Penilaian Sikap Format Penilaian Kinerja Daftar Pustaka

Bahasa Inggris – SMP | 226 SMP Modul Pelatihan Implementasi Kurikulum 2013 c. dapat mendorong, membiasakan, dan melatih peserta didik untuk berbuat jujur, karena mereka dituntut untuk jujur dan obyektif dalam melakukan penilaian.

3. Penilaian Sikap

Contoh Format Penilaian Sikap Mata Pelajaran: _________ Semester: _________ Kelompok : _________ Kelas : _________ No Nama Siswa Skor Nilai Komitmen Tugas Kerja Sama Ketelitian Minat Jumlah Skor 1 2 3 4 5 .. ..

4. Format Penilaian Kinerja

Contoh Format Penilaian Kinerja Nama Siswa: ……………… Tanggal: ……………… Kelas: ……………… NO Aspek Yang Dinilai Tingkat Kemampuan 1 2 3 4 1. 2. 3. Jumlah Kriteria Penskoran Kriteria Penilaian 1. Baik Sekali 4 10 – 12 A 2. Baik 3 7 – 9 B 3. Cukup 2 4 – 6 C 4. Kurang 1 ≤ 3 D Bahasa Inggris – SMP | 227 SMP Modul Pelatihan Implementasi Kurikulum 2013 A: Pengelompokan yang dilakukan siswa sangat baik, uraian yang dijabarkan rinci dan diperoleh dengan menggunakan seluruh indra disertai dengan gambar-gambar atau diagram. B: Pengelompokan yang dilakukan siswa baik, uraian yang dijabarkan kurang rinci dan diperoleh dengan menggunakan sebagian besar indra dengan gambar-gambar atau diagram. C: Pengelompokan yang dilakukan siswa cukup baik, uraian yang dijabarkan tidak rinci dan diperoleh dengan menggunakan sebagian kecil indra dengan gambar-gambar atau diagram. D: Pengelompokan yang dilakukan siswa kurang baik, uraian yang dijabarkan kurang sesuai dan diperoleh dengan menggunakan sebagian besar indra dengan gambar- gambar atau diagram 5.Penilaian Hasil Kerja Siswa Nama Siswa: ……………… Tanggal: ……………… Kelas: ……………… Input Proses Out PutHasil Nilai Bahasa Inggris – SMP | 228 SMP Modul Pelatihan Implementasi Kurikulum 2013

