Matakuliah Penilaian Pendidikan Kimia

Kompetensi/Com­pe­ten­ci­es

Mema­ha­mi prin­sip-prin­sip peni­la­i­an pem­be­la­jar­an kimia di seko­lah untuk menyu­sun dan meng­a­na­li­sis intru­men peni­la­i­an yang dapat digu­nak­an dalam kepen­ting­an pem­be­la­jar­an kimia/ Stu­dent able to cre­a­te and imple­ment an assess­ment pro­cess and lear­ning outco­mes of che­mis­try at scho­ol and use it for the bene­fit of the lear­ning.

Bah­an Kaji­an/Sub­je­ct Mat­ters

(1) Fung­si dan Prin­sip Peni­la­i­an Pem­be­la­jar­an; (2) Jenis-jenis Peni­la­i­an; (3) Penyu­sun­an Instru­men Peni­la­i­an (Kog­ni­tif, Psi­ko­mo­tor, Afek­tif); (4) Per­sya­rat­an Instru­men peni­la­i­an; (5) Peman­fa­at­an Hasil Penilaian./(1) The fun­ctions and prin­ci­ples of assess­ment of lear­ning; (2) the types of Assess­ment; (3) the pre­pa­ra­tion of the assess­ment instru­ment (cog­ni­ti­ve, Psycho­mo­tor, Affe­cti­ve); (4) the requ­i­re­men­ts of the assess­ment instru­ment; (5) the uti­li­za­tion of resul­ts.

Tujuan/Obje­cti­ves

Sete­lah mem­pe­la­ja­ri prin­sip-prin­sip peni­la­i­an pem­be­la­jar­an kimia mela­lui tela­ah lite­ra­tur, dis­ku­si, tanya jawab, dan penu­gas­an, maha­sis­wa dapat (1) men­je­lask­an prin­sip-prin­sip, jenis-jenis, per­sya­rat­an, dan man­fa­at peni­la­i­an pem­be­la­jar­an kimia; (2) menyu­sun dan meng­a­na­li­sis instru­men peni­la­i­an; dan (3) meng­in­terp­re­ta­sik­an instru­men peni­la­i­an untuk kepen­ting­an pem­be­la­jar­an kimia./Having stu­di­ed the prin­ci­ples of tea­ching che­mis­try assess­ment by lite­ra­tu­re stu­dy, discus­sion, ques­tion-ans­wer, and taks, stu­dent sho­u­ld be to                (1) expla­in prin­ci­ples, types, and uti­li­za­tion tea­ching che­mis­try assess­ment; (2) deve­lop and ana­lyzing assess­ment instru­ment; and (3) interp­retate assess­ment instru­ment for che­mis­try tea­ching requ­i­re­ment.

Daf­tar Pus­ta­ka/Refe­ren­ces

  1. McMi­ll­an, James H. 2008. Assess­ment Essen­ti­als for Stan­da­rds-Based Edu­ca­tion. New York: Cor­win Press
  2. Safa­ri. 2004. Tek­nik Ana­li­sis Butir Soal Instru­men Tes dan Non-tes dengan Manu­al, Kalcu­la­tor dan Kom­pu­ter. Jakar­ta: Depdik­nas
  3. Surap­ra­na­ta, S. (2004). Pan­du­an Penu­lis­an Tes Ter­tu­lis. Ban­dung: Rema­ja Rosda Kar­ya
  4. Kra­th­wohl, D. R., 2002. A Revi­sion of Blo­o­m’s Taxo­no­my: An Ove­rvi­ew. The­ory Into  Pra­cti­ce, Volu­me 41,  Num­ber 4, Autumn 2002
  5. Raha­yu, Sri. 2013. How to eva­lu­a­te affe­cti­ve dimen­sion in Che­mis­try Edu­ca­tion. In Kahve­ci, M. & Orgi­ll, M. (Eds). Affe­cti­ve dimen­sions in che­mis­try edu­ca­tion. Hei­del­berg, Ger­many: Spri­nger

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Kompetensi/Com­pe­ten­ci­es Meng­a­na­li­sis seca­ra komp­re­hen­sif per­kem­bang­an, struk­tur, kom­pe­ten­si, isi, dan prin­sip-prin­sip imple­men­ta­si kuri­ku­lum kimia seko­lah; meng­a­na­li­sis bah­an ajar kimia dan menyu­sun sila­bi pem­be­la­jar­an kimia/Ana­lyzing comp­re­hen­si­ve­ly for deve­lo­pment, stru­ctu­re, Com­pe­ten­ci­es, con­tent, and prin­ci­ples of imple­men­ta­tion of scho­ol che­mis­try cur­ri­cu­lum; ana­lyzing of che­mis­try tea­ching mate­ri­als and com­po­sing of che­mis­try silla­bi. Bah­an Kaji­an/Sub­je­ct Mat­ters […]
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