LU 2 Menyiapkan Asesmen - Asesmen Diagnostik (PJOK)
Summary
TLDRThe script emphasizes the importance of recognizing the diverse needs and abilities of students in a classroom. It uses the example of a physical education teacher planning a swimming lesson, highlighting the need for a diagnostic assessment to understand each student's prerequisites for swimming. The teacher observes and categorizes students based on their comfort and skills in water, tailoring the learning approach accordingly. The script also discusses setting achievement criteria to guide students towards mastery, stressing the role of diagnostic assessment in enhancing learning quality and accommodating individual student progress.
Takeaways
- 😀 Being a teacher involves more than just presenting material to students; it includes paying attention to each student's development as outlined in diagnostic assessments.
- 🏃♂️ Students enter the classroom with diverse needs and abilities, akin to runners at different starting positions, but with a common learning goal to achieve.
- 📚 In physical education (PJOK), for example, the learning goal is for students to practice freestyle swimming, but each student's ability and response to the activity will vary.
- 👩🏫 The teacher's role in PJOK is to conduct swimming lessons, starting with teaching freestyle swimming techniques, but the students' responses to the activity can be quite different.
- 🔍 A diagnostic assessment is necessary to map out students' abilities, which can be diverse, ranging from fear of water to mastery of swimming techniques.
- 📝 To identify prerequisite abilities for freestyle swimming, such as entering the pool without fear, submerging the head, and blowing out air, observation sheets are used for assessment.
- 👀 Observation is a key method in the diagnostic assessment, where teachers watch students practice step by step according to their abilities to determine the most suitable assessment instrument.
- 📉 The assessment results are then processed to create a mapping of students, categorizing them into different types based on their swimming abilities and fears.
- 🛠️ Diagnostic assessment serves as a guide for teachers to determine learning strategies and improve the quality of learning for all students, accommodating their diverse abilities.
- 🎯 Setting achievement criteria for learning goals helps direct students towards defined standards, with different levels of achievement describing various student accomplishments.
- 🚀 Encouraging students to set their own learning targets according to the established criteria fosters a sense of ownership over their learning process.
Q & A
What is the primary role of a teacher according to the script?
-The primary role of a teacher is not only to present material to students but also to pay attention to each student's development, understanding that each student comes to the class with diverse needs and abilities.
What is the purpose of diagnostic assessment in education as mentioned in the script?
-The purpose of diagnostic assessment is to map out the abilities of students, allowing teachers to identify their prerequisites and tailor teaching strategies to accommodate the diverse needs of all students.
What is an example of a learning objective in physical education (PJOK) given in the script?
-An example of a learning objective in PJOK is for students to practice freestyle swimming, with the understanding that each student will have different abilities and experiences.
How does the script illustrate the different responses of students to a learning activity?
-The script uses the example of a swimming lesson where some students are afraid of the water depth, some jump into the pool, and others swim freely, showing that students' responses to learning activities can vary greatly.
What is the first step in designing a diagnostic assessment according to the script?
-The first step is to identify the prerequisite abilities needed to practice freestyle swimming, such as entering the pool without fear, submerging the head in water, and blowing out air bubbles.
What method is suggested for conducting a diagnostic assessment in the script?
-The suggested method for conducting a diagnostic assessment is through observation of the students' practice, with the teacher providing instructions and observing the students' responses step by step.
How should the results of the diagnostic assessment be used to inform teaching strategies?
-The results of the diagnostic assessment should be used to map out the students' abilities and prepare teaching methods that can accommodate all categories of students, ensuring that each student can achieve the learning objectives.
What are the criteria for learning achievement mentioned in the script?
-The criteria for learning achievement are divided into four to five levels of achievement that describe different levels of student accomplishment, from overcoming fear of water to being able to swim freestyle consistently and quickly.
How can the script's example of a swimming lesson be applied to other subjects or areas of learning?
-The example of a swimming lesson can be applied to other subjects by emphasizing the importance of understanding each student's starting point, setting appropriate learning goals, and providing challenges that match the student's current abilities.
What is the script's stance on the role of physical education in students' lives beyond the classroom?
-The script suggests that physical education should not only develop basic movement patterns and motor skills but also encourage students to recognize the importance of physical activity in a healthy lifestyle.
What are some additional prerequisites for physical education mentioned in the script?