2. Daftar Pustaka

1. Dahar, RW., 1991. Teori-Teori Belajar. Penerbit Erlangga, Jakarta. 2. Holiwarni, B., dkk., 2008. Penerapan Metode Penemuan Terbimbing pada Mata Pelajaran Sains untuk Meningkatkan Hasil Belajar Siswa Kelas IV SDN 016 Pekanbaru Kota Laporan Penelitian. Lemlit UNRI, Pekanbaru. 3. http:darussholahjember.blogspot.com201105aplikasi-metode-discovery- learning.html 23 Mei 2013. 4. http:ebookbrowse.compengertian-model-pembelajaran-discovery-learning- menurut-para-ahli-pdf-d368189396 23 Mei 2013. 5. http:prismabekasi.blogspot.com201210definisi-belajar-menurut-para-ahli.html 23 Mei 2013 6. Jurnal Geliga Sains 3 2, 8-13, 2009 Program Studi Pendidikan Fisika FKIP Universitas Riau ISSN 1978-502X. 7. Rizqi, 2000. Pengembangan Perangkat Pembelajaran Berorientasi Pembelajaran Penemuan Terbimbing Guide-Discovery Learning yang Mengintegrasikan Kegiatan Laboratorium untuk Fisika SLTP Bahan Kajian Pengukuran. Tesis, UNESA tidak dipublikasikan. 8. Syamsudini , 2012. Aplikasi Metode Discovery Learning Dalam Meningkatkan Kemampuan Memecahkan Masalah, Motivasi Belajar Dan Daya Ingat Siswa. 9. Syah, M., 1996. Psikologi Pendidikan Suatu Pendekatan Baru. PT Remaja Rosdakarya, Bandung. Bahasa Inggris – SMP | 229 SMP Modul Pelatihan Implementasi Kurikulum 2013 CONTOH APLIKASI DISCOVERY LEARNING DALAM PEMBELAJARAN SAINSBAHASA INGGRIS: SECTION 1 Quickie Starters and Guided Discovery Activities for Physical Sciences MATTER AND ENERGY Quickie Starters Where Did the Water Go? Materials Opening Questions Some Possible Activities Sponges, paint brushes, dish cioths. This should be done on a hot day, outside the classroom What will happen to water if you brush it on different things outside? How can you find out? Where do you think the water will disappear first? Why? Invite the children to take a paint brush, dip it in water, and brush it over several places to see what happens. Have them play a game to see whose water will disappear first Have them feel the places where the water disappears rapidly and compare it with places where it doesnt seem to disappear as fast for example, on hot sidewalks and in the shade. Have them repeat the activity but use sponges and washcloths instead of brushes. Have them place wet sponges on different places and determine which ones dry first How Can We Dry Clothes Faster? Materials Paper towels, different pieces of cloth some that are thin and some that are thick like a towel, sponges, twine tohold the cloth, clothes- pins Bahasa Inggris – SMP | 230 SMP Modul Pelatihan Implementasi Kurikulum 2013 Opening Questions Some Possible Activities How can we make these wet? How can we dry them? How can we use the twine and clothespins to dry them? Where is the best place to put the clothesline? Why? Which things do you think will dry first? Ask the children to make the clothesline. Have them dip various things in water, drain them, and place them on the clothesline with clothespins. Why Does Water Roll Off Some Things? Materials Opening Questions Some Possible Activities Waxed paper, paper towel, napkins, typing paper, plastic wrap, eye dropper, food coloring What will happen when you drop droplets of water on these different kinds of paper and plastic? How can you find out? What paper will hold the water the best? What paper or plastic will water run off of the easiest? Have the students find which paper and plastic absorbs the water the best and the least Have them play Water Droplet Chase. Usa red food coloring to make some red drops and blue food coloring to make some blue drops. Drop the water into separate droplets distant from each other on wax paper or plastic wrap. Place one red drop and several blue drops on the paper. Invite the students to capture all the blue drops, one at a time, with the red drop. Have the students make drop slides of the same lengths and inclinations. They can vary the material they use for the slide. Two students should compete with each other to see which slides the drops will move down the fastest Guided Discovery Activities What Are Water Molecules and How Do They Affect Each Other? K-8 What Do I Want The deeper the water, the greater the pressure. Bahasa Inggris – SMP | 231 SMP Modul Pelatihan Implementasi Kurikulum 2013 Children to Discover? What Will I Need? What Will We Discuss? Water has cohesive force. A force is defined as push or pull on an object Molecules of the same substance tend to stick to each other because they are attracted by an invisible force. Each molecule of the substance pulls other atoms to it The force of attraction between molecules of the same kind is called cohesive force. Quart milk carton Water enough to fill containers as desired Pencil or nail Ruler Glass.or plastic tumbler Medicine dropper Pan or bowl 12-inch squares of wax paper Why does a drop of water hold together as it runs down a window- pane? Why are beads of water hemispherical, especially or. a well-waxed automobile? Why can some bugs walk on the top of water? Why do you think drops of water from a medicine dropper are hemispherical? PROCESSES What Will Children Do? Observing Observing Observing Hypothesizing PART I 1. Obtain a 12-inch square of wax paper. Using a medicine dropper, place three or four drops of dean tap water on your wax paper. How would you describe the shape of the water? What is its color? 