INTRODUCTION
Learning is brought changes (in terms
of behavior changes, actual or potential). That change is principally the
acquisition of new skills and the change occurred because no effort (on
purpose). Learning achievements are the results achieved by someone after he
made the change to learn, both at school and outside of school. Have more or
less sense of achievement is a standard test to measure the skills or knowledge
to a person in one or more of the lines of work or study. In the dictionary of
popular achievement is the result of something that has been achieved.
There is an error in our education, is
still a lot of education that only brain-based education prioritizes education.
That is still a lot of education in this country who only see success-failure
of an education of the value of learning outcomes alone, without seeing how the
child's emotional, psychological child, and morals of the child.
Chapter 1. Factors that Affect Learning
A.Definition of Learning Achievement
The term learning
achievement consists of two syllables, namely belajar.Istilah accomplishments
and achievements in the Dictionary of Popular Science (AdiSatrio, 2005: 467) is
defined as the results that have been achieved. Noehi Nasution (1998: 4)
concluded that learning in the broadest sense can be defined as a process that
may lead to or changing a behavior as a result of the formation of the primary
response, provided that the changes or the emergence of new behavior was not
caused by their maturity or by the temporary changes for any reason.
In Big Indonesian
Dictionary, argued that the definition of learning achievement is "mastery
of knowledge or skills developed by the subjects, usually indicated by test
scores or numeric values assigned by the teacher". According
WSWinkel learning achievement is the success of one's business achieved after
obtaining a learning experience or learn something.
According Slameto
(1998: 56) argues that there are several factors that affect the learning
achievement of many kinds but can be classified into two: internal factors and
external factors. In detail, these factors are as follows:
Chapter 2. Internal Factors and External Factors
B. Relationships Learning Achievement In Psychology, The View of Islam, and Physics
1.
The view
of Psychology
According WSWinkel learning achievement is the success of one's
business achieved after obtaining a learning experience or learn something.
2.
The view
of Islam
Conception of Islam is a balance between the achievements of the
world and the hereafter. Even the achievements of the world is for achievements
in the hereafter. In this context it can be understood conception of the Koran
letter of 28 Al Qasas paragraph 77:
Which means: "And look at what God has given to you (happiness) in the Hereafter, and do not forget bahagianmu of (enjoyment) world and do good (to others ) as Allah has done good, unto you, and do not mischief on the (face) of the earth. Allah loves not those who do mischief. "
Which means: "And look at what God has given to you (happiness) in the Hereafter, and do not forget bahagianmu of (enjoyment) world and do good (to others ) as Allah has done good, unto you, and do not mischief on the (face) of the earth. Allah loves not those who do mischief. "
So, it became clear that achievement in view of the psychology
of Islam is that if the achievement of the intended success, processed and
obtained in accordance Islamic faith inseparably between this world and the
hereafter.
3.
The view
of Physics
In physics, work is a force that is performed on an object and
cause it to move. The work done is proportional to the magnitude of the force
and displacement. Likewise with the achievements, the more work we do like to
learn, the greater the displacement that we get in the form of achievement.
W= F x s
W =work (study)
F = force
s = displacement (achievement)
W =work (study)
F = force
s = displacement (achievement)
C.Evaluation of Learning Achievement
Term evaluation or
assessment is as translations of foreign terms "Evaluation". And as a
guide, according to Benjamin S. Bloom (Formative and Sumative Handbook on
Evaluation of Student Learning) stated that: Evaluation is gathering enough
evidence to then be used as the basis for determining the presence or absence
of change and degree of changes that happen to students or children learners.
Evaluation means the
assessment of the success rate of students achieving the goals set in a
program. In other words commensurate with the evaluation and frequently used
word to replace the word evaluation is test, test and repeat. The term
evaluation is usually used to assess student outcomes at the end of a certain
education level, such as the National Final Stage Evaluation Study (EBTANAS)
which is now called the National Final Examination (UAN). Learning
activities should be held evaluation. This is important because with the
evaluation we can know whether the learning objectives that have been set can
be achieved or not.
As for the aspects of
personality that must be considered is the object in the implementation of the
evaluation, according to Nasrun Harahap, are as follows:
1.
The
aspects of thinking, including: intelligence, memory, how to interpret the
data, and basic instruction, and logical thinking.
2.
In terms
of social feelings, including: cooperation with fellow classmates, carabergaul,
ways of solving the problem, as well as value-nilaisosial.
