Peer And Self Assessment Sebagai Penilaian Autentik dalam Kurikulum 2013

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Published: Feb 24, 2016
DOI: https://doi.org/10.21580/phen.2013.3.2.143
Keywords:
authentic assessment, peer assessment, self assessment

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ratih rizqi nirwana
Fakultas Saintek UIN Walisongo

Abstract

Pelaksanaan kurikulum 2013 dilakukan dengan pendekatan scientific, dengan proses pembelajaran yang diharapkan adalah yang kontekstual dan berpusat pada peserta didik (student centered active learning). Dalam pembelajaran dengan menggunakan kurikulum 2013, sangat dianjurkan agar guru mengutamakan penilaian kinerja (performance assessment). Akan tetapi pada praktiknya,  seorang guru akan mengalami kesulitan kaetika harus mengamati 30-40 peserta didik yang berada dalam satu kelas. Untuk mengatasi hal tersebut, guru bisa berkolaborasi dengan peserta didik dalam penilaian dengan menggunakan peer and self assessment. Dengan menerapkan peer and self assessment, keuntungan yang didapatkan peserta didik antara lain Pemahaman  standar kualitas kinerja , proses belajar lebih mandiri, pengembangan keterampilan metakognitif, pengembangan kemampuan berpikir kritis, belajar lebih banyak tentang hal-hal yang dipelajari ketika peserta didik melihat kinerja teman, praktik dan pengembangan keterampilan komunikasi dan social, penanaman karakter sekaligus pengetahuan.

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How to Cite
nirwana, ratih rizqi. (2016). Peer And Self Assessment Sebagai Penilaian Autentik dalam Kurikulum 2013. Phenomenon : Jurnal Pendidikan MIPA, 3(2), 139–151. https://doi.org/10.21580/phen.2013.3.2.143
Issue
Vol. 3 No. 2 (2013): Jurnal Pendidikan MIPA
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Articles
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References

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Faculty of Education & Social Work, Self and peer assessment – advantages and disadvantages , tersedia online di http://sydney.edu.au/education_social_work/groupwork/docs/SelfPeerAssessment.pdf, diakses 1 Desember 2012

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The Highland council, 2006, Peer And Self Assessment, tersedia online di http://www.highland.gov.uk/learninghere/supportforschoolstaff/ltt/issuepapers/peer-selfassessment.htm, diakses 1 Desember 2012

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