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Volume 1 , Number 2, November 2016 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

zzzzzz z 

  

Authentic Assessment 

 
Mujahidin 

STAI Miftahul Ula Nganjuk  
Mujahidin@gmail.com 

 

Published:  
October 11, 2016 

Reviewed:  
September 5, 2016 

Received: 
August 10, 2016 

 
Abstract: In the era of Competency-Based Curriculum / School-Based 
Curriculum, the assessment emphasizes students' performance in each subject. 
They are required to acquire not only the cognitive aspect but Also the 
performance aspect. One assessment models relevant to this is the authentic 
assessment. Such an assessment emphasizes students' ability to meaningfully 
demonstrate the knowledge they have acquired. The assessment not only Asks 
questions about the knowledge they have acquired, but requires the actual 
performance Also relevant to the knowledge. There are some differences 
between a traditional assessment and an authentic assessment. The former 
emphasizes the elicitation of knowledge the students have acquired through 
objective tests, while the latter emphasizes the tasks that the make the students 
practice learning outcomes meaningfully in real life, reflecting the mastery of 
knowledge and skills in a particular subject. The Necessary steps to develop an 
authentic assessment include (1) setting the standard; (2) assigning authentic 
tasks; (3) selecting the criteria; and (4) designing the rubric. One popular 
authentic assessment at present is the portfolio assessment models. This models 
is a class-based assessment conducted during the learning process. A portfolio 
is a collection of students 'works systematically arranged during A Certain 
learning period, used to monitor the development of the students' knowledge, 
skills, and attitudes in a particular subject. 
 
Keywords: Authentic assessment, Traditional assessment, Portfolio 
 

Introduction 

Developments around student learning outcomes assessment in line 

with development of curriculum that is used. This was due to assessment is one 

component directly related to the curriculum. The curriculum itself there is the 

one set of plans and lawyer-rule on the purpose, content, and teaching materials 

and methods used as guidelines for the implementation of all learning activities 

mailto:Mujahidin@gmail.com


  
 

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to achieve certain goals (PP 19, Th., 2005: 3). To measure the levels of 

achievement of the curriculum at school level, which includes its special 

purpose and content, Assesment against the achievements of learning be done. 

In a competency-based curriculum as magnified use in education in Indo-Eng -

which named Ting-kat Curriculum Education Unit (SBC) - component ratings 

pen-ting position. There are three main focus in the development of 

competency-based curriculum, namely the determination of competence, 

syllabus development, and development assessment. Components are believed 

to have a real impact assessment for learning component to student success, the 

valuation is now placed in a prominent place in a series of learning activities. 

The form and method of assessment in many ways influenced the pen-ting for 

the learning process, how teachers should membelajarkan and how students 

should learn, and thus determining the achievements kom-petensi. 

The term "assessment" in Indonesia can be synonymous with 

evaluation and now also popular term "assessment" (assessment). There are a 

multitude of definitions assessment stated man, which, though different 

formula's, generally refers to meansis nearly equal. According Linch (1996: 2) 

assessment is a systematic effort to gather information to make pertimbang late 

and decisions. Brown (2004: 3) who deliberately chose the term test and 

clicking artikannya as a way of measuring the skills, knowledge, or pe-nampilan 

someone in context purposely determined. Or, assessor-an-pengum defined as 

the process and the gathering of information processing to measure the 

achievement of learning outcomes and learner (PP No. 19 Th 2005: 3). 

Implementation of the KBK (Ber-base curriculum Competence) and 

who later became the SBC in education in Indonesia requires the use of 

pressure air-assessment model different from the previous use of curricula. In 

an era of KBK / SBC emphasis there was the one vote on the competence of 

the student's performance suits their subjects. Students are not only required to 



  
 

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understand this aspect of knowledge, but also what can be done with his 

knowledge of it. One model assessment in accordance with the concept to 

students, the valuation is now placed in a prominent place in the learner's 

activity series. The form and method of assessment in many ways influenced 

the pen-ting for the learning process, how teachers should membelajarkan and 

how students should learn, and thus determining the achievements 

competitions. 

The term "assessment" in Indonesia can be synonymous with " 

evaluation and now also popular term "assessment" (assessment). There are a 

multitude of definitions assessment stated man, which, though different 

formula's, generally refers to means is nearly equal. According Linch (1996: 2) 

assessment is a systematic effort to gather information to make late and 

decisions. Brown (2004: 3) who deliberately chose the term test and clicking 

which means as a way of measuring the skills, knowledge, or action someone in 

context purposely determined. Or, assessor defined as the process and the 

gathering of information processing to measure the achievement of learning 

outcomes and learner pe (PP No. 19 Th 2005: 3). 

Implementation of the KBK (Ber-base curriculum Competence) and 

who later became the SBC in education in Indonesia requires the use of 

pressure air-assessment model different from the previous use of curricula. In 

an era of KBK / SBC emphasis there was the one vote on the competence of 

the student's performance suits their subjects. Students are not only required to 

understand this aspect of knowledge, but also what can be done with his 

knowledge of it. One model assessment in accordance with the concepts is 

authentic assessment. In line with implementation of KBK / SBC, authentic 

assessment model, which included a portfolio model, has now become 

something that must be done is authentic assessment. In line de-ngan 

implementation of KBK / SBC, authentic assessment model, which included a 



  
 

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portfolio model, has now become something that must be done. 

 

Discussion 

1. Itself Authentic Assessment 

Authentic assessment model (authentic assessment) today many be 

spoken in education because this model is recommended, or even ha-rus 

emphasized, its use in activities assessing learning outcomes jar defenders. One 

of the problems showed is not necessarily all teachers / lecturers understand 

the concept and doubt-enforcing the authentic assessment. If a concept is not 

intelligible, how might we want to use it for practical purposes in learning 

activities? Perhaps the me-have thought or said it backs use of authentic 

assessment to evaluate student learning outcomes, but in fact they are not. 

Authentic assessment process and the assessment concerned with 

results at once. Thus, the entire display series of activities can be assessed 

objectively, what is, and is not solely based on the final outcome (products) 

only. Anyway very much performance sis displayed during learning activities till 

assessment should be performed during and in line with its ongoing activities of 

the learning process. When viewed from the perspective of Bloom's theory -a 

model referenced in the assessment development some curriculum in Indonesia 

before this- assessment should include cognitive, affective, and psycho 

motorist. 

How ratings are also different kinds, can use nontes models and tests at 

once, and can be done anytime simultaneously with instructional activities. 

However, it should still be well planned. For example, by providing test 

(repeats) daily, exercises in all welding, assignment, interviews, observer's, 

questionnaires, field notes / daily, portfolios, and others. Assessment is done 

through various ways or models, involving various domains, as well as covering 

the process and the product is then referred to as the Assesment authentic. 



  
 

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Authentic can mean and guaranteeing: objective and real, concrete, actually 

result to see the students, as well as accurate and meaningful. 

Authentic assessment emphasizes all learners inability to demonstrate 

the  knowledge in a real and meaningful. The assessment activities are not just 

ask or tapping the knowledge that has been known to the learner, but the real 

performance of the knowledge that has been mastered. As in-state Mueller 

(2008) Oten-tick assessment is: a form of assessment in the which students are 

asked to perform real-world tasks that demonstrate meaningful application of 

essential knowledge and skills. Thus, authentic assessment is a form of a task 

that requires learners to demonstrate the real-world performance significantly 

which is an essential application knowledgeand skills. According Stiggins (via 

Mueller, 2008), authentic assessment is an assessment of performance 

(perfomansi) that asks the learner to demonstrate keterampil early and specific 

competence which is the application of knowledge mastered. 