3.
Of the
social wealth and citizenship, include: live view or opinion to the problems of
social, political, and economic.
These aspects can
still be broken down into things that are more specifically tailored to the
purpose or objective assessment.
D. Purpose and Principles of Evaluation Study
The purpose of
evaluation can be viewed from two aspects, general purpose and special purpose.
L. Pasaribu and Simanjuntak, confirmed that:
In relation to
teaching and learning activities, evaluation has a very important function,
namely:
1.
To
determine student learning in the right situation, in accordance with the level
of ability (and other characteristics) owned by students.
2.
To
provide feedback (feedback) to the teacher as a basis for improving teaching
and learning process, and made repairs program for students.
3.
To
provide tepet figures on the progress or outcome of learning of each student.
E. Various Evaluation Study
1.
This type
of evaluation is based on purpose
a.
Diagnostic
Evaluation
Diagnostic
evaluation is evaluation aimed at examining the
weaknesses of students and contributing factors.
b.
Evaluation
of selective
Selective evaluation is evaluation used to select the students
most
appropriate to the particular activity program criteria.
appropriate to the particular activity program criteria.
c.
Evaluation
placement
Placement
evaluation is an evaluation that are used to place students in certain
educational programs in accordance with the characteristics of the students.
d.
Formative
evaluation
Formative
evaluation is an evaluation conducted to refine
and improve the process of learning and teaching.
e.
Summative
Evaluation
Summative evaluation is an evaluation
conducted to determine the results
and
students' progress.
students' progress.
2.
Type of
evaluation by objectives:
a.
Evaluation
context
The
evaluation program is intended to measure the context of both the rational purpose,
background programs, as well as needs arise in
planning
b.
Evaluation
input
Evaluation
aimed to determine both the resource input and strategy which
is used to achieve the goal.
c.
Evaluation
process
Evaluation aimed to look
at the process of implementation,
both regarding
smooth process, compliance with the plan, supporting factors and
factor barriers that arise in the implementation process, and the like.
smooth process, compliance with the plan, supporting factors and
factor barriers that arise in the implementation process, and the like.
d.
Evaluation
of the results or products
Evaluations
are directed to look at the results achieved as a basis program to
determine the final decision, repaired, modified, improved or
discontinued.
e.
Evaluation
outcom or graduates
Evaluations were directed to look further student learning outcomes, ie,
evaluation of graduates after plunging into the community.
evaluation of graduates after plunging into the community.
3.
The
evaluation is based on the scope of learning activities:
a)
Evaluation
of the learning program
Which
includes the evaluation of the learning objectives, contents of learning
programs, teaching and learning strategies, aspe-other aspects of the
learning program.
b)
Evaluation
of the learning process
The
evaluation includes a match between peoses learning with stripes learning
programs in the set, the ability of teachers implement
the learning process, the ability of students to follow the process learning.
c)
Evaluation
of the learning outcomes
Evaluation
of learning outcomes include mastery level students'
learning objectives are set, both general and Specifically,
reviewed in the cognitive, affective, psychomotor.
4.
This type
of evaluation is based on the object and the subject of evaluation
Based
on the object:
a.
Evaluation
input
Evaluation
of the students include the ability of personality, attitudes, beliefs.
b.
Evaluation
tnsformasi
The
evaluation of the elements of the transformation of the learning process among
other things materials, media, and other methods.
c.
Evaluation
of the output
The
evaluation of the graduates who refers to the achievement of learning outcomes.
Based on the subject:
a.
Internal
Evaluation
Evaluations
are carried out by people in school as an evaluator, for example, teachers.
b.
External
Evaluation
Evaluations
are conducted by people outside the school as an evaluator, for example, parents,
the community.
F. Advantages and Disadvantages of Test Essay and Objectives
1.
Test
Objectives
Objective test is a test that the examination can be conducted
objectively. It is intended to overcome the weaknesses of the test essay form
(Arikunto, 2003: 164).
Objective test
requires students to choose the correct answer among the possible answers that
have been provided, giving short answers, and complete questions or statements
that are not perfect. Objective tests particularly suitable for assessing the
ability of learners who muntut mental processes are not so High temperatures
such as the ability to recall, ability to recognize back, understanding, and
ability to apply the principles.
a.
Excess
Test Objectives are:
1)
To answer
an objective test not much wear.
2)
reliability
is higher if compared with test Essay, because penilainnya are objective.