-Additional prerequisites mentioned in the script include the ability to use movements in daily life and the development of character, which also need to be assessed diagnostically to map out students' abilities comprehensively.
Outlines
🏊♂️ The Importance of Diagnostic Assessment in Teaching
This paragraph discusses the multifaceted role of a teacher, emphasizing that teaching is not just about presenting material but also about paying attention to each student's development. It uses the example of a physical education (PE) teacher who aims to teach students the freestyle swimming technique. The teacher, Diva CB, prepares to demonstrate freestyle swimming, but upon instruction, the students' responses vary greatly. Some students are afraid of the water, some jump in, and others already swim freely. This illustrates the need for diagnostic assessment to understand the diverse abilities and backgrounds of students, allowing teachers to tailor their teaching strategies accordingly. The paragraph outlines the steps for designing a diagnostic assessment, starting with identifying prerequisite skills for freestyle swimming, such as entering the pool without fear, submerging the head, and floating. It describes the process of observation and assessment, where the teacher instructs students to perform various water-related tasks to assess their readiness and comfort in the water.
📊 Categorizing Student Abilities for Effective Learning Strategies
The second paragraph delves into categorizing students based on their abilities and comfort levels with water, which is crucial for effective teaching strategies. It outlines four types of students: those who are afraid of water, those who can enter the pool but are not consistent in submerging, those who can float but not move their limbs, and those who can swim freestyle but not consistently. The paragraph highlights the importance of diagnostic assessment in preparing learning methods that accommodate all categories. It also discusses the need for setting achievement criteria for learning objectives, which can guide students towards different levels of achievement based on their starting abilities. The teacher is encouraged to challenge students appropriately, ensuring that those who are already proficient are not bored by revisiting basic skills. The paragraph concludes by emphasizing the role of diagnostic assessment in making the learning process meaningful and in line with the goals of physical education, which include developing basic movement patterns and promoting healthy lifestyle activities.
Mindmap
Keywords
💡Assessment
💡Diagnostics
💡Learning Objectives
💡Prerequisite Skills
💡Diverse Needs
💡Teaching Strategies
💡Observation
💡Swimming Techniques
💡Learning Progression
💡Inclusivity
💡Physical Education (PJOK)
Highlights
Being a teacher involves more than just presenting material to students; it also includes paying attention to each student's development.
Students come to the classroom with diverse needs and abilities, which should be recognized by the teacher.
The example of a PJOK (Physical Education) class is used to illustrate the different responses of students to learning activities.
A diagnostic assessment is necessary to map out students' abilities and needs.
Identifying prerequisite skills for freestyle swimming, such as entering the pool without fear and blowing air bubbles, is crucial.
Observation and practice are key components of the diagnostic assessment process.
The teacher's role in conducting a diagnostic assessment helps in tailoring the learning methods to accommodate all students' categories.
The diagnostic assessment results are used to categorize students into different types based on their swimming abilities.
Developing learning strategies based on the diagnostic assessment can enhance the quality of education for all students.
Setting achievement criteria for learning objectives can guide students towards specific goals.
Students with different swimming abilities require different levels of guidance and challenges.
The importance of self-set learning targets for students to take ownership of their learning process is emphasized.
In PJOK, the learning objectives are not just to create athletes but also to develop basic movement patterns and awareness of physical activity in a healthy lifestyle.
The teacher should not demand all students to be at the same level of proficiency due to the diverse starting abilities of students.
The transcript highlights the need for diagnostic assessments to make the learning process more meaningful and to avoid demanding students to reach a high level of proficiency.
The transcript provides a clear example of how a PJOK teacher can conduct a diagnostic assessment and adapt teaching methods accordingly.
The transcript also discusses the importance of assessing prerequisite skills related to daily life movements and character development.
The transcript concludes with encouragement for teachers to conduct diagnostic assessments and to review learning objectives to identify prerequisite skills.
