MANAJEMEN KURIKULUM PEMBELAJARAN DI SMK NEGERI 2 BINJAI - Kembaren, Rusli (JGK (Jurnal Guru Kita), 2022)
Abstrak: Manajemen Kurikulum Pembelajaran di SMK Negeri 2 Binjai. Penilaian dilakukan untuk mengetahui kemajuan dan hasil belajar siswa, mendiagnosis kesulitan belajar, memberikan umpan balik/perbaikan proses belajar mengajar, dan menentukan kenaikan kelas. Melalui penilaian dapat diperoleh informasi yang akurat tentang pelaksanaan pembelajaran dan keberhasilan belajar siswa, guru, dan proses pembelajaran itu sendiri. Berdasarkan informasi ini, keputusan dapat dibuat tentang belajar, kesulitan siswa dan upaya bimbingan yang diperlukan dan keberadaan kurikulum itu sendiri. Hasil belajar siswa dapat diklasifikasikan menjadi tiga ranah, yaitu ranah kognitif, ranah afektif, dan ranah psikomotor. Penilaian memiliki tujuan yang sangat penting dalam pembelajaran, antara lain untuk menilai, menyeleksi, mengetahui tingkat penguasaan kompetensi, bimbingan, diagnosis, dan prediksi. Berbagai macam teknik penilaian dapat dilakukan secara komplementer (pelengkap) sesuai dengan kompetensi yang dinilai. Teknik penilaian yang dimaksud meliputi tes, observasi, penugasan, inventarisasi, jurnal, penilaian diri, dan penilaian peer-to-peer yang sesuai dengan karakteristik kompetensi dan tingkat perkembangan siswa. Prinsip penilaian meliputi valid, objektif, adil, terpadu, terbuka, menyeluruh dan berkesinambungan, sistematis, menggunakan kriteria acuan, dan akuntabel. Dalam mengimplementasikan kurikulum berbasis kompetensi, pendekatan penilaian yang digunakan adalah penilaian yang mengacu pada kriteria atau tolak ukur. Dalam hal ini, prestasi belajar siswa ditentukan oleh kriteria penguasaan suatu kompetensi yang telah ditentukan. Kurikulum 2013 memadukan tiga konsep yang menyeimbangkan sikap, keterampilan, dan pengetahuan. Melalui konsep ini, keseimbangan antara hard skill dan soft skill mulai dari standar kompetensi lulusan, standar isi, standar proses, dan standar penilaian dapat terwujud. Kurikulum 2013 menekankan pada dimensi pedagogik modern dalam pembelajaran, yaitu menggunakan pendekatan saintifik. Penilaian dalam kurikulum 2013 lebih ditekankan pada penilaian otentik. Kata Kunci: Manajemen Kurikulum Pembelajaran, Penilaian Hasil Belajar Abstract: Management of Learning Curriculum At State Vocational School 2 Binjai. The assessment is carried out to determine the progress and learning outcomes of students, diagnose learning difficulties, provide feedback/improvement of the teaching and learning process, and determine grade promotion. Through the assessment, accurate information can be obtained about the implementation of learning and the learning success of students, teachers, and the learning process itself. Based on this information, decisions can be made about learning, student difficulties and the necessary guidance efforts and the existence of the curriculum itself. Student learning outcomes can be classified into three domains, namely the cognitive domain, affective domain, and psychomotor domain. Assessment has a very important purpose in learning, including for grading, selection, knowing the level of mastery of competence, guidance, diagnosis, and prediction. Various kinds of assessment techniques can be carried out complementary (complementary) according to the competencies being assessed. The assessment techniques referred to include tests, observations, assignments, inventories, journals, self-assessments, and peer-to-peer assessments that are in accordance with the competency characteristics and developmental levels of students. The principles of assessment include valid, objective, fair, integrated, open, comprehensive and continuous, systematic, using reference criteria, and being accountable. In implementing the competency-based curriculum, the assessment approach used is an assessment that refers to criteria or benchmarks. In this case, student achievement is determined by predetermined criteria for mastering a competency. The 2013 curriculum combines three concepts that balance attitudes, skills, and knowledge. Through this concept, a balance between hard skills and soft skills starting from graduate competency standards, content standards, process standards, and assessment standards can be realized. The 2013 curriculum emphasizes the modern pedagogic dimension in learning, namely using a scientific approach. Assessment in the 2013 curriculum is more emphasized on authentic assessment. Keyword: Learning Curriculum Management, Learning Outcomes Assessment