3)
Providing
value and how to assess objectively test more quickly and easily because it
does not require special skills of the giver values.
4)
Objective
test does not care about the mastery of the language, so it is easy to
implement.
5)
Validity
objective test is higher than the essay test, because a broader sampling.
b.
Objective
Test weaknesses, namely:
1)
Students
often guess the answer, because they have not mastered the lesson material.
2)
It is
proposed to test sampling disciples quite a lot, and requires only a relatively
short time to answer it.
3)
Unusual
invite students to think a high level.
4)
Many
costly, because the items test sheet should test as many as the number of
followers.
The objective test consists from a
variety of forms, among others;
1. fault
True- TRUE or False (T-F)
Picture 1. Example Fault True or False
a.
Excess S
- B, namely:
1)
Problem
is good for results, where there are only two alternative answers.
2)
Demands
less emphasis on the ability to read.
3)
Not so
difficult to determine the answer detractors.
4)
Making
the matter relatively easier because only leads to the second option answer.
5)
No need
to make an answer detractors.
6)
Problem
statement means not using double / more.
7)
Problem
does not depend on the answer to another question.
8)
Problem
avoid unnecessary statement.
9)
Do not
boring students because little choice answers
10)
Right to
measure cognitive abilities (memory).
11)
A number
of questions can be answered in the relative periodic test types.
12)
Assessment
simple, objective and trustworthy.
b.
Weakness
S - B, namely:
1)
It is
difficult to write about beyond the level of knowledge that is free from a
double purpose.
2)
Answer
questions did not provide evidence that the student knows well.
3)
Not able
to measure the ability of analysis.
4)
Less
suitable for about count
5)
Problem
less varied.
6)
There is
no diagnostic information from the wrong answer.
7)
Allow and
encourage students to guess.
2. Multiple
Choice
Picture 2. Example Multiple Choice
a.
Excess Multiple
options are:
1)
The
results of studying the simple to the complex can be measured.
2)
Structured
and clear instructions.
3)
Alternative
incorrect answers can provide diagnostic information.
4) It is not possible to guess the answer.
5)
Can be
applied with good computer performance and calculations about value,
interactive
6)
Can use
short formulas
7)
All
indicators can be represented
8)
Basic
problem is formulated with a brief, clear and unequivocal
9)
The
material in question is clear direction
10)
Problem does
not depend on the answer to the previous question
11)
Assessment
simple, objective and trustworthy.
b.
Multiple
Choice weaknesses, namely:
1)
arranging
takes a long time.
2)
Difficult
to find the vandals.
3)
Less
effective measure some type of problem solving, the ability to organize and
express ideas.
4)
Less
describe a process
5)
The level
is very limited capability measurable
6)
The
number of issues had to be a lot to be able to represent all the material that
has been studied
7)
The value
can be affected by the ability to read.
3. Stuffing
a.
Stuffing
excess or Completion namely:
1)
It is
easy in the formulation.
2)
It saves
space (to save paper).
3)
Comprehensive
requirements can be met by test this model.
4)
Used to
measure the various level of competence and not just reveal the level of
recognition or rote alone.
b.
Stuffing
weakness or Completion namely:
1)
More
likely to reveal rote memory or aspect alone.
2)
clauses
items of test this model less relevant to ask.
3)
Tester
less cautious in formulating the sentence in question.
Picture 4. Example Short Answer
The short answer test forms require answers with a sentence and or numbers that can only be judged right or wrong. About the form of short answers are usually expressed in the form of questions. In other words, the items in the form of a sentence to ask that can be answered briefly.
a.
Short
Answer advantages, namely:
1)
Easy in
deed
2)
The possibility of guessing the answer is
very difficult
3)
Suitable
for count questions
4)
The
results can be measured widespread knowledge
b.
Short
Answer weaknesses, namely:
1)
Difficult
compose words that answer is only one.
2)
Not
suitable for measuring learning outcomes are complex.
3)
Assessment
drab da takes a lot.
5. Matching
Picture 5. Example Matching
Problem match is still a
multiple choice. The difference is made up of multiple-choice items and
options, then testy just choose one of the options given. While the match form
consists of a collection of questions and answers that both sets collected in
two different columns. The left column shows a collection of matter, and the
right column shows a collection of answers. The amount of alternative answers
must be made more than problem.
a.
