Pengelompokan Berdasarkan Kemampuan (Ability Grouping) dan Dampaknya bagi Peserta Didik

R. Risdiyanto

Abstract


Pengelompokan siswa di sekolah berdasarkan kemampuan siswa atau prestasi masa lalu telah dibahas sejak lama tetapi masih relevan dengan konteks pendidikan saat ini. Sistem seperti itu telah dipromosikan oleh beberapa peneliti pendidikan karena manfaatnya bagi siswa dan guru. Di antara manfaatnya adalah efektivitas pengajaran mengingat guru akan memiliki siswa dengan kecepatan belajar yang homogen dan memungkinkan sekolah untuk memberikan dukungan yang lebih baik bagi siswa yang berkemampuan lebih rendah. Di sisi lain, para ahli lain menentang metode tersebut dengan menyarankan bahwa itu akan mempromosikan segregasi sosial dan menurunkan motivasi siswa dengan prestasi masa lalu yang lebih rendah karena mereka tidak akan memiliki kesempatan untuk melihat ke rekan-rekan mereka yang lebih baik yang duduk di kelas yang sama. Artikel ulasan ini akan merangkum pemahaman terkini tentang masalah ini baik dari sudut pandang, pro dan kontra.

Kata Kunci: Ability Grouping; Pembelajaran; Metode Pembelajaran

 

Grouping students in schools based on students’ ability or past achievements has been discussed for ages but still relevant to recent educational context. Such system that has been promoted by some educational researchers due to its benefit for students and teachers. Among the benefits are effectiveness of instruction considering that teacher will have students with homogenous learning pace and allowing school to give better support for lower-ability pupils. On the other hand, other experts are against the method by suggesting that it will promote social segregation and demotivate students with lower past achievement as they will not have a chance to look up to their better peers sitting in the same class. This review article will summarize current understanding of the issue in both point of view, the pros and cons.


Keywords


Ability Grouping; Learning; Learning Methods

References


Afandi, M. (2013). Model dan Metode Pembelajaran di Sekolah. Semarang: UNISSULA Press

Andra, N. (2019). Penerapan Model Pembelajaran Ability Grouping Sebagai Upaya Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Mekanika Teknik Kelas X Teknik Sipil Smk Negeri 5 Surakarta. Pai, 5(2), 87–92.

Arfani, L. (2016). Mengurai hakikat pendidikan, belajar dan pembelajaran. Pelita Bangsa Pelestari Pancasila, 11(2), 81–97. Retrieved from https://pbpp.ejournal.unri.ac.id/index.php/JPB/article/view/5160

Asyafah, A. (2019). MENIMBANG MODEL PEMBELAJARAN (Kajian Teoretis-Kritis atas Model Pembelajaran dalam Pendidikan Islam). TARBAWY : Indonesian Journal of Islamic Education, 6(1), 19–32. https://doi.org/10.17509/t.v6i1.20569

Banks, James A. (2007). Educating citizens in a multicultural society. New York: Teachers College Columbia University

Berisha, A., & Seppanen, P. (2016). Pupil Selection Segments Urban Comprehensive Schooling in Finland: Composition of School Classes in Pupils' School Performance, Gender and Ethnicity. Scandinavian Journal of Educational Research.

Cheung, C & Rudowicz, E. (2003). Academic outcomes of ability grouping among junior high school students in hongkong. The Journal of Educational Research, March/ April 2003,96(4),241-256.

Chisaka, B.C & Vakalisa, N.C.G. (2003). Some effects of ability grouping in Harare secondary schools: Aa case study. South African Journal of Education, 23(3), 176 – 180.

Gamoran, A. (2001). American schooling and educational inequity: A forecast for the 21st Century. Science, 135(3503), 554–555. https://doi.org/10.1126/science.135.3503.554

Danial dan Wasriah. (2009). Metode Penulisan Karya Ilmiah. Bandung: Laboratorium Pendidikan Kewarganegaraan UPI.

