Pengaruh Implementasi Asesmen Portofolio Dalam Pembelajaran Kontekstual Terhadap Kemampuan Menulis Cerpen Siswa Dengan Kovariabel Kecerdasan Linguistik Kelas XI TGB 1 Di SMK Negeri 3 Singaraja
| Main Authors: | ., Ni Putu Apriasti , ., PROF. DR. A.A.ISTRI NGR.MARHAENI,M.A., ., PROF.DR. I MADE CANDIASA, MI.Komp. |
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| Format: | Article info eJournal |
| Terbitan: |
Jurnal Penelitian dan Evaluasi pendidikan
, 2017
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| Online Access: |
http://pasca.undiksha.ac.id/e-journal/index.php/jurnal_ep/article/view/2256 |
Daftar Isi:
- Penelitian ini bertujuan untuk mengetahui pengaruh implementasi asesmen portofolio dalam pembelajaran kontekstual terhadap kemampuan menulis cerpen siswa dengan kovariabel kecerdasan linguistik di kelas XI TGB 1 di SMK Negeri 3 Singaraja. Sampel dari penelitian ini berjumlah 2 kelas diambil menggunakan random sampling dengan random pada kelas. Instrumen penelitian berupa rubrik penilaian untuk mengukur kemampuan menulis cerpen pada siswa dan kuesioner untuk mengukur kecerdasan linguistik pada siswa. Analisis yang digunakan adalah ANAVA 1 jalan dan ANAKOVA 1 jalan. Hasil penelitian menemukan bahwa, 1) Hasil penelitian dengan ANAVA 1 jalan, Fhitung (5,0347)> Ftabel (3,990), maka H0 ditolak/H1 diterima, artinya terdapat pengaruh implementasi asesmen portofolio dalam pembelajaran kontekstual terhadap kemampuan menulis;2)Hasil penelitian dengan ANAKOVA 1 jalan, Fhitung (6,722468)> Ftabel (3,993), maka H0 ditolak dan H1 diterima, sehingga dapat disimpulkan bahwa setelah dikendalikan oleh kovariabel kecerdasan linguistik terdapat pengaruh asesmen portofolio dalam pembelajaran kontekstual terhadap kemampuan menulis;3)Besarnya kontribusi kovariabel kecerdasan linguistik terhadap kemampuan menulis cerpen adalah 0,042, maka H1 diterima dan H0 ditolak, artinya terdapat konstribusi kecerdasan linguistik terhadap kemampuan menulis cerpen.Kata Kunci : asesmen portofolio, pembelajaran kontekstual, kemampuan menulis cerpen, kecerdasan linguistik This study aimed to determine the effect of implementing the portfolio assessment in contextual learning upon the students’ ability in writing the short stories with linguistic intelligence covariable in XI TGB 1 class in SMK Negeri 3 Singaraja. The samples of this research were two classes, taken using random sampling. The research instruments were scoring rubric to measure the students’ ability in writing the short stories and a questionnaire to measure the students' linguistic intelligence. The analysis used were one way ANOVA and one way ANACOVA.The research found that, 1) the results with one-way ANOVA was F ab (5.0347)> F table (3.990), then H0 was rejected / H1 was accepted, meaning that there was a significant implementation of portfolio assessment in contextual learning in the ability to write; 2) The results with one-way ANACOVA was Fab (6.722468)> F table (3.993), then H0 was rejected while H1 was accepted, meaning that after being controlled by linguistic intelligence covariance, there was a significant effects of portfolio assessment in contextual learning upon writing skills; 3) the contribution of linguistic intelligence covariance upon short story writing ability was 0.042, in one hand H1 was accepted, so on the other hand h0 was rejected, meaning that there was a significant controbution of linguistic intelligence to the ability of writing short storieskeyword : portofolio assessment, contextual learning, short story writing ability, linguistic intelligence