Something similar was stated by Hiebert, Valencia, and Afferbach 

(1994, http://www.eduplace.com/,downloaded 5-9-2008) which states that 

authentic assessment is an assessment of the tasks that resemble the activities of 

reading and writing se-how it does in the real world and in school. The purpose 

of assessment is to measure a range of skills in a variety of contexts shortly 

reflect real world situations where skills terse-but used. For example, 

assignments to learners to read various actual text-realistic, writing such topics 

as his thing in real life, and berpar-un- announced concrete in discussions or 

book review, write for journals, letters, or edit the text until it is ready to print. 

In this activity, both teri ma-learning and assessment looks or even indeed 

natural. 

Thus, this model assessment mene-Kankan on performance 

measurement, doing something, doing something that me-rupakan application 

of science-huan pengeta which has been controlled by teore-tis. More authentic 



  
 

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assessment requires learners to demonstrate knowl-knowledge, skill, and 

strategy of de-ngan creation or pro-duk answer. Students are not just asked me-

response answers as in the test tra-disional, but demanded to creating and 

menghasil-right answer motivated by theoretical knowledge. In the assessment 

of ability compose for example, estab-learning is able to analyze the characters 

in a fiction, mempertang-se accounted for the performance-based methods of 

reasoning, making reviewer literary text, and others. 

Performance issues, performance, de-monstrasi, or whatever the term, 

ten-plague in the sense according to the characteristics of each eye pe-disable in. 

Each subject course me-have performance criteria that are not necessarily the 

same as the subjects to another. Performance results of language learning is not 

the same with mathematics learning outcomes, automotive engineering, 

dressmaking, music, and others. However, in principle all subjects shall carry 

out an assessment and one of them with an authentic assessment models. 

Despite the different characteristics of each subject, whether categorized as 

exact sciences and social and humanities, all of which seems to me-apply a 

model of authentic assessment Khu-susnya the form of a portfolio. This is 

evident from the results Mahanal (2005) on the application of the assessment 

portfolio for science subjects in third grade elementary school, and research 

Abdillah (via Mahanal, 2005) on the application of assessment portfolios to 

measure the ability of cognitive, affective, and psi-komotor which both show 

good results. 

2. Authentic Assessment Traditional Assessment versus 

actual authentic assessment has long been known in the world of 

education, but the new rising star in the era of the SBC. In fact, the forms of 

authentic assessment is not an alien stuff for educators in Indonesia because 

most (either as perpetrators or election forms) has assessed the model. Only 

indeed in general we are more familiar with the traditional model of assessment. 



  
 

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Traditional assessment in this regard is seen as more assessments me-nyadap 

knowledge has been mastered as a student learning outcomes are generally 

billed through other forms of objective tests. On the other hand, Assesment 

authentic more emphasis on providing a demanding task estab-study to show, 

practice, or demonstrate results pembe-lajarannya in the real world in air-

meanings that reflect the ruler's knowledge and skills da-lam a subject. In short, 

traditional assessment emphasizes bill mastery of knowledge, se-dang authentic 

assessment or tam-Pilan performance that reflects the mastery of knowledge 

and skills. 

More concretely Mueller (2008) shows the similarities and differences 

between traditional and authentic assessment ratings. Rate tradi-sional among 

others has the following characteristics. 

• The mission of the school is expanding-kan productive citizens. 

• To be pro-duktif citizen, one must master the scientific disciplines and 

specific skills. 

• Thus, schools must teach students scientific disciplines and the kete-

rampilan. 

• To measure the success of estab-belajaran, the teacher must test the sis-wa 

to determine the level of scientific and pe-nguasaan-Pilan keteram it. 

• The curriculum drives assessment; the body of knowledge is determined 

first. 

On the other hand, authentic assessment has the following characteristics. 

• The mission of the school is expanding-kan productive citizens. 

To be pro-duktif citizen, one must be able to me nunjukkan mastery of doing 

something meaningful in real-du-nia. 

• Thus, schools must expand-kan students to mendemon-strasikan ability / 

skill to do something. 

• To measure the success of estab-belajaran, teachers should ask students to 



  
 

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do specific activities were significantly reflecting real-world activity. 

• Assessment drives the curriculum; the teachers first Determine the tasks that 

the student will perform to demonstrate Reviews their mastery. 

In addition to the above matters, another thing that differentiates both types 

of pitch-call vote, if in aggregated dikoto-mis, is the form of the difference 

between: 

(i) selecting an answer and showed an activity; (ii) shows pe-nguasaan 

knowledge and demonstrate proficiency by doing something; (iii) me yelling 

back or recognition and construct or application; (iv) questions and answers 

prepared teachers and students formulate their own answers; and (v) the 

circumstantial evidence and direct evidence (factual). 

Differences between the two models above assessment is unnecessary 

exaggerated. However, in learning activities in se-school graduation, they 

nonetheless are equally needed. Both models have their respective advantages. 

Receivable late to the learner's knowledge (proficiency) can not be ruled out 

simply because it would constitute a learner to be able to work properly on 

strike, and mastery of knowledge is more precisely measured by tests tradisio-

nal. However, the assessment is not true if only deal with things like that. Both 

models are suggested assessment equally be used to measure suits their 

competence, but with an emphasis on authentic assessment. Thus, the use of all 

the votes of two models are complementary. It was similar to the assessment in 

the learner's communicative language also confirmed the ratings prakomunikatif 

se-not learners master the target language system to be communion-ed with it 

in a concrete language. 

 

3. BenefitsUse Authentic Assessment 

WhyAuthentic assessment is now on-recommend its use, whether the 

model is different and theoretically promising results that differ from the 



  
 

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traditional valuation models? Because authentic assessment emphasized the 

achievements of learners to demonstrate the performance, doing something, 

learning readiness for work staged after participating in learning activities 

certainly more sig-nifikan. In addition, there are some other man-faat use 

authentic assessment, as stated Mueller (2008), is as follows. 

First, the use of authentic assessment allows for direct measurement of 

the performance of the learner as an indicator of competence dibelajarkan 

Capain. Rate the only measure ca-knowledge has been mastered to achieving 

learners are not just lang-sung. However, authentic assessment menun-tut 

learners to work da-lam staged a concrete situation and at the same time 

automatically mean that also reflects the skills, mastery and all keilmuannnya. 

The performance is direct, directly related to the context of real-world 

situations and zoom can be observed directly. It was over shortly reflect the 

level of achievement in the areas studied. For example, in the defense-jar speak 

the target language, learners do not just practice saying la-fal, select the word, 

and develop time-mat, but also mempratikkannya in concrete situations and 

actual topic realistic so that it becomes more meaningful. 

Second, authentic assessment gives learners the opportunity to re-

construct learning results. Assessor's should not simply ask the learner to repeat 

what they have learned since that case only the one training them memorize and 

recall are less meaningful. With authentic assessment learners are asked to 

construct what is achieved when they are faced with a concrete situation. Degan 

this way the learner will select and prepare answers based on knowledge and 

analysis of the situation carried out in order to answer to its relevant and 

meaningful. 

