The research aims to develop, implement, and make a classroom-based assessment tools that validity, practice, and effectiveness to assess understanding of concepts, problem-solving skills, reasoning, communication, and connection of students, in learning Power train in the Department of Automotive Engineering FT UNP Padang. Assessment device designed to support the implementation of assessment in the majors, according to the demands of the curriculum. Based on these results a prototype device designed classroom-based assessment. The research method used is a combination of research and experimental development. This is research Experimental design of treatment methods used by design. In these experiments the samples selected at random classes and students. In the experimental class used classroom-based assessment tools, while the control class performed a written test. Research data were collected through classroom observation, interviews with faculty and students, as well as tests. The results of the research found that the student assessment based on class higher grade than the student group with a paper and pencil evaluate. This method is effective in increasing the understanding of concepts, communication skills, reasoning and problem solving students.

 

ABSTRAK

Penelitian ini bertujuan mengembangkan, mengimplementasikan dan membuat perangkat asesmen berbasis kelas yang valid, praktis, dan efektif untuk menilai pemahaman konsep, kemampuan pemecahan masalah, penalaran, komunikasi, serta koneksi mahasiswa dalam pembelajaran Sistem Pemindah Tenaga (SPT) di Jurusan Teknik Otomotif FT UNP Padang. Perangkat asesmen dirancang guna menunjang pelaksanaan asesmen di jurusan, sesuai tuntutan kurikulum. Berdasarkan hasil ini dirancang prototipe perangkat asesmen berbasis kelas. Metode penelitian yang digunakan adalah gabungan penelitian pengembangan dan eksperimen. Metode eksperimen digunakan rancangan treatment by design. Dalam eksperimen ini dipilih sampel kelas dan mahasiswa secara random. Di kelas eksperimen digunakan perangkat asesmen berbasis kelas, sedangkan di kelas kontrol dilakukan tes tertulis. Data penelitian dikumpulkan melalui observasi kelas, wawancara dengan dosen dan mahasiswa dan tes. Hasil penelitan ditemukan bahwa : kelompok hasil belajar mahasiswa dinilai dengan perangkat asesmen berbasis kelas lebih tinggi daripada kelompok mahasiswa dinilai dengan paper and pencil test. Perangkat asesmen berbasis kelas efektif meningkatkan pemahaman konsep, kemampuan komunikasi, penalaran dan pemecahan masalah mahasiswa.