Pengembangan Perangkat Asesmen Kemampuan Membaca Untuk Anak Disleksia Kelas Rendah
Abstract
Assessment is a comprehensive assessment carried out with respect to all learning activities, including process, product learning so that all learners businesses that have got the appraisal done. Assessment requires learners to demonstrate, in concrete situations and work well as meaningful. Assessment in this study is applied to measure the reading skills of dyslexic children to ease in preparing next program.
General purpose of this study is to develop assessment tools in learning to read. In particular, the objectives to be achieved through this study were (1) to develop assessment tools in reading dyslexic children, (2) test the accuracy and effectiveness of devices that support the assessment through testing and expert study.
Development of this study was adapted from the model penembangan R2D2 (reflective, recursive, design and development) Willis and oral language assessment models O'maley and Piece. This product is developed through step (1) the establishment of a collaborative team, (2) a preliminary study (phase focusing), (3) plan assessment, design and product mengembngkan assessment, conduct product trials, revise the product (the planning and development) and (4 ) final packaging and deployment.
The results of this research is the development of software product assessment literacy for low-grade dyslexic children which include (a) planning assessments, (b) mapping assessment, (c) assessment instruments and rubrics, (d) evaluation standards, (e) the value conclusion.
Based on the test results of product development in general developed assessment tools are adequate. From the test results of the experts discovered the advantages and weaknesses of the product. Advantages of this product lies in the assessment developed. Weaknesses in the application of this product has not been implemented in rural schools. Product revision is based on the conclusions derived from the activities of product test data analysis. Revision of the product is not only performed on the products that were considered less but also on the products being assessed adequately.
Downloads
References
Brown, H. Douglas. 2004. Language Assessment : Principles and Classrom Practice. White Plains, NY : Pearson Education.
Dediknas, 2002. Kurikulum Berbasis Kompetensi : Penilaian Berbasis Kelas. Jakarta : Pusat Kurikulum, Balitbang Depdiknas.
Depdiknas, 2003. Pedoman Umum Pengembangan Penilaian. Jakarta : Depdiknas.
Depdiknas, 2005. Peraturan Pemerintah No. 19 Tahun 2005 tentang Standar Nasional Pendidikan. Jakarta : Depdiknas.
Gage, N. and Berliner, D. 1992. Educational Psychology (5th ed.). Princeton, New Jersey: Houghton Mifflin Company.
Handarini, D.M. 2000. Pengembangan Model Keterampilan Sosial Bagi Siswa SMA Terpadu di Malang. Disertasi tidak dipubliskasikan. Malang: PPS Program Bimbingan Konseling, Universitas Negeri Malang.
Landa, L.N. 1983. Descriptive and Prescriptive Theory of Learning and Instruction: An Analysis of their Relationships and Interactions. Di dalam C.M. Regeluth (Ed). Instructional Design Theories and Models (hal 47-64). Hillsdale, N.J: Lawrence Erlbaum.
Prof. Dr. Mulyono Abdurrahman, Anak Berkesulitan Belajar. 2002.
Reigeluth, C. M. 1983. The Elaboration Theory of dalam Instructional Design: Theories and Models. An Overview of the Current Status. Charles M. Regeluth (Ed). New Jersey: Lawrence Erlbaum Associates.
Richmond, G., & Striley, J. 1996. Making meaning in Classrooms: Social Processes in Small-Group Discourse and Scientific Knowledge Building. Journal of Research in Science Teaching, 33 (8), 839=
Rolheiser, C & Ross, J .A (2005) Student Self-Evaluation: What Research Says and What practice Shows. Internet Download.
Rosidin, Undang. 2007. Model Penilaian Otentik dalam Pembelajaran IPA Materi Fisika Sekolah Menengah Pertama. Disertasi tidak diterbitkan. Yogyakarta: Program Pascasarjana Universitas negeri Yogyakarta.
Saunders, W. (1992). The Constructivist Perspective : Implication and teaching strategies for science. School Science and mathematics, 92 (3), 136-141.
Stiggins, Ricard J. 1994. Student-Centered Classroom Assessment, New York : Macmillan College Publishing Company.
Suparno, Paul 1997. Filsafat Konstruktivisme. Yogyakarta : Kanisius
Suratno. 2009. Pengembangan Model Asesmen Teman Sejawat Kompetensi Akuntansi Baebasis Model Pembelajaran Kolaboratif. Disertasi tidak diterbitkan. Yogyakarta : Program Pascasarjana Universitas Negeri Yogyakarta.
Susan Benner. Assessment of Young Children with Special Needs.
Tierny, Robert, Mark A Carter, dan Laura E. Desai. 1991. Portfolio Assessment in the Reading-Writing Classroom, New York. Christopher-Gordon Publisher, Inc
Undang-Undang Republik Indonesia Nomor 20 tahun 2003 Tentang Sistem Pendidikan Nasional.
UNESCO. 2004/ Monitoring Educational Achievement paris : UNESCO: International Institute For Educational Planning.
Willis, J. 1995. A Recursive, Reflective Instructional Design Model Based on Constructivist Interprevist Theory. Education Technology. Vol. 35 (6) pp. 5-23.
Wilson, B.G., Editors (1996). What is a Constructivist Learning Environment : Constructivist Learning Environment (pp. 3-8). Education Technology Publication, Inc., Englewood Cliffs, New Jersey 07632.
Authors who publish with this journal agree to the following terms:
1. Copyright on any article is retained by the author(s).
2. The author grants the journal, right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
5. The article and any associated published material is distributed under the Creative Commons Attribution-ShareAlike 4.0 International License
