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ABSTRACT
Abdulloh, Muhammad Nur Wahid. 2016. Development of the Writing Skills
Assessment Authentic Arabic in Curriculum 2013.
Thesis. Arabic Language Study Program. Postgraduate program
State Islamic University Sunan Ampel Surabaya. Preceptor
Dr. H. Nasaruddin, M.Ed.
Keywords: instrument development, authentic assessment
The evaluation will answer questions about the quality of the achievement of
results; whether good, satisfactory and adequate. In the study, an evaluation tool serves
to measure the level of progress that has been achieved by learners after they go through
the learning process in a given time period. In addition, the strategic assessment,
complete, precise and continuous in Curriculum 2013 can be realized with a concept of
authentic assessment.
This study aims to clarify the process of development and the quality of the
instrument authentic Arabic writing skills evaluated in the light of the curriculum in
2013, which includes the area of knowledge and skills. The location of this research in
the public high school "MAN" Model Bangkalan. And it is adapted to the model used in
the research and development of this instrument of the model developed by Borg and
Gall.
The development process through the nine steps that are classified in three
phases have been carried out. The first stage is a preliminary study consists of a single
step, which is the collection of information through library and field study. The second
phase is the development of products which consists of six steps, namely planning,
product development at an early design, verification, testing and limited review and the
experiences of a wide-ranging, and time of the audit. The third phase consists of two
steps, a test model (Field Operations) and final review.
The measure the quality of these tools on the basis of sincerity, consistency
and ease of application. The contents include sincerity, construction and language. The
value of the purchase of a full sincerity of the instrument between 3.5-4.5 acquisition
value of consistency in classification between 0.98 to 0.99 percentage acquisition of
evaluating the implementation of the operation between 70 to 90%.
Authentication-Results ratified analysis is based on four areas of assessment
tools are classified into two categories: very decent and dignified. And based on the
results of the stability of the three areas of assessment analysis falls into the category of
high and very high. The results of the analysis of ease of application are evaluated by
peer observers rankings belong to the excellent category.
vii
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ABSTRAK
Abdulloh, Muhammad Nur Wahid. 2016. Pengembangan Instrumen Asesmen
Autentik Keterampilan Menulis Bahasa Arab dalam Kurikulum 2013.
Tesis. Program Studi Pendidikan Bahasa Arab. Program Pascasarjana
Universitas Islam Negeri Sunan Ampel Surabaya. Pembimbing
Dr. H. Nasaruddin, M.Ed.
Kata kunci: pengembangan instrumen, asesmen autentik
Kegiatan evaluasi akan menjawab pertanyaan-pertanyaan tentang
kualitas pencapaian hasil; apakah baik, memuaskan, dan memadai. Dalam
pembelajaran, alat evaluasi berfungsi mengukur tingkat perkembangan yang telah
dicapai oleh peserta didik setelah mereka menempuh proses pembelajaran dalam
jangka waktu tertentu. Selain itu, penialian yang strategis, lengkap, tepat dan
berkesinambungan dalam K.13 ini dapat terwujud dengan suatu konsep penilaian
autentik.
Penelitian ini bertujuan menjelaskan proses pengembangan dan kualitas
instrumen asesmen autentik keterampilan menulis bahasa Arab dalam K.13 yang
meliputi ranah pengetahuan dan keterampilan. Lokasi penelitian ini di MAN
Model Bangkalan. Model yang digunakan dalam penelitian dan pengembangan
instrumen ini adalah adaptasi dari model yng disusun oleh Borg and Gall.
Proses pengembangan ini dilakukan berdasarkan sembilan langkah
yang digolongkan dalam tiga tahap. Tahap pertama adalah atudi pendahuluan
yang terdiri atas satu langkah, yakni pengmpulan informasi melalui studi pustaka
dan studi lapangan. Tahap kedua adalah pengembangan produk yang terdiri atas
enam langkah, yakni perencanaan, pengembangan desain produk awal dan
validasi, uji coba terbatas, revisi, uji coba luas, dan revisi. Tahap ketiga terdiri atas
dua langkah yaitu uji model (operasional lapangan) dn revisi akhir.
