Nikmah, Naelatun (2016) PERANAN ASESMEN FORMATIF TERHADAP LEARNING PROGRESSION SISWA PADA KONSEP KLASIFIKASI TUMBUHAN BERBIJI DENGAN PENDEKATAN FENETIK. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Konsep klasifikasi makhluk hidup membutuhkan penanganan khusus agar dapat diterima dengan baik oleh siswa dan menghasilkan output yang memuaskan. Hal ini karena pada konsep tersebut terdapat banyak istilah ilmiah yang asing dan sulit diingat oleh siswa. Asesmen formatif dengan pendekatan fenetik menawarkan cara yang baru dalam membelajarkan klasifikasi tumbuhan pada siswa secara lebih aktif. Penelitian deskriptif ini bertujuan untuk menganalisis peranan asesmen formatif terhadap learning progression siswa setelah melaksanakan pembelajaran konsep klasifikasi tumbuhan berbiji menggunakan pendekatan fenetik. Learning progression siswa dianalisis melalui peningkatan nilai tugas berupa pembuatan diagram fenogram, laporan praktikum, dan pembuatan gambar spesimen. Instrumen yang digunakan berupa lembar observasi kinerja siswa, rubrik penilaian tugas portofolio, lembar pengamatan spesimen, angket keterlaksanaan asesmen formatif, dan lembar wawancara sebagai instrumen tambahan. Metode deskriptif kualitatif dengan penekanan pemaknaan digunakan pada hasil penelitian dan teknik analisis data dilakukan dengan menghitung indeks gain dan nilai akhir tugas siswa. Hasil penelitian menunjukkan bahwa setelah penerapan asesmen formatif selama pembelajaran, terdapat peningkatan nilai tugas dengan rata-rata gain ternormalisasi/ Normalized Gain (N gain) siswa sebesar 0,54 dengan kriteria sedang. Setiap komponen asesmen formatif memberikan pengaruh terhadap learning progression berturut-turut yaitu feedback. 93,3% (sangat baik), peer assessment 94,5% (sangat baik), dan self assessment 98,8% (sangat baik).;---Organism classification concept need particular treatment so that can received by students and produce satisfied output. It is because at this concept there are many scientific term which is unfamiliar and difficult to remember by students. Formative Assessment with phenetic approach offers a new way in teaching student more actively about classification of plants. The putpose of this descriptive research is to analyze the role of formative assessment on students’ learning progression after implemented the learning seed plants classification concept using phenetic approach. Students’ learning progression analyzed by increasing of assignment value of phenogram, practical report, and specimen pictures. Instruments that used are student performance observation sheets, form of portofolio assignments rubric, practical observation sheet, students’ respons questionnaire of formative assessment, and interview sheet as an additional instrument. Descriptive qualitative method with an emphasis meanings used in research and data analysis techniques performed by calculating the index gain and the final value of student assignments. The results showed that after implemented of formative assessment for learning, there is an increase in the value of the task with an average gain of normalized/ Normalized Gain (N gain) of 0.54 students with moderate criteria. Each component of formative assessment to give effect to learning progression consecutively feedback. 93.3% (very good), peer assessment of 94.5% (very good), and a self-assessment of 98.8% (excellent).
| Item Type: | Thesis (S1) |
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| Additional Information: | No. Panggil : S BIO NIK p-2016; Pembimbing : I. Siti Siyati, II. Nuryani. |
| Uncontrolled Keywords: | Asesmen formatif, learning progression, pendekatan fenetik, tumbuhan berbiji, formative assessment, learning progression, phenetic approach, seed plant. |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Biologi > Program Studi Pendidikan Biologi |
| Depositing User: | Mr mhsinf 2017 |
| Date Deposited: | 12 Oct 2017 02:28 |
| Last Modified: | 12 Oct 2017 02:28 |
| URI: | http://repository.upi.edu/id/eprint/26417 |
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