Third, authentic assessment memung-kinkan integration of the activities 

of teaching, learning, and assessment of downloading a single package of 

integrated activities. In traditional learning, as well as traditional valuation 



  
 

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models, including all teaching and assessment activeities-rupakan me something 

separate, or deliberately separated. However, de-mikian case with the model of 

authentic assessment. Those three things, namely ak-tivitas membelajarkan 

teachers, students learn and teachers to assess the achievement of learning 

outcomes of learners, is a series that was deliberately-designed case. When 

teachers are teaching a topic backing and active learners learn, the judgment is 

not merely in the form of a charge of the pe-nguasaan the topic, but learners are 

also asked to demonstrate, practice work in a concrete situation deliberately 

created. 

Fourth, authentic assessment gives learners the opportunity to Menam-

pilkan study results, their performance, in a way that is considered the most 

good. In short, this model allows learners to choose their own way, Ben-tuk, or 

view him the most effective. It is different from traditional assessment, for 

example the form of a multiple choice test, which has only one way to answer 

and do not offer other possibilities to choose from. Answer learner de-ngan this 

model is uniform, and it was easier for us to process, but it closed the creativity 

of learners for the creation of an answer or performance. In fact, the element 

kreati-Vitas or creative ability Meru-feed essential thing that must diusaha-kan 

ketercapaiannya the learning objectives. 

4. Development of Authentic Assessment 

All series in the scope of teaching and learning activities should be 

planned well in order to deliver results and maximum impact. These are 

problems which led to the intensification of pe-nerapan educational technology 

in education. Good planning should also be applied in the assessment activities 

become an integral part of the learning activities. Mueller (2008) suggests sejum 

the one step that needs to be taken da-lam development of authentic 

assessment, namely that includes (i) a determination stan-dar; (ii) the 

determination of authentic tasks; (iii) development of criteria; and (iv) the 



  
 

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manufacturing sections. 

a. Determination 

Standardse-fruit intended as a statement of what should be known or 

can be learners. In addition to the standard no goal (general purpose) and 

objective (special purpose), and standard is in between. The standards can be 

observed (observable) and measured (measurable) all tercapaiannya. A general 

term in-use in the world of education in Indonesia for the standard of 

competence throughout how to look at KBK and SBC. The curriculum known 

in their standard terms lu-lusan competence and basic competences. 

Competency standards is a qualified graduate capabilities that include attitudes, 

knowledge, and skills (PP No. 19 Year 2005: 2), while the basic competence is 

the competence or the minimum standards that must be pitch-tired or 

controlled by the learner. 

Competence, whether formulated as a standard competency and basic 

competency, a reference and objectives to be achieved in all the whole process 

of learning. Therefore, what competencies will be achieved it must be the first 

set. For the School Curriculum (SBC), standard and basic competencies, which 

in PP 19 Year 2005 on National Education Standards called Graduate 

Competency Standards (SKL), having clearly in-point. Standard Competency is 

then used as a pedo-man assessment in the determination of all graduate 

students from pen-discipline unit. As standards and basic competencies 

traditionally been abstract, basic competence is then translated into a number of 

more operational indicator so obvious abilities, skills, or what would be 

accomplished performance measurement. 

Standard Competency of course should reflect people's expectations 

about what should be achieved and or controlled by a particular graduate 

education unit. As a result of the development of science and technology in the 

information age, this mature development of life so quickly, change for change 



  
 

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so quickly, what was once considered to be established or menzaman, in a 

matter of a little years or even months, it has become outdated. Thus, the 

change has become a key word to keep it afloat. Thus, Keter-opener against the 

change also something that should be accepted and addressed properly. 

Consequently, one of the competencies are prepared for graduate education 

units also have to accept and follow the current per-change it, and it means that 

the formulation of competence must correspond de-ngan realistic demands of 

the times. 

b. Determination Task Authentic 

authentic tasks are the tasks that actually charged to the learner's 

achievement to measure competencies that learned, both when learning 

activities still going on or when it is air-end. Measurement results of the 

attainment of learners in rea-listik do in class can be either traditional or 

authentic models at once depending on the competence or indicators to be 

measured. Task authentic (authentic task) is often synonymous de-ngan 

authentic assessment (authentic asses-SMent) even though the scope mak-na 

wider second. The problem that immediately arises is what tasks or any 

measurement models that can be categorized as a task or authentic assessment. 

All activity measurements of pen-discipline must be based on standards 

(standards of competence, basic competence) that has been set. Similarly, the 

provision of authentic tasks. Selection of these tasks must first be referred to 

the competence of which will be measured achievement. Second, and this is 

typical of authentic assessment, selection of tasks it must reflect the real 

situation or needs in the real world. So, in an authentic assessment must be 

contained two things at once: in accordance with the standards (competence) 

and relevant (significant) with real life. Two things must be ter-called reference-

tika us to create authentic tasks un-tuk measure the achievement of learning 

competencies to students. 



  
 

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Thus, what in-assigned by the teacher to the learner and conducted by 

the learner already reflect competencies that are needed in real life. That means 

there is a correlation between education on the one hand with the demands of 

life in the real world on the other side. For instance, in learning a language, any 

target language, there must be competency standards relating to the ability to 

write. Writing in this connection not just write for the sake of writing itself, but 

rather writing to produce written work that is needed in the real world. For 

example, writing a job application letter, mail products, writing articles for the 

media, and others. For that, properly accounting-atan authentic tasks within the 

framework of the achievement of authentic assessment of learning outcomes 

learners must be related to the ability to produce papers such species. 

c. Manufacture Criteria 

If standards (competence, basic competence) is the direction and 

guidance of learning competency-jarkan defended by educator and will be 

achieved in the subject learner, the learning process must be consciously 

directed to the achievement of predetermined competence. Similarly, the 

assessor's intended to measure the levels of achievement of competence as 

evidence of learning outcomes. For that, we need kri-Teria to describe ca-to 

achieving competency in question. Kri-Teria is a statement that describes the 

level of achievement and a clear evidence of the four achievement subject of 

study with certain desirable qualities. Criteria typically also been formulated 

prior to the implementation of the estab-belajaran. In a competency-based 

curriculum criteria known de-ngan designation indicator. 

In learning activities, se-mua-ha competence that learned rus levels 

measured by estab-learning achievements. If within the scope of authentic 

assessment should involve two kinds of relevance, namely in accordance with 

kom-petensi and meaningful in late kehidup real, criteria or indicators 

developed assessment must also contain both these demands. In short, an 



  
 

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achievement of learning outcomes assessment criteria have to match the 

competencies that learned and also meaningful or relevant to real life. Total kri-

Teria made relative, but should be limited, and that certainly kri-Teria have to 

unravel the achievements of the essential things in a standard (competency) 

because that is the core competency mastery of learning. We do not mung-kin 

to collect all the tasks that are simultaneously studied teaching and student sub-

jack. 

In addition, the manufacture of the criteria should be based on the 

provisions that have been expressed well, both in terms of pe-effective for the 

purposes nilaian learning outcomes. Terms of keten-host, among others: (i) 

must be clearly formulated-kan; (ii) a concise; (iii) can be measured, and 

therefore should be used verb-onal operations; (iv) refers to the behavior of 

learning outcomes, what to do and how the required quality; and (v) should be 

written in a language understood by the subject students. The formulation of a 

clear and operational criteria will be easier for us, the teachers, to conduct the 

assessment. 

 

d. Making theRubric 

Assessmentauthentic approach reference assessment criteria (criterion 

referenced measures) to determine the value of the subject of student 

achievement. Thus, the value of an estab-study determined how high ki-nerja 

real display that indicates the level of achievement that learned kompe-tension. 

