PENGEMBANGAN MODEL ASESMEN PROYEK UNTUK MENINGKATKAN KARAKTER KERJA SAMA DALAM PENDIDIKAN DASAR

Hasan Fauzi

doi:10.51878/strategi.v5i2.5398

Authors

Hasan Fauzi UIN K.H. Abdurrahman Wahid Pekalongan

DOI:

https://doi.org/10.51878/strategi.v5i2.5398

Keywords:

asesmen proyek, kerja sama, karakter, pendidikan dasar, pembelajaran kolaboratif

Abstract

This research is based on the awareness that education at the elementary level does not only focus on mastering academic material, but also on the formation of student character, one of which is the ability to work together. The developed project assessment model is a solution to measure aspects of collaboration that are often overlooked in traditional evaluations. Through careful R&D stages, this model is designed to align with the principles of project-based learning, where students are actively involved in the problem-solving process in groups. Expert validation and limited trials are important steps to ensure that the resulting assessment instrument is valid, reliable, and practical to be implemented in the classroom. The positive results of the trial, which showed a significant increase in student collaboration indicators, provide empirical evidence of the effectiveness of this model. The implications of this research are encouragement for educators and policy makers to adopt an authentic project-based assessment approach as an integral part of the elementary education curriculum, in order to produce the next generation who are not only cognitively intelligent, but also have good social skills, especially in terms of collaboration.

ABSTRAK
Penelitian ini berangkat dari kesadaran bahwa pendidikan di jenjang dasar tidak hanya berfokus pada penguasaan materi akademik, tetapi juga pada pembentukan karakter siswa, salah satunya adalah kemampuan bekerja sama. Model asesmen proyek yang dikembangkan ini menjadi solusi untuk mengukur aspek kolaborasi yang seringkali terabaikan dalam evaluasi tradisional. Melalui tahapan R&D yang cermat, model ini dirancang agar selaras dengan prinsip-prinsip pembelajaran berbasis proyek, di mana siswa aktif terlibat dalam proses pemecahan masalah secara berkelompok. Validasi ahli dan uji coba terbatas menjadi langkah penting untuk memastikan bahwa instrumen asesmen yang dihasilkan valid, reliabel, dan praktis untuk diimplementasikan di kelas. Hasil positif dari uji coba, yang menunjukkan peningkatan signifikan dalam indikator kerja sama siswa, memberikan bukti empiris tentang efektivitas model ini. Implikasi dari penelitian ini adalah dorongan bagi para pendidik dan pembuat kebijakan untuk mengadopsi pendekatan asesmen autentik berbasis proyek sebagai bagian integral dari kurikulum pendidikan dasar, demi menghasilkan generasi penerus yang tidak hanya cerdas secara kognitif, tetapi juga memiliki keterampilan sosial yang mumpuni, terutama dalam hal kerja sama.

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