Kualitas instrumen ini diukur berdasarkan validitas, relibilitas dan
kepraktisan. Validitas mencakup isi, konstruksi dan bahasa. Perolehan nilai
validitas seluruh instrumen antara 3.5 s/d 4.5 perolehan nilai relibilitas seluruh
penilian antara 0.98 s/d 0.99 prolehan presentase kepraktisan pelaksanaan
penilaian antara 70 s/d 90%.
Hasil analisis validitas dari validator berdasarkan empat ranah
instrumen asesmen dari tersebut tergolong dalam dua kategori yaitu layak dan
sangat layak. Hasil analisis reliabilitas berdasarkan tiga ranah asesmen tergolong
dalam kategori tinggi dan sangat tinggi. Hasil analisis kepraktisan pelaksanaan
asesmen berdasarkan penilaian pengamat teman sejawat tergolong dalm ketegori
sangat baik.
viii
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Addison Wesley Longman, Inc., 2001), 31
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Ratumanan, Tanwey Gerson, dkk. Penilaian Hasil Belajar Pada Tingkat Satuan
Pendidikan. Edisi 2. (Surabaya: UNESA Press, 2011), 91. Heri Sucipto. Pengembangan
Instrumen Penilaian Autentik Teks Negosisasi Mata Pelajaran Bahas Indonesia Kelas X
Semester Genap SMK. (Surabaya: UNESA, 2015)
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Contoh. (Surabaya: UNESA Press, 2005), 35.
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Moh. Matsna, dkk. Pengembangan Evaluasi dan Tes Bahasa Arab. (Tangerang Selatan;
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Sumarna Surapranata. Analisis,Validitas,Reliablitas dan Interpretasi Hasil Tes. (Bandung;
Rosda, 2005), 51
31
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ABSTRACT
Abdulloh, Muhammad Nur Wahid. 2016. Development of the Writing Skills
Assessment Authentic Arabic in Curriculum 2013.
Thesis. Arabic Language Study Program. Postgraduate program
State Islamic University Sunan Ampel Surabaya. Preceptor
Dr. H. Nasaruddin, M.Ed.
Keywords: instrument development, authentic assessment
The evaluation will answer questions about the quality of the achievement of
results; whether good, satisfactory and adequate. In the study, an evaluation tool serves
to measure the level of progress that has been achieved by learners after they go through
the learning process in a given time period. In addition, the strategic assessment,
complete, precise and continuous in Curriculum 2013 can be realized with a concept of
authentic assessment.
This study aims to clarify the process of development and the quality of the
instrument authentic Arabic writing skills evaluated in the light of the curriculum in
2013, which includes the area of knowledge and skills. The location of this research in
the public high school "MAN" Model Bangkalan. And it is adapted to the model used in
the research and development of this instrument of the model developed by Borg and
Gall.
The development process through the nine steps that are classified in three
phases have been carried out. The first stage is a preliminary study consists of a single
step, which is the collection of information through library and field study. The second
phase is the development of products which consists of six steps, namely planning,
product development at an early design, verification, testing and limited review and the
experiences of a wide-ranging, and time of the audit. The third phase consists of two
steps, a test model (Field Operations) and final review.
The measure the quality of these tools on the basis of sincerity, consistency
and ease of application. The contents include sincerity, construction and language. The
value of the purchase of a full sincerity of the instrument between 3.5-4.5 acquisition
value of consistency in classification between 0.98 to 0.99 percentage acquisition of
evaluating the implementation of the operation between 70 to 90%.
Authentication-Results ratified analysis is based on four areas of assessment
tools are classified into two categories: very decent and dignified. And based on the
results of the stability of the three areas of assessment analysis falls into the category of
high and very high. The results of the analysis of ease of application are evaluated by
peer observers rankings belong to the excellent category.
vii
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ABSTRAK
Abdulloh, Muhammad Nur Wahid. 2016. Pengembangan Instrumen Asesmen
Autentik Keterampilan Menulis Bahasa Arab dalam Kurikulum 2013.
Tesis. Program Studi Pendidikan Bahasa Arab. Program Pascasarjana
Universitas Islam Negeri Sunan Ampel Surabaya. Pembimbing
Dr. H. Nasaruddin, M.Ed.