For tukan menen high-performance low score in question, must diperguna-kan 

tools scale to give scores for each criterion specified. Tool is called a rubric 

(rubric). Sections can be understood as a scoring scale (scoring scale) were used 

to assess students' ki-nerja subject to each criterion against certain tasks 

(Mueller, 2008). 

In one section, there are two main points that must be made, the criteria 



  
 

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and the level of achievement of performance (level of performance) for each 

criterion. Criteria contain essential matters standard (competency) you want to 

measure the level of achievement ki-nerjanya essentially and the con-Kret 

represents the measured standard-paiannya ca. By limiting criteria on essential 

matters, can be avoided many established criteria that led to my vote-rang 

becomes practical. In addition, the criteria must be the one formulated or 

otherwise (so: a statement and not a sentence) concise, conversational language 

with grammatical, and truly reflects the essential matters (standards / 

competencies) that are measured. In a rubric, the criteria may be or may also be 

labeled with certain words that better reflect the contents, for example with the 

words: elements assessed. 

The level of achievement of performance, on the other hand, is 

generally shown in the figures, and commonly is 1-4 or 1-5, the size of the 

figure also shows the low height of his achievements. Each of these figures has 

his usual verbal description is represented, for example, a score of 1: there is no 

performance, while a score of 5: performance is very convincing and 

meaningful. Des-kripsi verbal sounds should be appropriate de-ngan criteria to 

be measured. To be sure there are many variations in the manufacturing 

section, as well as to the criteria and the level of achievement of performance 

figures. Rate the level of achievement throughout the learner's performance is 

done by marking the corresponding figures. Rubric typically displayed in the 

table, the criteria are placed next to and level of achievement on the right of 

each criterion was measured achievements. For example, to measure appear a 

student's speech, made the following rubric. 

 

Table 1: 

Sample Rubric 

Assessm

ent 

 Addressing Capability   



  
 

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N

o

. aspect  OutcomesLevel 

 Assessed   

Performan

ce  

   1 2 3  4 5 

1

. 

The 

accuracy of 

pronunciati

on        

 

and 

intonation        

2

. 

Accuracy of 

Diction        

3

. Accuracy        

 Structure        

 

Grammatic

al        

4

. Stile Words        

5

. 

Comprehen

sion and        

 Fluency        

6

. Accuracy        

 Ideas        

7

. Accuracy        

 idea        

8

. Breadth        

 notion        

9linkage        



  
 

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. 

 

Antargagas

an        

1

0

. 

The 

significance 

of        

 narrative        

 

sections can also be made in the analytical (analytic rubrics) and holistic 

(holistic rubrics). Rubrik analitis menun-juk pada rubrik yang memberikan peni-

laian tersendiri untuk tiap kriteria. Jadi, tiap criteria mempunyai nilai tersendiri. 

Pada umumnya, rubrik bersifat analitis. Contoh di atas juga merupakan rubrik 

analisis. Rubrik holistik, di pihak lain, adalah yang tidak memberikan peni-laian 

capaian kinerja untuk tiap kriteria. Penilaian capaian kinerja diberikan se-cara 

menyeluruh untuk seluruh kriteria sekaligus. Misalnya, penilaian diberi-kan 

dalam pernyataan verbal seperti: sedang, cukup, baik, amat baik; atau kurang 

memuaskan, memuaskan, amat memuaskan. 

5. Contoh Penilaian Otentik: Porto-folio 

Salah satu penilaian otentik yang kini popular dipergunakan di dunia 

pendidikan di Indonesia adalah por-tofolio (portfolio). Bahkan, tampaknya di 

Indonesia penilaian model portofolio lebih dahulu dikenal para guru dari-pada 

penilaian otentik bersamaan de-ngan pelaksanaan KBK/ KTSP. Tam-paknya, 

tidak terlalu salah jika dikata-kan bahwa salah satu trade mark Assesment era 

KBK/KTSP adalah dengan model portofolio. Kini, penilaian porto-folio 

semakin ramai dibicarakan dan diakrabi para guru dan dosen yang mengajukan 

sertifikasi profesionalisme pendidik lewat pembuatan portofolio. Sebelumnya, 

portofolio sudah lebih banyak dikenal di dunia usaha dan perkantoran. 

Penggunaan portofolio sebagai sa-lah model penilaian hasil belajar 

bahasa dan sastra juga cocok karena dengan cara ini mahasiswa/siswa dipaksa 



  
 

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atau terpaksa harus membuat karya tulis. Penilaian model portofolio juga men-

jamin memberikan data otentik tentang capaian kemampuan berbahasa. Peni-

laian portofolio merupakan salah ben-tuk penilaian berbasis kelas yang me-

rupakan penilaian yang dilakukan da-lam proses pembelajaran. Penilaian ber-

basis kelas merupakan proses pengum-pulan dan penggunaan informasi dan 

hasil belajar peserta didik yang dilaku-kan guru dengan menetapkan tingkat 

pencapaian dan penguasaan berkaitan dengan kompetensi yang ditetapkan 

dalam kurikulum (Supranata & Hatta, 2004:5).  

Di pihak lain, portofolio dapat di-pahami sebagai sekumpulan karya 

yang disusun secara sistematis selama jangka waktu pembelajaran tertentu yang 

dipergunakan untuk memantau perkembangan pengetahuan, keteram-pilan, dan 

sikap peserta didik dalam suatu mata pelajaran (Supranata & Hatta, 2004:21). 

Portofolio antara lain diperoleh lewat penugasan yang diberi-kan secara 

terencana dan terstruktur. Jadi, selain untuk menilai hasil belajar peserta didik, 

portofolio juga dapat di-fungsikan sebagai sarana untuk me-mantau 

perkembangan kemajuan be-lajar. Pemahaman yang tidak berbeda dikemukakan 

oleh Mueller (2008) yang menyatakan bahwa portofolio adalah kumpulan karya 

peserta didik yang secara khusus diseleksi untuk menun-jukkan keadaan secara 

khusus keadaan peserta didik. 

Portofolio merupakan bukti (evi-dence) pengalaman yang dihasilkan se-

panjang waktu pembelajaran yang di-jadikan objek penilaian. Penilaian mo-del 

portofolio tepat untuk melatih siswa atau mahasiswa menghasilkan karya tulis 

secara konkret, faktual, dan kon-tekstual. Karya yang diperoleh adalah hasil 

kerja langsung mahasiswa, maka portofolio merupakan bahan untuk Assesment 

otentik sekaligus penilaian ki-nerja (performance assessment) dan juga menjadi 

bagian dari penilaian berbasis kelas. Bahan yang termasuk portofolio sebenarnya 

dapat apa saja yang me-nyangkut semua perilaku siswa ketika mengikuti 

kegiatan pembelajaran. Barton & Collins (1997, via Supranata & Hatta, 2004: 



  
 

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25-26) membedakan objek penilaian portofolio (evidence) ke dalam: (i) hasil 

karya peserta didik (artifacts): hasil kerja yang dilakukan di kelas; (ii) reproduksi 

(reproduction): hasil kerja pe-serta didik yang dilakukan di luar ke- las; (iii) 

pengesahan (attestations): per-nyataan dan hasil pengamatan guru/ pihak lain 

terhadap peserta didik; dan (iv) produksi (productions): hasil kerja peserta didik 

yang sengaja dipersiap-kan untuk portofolio. 

