EVALUASI PROSES PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR FULLDAY DARUL ILMI SURABAYA

Abstract

Keberhasilan pengajaran tidak hanya dilihat dari hasil belajar yang dicapai oleh siswa, tetapi juga dari segi prosesnya. Hasil belajar pada dasarnya merupakan akibat dari suatu proses belajar. Optimalnya hasil belajar siswa bergantung pula pada proses yang sistematis yang bersifat interaktif dan komunikatif antara pendidik (guru) dengan peserta didik (murid). Matematika adalah salah satu mata pelajaran yang dianggap sebagai pelajaran yang paling sulit. Penelitian ini termasuk jenis penelitian evaluatif deskriptif. Obyek penelitian ini adalah siswa kelas 6 Sekolah Dasar Fullday Darul Ilmi Surabaya dalam proses pembelajaran matematika.

Pengumpulan data yang dilakukan yaitu observasi, angket, dokumentasi dan tes. Teknik analisis data menggunakan metode analisis interaksi pengolahan data menggunakan model CIPP (Context, Input, Procces, Product). Hasil penelitian evaluasi ini menjelaskan bahwa proses pembelajaran matematika Sekolah Dasar Fullday Darul Ilmi Surabaya dilihat pada Penilaian Konteks didapat t_hitung t_tabel (0,75 0,349) maka dikategorikan reliabel. Pada Penilaian Masukan didapat t_hitung t_tabel 0,77 0,349 maka dikategorikan reliabel dan untuk kerajinan siswa dikatakan cukup. Penilaian proses didapat t_hitung t_tabel (0,64>0,349) maka dikategorikan reliabel, dan penambahan waktu pembelajaran dapat dikatakan baik. Penilaian hasil didapat t_hitung t_tabel (24,6>2,04) hal ini menunjukkan bahwa hasil belajar siswa kelas 6 mengalami peningkatan yang signifikasi setelah mengikuti proses pembelajaran matematika.

Kata Kunci: Evaluasi, Proses Pembelajaran Matematika, Model Evaluasi CIPP.

Abstract

The success of teaching is not evaluated from the learning outcomes achieved by students. It is also important to understand the process of learning. Learning outcomes are the end result of a learning process. Optimal student learning outcomes depend a lot on the student learning and teacher learning. The learning process is an activity or a systematic process that is interactive and communicative among the educators (teachers) and learners (students). Mathematics is one such subject, which is considered to be one of the most difficult subjects and thus it becomes very important to understand the process and then measure the outcomes. This objective includes descriptive evaluative research and the findings. The object of this study was grade 6 at the said school and the process adopted by them to teach mathematics.

Data was collected based on the observations, questionnaires, verifying the documentation and testing. The same was analyzed using the data processing methods of interaction analysis using CIPP models. The results of this evaluation study explains that the process of teaching mathematics at the said school and is as seen on Assessment Context. The t count > t table (0.75 > 0.349) and is thus considered as reliable. On the Assessment Feedback, t count > t table 0.77 > 0.349 and thus the same is categorized as reliable and to craft students said enough. Assessment process obtained t count > t table (0.64 > 0.349) and thus the same is categorized as reliable, and additional learning time can be said to be good. Assessment results obtained  t count > t table ( 24.6 > 2.04 ) suggests that the learning outcomes of sixth grade students have increased significantly after following the process of learning mathematics.

Keywords: Evaluation, Learning Process Mathematics, CIPP Evaluation Model.