Asesmen Korelasional Agensi Siswa melalui Faktor Praktik Pedagogis dan Asesmen Formatif
DOI:
https://doi.org/10.53299/jppi.v6i4.5170Keywords:
Agensi Siswa, Asesmen Formatif, Kurikulum dan PembelajaranAbstract
Penelitian ini bertujuan untuk menganalisis hubungan Teacher-Centeredness dan Perceived Benefits of Formative Assessment terhadap Student Agency murid sekolah menengah atas. Penelitian menggunakan pendekatan kuantitatif dengan desain survei. Sampel penelitian terdiri dari 450 siswa kelas X dan XI dari 10 sekolah di 4 provinsi yang dipilih menggunakan teknik simple random sampling. Instrumen penelitian berupa kuesioner skala Likert 5 poin yang mengukur tiga variabel utama. Data dianalisis menggunakan statistik deskriptif dan uji korelasi Rank Spearman. Hasil penelitian menunjukkan bahwa praktik pembelajaran berpusat pada guru masih cukup dominan (M = 3,10; SD = 0,756), sementara persepsi siswa tentang manfaat asesmen formatif berada pada tingkat tertinggi (M = 3,75; SD = 0,830), dan agensi siswa berada pada tingkat sedang (M = 3,45; SD = 0,633) yang masih perlu ditingkatkan. Uji korelasi menunjukkan hubungan negatif yang signifikan antara Teacher-Centeredness dengan Student Agency (r = -0,598; p < 0,01), yang berarti semakin tinggi praktik pembelajaran berpusat pada guru, semakin rendah agensi siswa. Sebaliknya, terdapat hubungan positif yang kuat antara Perceived Benefits of Formative Assessment dengan Student Agency (r = 0,719; p < 0,01), yang berarti bahwa siswa yang merasakan manfaat asesmen formatif cenderung memiliki tingkat agensi yang lebih tinggi. Penelitian selanjutnya dapat menguji secara empiris efektivitas intervensi pedagogis yang mengintegrasikan pengurangan praktik pembelajaran berpusat pada guru dan penguatan asesmen formatif dalam meningkatkan agensi murid melalui desain intervensi terkontrol, serta mengeksplorasi faktor kontekstual yang berpotensi memoderasi hubungan antar variable.
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