Transcripts
hai hai
[Musik]
hai
salam dan bahagia ibu dan bapak guru
menjadi guru bukan hanya tampil dan
menyampaikan materi depan murid-murid
saja melainkan memberikan perhatian pada
setiap perkembangan murid seperti yang
disampaikan pada materi assessment
diagnostik setiap Murid memiliki
kebutuhan kemampuan latar belakang
pengalaman sampai tingkat kematangan
yang berbeda-beda jadi perlu kita sadari
bahwa murid datang ke kelas kita dengan
kebutuhan dan kemampuan yang beragam
ibaratnya berlari posisi garis awal
masing-masing peserta didik bisa
beraneka ragam tapi kita memiliki tujuan
pembelajaran yang ingin mereka capai
kita ambil contoh dalam pelajaran PJOK
misal tujuan pembelajaran kita adalah
murid dapat mempraktikkan berenang gaya
bebas tentunya dalam satu kelas ke Yo
what's setiap murid akan berbeda agar
lebih jelas simak ilustrasi berikut
seorang guru PJOK Diva CB akan
melaksanakan pembelajaran berenang
rencananya ia akan memberikan materi
renang gaya bebas kepada muridnya
setelah seluruh muridnya Siap dengan
memakai perlengkapan berenang dan
melakukan gerakan pemanasan ia kemudian
masuk ke dalam kolam dan memberikan
contoh Bagaimana berenang gaya bebas
kemudian ia menginstruksikan kepada
murid-muridnya untuk masuk ke dalam
kolam diluar dugaan ternyata tidak semua
murid dapat mengikuti instruksi yang ia
Katakan ada beberapa murid yang hanya
duduk dipinggir kolam ada yang menangis
karena takut dengan kedalaman kolam dan
ada pula murid yang loncat masuk ke
dalam kolam serta beberapa murid yang
langsung berenang gaya bebas Nah dengan
situasi yang seperti ini terlihat dengan
jelas
kwak respon murid terhadap aktivitas
pembelajaran bisa Jadi berbeda-beda
tergantung pengalaman gerak dan
karakteristik setiap murid ada yang
sudah Mahir bahkan ada yang masih takut
dengan air karena kemampuan berbeda
proses belajar tidak bisa disamakan
untuk setiap murid makanya dibutuhkan
assessment diagnostik agar kita dapat
memetakan kemampuan murid Sekarang mari
kita praktekkan cara merancang
assessment diagnostiknya Pertama
mengidentifikasi kemampuan prasyarat
yang perlu dimiliki untuk dapat
mempraktikkan berenang gaya bebas anak
harus dapat melakukan
masuk ke dalam kolam tanpa rasa takut
memasukkan kepala ke dalam air membuang
gelembung udara melalui mulut dan hidung
mengapung dengan posisi telungkup kedua
menyusun instrumen asesmen diagnosis
untuk mengidentifikasi kemampuan
prasyarat tersebut murid blue melakukan
praktek dan guru melakukan observasi
sehingga instrumen yang paling tepat
adalah lembar pengamatan ketiga
melaksanakan asesmen diagnosis cara
diagnosis yang dipilih adalah dengan
mengobservasi praktek yang dilakukan
siswa praktek dilakukan siswa secara
bertahap sesuai kemampuan prasyarat yang
sudah ditentukan pertama guru
menginstruksikan murid untuk duduk
ditepi kolam dan posisi kaki masuk ke
dalam lalu kaki digerakkan ternyata
masih ada murid yang menangis dan tidak
nyaman saat wajahnya terkena cipratan
air selanjutnya guru menginstruksikan
murid untuk masuk dan berdiri di dalam
air ternyata masih ada yang takut berada
di dalam air kemudian guru
menginstruksikan murid untuk memasukkan
ke seluruh tubuh ke dalam air dan
membuat gelembung udara ternyata ada
murid yang sudah Mahir namun masih ada
juga yang belum bisa bahkan menolak
melakukannya
Hai langkah berikutnya diinstruksikan
untuk melakukan posisi badan mengapung
hasilnya ada yang sudah bisa ada juga
yang masih belum sempurna dan ragu-ragu
Hai setelah itu guru menanyakan kepada
murid Apakah ada yang dapat
mempraktekkan berenang gaya bebas
ternyata ada dua murid yang sudah bisa
walaupun ada teknik yang Perlu
diperbaiki hasil dari lembar amatan
tersebut kemudian diolah untuk
mendapatkan pemetaan murid contoh
pemetaannya misalnya membagi murid
kedalam empat
