KOMPETENSI GURU PENDIDIKAN PANCASILA DAN KEWARGANEGARAAN DALAM PELAKSANAAN EVALUASI PEMBELAJARAN DAN IMPLIKASINYA TERHADAP KETERCAPAIAN KOMPETENSI SISWA (STUDI DI SMP NEGERI 15 SURAKARTA)
Abstract: The purpose of this
study is to: (1). know teachers understanding and ability to perform as well as
selecting an assessment tool Pancasila and Citizenship Education in the
cognitive and affective aspects, (2). know any constraints experienced teachers
in assessing student learning outcomes in subjects Pancasila and Citizenship
Education on the cognitive and affective aspects, and (3). determine impact
experienced by teachers in assessing learning outcomes in subjects Pancasila
and Citizenship Education on the cognitive and affective aspects. This research
is a qualitative descriptive study. The research strategy is a single strategy
rooted. The data source is the informant, events or activities and documents.
The sampling technique was purposive sampling. Data collection techniques were
interviews, observation and document analysis. Researchers used a triangulation
of data and methods. Data analysis techniques using an interactive model. Research
procedure: preparation, data collection, data analysis, and preparation of
research reports.Based on these results it can be concluded: (1). Pancasila and
Citizenship Education learning outcomes assessment performed by Junior High
School Civics teacher 15 Surakarta was appropriate but not maximized, because
the matter has not been developed into various forms of matter. (2).
Constraints faced Pancasila and Citizenship Education teachers in assessing
student learning outcomes in the cognitive aspects in the implementation of
daily tests can not be done entirely in accordance with the time schedule or
because of the time that has been prepared absorbed in learning activities.
Constraints faced Pancasila and Citizenship Education teachers in assessing student
learning outcomes in the affective aspect is that the check list does not
directly provide the value or score. (3). The positive impact of the use of
tests in the cognitive assessment was not too difficult for the teacher
arranged the matter. However, there is a negative impact, among others: (a)
very limited test sample (b) are highly subjective (c) the test is usually less
reliable. The use of non-test assessment tool to positively impact the
affective aspect to know the talents and interests of learners. The negative
impact of the use of the test is a check list of affective indirect giving a
score or value because of its reliability is questionable.
Penulis: Danau Asa Kowidito
Kode Jurnal: jppendidikandd130607