Penilaian portofolio haruslah sesuai dengan tujuan atau kompetensi 

yang akan diukur. Karena portofolio dapat bermacam-macam tergantung tujuan 

yang ingin dicapai, pembuatan porto-folio haruslah secara jelas untuk me-

nunjukkan kompetensi yang mana. Misalnya, apakah yang menyangkut 

kompetensi kognitif, psikomotor, atau afektif. Untuk tampilan ranah kognitif 

juga dapat dibedakan ke dalam ber-bagai macam portofolio. Misalnya, por-

tofolio yang dimaksudkan untuk me-ngetahui perkembangan kemampuan 

menulis: menulis ilmiah, menulis ber-bagai bentuk surat, menulis iklan, me-nulis 

kreatif, dan lain-lain. Selain itu, penilaian portofolio juga berkaitan de-ngan 

berapa jumlah karya yang di-butuhkan, bagaimana cara memilih dan melibatkan 

peserta didik yang bersang-kutan, bagaimana cara menilai (misal-nya dengan 

mengembangkan rubrik), dan lain-lain. Pengembangan rubrik untuk tiap jenis 

portofolio belum tentu sama, tergantung komponen yang akan diukur. 

 

Penutup 

Akibat tuntutan zaman yang begitu cepat berkembang, dunia 

pendidikan haruslah secara aktif melakukan ber-bagai inovasi baik yang 

menyangkut isi, kompetensi, proses, penilaian, mau-pun berbagai aspek terkait 

lain-lain yang ditunjuk dalam standar nasional pendidikan. Aspek penilaian 

merupa-kan salah satu kunci yang menentukan tujuan kompetensi 

pembelajaran. Oleh karena itu, masalah penilaian memang sudah selayaknya 

mendapat perhatian yang memadai. Namun, demikian ber-kembangnya teori 



  
 

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yang baru haruslah disikapi secara kritis terutama yang berkaitan dengan 

keefektifan dalam pe-manfaatannya secara nyata. Kemuncul-an dan 

berkembangnya teori atau model-model penilaian yang baru tidak berarti 

meninggalkan sama sekali model-model sebelumnya yang belum tentu kurang 

baik. Tampaknya, yang lebih bijak adalah memanfaatkan ke-duanya sejauh 

relevan dan efektif de-ngan tujuan penilaian. Demikian pula halnya dengan 

pemanfaatan model Assesment tradisional dan model penilaian otentik. 

 

Daftar Pustaka 

 

Brown, Douglas H. 2004. Language Assessment, Principle and Class-room 

Practices. San Francisco: Longman. 

Lynch, Brian K. 1996. Language Program Evaluation. Cambridge: Cambri-dge 

University Press. 

Mahanal, Susriyati. 2005. Penerapan Por-tofolio sebagai Asesmen Otentik pa-da 

Pembelajaran IPA dengan Stra-tegi Kontekstual bagi Siswa Kelas III SD 

Laboratorium Universitas Ne-geri Malang. Malang: Lembaga penelitian. 

Mueller, John. 2008. Authentic Assess-ment Toolbox. North Central Col-

legehttp://www.noctrl.edu/, Naperville, http://jonathan.-

mueller.faculty.noctrl.edu/toolbo x/index.htm (Diunduh 27 Agus-tus 

2008). 

Peraturan Pemerintah Republik Indo-nesia Nomor 19 Tahun 2005 ten-tang 

Standar Pendidikan Nasio-nal. 

Supranata, Sumarna dan Muhammad Hatta. 2004. Penilaian Portofolio, 

Implementasi Kurikulum 2004. Jakarta: Rosda. 

 

 

 



  
 

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manusia ini erat pula kaitannya dengan pandangan mereka tentang dunia 

(world view) atau pandangan mereka tentang bagaimana alam semesta berproses.1 

Sedangkan lingkungan itu sendiripada dasarnya meliputi keluarga, 

sekolah, dan masyarakat luas.Yang sering kita sebut sebagai tri pusat 

pendidikan.2 Dalam UU RI No. 2 Tahun 1989 tentang sisdiknas, peranan ketiga 

pusat pendidikan itu menjiwai berbagai ketentuan didalamnya.3  

Seperti yang telah kita ketahui, lingkungan pendidikan pertama adalah 

keluarga. Makin bertambah usia seseorang, peran lingkungan pendidikan 

                                                      
1 Desmita, Psikologi Perkembangan, (Bandung: PT Remaja Rosdakarya, 2012), 28. 
2  Loc. Cit., 117. 
3 Umar Tirtarahardja, Pengantar Pendidikan (Edisi Revisi), (Jakarta: Rineka Cipta, 2005), 162. 



  
 

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semakin penting dan seseorang semakin lama memerlukan lingkungan 

pendidikan lainnya yang lebih luas, misalnya sekolah dan masyarakat 

umum.Oleh karena itu, pemahaman yang lebih lanjut mengenai lingkungan 

pendidikan sangat kita perlukan untuk bekal kita sebagai pendidik yang 

notabennya kelak sebagai pendidik.4 

 

A. Pengertian Lingkungan Pendidikan 

Manusia memiliki sejumlah kemampuan yang dapat dikembangkan 

melalui pengalaman. Pengalaman itu terjadi karena interaksi manusia dengan 

lingkungannya, baik lingkungan fisik maupun lingkungan sosial manusia secara 

efisien dan efektif itulah yang disebut pendidikan.5 Lingkungan adalah semua 

faktor yang mempengaruhi potensi dan kecenderungan anak, seperti rumah 

(keluarga) di mana anak tersebut tinggal, sekolah tempat ia belajar, lapangan 

tempat ia bermain, dan masyarakat di mana ia hidup bergaul.6 

Dalam arti luas lingkungan mencakup iklim dan geografis, tempat 

tinggal, adat istiadat, pengetahuan, pendidikan, dan alam. Dengan kata lain, 

lingkungan adalah segala sesuatu yag terdapat dalam alam yang senantiasa 

berkembang. Lingkungan adalah seluruh yang ada baik manusia maupun benda 

buatan manusia atau alam yang bergerak, kejadian- kejadian atau hal-hal yang 

mempuyai hubungan dengan seseorang. Berikut ini akan akan dikemukakan 

sejumlah lingkungan pendidikan yang diberikan oleh para ahli. Umar 

Tirtaraharja menyatakan bahwasannnya manusia memiliki sejumlah kemampuan 

yang dapat dikembangkan melalui pengalaman.Pengalaman itu terjadi karena 

interaksi manusia dengan lingkungannya baik lingkungan fisik maupun sosial 

manusia secara efektif dan efsien itulah yang disebut pendidikan. Dan latar 

                                                      
4 Loc. Cit., 117. 
5 Op. Cit., 162. 
6 Abd. Rachman Assegaf, Filsafat Pendidikan Islam Paradigma Baru Pendidikan Hadhari Berbasis 

Integratif-Interkonektif, (Jakarta: Rajawali Pers, 2011), 116. 