tipe-tipe satu masih takut air atau
bahkan perlu dibujuk untuk dapat masuk
ke dalam kolam tipe kedua sudah bisa
masuk ke dalam kolam tetapi belum bisa
atau belum konsisten untuk memasukkan
seluruh tubuhnya ke dalam air dan belum
bisa atau belum konsisten membuat
gelembung di dalam air
Hai tipe ketiga sudah bisa mengambang
atau meluncur tetapi belum dapat
menggerakkan kaki dan tangan tipe
keempat sudah bisa menggerakkan kaki dan
tangan renang gaya bebas tetapi belum
konsisten dari hasil SS mendiagnosis ini
guru dapat Menyiapkan metode
pembelajaran yang dapat mengakomodasi
semua kategori inilah fungsi assessment
diagnostik bagi guru sebagai pemandu
dalam menentukan strategi pembelajaran
selanjutnya dan meningkatkan mutu
pembelajaran semua murid dengan empat
tipe ini kemudian akan mengikuti proses
belajar dengan tujuan pembelajaran yang
sama yaitu mempraktekkan berenang gaya
bebas tapi bagaimana dengan murid yang
tipe satu dengan kondisi masih takut air
bagaimana ia bisa langsung praktekkan
gaya bebas Hai kemudian Bagaimana dengan
murid yang sudah di tipe keempat dengan
kemampuan yang sudah ia miliki tentu ia
akan bosan jika gurunya mengajarkan
ketrampilan dasar yang sudah ia kuasai
sehingga murid Ini Membutuhkan tantangan
lebih di sinilah kita perlu menyiapkan
kriteria ketercapaian tujuan
pembelajaran dengan begitu kita bisa
mengarahkan murid pada kriteria-kriteria
yang sudah ditentukan kriteria
ketercapaian tujuan dapat dibagi kedalam
empat sampai lima tingkatan capaian yang
menggambarkan pencapaian yang
berbeda-beda murid Tipe 1 yang masih
takut air maka dapat dibimbing untuk
minimal mencapai tingkat berkembang
yaitu bisa mempraktekkan kontrol nafas
mengapung dan posisi badan yang stabil
sedangkan murid tipe keempat yang sudah
mempunyai kemampuan renang gaya bebas
dengan Mahir maka ntar Hai pencapaiannya
adalah kecepatan dalam menuntaskan jarak
yang sudah ditentukan
Hai ajaklah murid untuk membuat target
belajarnya sendiri sesuai kriteria yang
sudah kita susun dengan begitu Ia
memiliki rasa kepemilikan terhadap
proses belajarnya selain kemampuan
prasyarat yang berkaitan dengan
mempraktekkan renang gaya bebas dalam
capaian pembelajaran PJOK di fase B
terdapat juga kemampuan prasyarat lain
yang berkaitan dengan pemanfaatan gerak
dalam kehidupan sehari-hari serta
pengembangan karakter seperti
hai hai
[Musik]
Hai nah prasyarat ini juga perlu
dilakukan assessment diagnosis agar guru
dapat memetakan kemampuan secara
menyeluruh sesuai capaian pembelajaran
SS mendiagnosisnya bisa dilakukan di
awal tahun pembelajaran dengan cara satu
analisis rapor tahun sebelumnya dua
mengobrol dengan guru dijenjang
sebelumnya tiga atau menggunakan teknik
asesmen seperti observasi hasil
observasi dan perkembangan murid dapat
dicatat dalam bentuk Lembar pengamatan
atau catatan anekdotal sehingga guru
selalu memiliki data kondisi murid yang
terbaru tanpa perlu Melakukan asesmen
diagnosis kembali dari ilustrasi yang
sudah disampaikan
terlihat bahwa pencapaian murid nantinya
akan beragam tergantung dari awal
kemampuan murid tersebut inilah Mengapa
dibutuhkan assessment diagnostik untuk
proses belajar lebih bermakna guru tidak
menuntut murid pada level Mahir Karena
tujuan pembelajaran PJOK bukan
menjadikan murid sebagai atlet dalam
konteks pembelajaran PJOK salah satu
tujuannya adalah mengembangkan pola
gerak dasar dan keterampilan gerak serta
mengajak murid menyadari pentingnya
aktivitas jasmani dalam pola hidup sehat
Nah ibu dan bapak guru sudah siap
melakukan akses mendiagnosis tidak sulit
bukan jangan lupa untuk melihat kembali
capaian Pembelajaran mata pelajarannya
masing-masing untuk mengidentifikasi
kemampuan prasyaratnya ya Selamat
belajar dan mencoba salam dan bahagia
Hi Ho
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