PENGARUH PENERAPAN UMPAN BALIK DALAM ASESMEN FORMATIF TERHADAP BERPIKIR PRODUKTIF SISWA PADA MATERI POKOK SISTEM KOLOID

Sari, Ratih Permana (2014) PENGARUH PENERAPAN UMPAN BALIK DALAM ASESMEN FORMATIF TERHADAP BERPIKIR PRODUKTIF SISWA PADA MATERI POKOK SISTEM KOLOID. Masters thesis, Universitas Pendidikan Indonesia.

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Abstract

Menyeimbangkan kemampuan mental dan keterampilan individu untuk belajar mengenai segala hal merupakan satu hal yang penting bagi tujuan pendidikan yang sebenarnya. Salah satu usaha yang dapat dilakukan adalah dengan melatihkan dan mengembangkan berpikir produktif siswa melalui sebuah penerapan umpan balik dalam asesmen formatif yang dapat memonitor perkembangkan siswa. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan umpan balik dalam asesmen formatif terhadap berpikir produktif siswa yang diaplikasikan pada materi pokok sistem koloid. Metode penelitian menggunakan eksperimen semu dengan desain “Nonequivalent Control Group Pretest-posttest Design” melibatkan 2 kelas yang berasal dari kelas XI IPA 6 sebagai kelas eksperimen dan XI IPA 11 sebagai kelas kontrol. Instrumen penelitian menggunakan tugas, rubrik, lembar observasi presentasi, laporan praktikum, kinerja praktikum, data laporan presentasi dan praktikum terevisi, rubrik penelusuran berpikir produktif, tes penguasaan awal dan akhir pelajaran sistem koloid serta angket siswa setelah mengikuti pembelajaran kimia pada konsep kimia koloid. Hasil penelitian menunjukkan bahwa penerapan umpan balik dalam asesmen formatif pada pembelajaran kelas maupun laboratorium sudah menunjukkan capaian presentase yang baik pada masing-masing indikator berpikir produktif yang dilatihkan. Untuk masing-masing indikator berpikir produktif (regulasi diri, berpikir kritis dan berpikir kreatif) mengalami peningkatan lebih baik setelah penerapan umpan balik dalam asesmen formatif. Hasil korelasi menunjukkan adanya hubungan yang signifikan antara penerapan umpan balik dalam asesmen formatif terhadap indikator berpikir produktif. Terdapat peningkatan kemampuan penguasaan materi pokok sistem koloid yang signifikan sebagai dampak dari diterapkannya umpan balik sehingga siswa menjadi lebih baik dalam berkreatifitas, mampu berinovasi dan meregulasi dirinya sendiri. Rekomendasi dalam penelitian ini adalah perlu ditingkatkan sosialisasi, latihan dan pembiasaan diri pada penerapan umpan balik sebagai asesmen formatif untuk mengontrol variabel eksternal yang mengganggu. Balancing abilities frame of mind and skills of individuals to learn about all the things they want or they need pertaining to life is one thing that is important for the purpose of true education. One attempt to do is to develop and trained productive of mind students through an application feedback as formative assessment can monitor developing the students. This study aims to determine the effect of application feedback as formative assessment providing feedback, self and peer assessment form productive of mind students on subject matter colloidal system. The research method uses quasi experimental design with "Nonequivalent pretest-posttest control group design" involves two classes derived from class XI Science 6 as experiment and class XI Science 11 as control class. The data used is descriptive quantitative. The results showed that the application of feedback as formative assessment in the classroom and learning laboratory for experimental and control class has shown good performance on a percentage of each productive of mind indicator are practiced even though there are some indicators need to be improved. For each productive of mind indicator (self-regulation, critical thinking and creative thinking) and the experimental class better control increased after the implementation of feedback as formative assessment. The results correlation each show significant relationship between of the feedback as formative assessment of the correlation between productive for experimental classes and control classes. There is an increased ability of colloidal systems mastery of subject matter that is significant as the impact the implementation of feedback as formative assessment and positive impact to the students can be creative, innovative, can to train self-regulate better. Recommendation in this research is the need to be improved socialization, training and habituation away from feedback as formative assessment component to control external variables that interfere with and consider the timing for given feedback as formative assessment component.

Item Type: Thesis (Masters)
Additional Information: no. panggil: T IPA SAR P-2014
Uncontrolled Keywords: Umpan balik, asesmen formatif, berpikir produktif, sistem koloid
Subjects: L Education > L Education (General)
Divisions: Sekolah Pasca Sarjana > Pendidikan IPA S-2
Depositing User: DAM STAF Editor
Date Deposited: 02 Feb 2015 05:40
Last Modified: 02 Feb 2015 05:43
URI: http://repository.upi.edu/id/eprint/12460

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