PEMBELAJARAN BLENDED LEARNING MENGGUNAKAN PENILAIAN AUTENTIK BERBASIS LITERASI MATEMATIKA SELAMA PANDEMI COVID-19

Sumardi Sumardi(1), Naufal Ishartono(2*), Zahiyah Asla Salsabila(3),

(1) Universitas Muhammadiyah Surakarta
(2) Universitas Muhammadiyah Surakarta
(3) Universitas Muhammadiyah Surakarta
(*) Corresponding Author


Abstract


ABSTRAK

Penilaian autentik memberikan gambaran yang detail bagi guru dalam melihat kemampuan siswa, kususnya dalam pembelajaran matematika. Namun, masih sedikit hasil penelitian yang mengkaji integrasi konsep literasi matematika terhadap penilaian autentik kususnya dalam pembelajaran matematika secara daring selama Covid-19. Penelitian ini bertujuan untuk menganalisis perencanaan, pelaksanaan, dan hambatan pembelajaran matematika dengan blended learning menggunakan penilaian autentik berbasis literasi matematika pada siswa SMP. Jenis penelitian ini merupakan penelitian kualitatif. Penelitian ini dilakukan terhadap 6 siswa dengan kategori kemampuan matematika awal tinggi, sedang, dan rendah kelas VIII SMP Muhammadiyah 1 Kartasura. Teknik pengumpulan data yang digunakan pada penelitian ini yaitu tes, dokumentasi, dan wawancara dengan keabsahan datanya menggunakan triangulasi sumber dan teknik. Teknik analisis data yang digunakan yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa perencanaan yang harus dilakukan sebelum pelaksanaan yaitu mempersiapkan perangkat pembelajaran, bentuk penilaian autentik, dan instrumen penilaian. Pelaksanaan penilaian dilakukan dalam dua kali pembelajaran yaitu daring dan luring berbasis literasi matematika dengan fokus materi statistika. Selama proses pembelajaran dilakukan pengumpulan nilai dari aktivitas dan hasil pekerjaan siswa. Kemampuan literasi matematika siswa dalam mengerjakan soal statistika serupa PISA pada level dibawah lima sudah bisa sedangkan untuk level lima siswa masih kurang. Hambatan yang dihadapi selama pembelajaran yaitu keterbatasan waktu, proporsi jumlah guru dan siswa yang tidak sepadan, komunikasi yang sulit, kurangnya kesadaran dan tanggung jawab siswa, dan berkurangnya berpikir kritis siswa.

 

ABSTRACT

Authentic assessment provides a detailed picture for teachers in seeing the ability of students, especially in mathematics learning. However, there are still few research results that examine the integration of mathematical literacy concepts to authentic assessments of kususnya in online mathematics learning during Covid-19. This research aims to describe the planning, implementation, and obstacles of mathematical learning by blended learning using authentic assessment based on math literacy in middle school students. This type of research is qualitative research. This research was conducted on 6 students with the category of high, medium, and low initial math skills of Muhammadiyah 1 Kartasura Junior High School. The data collection techniques used in this study are tests, documentation, and interviews with the validity of the data using the triangulation of sources and techniques. Data analysis techniques used are data reduction, data presentation, and conclusion withdrawal. The results of this study show that the planning that must be done before implementation is to prepare learning tools, authentic forms of assessment, and assessment instruments. The assessment is carried out in two learnings, namely online and offline based on mathematical literacy with a focus on statistical material. During the learning process, the collection of values from the activities and results of student work. Students' math literacy skills in doing statistics similar to PISA at levels below five can be done while for level five students are still lacking. Obstacles encountered during learning are time constraints, the proportion of non-commensurate numbers of teachers and students, difficult communication, lack of student awareness and responsibility, and reduced student critical thinking.


Keywords


Blended Learning; Literasi Matematika; Penilaian Autentik

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DOI: http://dx.doi.org/10.24127/ajpm.v11i1.4634

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