Penguatan Literasi Asesmen Dosen Melalui Pendekatan Peer Learning Dalam Kerangka Outcome-Based Education di Fakultas Sains dan Humaniora Tiga Serangkai University

Abstract

Abstrak: Literasi asesmen merupakan kompetensi pedagogis fundamental bagi dosen yang menerapkan Outcome-Based Education (OBE), namun masih terdapat kesenjangan dalam pemahaman terhadap tiga pendekatan asesmen, yaitu Assessment as Learning (AaL), Assessment for Learning (AfL), dan Assessment of Learning (AoL) di pendidikan tinggi. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memperkuat pemahaman konseptual mengenai asesmen OBE di kalangan dosen serta mengevaluasi efektivitas peer learning sebagai model pengembangan kapasitas yang bersifat kolegial. Dua belas dosen dari berbagai program studi di Fakultas Sains dan Humaniora, Universitas Tiga Serangkai, Surakarta, Indonesia, terlibat dalam keseluruhan rangkaian kegiatan. Kegiatan dilaksanakan melalui knowledge sharing interaktif dan focused group discussion dengan pendekatan peer learning yang dipilih karena sifatnya yang non-hierarkis dan menciptakan lingkungan yang aman secara psikologis. Pelaksanaan terdiri atas tiga tahapan, yaitu pra-kegiatan, kegiatan inti, serta monitoring dan evaluasi. Tahap pra-kegiatan meliputi penyusunan materi dan pengembangan instrumen, kegiatan inti meliputi pelaksanaan pretest, pemaparan interaktif mengenai asesmen OBE dan rubrik analitik, focused group discussion, serta posttest. Desain pre-post digunakan dengan instrumen pilihan ganda sebanyak 10 butir soal yang telah divalidasi. Rerata skor meningkat dari 60,83 menjadi 95,00 dengan Normalized Gain sebesar 0,87 yang termasuk kategori efektivitas tinggi, serta penurunan simpangan baku dari 25,03 menjadi 10,00 yang menunjukkan konvergensi pemahaman kolektif. Analisis kualitatif mengungkapkan koreksi miskonsepsi terkait domain afektif serta pergeseran preferensi instrumen yang signifikan ke arah rubrik analitik. Temuan ini menunjukkan bahwa peer knowledge-sharing menawarkan alternatif yang efektif, layak, dan berkelanjutan terhadap program pengembangan dosen konvensional yang bersifat top-down.

Abstract: Assessment literacy is a fundamental pedagogical competency for university lecturers implementing Outcome-Based Education (OBE), yet a considerable gap persists in understanding the three assessment approaches: Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL) in higher education settings. This community service activity aimed to strengthen the conceptual understanding of the OBE assessment triad among lecturers and to evaluate the effectiveness of peer learning as a collegial capacity development model. Twelve lecturers from different study programmes at Faculty of Science and Humanities, Tiga Serangkai University, Surakarta, Indonesia were involved in the entire programme. The activity was carried out in the form of interactive knowledge sharing and focused group discussion using a peer learning approach which was selected because of its non-hierarchical and psychologically safe environment. The implementation consisted of three stages, namely pre-activity, core activity, and monitoring and evaluation stage. Pre-activity consisted of material preparation and instrument development, core activity consisted of pretest administration, interactive presentation of the OBE assessment triad and analytic rubrics, focused group discussion, and posttest administration, and monitoring and evaluation stage. A pre-post study design was used with a validated 10-item multiple choice instrument. The mean score increased from 60.83 to 95.00, with Normalized Gain of 0.87, high effectiveness, and a decrease in standard deviation from 25.03 to 10.00 which indicates the convergence of collective understanding. Qualitative analysis revealed the correction of misconceptions regarding the affective domain and a marked shift in instrument preference towards analytic rubrics. These findings suggest that peer knowledge-sharing offers an effective, feasible, and sustainable alternative to traditional top-down faculty development programmes.