  
 

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belakang tempat berlangsungnya pendidikan itu disebut lingkungan pendidikan, 

khususnya pada lingkungan utama pendidikan yakni keluarga, sekolah, dan 

masyarakat.7  

Pendapat lain mengatakan bahwa di dalam lingkungan itu tidak hanya 

terdapat faktor pada suatu saat melainkan terdapat pula faktor- faktor lain yang 

banyak jumlahnya, yang secara potensial dapat mempengaruhi perkembangan 

dan tingkah laku anak tetapi secara actual hanya faktor-faktor yang ada 

disekeliling anak tersebut yang secara langsung mempengaruhi pertumbuhan 

dan tingkah laku anak. Lingkungan pendidikan yaitu batas tempat 

berlangsungnya proses pendidikan yang meliputi kondisi dan alam dunia ini 

dengan cara-cara tertentu mempengaruhi perkembangan dan pertumbuhan 

kita.8  

Sejauh mana seseorang berhubungan dengan lingkungannya, itu pula 

terbuka masuknya pengaruh pendidikan terhadapnya. Tetapi keadaan-keadaan 

itu tidak selamanya bernilai pendidikan, artinya mempunyai nilai positif bagi 

perkembangan seseorang, karena bisa saja malah merusak perkembangannya.9 

Bahkan ada cara yang khusus dan belum banyak diterapkan berkaitan dengan 

lingkungan pendidikan, yaitu dengan cara datang ke masjid untuk mempelajari 

ilmu agama Islam agar hidupnya menjadi baik, kemudian menyebarkannya 

kepada masyarakat banyak, sehingga terbentuk lingkungan pendidikan yang 

kondusif.10 

 

 

                                                      
7 Ibid., 117-118. 
8 Ibid. 
9 Zakiah Darajat, Ilmu Pendidikan Islam, (Jakarta Bumi Aksara, 2006), 63. 
10 Mohammad Arif, “Pesantren Sebagai Pusat Deseminasi Jama'ah Tabligh: Studi Kasus di 

Pesantren Al Fattah Temboro Magetan Jawa Timur,” dalam Irwan Abdullah, et.al (Ed) 

Agama, Pendidikan Islam dan Tanggung Jawab Sosial Pesantren, (Yogyakarta: Sekolah 

Pascasarjana UGM bekerja sama Pustaka Pelajar, 2008), 50. 



  
 

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1. Fungsi lingkungan pendidikan 

Secara umum fungsi lingkungan pendidikan membantu peserta didik 

dalam berinteraksi dengan berbagai lingkungan disekitarnya (fisik, sosial, dan 

budaya), utamanya sumber daya pendidikan yang tersedia, agar dapat dicapai 

tujuan pendidikan yang optimal. Yakni pendidikan yang dapat berkembang 

secara efektif dan efisien serta mutu sumber daya manusia makin lama makin 

meningkat.11  

Pada dasarnya pendidikan dilakukan melalui tiga kegiatan yakni 

membimbing, mengajar, dan, atau melatih (Ayat 1 Pasal dari UU RI No. 

2/1989). Meskipun tiga kegiatan ini itu tri tunggal, namun dapat dibedakan 

aspek tujuan pokok dari ketiganya, yakni: 

a. Membimbing, terutama berkaitan dengan pemantapan jati diri dan pribadi 

dari segi-segi perilaku umum (aspek pembudayaan) 

b. Mengajar, terutama berkaitan dengan penguasaan ilmu pengetahuan, dan 

c. Melatih, terutama berkaitan dengan ketrampilan dan kemahiran(aspek 

teknologi).12 

 Kemajuan masyarakat dan perkembangan IPTEK yang sangat cepat, 

serta semakin menguatnya era globalisasi akan mempengaruhi peran dan fungsi 

antar lingkungan pendidikan. Di samping terjadi pergeseran peran dituntut pula 

suatu peningkatan kualitas dari peran itu. Sebagai contoh dimasa depan yang 

dekat, manusia Indonesia dihadapkan pada 'banyak budaya' antara lain budaya 

Indonesia dan budaya di dunia. Untuk memilih pengaruh 'banyak budaya' itu 

maka dalam hal ini lingkungan pendidikan berfungsi untuk memantapkan ketiga 

sisi tujuan pendidikan itu, yakni manusia yang sadar akan harkat dan 

martabatnya, menguasai ilmu pengetahuan dan memiliki spesialisasi atau 

                                                      
11 Op. Cit., 118. 
12 Op. Cit., 165-166. 



  
 

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ketrampilan tertentu yang disebut sebagai manusia seutuhnya.13 Agama 

dipraktikkan sebagai bagian dari pengedalian sosial dan identifikasi diri untuk 

pemosisian individu, kelompok, dan institusi dalam serangkaian transaksi sosial 

yang dinamis dan kontekstual.14 

 

2. Tri Pusat Pendidikan 

a. Keluarga 

Lingkungan keluarga merupakan lngkungan pendidikan yang utama, 

karena di dalam keluarga inilah anak pertama-tama mendapatkan didikan dan 

bimbingan. Juga dikatakan lingkungan yang utama, karena sebagian besar dari 

kehidupan anak adalah di dalam keluarga, sehingga pendidikan yang paling 

banyak diterima oleh anak dalam lingkungan keluarga. Menurut Medinnus ada 

empat alasan utama untuk mengkaji tentang anak-anak, yaitu: 

- Kesadaran intelektual yang konsen pada fenomena natural 

- Kebutuhan untuk informasi tentang petunjuk perilaku anak-anak. 

- Untuk meningkatkan kemampuan kita untuk memprediksi perilaku 

anakanak. 

- Kebutuhan untuk memahami perilaku kita sebagai orang dewasa.15 

Tugas utama dari keluarga bagi pendidikan anak adalah sebagai peletak 

dasar bagi pendidik akhlak dan pandangan hidup keagamaan. Sifat dan tabiat 

anak sebagian besar diambil dari kedua orangtuanya dan dari anggota lain. 

Menurut Ki Hajar Dewantara, peran orang tua dalam keluarga sebagai 

                                                      
13 Op. Cit., 119-120. 
14 Mohammad Arif, Terapi Religi: Pengalaman Religius di Pesantren Al 'Arfiyah 

Mojoduwur Ngetos Nganjuk,” dalam Muhammad Rais et.al. (Ed) Menjaga Tradisi & 

Menggapai Pahala Potret Dialog Diskursif Islam & Tradisi Lokal, (Yogyakarta: TICI, 

2013), 216. 
15 Philip and Rosalyn Shute Sille, Child Development: Thinking About Theories, (USA: 

Oxford University Press Inc, 2003), 3. 



  
 

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penuntun, pengajar, dan pemberi contoh.16 Selama bertahun-tahun prasekolah, 

hubungan dengan orang tua atau pengasuhnya merupakan dasar bagi 

perkembangan emosional dan sosial anak. Sejumlah ahli mepercayai bahwa 

kasih sayang orang tua atau pengasuh selama beberapa tahun pertama 

kehidupan, merupakan kunci utama perkembangan sosial anak, meningkatkan 

kemungkinan anak memiliki kompetensi secara sosial dan penyesuaian diri yang 

baik pada tahuntahun prasekolah dan sesudahnya.17   

Pola perilaku sosial anak menurut Hurlock (1980:118) yaitu: “(1) 

meniru, (2) persaingan, (3) kerjasama, (4) simpati, (5) empati, (6) dukungan 

sosial, (7) membagi, (8) perilaku akrab”.  

Perkembangan perilaku sosial anak usia dini di kelompok bermain 

sudah nampak, karena mereka sudah mulai berinteraksi dengan teman 

sebayanya. Apabila anak usia dini tersebut dibimbing dan diarahkan oleh tenaga 

pendidik dan orang tua secara terus-menerus dan sistematis maka anak tersebut 

dapat berkembang sesuai dengan tanda-tanda perkembangan. Tanda-tanda 

perkembangan perilaku sosial anak usia dini ada beberapa tahapan, yaitu: “(1) 

anak mulai mengetahui aturanaturan, baik di lingkungan keluarga maupun di 

lingkungan kelompok bermain, (2) sedikit-demi sedikit anak sudah mulai 

tunduk pada aturan, (3) anak mulai menyadari hak atau kepentingan orang lain. 