Daryanto.(2005). Evaluasi Pendidikan: Jakarta: Rineka Cipta

Hornby G., Witte C., & Mitchell D. (2011). Policies and practices of ability grouping in New Zealand intermediate schools. Support for Learning. 26(3),92-96.

Hanushek, E. A., & Wobmann, L. (2006). Does Educational Tracking Affect Performance and Inequality. The Economic Journal, 63-76.

Imron, A. 2012.Manajemen Peserta Didik Berbasis Sekolah. Jakarta: Bumi Aksara.

Ireson, J., Hallam, S., & Hurley, C. (2005). What are the Effects of Ability Grouping on GCSE Attainment? . British Educational Research Journal, 443-458.

Johnson DW & Johnson, R, T (1991) Learning Together and Alone. Allin and Bacon: Massa Chussetts

Kulik, J. A., & Kulik, C.-L. C. (1987). Effect of Ability Grouping on Student Achievement. Equity & Excellence in Education, 22-30.

Komalasari, Kokom. 2010. “Pembelajaran Kontekstual Konsep dan Aplikasi”. Bandung: Refika Aditama.

Liu, W. C., Wang, C., & Perkins, E. (2005). A Longitudinal Study of Students' Academic Self-Concept in a Streamed-Setting: The Singapore Context. British Journal of Educational Phsycology, 567-586.

Lou, Y. (1996). Within-Class Grouping: A Meta Analysis . Review of Educational Research, 423-458.

Loveless, T. (1998, August). Making Sense of the Tracking and Ability Grouping Debate. Cambridge, USA.

Loveless, T. (2009). Tracking and Detracking: High Achievers in Massachusetts Middle School. Thomas B. Fordham Institute.

Nurkholis. (2013). PENDIDIKAN DALAM UPAYA MEMAJUKAN TEKNOLOGI Oleh: Nurkholis Doktor Ilmu Pendidikan, Alumnus Universitas Negeri Jakarta Dosen Luar Biasa Jurusan Tarbiyah STAIN Purwokerto. 1(1), 24–44.

O. Adodo. S. &Agbaweya, J.O. 2011. Effect of homogenous and heterogeneous ability grouping class teaching on student’s interest, attitude and achievement in integrated science. International Journal of Psychology and Counselling, 3(3), 48-54

Pane, A., & Darwis Dasopang, M. (2017). Belajar Dan Pembelajaran. FITRAH:Jurnal Kajian Ilmu-Ilmu Keislaman, 3(2), 333. https://doi.org/10.24952/fitrah.v3i2.945

Riyana, C. (2008). Modul Komponen Pembelajaran. Bandung: Direktori UPI

Slavin, R. E. (1990). Achievement Effects of Ability Grouping in Secondary School: A Best-Evidence Synthesis . Review of Educational Research, 471-499.

Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K-12 Students' Achievement . Review of Educational Research, 1-51.

Syarkawi. (2011). Pola Pengelompokan siswa baru: Study Kasus di Madrasah Ibtidaiyah Bustanuk Ulum Sumber Anyar Rowo Kangkung Lumajang. (http://digilib.uinsbyac.id/9270/)

Ubabuddin. (2019). Jurnal Edukatif - 18 -. Jurnal Edukatif, V(1), 18–27.




DOI: https://doi.org/10.17509/jik.v18i1.36405

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 R. Risdiyanto

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Inovasi Kurikulum
Published by Himpunan Pengembang Kurikulum Indonesia (HIPKIN)
in collaboration with Curriculum Development Study Program
Faculty of Education - Universitas Pendidikan Indonesia
Gedung FIP UPI Lt. 9 Jl. Dr. Setiabudhi Bandung 40154


Indexed By:

SINTA   GARUDA   Crossref      DOAJ DIMENSIONS BASE   ROAD

Google Scholar

Google Scholar p. ISSN 1829-6750 | Google Scholar e. ISSN 2798-1363