The object of the implementation of this research is all 34 teachers of SMP Negeri 3 Selat. The implementation of this research is aimed to improve the teacher’s ability carrying out authentic assessments and finding out the impact of the student’s wellbeing. Data is collected by questionnaires and observation interviews, and then analyzed descriptively. The results obtained the teacher’s ability to carry out authentic assessments got a score of 95,74 that is categorized to be a very good and the achievement of the student’s wellbeing got a score of 88.01 that is categorized to be the very good. Based on the results obtained, it can be concluded that the application of the TIRTA coaching model can improve the teacher’s ability in carrying out authentic assessments and resulting a very good impact on the achievement assessments and resulting a very good impact on the student’s wellbeing.
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