(4) anak mulai dapat bermain bersama anak-anak lain atau teman sebaya”.18 

b. Sekolah  

Pada dasarnya lingkungan sekolah kedua setelah lingkungan keluarga, 

dan merupakan jembatan bagi anak yang menghubungkan kehidupan dalam 

keluarga dengan kehidupan dalam masyarakat kelak. Sebagai lembaga yang 

membantu lingkungan keluarga, sekolah bertugas mendidik dan mengajar serta 

                                                      
16 Op. Cit., 169. 
17 Op. Cit., 144. 
18 Op. Cit., 171. 



  
 

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memperbaiki dan memperhalus tingkah laku anak didik. Jelasnya bias dikatakan 

bahwa sebagian besar pembentukan kecerdasan, sikap dan minat sebagai bagian 

dari pembentukan kepribadian dilaksanakan oleh sekolah. Kenyataan ini 

menunjukkan betapa penting dan besar pengaruh dari sekolah. Sekolah atau 

Madrasah menciptakan suasana, iklim, dan lingkungan pendidikan yang 

kondusif untuk pembelajaran yang efisien dalam prosedur pelaksanaan.19 

c. Masyarakat  

Menurut Benny H Hoed, manusia sejak masih janin dan berada dalam 

kandungan sudah belajar dan mempelajari kehidupan.20 Dalam konteks 

pendidikan, masyarakat merupakan lingkungan ke tiga setelah keluarga dan 

sekolah. Pendidikan yang dialami mulai beberapa waktu setelah anak lepas dari 

asuhan keluarga dan berada diluar dari pendidikan sekolah.  

Corak dan ragam pendidikan yang dialami seeorang meliputi segala 

bidang, baik pembentukan kebiasaan – kebiasaan, pengertian- pengertian 

(pengetahuan), sikap dan minat maupun pembentukan kesusilaan dan 

keagamaan.  

Lembaga pendidikan yang dalam UU No. 20 tahun 2003 disebut jalur 

pendidikan non formal, ini bersifat fungsional dan praktis bertujuan untuk 

meningkatkan kemampuan dan ketrampilan kerja peserta didik yang berguna 

bagi usaha perbaikan taraf hidupnya.21 

Dalam UU RI No. 2 Tahun 1989 tentang Sisdiknas, peranan ketiga 

tripusat pendidikan itu menjiwai berbagai ketentuan didalamnya.Pasal 1 Ayat 3 

menetapkan bahwa siisdiknas adalah satu keseluruhan yang terpadu dari semua 

keseluruhan yang terpadu dari semua satuan dan kegiatan pendidikan yang 

                                                      
19 Mulyasa, Dedi, Pendidikan Bermutu dan Berdaya Saing, (Bandung: PT Remaja 

Rosdakarya, 2012), 110. 
20 Hoed, Benny H, Semiotika dan Dinamika Sosial Budaya, Edisi II, (Depok: Komunitas 

Bambu, 2011), Xxii 
21 Op. Cit., 122. 



  
 

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berkaitan satu dengan tang lainnya untuk mengusahakan tercapainya tujuan 

pendidikan nasional .pasal selanjutnya, menetapkan dua jalur pendidikan, yakni 

jalur pendidikan sekokah dan jalur pendidikan luar sekolah ( meliputi kelompok 

belajar, kursus, dan sebagainya).22 

Belajar dimaknai untuk bisa mencari sesuatu hal yang baru, yang 

sebelumnya belum dan tidak diketahui sama sekali. Belajar dimaknai sebagai 

proses untuk mencapai sesuatu hal tentang kehidupan yang lebih bernilai 

ketimbang sebelumnya.23 

Dari Abu Musa al-Asy'ari, ia bersabda:  

  

اِلحِ َواْلَجِليِس السَّْوِء َكَمثَِل َصاِحِب اْلِمْسِك َوِكيِر الْ  ََ َمثَُل اْلَجِليِس الصَّ  ِِ ََحََّّا

ِِ يَُْحِرقُ يَْعََُّمَك مِ  ا تَْشتَِريِه أَْو تَِجَُّ ِريََحهُ َوِكيُر اْلََحََّّا َََََََّك ْن َصاِحِب اْلِمْسِك إِمَّ  

 أَْو ثَْوَََك أَْو تَِجَُّ ِمْنهُ ِريًَحا َخبِيثَةً 

"Sesungguhnya, perumpamaan teman baik dengan teman buruk, seperti penjual 

minyak wangi dan pandai besi; adapun penjual minyak, maka kamu 

mendapatkan olesan atau membeli darinya atau mendapatkan aromanya; dan 

adapun pandai besi, maka boleh jadi ia akan membakar pakaianmu atau engkau 

menemukan bau anyir".24 

 

D. Fungsi dan Peran Tri Pusat Pendidikan   

1. Fungsi dan Peran Keluarga  

Keluarga merupakan masyarakat alamiah yang pergaulan antara 

anggotanya bersifat khas. Dalam lingkungan ini terletak dasar- dasar pendidikan. 

                                                      
22 Op. Cit., 162 
23 Moh. Yamin, Sekolah Yang Membebaskan Perspektif Teori dan Praktik Membangun 

Pendidikan Yang Berkarakter dan Humanis, (Malang: Madani, 2012), 45. 
24  Imam al-Bukhari, Shahîh Imam al-Bukhari (2101) dan (6653). 



  
 

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Di sini pergaulan berlangsung dengan sendirinya sesuai dengan tatanan berlaku 

di dalamnya, artinya tanpa harus diumumkan atau terlebih dahulu agar diketahui 

dan diikuti oleh seluruh anggota keluarga.25  

Sebagai pengalaman pertama masa kanak- kanak. Di dalam keluargalah 

anak didik mulai mengenal hidupnya. Di sini lembaga pendidikan keluarga 

memberikan pengalaman pertama yang merupakan factor penting di dalam 

perkembangan pribadi anak. Suasana pendidikan keluarga ini sangat penting 

diperhatikan, sebab dari sinilah keseimbangan di dalam perkembangan individu 

selanjutnya ditentukan. Peran dan fungsinya yaitu:  

a. Menjamin kehidupan emosional anak melalui kehidupan keluarga, 

kehidupan emosional atau akan rasa kasih saying dapat dipenuhi atau 

berkembang dengan baik, karena adanya hubungan darah antara pendidik 

dengan anak didik.  

b. Menanamkan dasar penddidikan moral di dalam keluarga penanaman utama 

dasar- dasar moral bagi anak biasanya tercermin dari sikap dan 

perilakuorang tua sebagai teladan yang dapat dicontoh anak. 

c. Memberikan dasar pendidikan sosial perkembangan benih-benih kesadaran 

sosial pada anak dipupuk sedini mungkin, terutama lewat kehidupan 

keluarga yan penuh rasa tolong-menolong, gotong- royong, dll.  

d. Peletak dasar-dasar keagamaan.26 Keluarga berperan besar dalam proses 

internalisasi dan transformasi nilai-nilai keagamaan kedalam pribadi anak. 

Masa kanak-kanak adalah paling baik untuk meresapkan dasar-dasar hidup 

beragama.  

