Analisis Kesiapan Mahasiswa PGSD dalam Mengimplementasikan Asesmen Deep Learning pada Pembelajaran Matematika
DOI:
https://doi.org/10.35458/ipa.v5i3.5240Keywords:
Kesiapan Mahasiswa, asesmen pembelajaran, deep learning, pendidikan matematika, pendidikan guru sekolah dasarAbstract
Pendekatan deep learning menuntut asesmen yang mampu menggali pemahaman konseptual, proses berpikir, dan refleksi belajar peserta didik. Mahasiswa Pendidikan Guru Sekolah Dasar (PGSD) sebagai calon guru perlu memiliki kesiapan yang memadai untuk mengimplementasikan asesmen deep learning, khususnya pada pembelajaran matematika. Penelitian ini bertujuan menganalisis kesiapan mahasiswa PGSD dalam mengimplementasikan asesmen deep learning ditinjau dari aspek pengetahuan konseptual, keterampilan perancangan asesmen, dan sikap profesional. Penelitian menggunakan pendekatan kuantitatif deskriptif dengan subjek 72 mahasiswa PGSD Universitas Negeri Makassar semester akhir. Data dikumpulkan melalui angket kesiapan, tes pemahaman konseptual, dan analisis dokumen rancangan asesmen matematika. Analisis data dilakukan menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa kesiapan mahasiswa PGSD berada pada kategori cukup, dengan nilai tertinggi pada aspek sikap profesional dan nilai terendah pada keterampilan merancang asesmen autentik berbasis deep learning. Temuan ini menunjukkan perlunya penguatan pembelajaran asesmen inovatif dan berbasis praktik dalam kurikulum pendidikan guru.
The deep learning approach requires assessment practices that are able to explore students’ conceptual understanding, thinking processes, and learning reflection. Pre-service elementary school teachers in the Elementary School Teacher Education (PGSD) program need to possess adequate readiness to implement deep learning–oriented assessment, particularly in mathematics learning. This study aimed to analyze the readiness of PGSD students to implement deep learning assessment in terms of conceptual knowledge, assessment design skills, and professional attitudes. The study employed a descriptive quantitative approach involving 72 final-year PGSD students at Universitas Negeri Makassar. Data were collected through a readiness questionnaire, a conceptual understanding test, and document analysis of mathematics assessment designs. Data analysis was conducted using descriptive statistics. The results indicated that the readiness of PGSD students was at a moderate level, with the highest score found in the professional attitude aspect and the lowest in the skills of designing authentic deep learning–based assessments. These findings highlight the need to strengthen innovative and practice-oriented assessment learning within teacher education curricula.
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