MODEL EVALUASI PROGRAM PENDIDIKAN
https://doi.org/10.30595/islamadina.v0i0.1665
Keywords:
Model evaluasi, measurement, assessment, evaluationAbstract
Pembelajaran sebagai suatu sistem tersusun dari unsur-unsur manusiawi,  material, fasilitas, perlengkapan, dan prosedur. Menurut Marzano, Pickering, & Tighe (1993: 1-5) ada lima dimensi dalam pembelajaran agar menghasilkan outcomes yang efektif, yaitu: (a) positive attitude & perceptions about learning, (b) acquiring & integrating knowledge, (c)extending&refining knowledge, (d) using knowledge meaningfully, dan (e) productive habits of mind. Pada tahap kelima ini, jika peserta didik yang sudah merasakan bahwa belajar merupakan suatu kebutuhan, mengembangkan apa yang penting bagi kehidupannya, selalu mencari dalil  dan bukti terhadap sesuatu, selalu mengevaluasi agar aktivitas menjadi semakin efektif, dan tidak pernah menyerah terhadap problem yang belum  dapat diatasinya, maka dia telah menjadi pembelajar yang berhasil.
Untuk menentukan tingkat ketercapaian pembelajaran yang telah dicapai oleh peserta didik, maka guru harus melakukan evaluasi pembelajaran. Secara teknikal, ada tiga istilah yang terkait dengan evaluasi pembelajaran, yaitu: pengukuran (measurement), penilaian (assessment), dan evaluasi (evaluation). Kegiatan evaluasi didahului oleh penilaian, kegiatan penilaian didahului oleh pengukuran (measurement). Pengukuran merupakan kegiatan membandingkan hasil pengamatan dengan kriteria, sedangkan penilaian (assessment) merupakan kegiatan menafsirkan dan mendeskripsikan hasil pengukuran, dan evaluasi merupakan penetapan nilai atau implikasi perilaku. Pemahaman terhadap model evaluasi, sangat membantu bagi guru dan evaluator pendidikan, sehingga proses evaluasi dapat dilakukan secara komprehensif, baik menyangkut input, proses, output dan outcomes.
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