Implementasi Penilaian Ranah Sikap Dalam Kurikulum 2013 Pada Mata Pelajaran Pendidikan Agama Islam Di Sekolah Dasar

Ramadhani, Raja Hulan Dari (2022) Implementasi Penilaian Ranah Sikap Dalam Kurikulum 2013 Pada Mata Pelajaran Pendidikan Agama Islam Di Sekolah Dasar. Mimbar PGSD Undiksha.

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Abstract

Attitude assessment is still not optimal in its implementation due to lack of socialization about understanding attitude assessment, lack of supporting books or teacher guidelines in attitude assessment, and finally the lack of teacher understanding of attitude assessment. The purpose of this study was to see the teacher's process of assessing attitudes in accordance with the 2013 curriculum on Islamic Religious Education (PAI) subjects in elementary schools. The approach in this study uses a descriptive qualitative approach. Data was collected through the process of observation, documentation, and interviews. Islamic religious education teachers and school principals are the subjects of this study. The results of the study show that in planning the attitude assessment, the teacher has compiled an assessment plan into the syllabus learning indicators and teacher lesson plans which include assessment aspects, such as techniques in assessing attitudes, and ways in making assessment instruments. In the implementation of the assessment, the attitude of the implementation is not in accordance with the assessment plan that has been prepared previously. Processing and utilization of the results of the attitude assessment, where the teacher learns on his own about the attitude assessment. The teacher uses the results of the attitude assessment as material for evaluating students. Constraints in attitude assessment are divided into 2 main things, such as technical and non-technical, the technical obstacle is the teacher's ability to operate the assessment application, and the non-technical one, namely the teacher's understanding of the attitude assessment itself. Efforts to overcome the barriers to attitude assessment, namely the teacher must follow up appropriately and continue to evaluate the development of student attitudes on a regular basis. Efforts that can be made by school principals are by guiding teachers who do not understand and providing seminar training to teachers. It can be concluded that socialization for teachers related to attitude assessment is still lacking and limited. This is also followed by a lack of teacher understanding of attitude assessment.

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