Penguatan konsep dan identifikasi kearifan lokal untuk asesmen afektif melalui workshop partisipatif
Abstract
Abstrak
Transformasi Kurikulum Merdeka menuntut pengembangan Profil Pelajar Pancasila, yang mensyaratkan guru menguasai asesmen ranah afektif dengan validitas kontekstual dan reliabilitas yang memadai. Tantangan mendasar adalah rendahnya pemahaman konseptual guru mengenai kaidah psikometris instrumen non-tes dan kegagalan mengaitkan penilaian afektif dengan ekologi budaya lokal. Kegiatan pengabdian ini bertujuan menguatkan pemahaman konseptual guru dan meningkatkan kemampuan mereka mengidentifikasi nilai-nilai kearifan lokal dalam tari rudat untuk ditransformasi menjadi kisi-kisi indikator perilaku operasional. Metode yang digunakan adalah Participatory Action Research (PAR) Tahap Awal, dikombinasikan dengan workshop intensif dan pendampingan reflektif pada 15 guru sekolah dasar negeri 2 pemenang timur Lombok utara. Keberhasilan program diukur secara kuantitatif melalui Uji-t Sampel Berpasangan (Paired Sample T-Test) pada hasil Pre-Test dan Post-Test untuk mengukur peningkatan pemahaman konseptual dan teknis. Hasil kualitatif berfokus pada analisis kualitas kisi-kisi indikator operasional yang dirumuskan guru. Hasil kuantitatif menunjukkan peningkatan kompetensi konseptual yang sangat signifikan (rata-rata skor Post-Test 88,52; p < 0,001), melampaui target luaran program sebesar 20%. Secara kualitatif, guru berhasil mentransformasi nilai abstrak menjadi kisi-kisi indikator perilaku yang Spesifik dari budaya tari rudat, yang merupakan prasyarat Validitas Kontekstual instrumen. Kegiatan ini merekomendasikan tindak lanjut PkM untuk praktik penyusunan instrumen pada tahap berikutnya.
Kata kunci: asesmen afektif; kearifan lokal; workshop partisipatif.
Abstract
The transformation of the Merdeka Curriculum demands the development of the Pancasila Student Profile, requiring teachers to master affective domain assessment with adequate contextual validity and reliability. The fundamental challenge is the low conceptual understanding of teachers regarding the psychometric rules of non-test instruments and the failure to link character assessment with local cultural ecology. This community service activity aims to strengthen teachers' conceptual understanding and increase their ability to identify local wisdom values tari rudat to be transformed into blueprints of operational behavioral indicators. The method used is the Initial Phase of Participatory Action Research (PAR), combined with intensive workshops and reflective mentoring for 15 primary school teachers in the East Pemenang 2 State Elementary School, Lombok uatara. Program success was measured quantitatively using a Paired Sample T-Test on Pre-Test and Post-Test results to measure the increase in conceptual and technical understanding. Qualitative results focused on the analysis of the quality of the operational indicator blueprints formulated by the teachers. Quantitative results showed a highly significant increase in conceptual competence (average Post-Test score 88.52; p < 0.001), exceeding the program's minimum target of 20%. Qualitatively, teachers successfully transformed abstract values into specific and culturally sensitive behavioral indicator blueprints, which is a prerequisite for Contextual Validity of instruments. This activity recommends a follow-up Community Service activity for the practical drafting of instruments in the next phase.
Keywords: affective assessment; local wisdom; participatory workshop.
Keywords
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DOI: https://doi.org/10.31764/jpmb.v10i3.39317
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