Matching
advantages, namely:
1)
A form
that is efficient given the same response in which a group of adjusting to a
series of contents about.
2)
Time to
read and respond to the relatively short.
3)
Easy to
be made.
4)
Easy to
correction.
5)
Facilitate
the students to answer questions because the answers are already available.
6)
Practical use.
7)
Easy
because writing.
8)
Able to
motivate the student memory.
9)
It does
not take a lot of humbug.
10) Assessment simple, objective and trustworthy.
b.
Matching
weaknesses, namely:
1)
Materials
matter is limited by factors of memory / knowledge simpler and less can be used
to measure the mastery that is the understanding and ability to make the interpretation.
2)
Difficult
to draw up a matter that contains a homogeneous response.
3)
Too many
answers to be chosen.
4)
Difficult
looking for couples that are relevant to the matter.
5)
Only measure material that is rote / recall.
6)
If
unanswered stay a little predictable.
7)
Students
can not solve the problem more difficult.
8)
Do not
train children to think critically.
9)
humbug
answers do not vary.
10)
Do not
think students can develop power.
11)
Allow
students to answer speculate / chancy.
12)
Easily
influenced by irrelevant instructions.
2. Test Essay
a.
Test Essay advantages, namely:
1)
Learners
can organize the answers with his own opinion.
2)
students can not guess the answers matter.
3)
This test
is suitable for measuring and evaluating the results of a complex learning
process that is difficult to be measured by using an objective test.
4)
The degree of accuracy and truth of
students can be seen from the sentence the
sentence.
5)
Answer
disclosed in his own words and sentences, so this test can be used to train the
preparation of the sentence with good language, right, and quickly.
6)
This test
is used to train students to select facts relevant to the issue, and organizing
it is hard to accurately assessed so as to reveal one of the ideas of an
integrated whole.
b.
Test Essay weaknesses, namely:
1)
It is
hard to accurately assessed.
2)
Material
being measured is too little, so it is difficult to measure student mastery of
the whole curriculum.
3)
It is
difficult to get questions that have national and international standards.
4)
Requires
time check the results.
G. Questions about The Learning Achievement
1.
In Indonesia, the
evaluation through the UAS or the UN. How does speakers as assessors to see the
difference between the appraisal value of grades with the UN?
2.
What good test
according to the speakers?
3.
Before the UN there is
a school exam to boost the value of a small UN (manipulation of the value). How do the
opinions of the speakers?
Answers:
1.
Assessment of student
learning outcomes that can be done educator feedback learning process both for
educators to improve teaching methods and strategies as well as for students to
improve learning.
The difference between the appraisal value and the value of the UN report cards are different, from year to year, the system was different. This year 40% of the value of the UN and the 60% value of report cards.The assessment system this year better than the previous year.
The difference between the appraisal value and the value of the UN report cards are different, from year to year, the system was different. This year 40% of the value of the UN and the 60% value of report cards.The assessment system this year better than the previous year.
2. We
see from the condition first and we can know what test is best used.
3.
Leverage value
that occurs in almost every school is not good, should graduation be seen from
the potential of learners is not seen from the value. Leverage occurs
because the system of government which wants students graduating with a value
that has been targeted. Causing teachers or school authorities to manipulate
the values to learners pass. Because if you do not like that many learners
who did not pass, which will embarrass the school and teachers.
H. Conclusions
Based on the explanation above, it can be concluded that the
learning achievement level of humanity is possessed by students in accepting,
rejecting and assessing information - information in accordance with the level
of success in learning the subject matter is something, which is expressed in
the form of grades or report cards every field of study after experiencing the
learning process.
I.
References
Shah, Muhibbin. 2010. Educational Psychology. Bandung: PT RemajaRosdakarya
Saifuddin, Azwar.1996. Introduction to Psychology Intelegenci. Yogyakarta: Student Library
Slameto. 1998. Learning and Factors Affecting. Jakarta: Rineka Reserved
http://masgug.blogspot.com/2013/01/a.html. accessed on 29 May 2015 at 13:34
Shah, Muhibbin. 2010. Educational Psychology. Bandung: PT RemajaRosdakarya
Saifuddin, Azwar.1996. Introduction to Psychology Intelegenci. Yogyakarta: Student Library
Slameto. 1998. Learning and Factors Affecting. Jakarta: Rineka Reserved
http://masgug.blogspot.com/2013/01/a.html. accessed on 29 May 2015 at 13:34