Menurut Ki Hajar Dewantoro, suasana kehidupan kelurga merupakan 

tempat yang sebaik-baiknya untuk melakukan pendidikan orang perorang 

                                                      
25 Op. Cit., 66. 
26 Op. Cit., 122. 



  
 

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(pendidikan individual) maupun pendidikan sosial.27 Kehidupan keluarga 

merupakan potensi utama untuk pembentukan integritas moral, yang 

menjadikan masing-masing individu dalam masyrakat yang plural mampu 

bekerjasama memperjuangkan dan merealisasikan apa yang baik, yang luhur, adil 

dan bermartabat bagi manusia, apapun perbedaan keyakinan yang mereka 

miliki.28 

 

2. Fungsi dan Peran Sekolah  

Dalam sekolah berkumpul anak-anak dengan umur yang hampir sama, 

dengan taraf pengetahuan yang kurang lebih sederajat dan secara sekaligus 

menerima pelajaran yang sama. Dalam perkembangan anak didik, peran sekolah 

dengan melalui kurikilum, antara lain sebagai berikut:  

a. Anak didik belajar bergaul 

b. Anak didik belajar menaati peraturan- peraturan  

c. Mempersiapkan anak didik untuk menjadi anggota masyarakat yang berguna 

bagi agama, bangsa, dan Negara.29 

Sedangkan fungsi sekolah, sebagaimana pendapat Suwarno dalam 

bukunya Pengantar Umum Pendidikan menyatakan:  

a. Mengembangkan kecerdasan pikirann dan memberikan pengetahuan 

b. Spesialisasi( meningkatkan kemajuan masyarakat)  

c. Efisiensi  

d. Sosialisasi yaitu proses membantu perkembangan individu sebagai makhluk 

sosial 

                                                      
27 Op. Cit., 169. 
28 Mohammad Arif, Pesantren Salaf Basic Pendidikan Karakter dalam Kajian Historis dan Prospektif, 

(Kediri: STAIN Kediri Press, 2012), 47. 
29 Op. Cit., 123. 



  
 

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e. Konservasi dan trasmisi cultural f. Transisi dari rumah masyarakat.30  

Lembaga pendidikan Islam harus memperkuat fungsi-fungsi kritis dan 

berorientasi ke masa depan (future oriented) melalui analisis yang berkelanjutan 

tentang kecenderungan-kecenderungan perubahan dan perkembangan sosial, 

ekonomi, budaya, dan politik yang sedang tumbuh; dan sekaligus memberikan 

fokus bagi prediksi, peringatan, dan pencegahan efek negatifnya.31 

3. Fungsi dan Peran Masyarakat  

Keterkaitan antara masyarakat dan pendidikan dapat ditinjau dari tiga segi yaitu:  

a. Masyarakat sebagai penyelenggara pendidikan, baik yang dilembagaknan 

(jalur sekolah dan jalur luar sekolah) maupun jalur yang tidak 

dilembagakan(jalur luar sekolah). 

b. Lembaga-lembaga kemasyarakatan dan/atau kelompok sosial di masyarakat, 

baik langsung maupun tidak langsung ikut mempunyai peran dan fungsi 

edukatif. 

c. Dalam masyarakat tersedia berbagai sumber belajar, baik yang dirancang (by 

design) maupun yang dimanfaatkan(utilily).32   

Peran serta dari masyarakat terhadap pendidikan meliputi:  

a. Masyarakat berperan serta dalam mendirikan dan membiayai sekolah  

b. Mengawasi pendidikan  

c. Ikut menyediakan tempat pendidikan  

d. Menyediakan berbagai sumber untuk sekolah  

e. Sebagai sumber pelajaran/laboratorium belajar.33 

 

Penutup 

                                                      
30 Op. Cit., 50. 
31 Ramayulis, Ilmu Pendidikan Islam, (Jakarta: Kalam Mulia, 2011), 351. 
32 Op. Cit., 100. 
33 Loc. Cit., 123. 



  
 

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Lingkungan merupan salah satu dimensi urgen dalam pendidikan yang 

meliputi kondisi dan alam dunia ini yang dengan cara-cara tertentu mampu 

mempengaruhi tingkah laku kita, pertumbuhan dan perkembangan atau life 

processes. Secara luas, lingkungan mencakup iklim dan geografis, tempat tinggal, 

adat istiadat, pengetahuan, pendidikan, dan alam.lingkungan pendidikan, 

khususnya pada lingkungan utama pendidikan yakni keluarga, sekolah, dan 

masyarakat. Lingkungan pendidikan merupakan batas tempat berlangsungnya 

proses pendidikan yang meliputi kondisi dan alam dunia ini dengan cara- cara 

tertentu mempengaruhi perkembangan dan pertumbuhan kita. Secara general 

fungsi lingkungan pendidikan, membantu peserta didik dalam berinteraksi 

dengan berbagai lingkungan di sekitarnya (fisik, sosial, dan budaya), terutama 

sumber daya pendidikan yang tersedia, agar dapat dicapai tujuan pendidikan 

yang optimal. Yaitu pendidikan yang dapat berkembang secara efektif dan 

efisien serta mutu sumber daya manusia yang semakin meningkat    

 

 

 

 

 

 

 

Daftar Pustaka 

 

Arif, Mohammad. “Pesantren Sebagai Pusat Deseminasi Jama'ah Tabligh: Studi 

Kasus di Pesantren Al Fattah Temboro Magetan Jawa Timur,” dalam 

Irwan Abdullah, et. Al. (Ed), Agama, Pendidikan Islam dan Tanggung Jawab 

Sosial Pesantren (Yogyakarta : Sekolah Pascasarjana UGM bekerja sama 

dengan Pustaka Pelajar, 2008). 



  
 

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Authentic Assessment  

 
 

  

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____________. Ilmu Pendidikan Islam. IreSS, (Pandanasri Kertosono 

bekerjasama dengan STAIM Press: Nglawak Kertosono, 2011).  

____________. Pesantren Salaf Basic Pendidikan Karakter dalam Kajian Historis dan 

Prospektif, (Kediri: STAIN Kediri Press, 2012). 

____________. “Terapi Religi: Pengalaman Religius di Pesantren Al 'Arfiyah 

Mojoduwur Ngetos Nganjuk,” dalam Muhammad Rais et. al. (Ed), 

Menjaga Tradisi & Menggapai Pahala Potret Dialog Diskursif Islam & 

Tradisi Lokal, (Yogyakarta: TICI, 2013).   

Assegef, Abd. Rachman. Filsafat Pendidikan Islam Paradigma Baru Pendidikan 

Hadhari Berbasis Integratif-Interkonektif, (Jakarta: Rajawali Pers, 2011). 

Darajat, Zakiah. Pengantar PendidikanIslam. Bumi aksara: Jakarta Desmita. 2012. 

Psikologi Perkembangan, (Bandung: PT Remaja Rosdakarya, 2006).  

Imam al-Bukhari & Imam Muslim dalam Shahîh-nya.  

Mulyasa, Dedi. Pendidikan Bermutu dan Berdaya Saing, (Bandung: PT Remaja 

Rosdakarya, 2012).  

Ramayulis. Ilmu Pendidikan Islam, (Jakarta: Kalam Mulia, 2011). 

Sille, Philip and Rosalyn Shute. Child Development: Thinking About Theories, (USA: 

Oxford University Press Inc, 2003).  

Tirtarahardja, Umar. Ilmu Pendidikan Islam (edisi Revisi), (Jakarta: Rineka Cipta, 

2005). 

Yamin, Moh. Sekolah yang Membebaskan Perspektif Teori dan Praktik Membangun 

Pendidikan yang Berkarakter dan Humanis, (Malang: Madani, 2012).  

Yusuf L. N, Syamsu. Psikologi Perkembangan Anak & Remaja, (Bandung: PT 

Remaja Rosdakarya, 2012). 

 

 

 


