Praktik Penilaian Guru Pendidikan Sains antara Keyakinan atau Pengetahuan Guru? Perspektif Filsafat
DOI:
10.29303/jipp.v7i3c.889Published:
2022-10-18Downloads
Abstract
Tujuan penulisan artikel ini adalah untuk mengetahui apakah penilaian pembelajaran sains (IPA) dipengaruhi oleh keyakinan atau pengetahuan guru ditinjau dari perspektif filsafat. Metode yang digunakan dalam penulisan artikel ini adalah kajian pustaka atau studi leratur. Keyakinan dalam konteks pendidikan yaitu mengkaji praktik yang dianut oleh guru tentang pembelajaran dan penilaiannya, Keyakinan telah digambarkan sebagai konstruksi psikologis yang paling berharga bagi guru. Keyakinan membentuk nilai-nilai seseorang dan pada akhirnya menentukan perilaku, Keyakinan adalah kebenaran pribadi sedangkan pengetahuan dianggap lebih bersifat faktual karena dapat secara objektif dan diverifikasi secara independen. Keyakinan menciptakan sikap, sikap berubah menjadi tindakan yang memandu keputusan dan perilaku. Dalam kaitannya dengan pendidikan sains berdasarkan hasil kajian literatur bahwa keyakinan guru berdampak pada persepsi dan penilaian pendidikan sains sehingga mempengaruhi perilaku, praktik, dan tindakan mereka dalam ruang kelas. keyakinan guru memainkan peran utama dalam mendefinisikan tugas mengajar dan mengatur pengetahuan dan informasi yang relevan, oleh karena itu berdasarkan studi literatur dapat simpulkan bawa keyakinan lebih berperan daripada pengetahuan dalam menentukan keputusan praktik penilaian pendidikan sains/IP hal ini karena keyakinan guru memainkan peran utama dalam mendefinisikan tugas mengajar dan mengatur pengetahuan dan informasi yang relevan dengan tugas kelas.
Keywords:
Filsafat, Keyakinan, Pengetahuan, Penilaian, Pendidikan SainsReferences
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