MODEL EVALUASI PEMBELAJARAN GEOGRAFI BERBASIS PROYEK
DOI:
https://doi.org/10.51878/teacher.v6i2.11306Keywords:
Evaluasi Pembelajaran, Geografi, Project-Based Learning, Penilaian Autentik, Keterampilan Abad 21Abstract
ABSTRACT
The evaluation of 21st-century learning is essential to assess critical thinking, collaboration, and communication skills authentically in Geography education. This study aims to develop a project-based evaluation model for Geography learning at SMAN 12 Makassar. The research employed a Research and Development (R&D) approach with a mixed-methods design, conducted through stages of needs analysis, model design, limited trial, and revision based on field findings. Data were collected through observation, interviews, documentation, and project assessment, and analyzed using qualitative and descriptive quantitative techniques. The findings indicate that the developed model enhances student engagement and improves spatial analysis skills, creativity, collaboration, and communication through contextual project-based learning activities. The model also integrates process, product, presentation, and written test assessments in a comprehensive manner, providing a more holistic picture of student learning outcomes. In conclusion, the developed project-based evaluation model is considered feasible and more comprehensive than conventional assessment methods and effectively supports meaningful Geography learning aligned with 21st-century competencies.
ABSTRAK
Evaluasi pembelajaran abad ke-21 diperlukan untuk mengukur keterampilan berpikir kritis, kolaborasi, dan komunikasi secara autentik dalam pembelajaran Geografi. Penelitian ini bertujuan untuk mengembangkan model evaluasi pembelajaran Geografi berbasis proyek di SMAN 12 Makassar. Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan metode campuran (mixed methods) yang dilakukan melalui tahapan analisis kebutuhan, perancangan model, uji coba terbatas, serta revisi berdasarkan temuan di lapangan. Data diperoleh melalui observasi, wawancara, dokumentasi, dan penilaian proyek yang kemudian dianalisis secara kualitatif dan kuantitatif deskriptif. Hasil penelitian menunjukkan bahwa model yang dikembangkan mampu meningkatkan keterlibatan siswa serta mengembangkan kemampuan analisis spasial, kreativitas, kolaborasi, dan komunikasi melalui pembelajaran berbasis proyek yang kontekstual. Model ini juga mengintegrasikan penilaian proses, produk, presentasi, dan tes tertulis secara menyeluruh sehingga memberikan gambaran capaian belajar yang lebih utuh. Kesimpulannya, model evaluasi berbasis proyek yang dikembangkan dinyatakan layak dan lebih komprehensif dibandingkan evaluasi konvensional serta mendukung pembelajaran Geografi yang bermakna sesuai tuntutan abad ke-21.
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