Evaluasi Pembelajaran Fisika SMA Negeri di Kota Makassar dalam Mengimplementasikan Kurikulum 2013

Abstract

Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan pembelajaran fisika SMA Negeri di  Kota Makassar dalam mengimplementasikan kurikulum 2013 yang meliputi (1) perencanaan, (2) pelaksanaan, (3) penilaian, dan (4) faktor penghambat dan pendukung. Jenis penelitian ini tergolong penelitian kualitatif bersifat deskriptif. Subjek penelitian ini adalah 8 guru fisika kelas XI SMA Negeri Kota Makassar yang diambil dari 4 sekolah. Teknik pengumpulan data yang digunakan melalui kuesioner, dokumentasi, observasi, dan wawancara. Hasil penelitian ini menunjukkan bahwa dengan mengacu pada standar proses dan standar penilaian kurikulum 2013, Permendikbud nomor 22 tahun 2016 dan Permendikbud nomor 23 Tahun 2016: (1) perencanaan pembelajaran fisika yang dilakukan oleh guru sudah memenuhi aspek-aspek perencanaan pembelajaran bahwa penyusunan RPP, penyiapan media dan sumber belajar, penyiapan perangkat penilaian, dan program remedial dan pengayaan mengikuti sistematika, meskipun jika dilihat pada perumusan komponen RPPnya belum sepenuhnya sesuai dengan yang diharapkan standar proses pendidikan dasar dan menengah. (2) pelaksanaan pembelajaran fisika yang dilakukan oleh guru yaitu melaksanakan pembelajaran sesuai yang diprasyaratkan kurikulum 2013 dengan menerapkan pendekatan saintifik dan model pembelajaran yang berlaku dalam kurikulum 2013 setiap pertemuan tetapi belum optimal. (3) penilaian pembelajaran fisika meliputi penilaian sikap, pengetahuan dan  keterampilan (penilaian autentik) oleh guru belum secara optimal melaksanakan prosedur penilaian proses belajar dan hasil belajar peserta didik yang sesuai serta penilaian ketiganya guru memiliki indikator tersendiri dalam menilai peserta didik, dan sebagian besar penilaian tidak dapat dilakukan secara periodik, dan (4) faktor-faktor penghambat dalam mengimplementasikan kurikulum 2013 antara lain kemampuan peserta didik yang tidak merata, alokasi waktu, penilaian yang rumit, dan kesiapan guru. Sedangkan faktor pendukung adalah guru telah mengikuti sosialisasi kurikulum 2013 yang dilakukan oleh instansi pemerintah ataupun lembaga pendidikan, faktor pengalaman, sarana dan prasarana yang cukup memadai di sekolah.

Kata kunci: Evaluasi pembelajaran fisika, Kurikulum 2013, Perencanaan, Pelaksanaan, Penilaian

This study aims at analyzing and describing Physics learning at SMAN (public senior high schools) in Makassar city in implementing 2013 curriculum which consists of (1) the plan, (2) the implementation, (3) the assesment, and (4) the inhibiting and supporting factors. The type of this study is categorized as descriptive qualitative research. The research subjects were 8 Physics teachers in class XI at SMAN in Makassar taken from 4 schools. Data collecting techniques employed in this study were questionnaire, documentation, observation, and interview. The results of the study reveal that by referring to the process standard and assesment standard of 2013 curriculum, Permendikbud number 22 of 2016, and Permendikbud number 23 of 2016: (1) the plan of Physics learning conducted by the teachers had already met the aspects of learning plan, that the arrangement of RPP, the preparation of media and learning source, the preparation of assesment tools, and remedial program and enrichment had already systematic although the components of RPP had not fully aligned with the expected process standard of primary and secondary education, (2) the implementation of Physics learning conducted by the teachers was by conducting the learning aligned with the requirement of 2013 curriculum by implementing scientific approach and the learning model applied in 2013 curriculum in each meeting but not optimal yet. (3) the assesment of Physics learning consisted of attitude assesment, knowledge and skills (authentic assessment) by the teachers had not yet optimal in conducting the procedure of learning process assessment and the appropriate learning outcomes, the teachers’ assesment had their own indicators assessing the students, and most of the assesment could not be conducted periodically, and (4)the  inhibiting factors in implementing 2013 curriculum among others were  unequal skills of students, time allocation, complicated assessment, and teacher’s readiness; whereas, the supporting factors were the teachers had followed the socialization of 2013 curriculum, conducted by the government institutions or  educational institutions, the experience factor, facility and infrastructure were moderately adequate in schools.

Keywords: Physics Learning Evaluation, 2013 Curriculum, Plan, Implementation, Assessment