Kata kunci: pengembangan instrumen, asesmen autentik
Kegiatan evaluasi akan menjawab pertanyaan-pertanyaan tentang
kualitas pencapaian hasil; apakah baik, memuaskan, dan memadai. Dalam
pembelajaran, alat evaluasi berfungsi mengukur tingkat perkembangan yang telah
dicapai oleh peserta didik setelah mereka menempuh proses pembelajaran dalam
jangka waktu tertentu. Selain itu, penialian yang strategis, lengkap, tepat dan
berkesinambungan dalam K.13 ini dapat terwujud dengan suatu konsep penilaian
autentik.
Penelitian ini bertujuan menjelaskan proses pengembangan dan kualitas
instrumen asesmen autentik keterampilan menulis bahasa Arab dalam K.13 yang
meliputi ranah pengetahuan dan keterampilan. Lokasi penelitian ini di MAN
Model Bangkalan. Model yang digunakan dalam penelitian dan pengembangan
instrumen ini adalah adaptasi dari model yng disusun oleh Borg and Gall.
Proses pengembangan ini dilakukan berdasarkan sembilan langkah
yang digolongkan dalam tiga tahap. Tahap pertama adalah atudi pendahuluan
yang terdiri atas satu langkah, yakni pengmpulan informasi melalui studi pustaka
dan studi lapangan. Tahap kedua adalah pengembangan produk yang terdiri atas
enam langkah, yakni perencanaan, pengembangan desain produk awal dan
validasi, uji coba terbatas, revisi, uji coba luas, dan revisi. Tahap ketiga terdiri atas
dua langkah yaitu uji model (operasional lapangan) dn revisi akhir.
Kualitas instrumen ini diukur berdasarkan validitas, relibilitas dan
kepraktisan. Validitas mencakup isi, konstruksi dan bahasa. Perolehan nilai
validitas seluruh instrumen antara 3.5 s/d 4.5 perolehan nilai relibilitas seluruh
penilian antara 0.98 s/d 0.99 prolehan presentase kepraktisan pelaksanaan
penilaian antara 70 s/d 90%.
Hasil analisis validitas dari validator berdasarkan empat ranah
instrumen asesmen dari tersebut tergolong dalam dua kategori yaitu layak dan
sangat layak. Hasil analisis reliabilitas berdasarkan tiga ranah asesmen tergolong
dalam kategori tinggi dan sangat tinggi. Hasil analisis kepraktisan pelaksanaan
asesmen berdasarkan penilaian pengamat teman sejawat tergolong dalm ketegori
sangat baik.
viii
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xiii
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.
.
(
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1
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2012), 3
2
Sudijono, Anas. Pengantar Evaluasi Pendidikan. (Jakarta: PT. Raja Grafindo Persada,
2003), 67
1
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.
.
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.
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3
Payne. Assessment of Learning; Cognitif and Affective. (DC. Healt and Co. Lexington,
1974), 75.
4
Suyoto, dkk. Evaluasi Pengajaran Bahasa. (Jakarta; Depdikbud, 1998), 3
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Bahasa. (Bandung; Angkasa, 1990), 23
2
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7
Nila Maulana, Pengembangan Instrumen Penilaian Pembelajaran Membaca Kelas
VII SMP, (Tesis—Universitas Negeri Malang, 2012), 48.
8
Estina Ekawati, Pengembangan Instrumen Penilaian Pembelajaran Matematika
SD/SMP, (Jakarta: Kementerian Pendidikan Nasional, Badan Pengembangan
Sumber Daya Manusia Pendidikan dan Penjaminan Mutu Pendidikan, 2011), 38.
9
Heri Sucipto, Pengembangan Instrumen Penilaian Autentik Teks Negosiasi Mata Pelajaran
Bahasa Indonesia Kelas X Semester Genap SMK, (Tesis—Universitas Negeri Surabaya,
2015), 8.
