PERBAIKAN INSTRUKSIONAL DALAM IMPLEMENTASI ASSESSMENT-BASED LEARNING DI KELAS MATEMATIKA

Yoppy Wahyu Purnomo

Abstract


Tujuan penelitian ini adalah untuk mengidentifikasi perbaikan-perbaikan instruksional dari calon guru seiring implementasi assessment-based learning pada pembelajaran matematika di sekolah dasar. Penelitian ini menggunakan metode kualitatif dengan mengadopsi prosedur lesson study. Subjek penelitian ini adalah lima calon guru sekolah dasar yang sedang melakukan praktek pengalaman lapangan di salah satu sekolah dasar yang berada di Jakarta Timur pada tahun ajaran 2015/2016. Pengkodean dilakukan untuk mengidentifikasi indikator potensi perubahan praktek pengajaran yang dianalisis dari tanggapan tertulis dari dua observer, rekaman video, wawancara, catatan pada jurnal siswa dan guru, dan lembar kerja siswa. Hasil penelitian ini menemukan bahwa, secara kolaboratif, calon guru berupaya untuk memodifikasi praktek mereka dan meningkatkan perhatian terhadap unsur pertanyaan terbuka dan penilaian sejawat. Perbaikan-perbaikan instruksional terjadi seiring dengan perbaikan-perbaikan dalam implementasi assessment-based learning tersebut. Dengan kata lain, calon guru lebih dapat memaksimalkan umpan balik sebagai cara untuk mengases perkembangan belajar siswa secara lebih komprehensif dan melakukan perbaikan-perbaikan instruksional. Kegiatan lesson study juga menyediakan umpan balik secara langsung kepada calon guru untuk melakukan refleksi diri dan mendapat masukan dari teman sejawat. Dengan kata lain, lesson study menjadi sebuah pendekatan yang jitu untuk menciptakan kesempatan bagi guru dan atau calon guru merefleksi, menuntun, dan merevisi praktek instruksional di kelas matematika.

 

Kata kunci: assessment-based learning, lesson study, pembelajaran matematika, calon guru sekolah dasar, praktek instruksional

 

 

THE INSTRUCTIONAL IMPROVEMENT IN THE IMPLEMENTATION OF THE ASSESSMENT-BASED LEARNING IN MATHEMATICS CLASS

 

Abstract

 

The purpose of this study was to identify the instructional improvement of pre-service teachers in implementing assessment-based learning (ABL) in the mathematics learning at elementary school. This study employed qualitative methods by adopting lesson study procedures. The subject was five pre-service elementary school teachers engaged early field experiences in one of the elementary schools in East Jakarta in the 2015/2016 academic year. The data were collected from the written response of the two independent observers, video recordings, interviews, student worksheets and journal notes both student and teacher. The coding was done to identify the indicators of potential changes in the instructional practices. The study found that (1) pre-service teachers collaboratively sought to modify their practices and improve their attention to open-ended questions and peer-assessment as the elements of ABL; (2) instructional improvements occurred when they attempted to take corrective action in the ABL. This suggests that the pre-service teachers can maximize feedback as the way to make instructional improvements. The study also identifies some of the advantages generated from the implementation of lesson study implicitly. The lesson study activities provided the pre-service teachers feedback directly to to have self-reflection and got feedback from peers. In other words, lesson study is the workable approach to creating the assessment-based learning for teachers and or pre-service teachers to reflect, lead, and revise their instructional practices in mathematics class.

Key words: assessment-based learning, lesson study, mathematics learning, pre-service elementary school teachers, instructional practices


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DOI: http://dx.doi.org/10.21831/cp.v35i3.8821

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Printed ISSN (p-ISSN): 0216-1370 
Online ISSN (e-ISSN): 2442-8620
 

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Based on a work at http://journal.uny.ac.id/index.php/cp/index.

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