Ningsih, Wawan Yuliati (2017) Pengembangan instrumen evaluasi mata pelajaran biologi SMA kompetensi dasar 3.1, 3.2, 3.3, 4.1, 4.2, dan 4.3 kelas X SMA Muhammadiyah 1 Kota Malang / Wawan Yuliati Ningsih. Diploma thesis, Universitas Negeri Malang.
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ABSTRAK Ningsih Wawan Yuliati. 2017. Pengembangan Instrumen Evaluasi Mata Pelajaran Biologi SMA Kompetensi Dasar 3.1 4.1 3.2 4.2 3.3 dan 4.3 Kelas X Dalam Kurikulum 2012 Di SMA Muhammadiyah 1 Kota Malang. Skripsi Jurusan Biologi Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Malang. Pembimbing (I) Drs. Triastono Imam Prasetyo M.Pd (II) Sofia Ery Rahayu S.Pd M.Si. Kata kunci instrumen evaluasi biologi SMA kompetensi dasar 3.1 4.1 3.2 4.2 3.3 dan 4.3 kelas X. Hasil wawancara dengan guru biologi di SMA Muhammadiyah 1 Kota Malang soal yang digunakan ulangan harian disusun sendiri oleh guru dan belum dilakukan analisis validasi logis dan analisis butir soal ulangan harian kelas X. Hasil wawancara didukung dengan melihat kesesuaian antara indikator dan tujuan pembelajaran yang dibuat oleh guru pada Kompetensi Dasar (KD) 3.1 3.2 3.3 4.1 4.2 dan 4.3 pada RPP jumlah penjabaran KD menjadi indikator dan tujuan pembelajaran belum diturunkan menjadi indikator soal sehingga jumlah soal yang dibuat oleh guru tidak sesuai dengan jumlah indikator dan tujuan pembelajaran. Artinya soal yang disusun oleh guru belum memenuhi validitas konstruk. Penelitian ini bertujuan untuk mengembangkan rumusan soal pilihan ganda jawaban tunggal dan asesmen kinerja dari KD 3.1 3.2 3.3 4.1 4.2 dan 4.3 mengetahui validitas logis dan validitas empiris soal pilihan ganda jawaban tunggal KD 3.1 3.2 dan 3.3 mengetahui validitas logis asesmen kinerja yang dibuat dari KD 4.1 4.2 dan 4.3. Penelitian pengembangan ini menggunakan model penelitian R D menurut Borg and Gall yang terdiri dari 7 tahap.Uji coba lapangan awal dilakukan pada 12 siswa kelas X MIPA SMA Muhammadiya 1 Kota Malang dan uji coba lapangan produk utama dilakukan pada 38 sisa kelas X MIPA SMA Muhammadiya 1 Kota Malang. Hasil penelitian menunjukkan bahwa tingkat kesukaran soal pilihan ganda jawaban tunggal pada uji coba lapangan awal memiliki tingkat kesukaran soal mudah 22 5% sedang 47 5% sukar 30% soal berdaya beda negatif 7 5% jelek 2 5% cukup 25% baik 27 5% dan baik sekali 37 5%. Analisis pengecoh didapatkan berfungsi sebanyak 55%. Uji coba lapangan produk utama tingkat kesukaran soal pilihan ganda jawaban tunggal pada uji coba lapangan awal memiliki tingkat kesukaran soal mudah 20% sedang 50% sukar 30% soal berdaya beda negatif 0% jelek 5% cukup 7 5% baik 40% dan baik sekali 47 5%. Reliabilitas soal 9 00 artinya reliabilitanya tinggi. Analisis pengecoh 75% berfungsi. Saran yang dapat diberikan yaitu setelah guru menggunakan instrumen evaluasi (soal pilihan ganda jawaban tunggal) guru mata pelajaran Biologi harus melakukan validasi empiris serta analisis pengecoh hal ini diharapkan terus memperbaiki kualitas soal.Sebelum produk di desiminasikan disarankan untuk melakukan tahap ini uji coba lapangan secara luas (Operational Field Testing) atau langkah ke 8 dari model pengembangan borg and gall yang belum dilakukan dalam penelitian ini. ABSTRACT Ningsih Wawan Yuliati. 2017.Developing Senior High School Biology Instrument Evaluation in Basic Competence 3.1 4.1 3.2 4.2 3.3 and 4.3 on SMA Muhammadiyah 1 Malang. Department of Biology Biology Education Program Faculty of Mathematics and Natural Sciences State University of Malang. Counselor (I) Drs Triastono Imam Prasetyo M.Pd (II) Sofia Ery Rahayu S.Pd M.Si Keywords assessment instrument High school biology basic competencies 3.1 4.1 3.2 4.2 3.3 and 4.3 class X. The result of interview with biology teacher in Junior High School Muhammadiyah 1 Malang twice the problem used daily replication prepared by the teacher and has not done the logical validation analysis and the analysis of daily test questions of class X. Interview results are supported by looking at the suitability between the indicators and the learning objectives made by Teachers in Basic Competencies (KD) 3.1 3.2 3.3 4.1 4.2 and 4.3 in RPP the number of KD translations into indicators and learning objectives can not be an indicator of the problem so that the number of questions made by the teacher does not match the number of indicators and learning objectives. Problem questions compiled by teachers have not fulfilled the construct validity. This research is intended to develop the formulation of multiple choice questions of single answers and performance assessments of KD 3.1 3.2 3.3 4.1 4.2 and 4.3 knowing the logical validity and empirical validity of multiple choice answers of single answers KD 3.1 3.2 and 3.3 looking for Validity Logical performance assessment made of KD 4.1 4.2 and 4.3. This development research uses R D research model according to Borg and Gall which consists of 7 stages. Initial field trials were conducted on 12 students of class X Science Junior High School Muhammadiyah 1 Malang twice and field trials main product conducted on 38 remaining class X Science Junior High School Muhammadiyah 1 Malang twice. The results showed that the difficulty level of multiple choice questions of a single answer in the initial field trials had an easy difficulty level of 22.5% medium 47.5% difficult 30% about different negative strength 7.5% bad 2.5% enough 25% good 27 5% and very good 37 5%. The duller analysis was found to work as much as 55%. The primary product field trials of difficulty in multiple-choice questions of a single answer in initial field trials have difficulty level problems 20% medium 50% difficult 30% about the difference negative 0% bad 5% enough 7.5% good 40% and very good 47 5%. Reliability about 9.00 means reliability is high. 75% offsetting analysis works. Suggestions can be given after teachers use the evaluation instrument (single choice multiple answers) Biology subject teachers must perform empirical validation as well as degradation analysis it is expected to continue to improve the quality of the problem. Prior to the product in the dissemination it is advisable to conduct a broad field trial stage Operational Field Testing) or step 8 of the borg and gall development model that has not been done in this study.
| Item Type: | Thesis (Diploma) |
|---|---|
| Subjects: | ?? ?? |
| Divisions: | Fakultas Matematika dan IPA (FMIPA) > Departemen Biologi (BIO) > S1 Pendidikan Biologi |
| Depositing User: | library UM |
| Date Deposited: | 07 Aug 2017 04:29 |
| Last Modified: | 09 Sep 2017 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/25171 |
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