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Muhammad Luqman Khakim, Pengembangan Authentic Assessment Pada
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13
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Nyoman Dantes, Hakikat Asesmen Otentik Sebagai Penilaian Proses dan Produk
Dalam Pembelajaran yang Berbasis Kompetensi. Makalah disampaikan pada In
House Training SMA N 1 Kuta Utara. tanggal 22 Mei 2008, 2. Popham, W.J.
Classroom Assessment, What Teachers Need to Know. (Boston: Allyn and Bacon.
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Penilaian Hasil Belajar Oleh Pendidik Pada DIKDASMEN.
lj ƞ җǃ əǚӨƝ ǟ ң өǛƺ ƽ –
–
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.
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Ratumanan, Tanwey Gerson, dkk. Penilaian Hasil Belajar Pada Tingkat Satuan
Pendidikan. Edisi 2. (Surabaya: UNESA Press, 2011), 91. Heri Sucipto. Pengembangan
Instrumen Penilaian Autentik Teks Negosisasi Mata Pelajaran Bahas Indonesia Kelas X
Semester Genap SMK. (Surabaya: UNESA, 2015)
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.
.
.
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.
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.
.
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.
.
.
.
.
27
Ibrahim, Muslimin. Asesmen Berkelanjutan. Konsep Dasar, Tahapan Pengembangan dan
Contoh. (Surabaya: UNESA Press, 2005), 35.
42
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Moh. Matsna, dkk. Pengembangan Evaluasi dan Tes Bahasa Arab. (Tangerang Selatan;
Al-Kitabah, 2012), 176
43
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.
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.
29
Wahab. Tes Bahasa; Pegangan Bagi Pengajar Bahasa. (Jakarta; PT. Indeks, 2008), 320.
Sumarna Surapranata. Analisis,Validitas,Reliablitas dan Interpretasi Hasil Tes. (Bandung;
Rosda, 2005), 51
31
Moh. Matsna, dkk. Ibid. 178.
30
44
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Ibid. 180.
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ﺷ ﺮ و ط وأدا ء اﻟ ﻄ ﻼ ب
ﺷ ﺮ و ط وأدا ء
و ﺳﺎﺋ ﻞ ا ﻹ ﻋ ﻼ م وأد وا ت اﻟﺘ ﻌﻠ ﻢ
ﻣ ﺸﺮو ع 1
ا ﻷ وﻟ ﻲ ا ﻵ ﻻ ت
اﻟﺘ ﺤﻘ ﻖ ﻣ ﻦ ﺻ ﺤ ﺔ
ﻓ ﻲ وﻗ ﺖ ﻣﺒ ﻜ ﺮ ﻣ ﻦ أد وا ت
:
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.3ﻟ ﻐ ﺔ اﻟﺘ ﺤﻘ ﻖ ﻣ ﻦ اﻟ ﺼ ﺤ ﺔ.
ﻣ ﺸﺮو ع 2
(؛
ﺗ ﺠ ﺮﺑ ﺔ ﻣ ﺤﺪ ودة )ﺗ ﺠ ﺮﺑ ﺔ
اﻟ ﺼ ﻚ .2 ،ا ﻻ ﺧﺘﺒﺎ ر ،و .3رد ود اﻟ ﻤ ﻌﻠ ﻢ.
.1
ﻣ ﺸﺮو ع 3
(؛
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اﻟ ﺼ ﻚ .2 ،ا ﻻ ﺧﺘﺒﺎ ر ،و .3رد ود اﻟ ﻤ ﻌﻠ ﻢ.
.1
ﻣ ﺸﺮو ع 4
ا ﺧﺘﺒﺎ ر ﻧ ﻤ ﻮذ ج
أداة ا ﺧﺘﺒﺎ ر ﻧ ﻤ ﻮذ ج:
اﻟ ﺼ ﻚ .2 ،ا ﻻ ﺧﺘﺒﺎ ر ،و .3رد ود اﻟ ﻤ ﻌﻠ ﻢ.
.1
ﻧ ﻤ ﻮذ ج
ﻧ ﺸ ﺮ ا ﻷد وا ت
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ﻧ ﻤ ﻮذ ج )ﻟ ﻢ ﺗﻨﻔﺬ(
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(291 2013) "Arikunto"
4.64> 03:45
.
4.65