2. Push the drops of water around with a pencil point. What happens to the water when you push the pencil point into c water droplet? What happens when you push several droplets near each other? Why do you think this happens? Note: Processes in these activities refer to the italicized words that appear in the left-hand column. Bahasa Inggris – SMP | 232 SMP Modul Pelatihan Implementasi Kurikulum 2013 Hypothesizing Designing an investigation PART II 1. Obtain a glass or plastic tumbler and place it in a bowl or dish. Fill it completely full of water, until some water overflows. Do you think you can add any more water to the glass tumbler? Can you think of how you might test your hypothesis or guess what will happen? 2. Test your hypothesis or try this one. Using a medicine dropper, slously drop water into the glass from about lz inch above the water level of the glass. See diagram. Measuring Observing Inferring Observing Inferring How many drops of water car. you add after the glass is full? How would you describe the shape of the water above the rim of the glass? Why does the water rise above the rim of the glass? At what point does the water run over the rim of the glass? Why do you think the water finally runs over the rim of the glass? Hypothesizing PART III If the side of a milk carton were punctured with holes one above another and the canon filled with water, what do you think would happen to the water in it? How would the water pour out of the holes? Bahasa Inggris – SMP | 233 SMP Modul Pelatihan Implementasi Kurikulum 2013 Hypothesizing Hypothesizing Observing Designing an investigation PART IV 1. Puncture holes in the bottom cf the canon about 2-3 cm or 1 inch each apart as shown in the diagram. Put masking tape over holes. Caution: Do not make holes too large and make holes very dose together. What do you think will happen when uxtter is poured into this carton and the masking tape is removed? How many jets of water will you get coming out of the holes in the bottom of the carton? 2. Pour water into the carton. How many jets of water come out? What should you do to the water pouring out of the carton at the bottom so you could only get one jet of water without plugging any holes? 3. Test your hypotheses 4. Try the above using gallon or half-gallon cartons. What Must I Know? Where Do I Find It? The children should pour water into the carton and pinch the jets of water together with their fingers just as though they were going to pinch someone. The jets will form one stream. If the water comes out in one jet there must be some kind of force holding the water to-gether. The force that holds similar molecules to each other is called cohesive force. Each molecule of water has cohesive force that pulls and holds other molecules of water to it See the diagram that represents how molecules of water are held together to form a water droplet due to cohesive force. The pinching of the water brings the jets of water in contact allowing cohesive force to hold together. This is true because the cohesive force between two substances increases as the distance between them decreases. How Will Children Use or Apply What They Discover? 1. Why do you think a dam is buik with very thick walls at the bottom and thinner walls at the top? 2. Why do your ears sometimes hurt when you dive deep in a swim ming pool? What pushes in on your ears as you go deeper? 3. Why are the walls of a submarine so thick and strong? 4. What would happen to the water escaping from two of the holes of a can if you stopped one hole? 5. What will happen to the water coming out of the bottom hole as the water gets lower in the con? 6. Why do many towns have water storage tanks towering high above the city or buih on a hill? Bahasa Inggris – SMP | 234 SMP Modul Pelatihan Implementasi Kurikulum 2013 Materi Pelatihan 2.3: Konsep Penilaian Autentik pada Proses dan Hasil Pembelajaran Langkah Kegiatan Inti Kegiatan interaktif untuk menyamakan persepsi Diskusi Kelompok tentang konsep penilaian autentik Paparan Materi dengan PPT- 2.2 dan PPT- 2.23.2 15 Menit 50 Menit 20 Menit Kegiatan interaktif untuk menyamakan persepsi tentang jenis dan bentuk penilaian autentik. Diskusi materi Konsep Penilaian Autentik pada Proses dan Hasil Belajar. Paparan materi Konsep Penilaian Autentik pada Proses dan Hasil Belajar dengan menggunakan bahan tayang PPT-2.3 Paparan materi Contoh Penerapan Penilaian Autentik pada Pembelajaran dengan menggunakan bahan tayang PPT-2.33.2. Bahasa Inggris – SMP | 235 SMP Modul Pelatihan Implementasi Kurikulum 2013 Bahasa Inggris – SMP | 236 SMP Modul Pelatihan Implementasi Kurikulum 2013 Bahasa Inggris – SMP | 237 SMP Modul Pelatihan Implementasi Kurikulum 2013 Bahasa Inggris – SMP | 238 SMP Modul Pelatihan Implementasi Kurikulum 2013 Bahasa Inggris – SMP | 239 SMP Modul Pelatihan Implementasi Kurikulum 2013 Bahasa Inggris – SMP | 240 SMP Modul Pelatihan Implementasi Kurikulum 2013 Bahasa Inggris – SMP | 241 SMP Modul Pelatihan Implementasi Kurikulum 2013 ASESMEN AUTENTIK

A. Definsi dan Makna Asesmen Autentik