PENERAPAN ASSESSMENT FOR LEARNING MELALUI WRITTEN FEEDBACK DAN ORAL FEEDBACK DALAM MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KETERAMPILAN KOLABORASI SISWA ABAD KE-21 PADA PEMBELAJARAN PLANTAE

Yulisa Nurdini, - (2019) PENERAPAN ASSESSMENT FOR LEARNING MELALUI WRITTEN FEEDBACK DAN ORAL FEEDBACK DALAM MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KETERAMPILAN KOLABORASI SISWA ABAD KE-21 PADA PEMBELAJARAN PLANTAE. S2 thesis, Universitas Pendidikan Indonesia.

[img] Text
T_BIO_1706767_Title.pdf

Download (2MB)
[img] Text
T_BIO_1706767_Chapter1.pdf

Download (443kB)
[img] Text
T_BIO_1706767_Chapter2.pdf
Restricted to Staf Perpustakaan

Download (947kB)
[img] Text
T_BIO_1706767_Chapter3.pdf

Download (747kB)
[img] Text
T_BIO_1706767_Chapter4.pdf
Restricted to Staf Perpustakaan

Download (4MB)
[img] Text
T_BIO_1706767_Chapter5.pdf

Download (292kB)
[img] Text
T_BIO_1706767_Appendix.pdf
Restricted to Staf Perpustakaan

Download (1MB)
Official URL: http://repository.upi.edu

Abstract

Pengembangan keterampilan abad 21 menjadi kecakapan hidup esensial untuk beradaptasi dalam kehidupan abad ke-21. Keterampilan siswa dapat dikembangkan melalui pembelajaran dan penyelenggaraan asesmen yang tepat. Umpan balik dapat membantu siswa untuk merencanakan strategi belajarnya secara mandiri. Penelitian ini bertujuan untuk mendeskripsikan penerapan assessment for learning dalam meningkatkan keterampilan berpikir kritis dan keterampilan kolaborasi siswa pada pembelajaran Plantae. Penelitian ini menggunakan mix method dengan desain embedded design yang dilakukan pada tiga kelas X di salah satu SMA negeri di Kabupaten Sukabumi. Task dan rubrik sebagai perangkat assessment for learning, soal keterampilan berpikir kritis beserta rubrik, lembar observasi keterampilan kolaborasi, dan angket respon siswa merupakan instrumen penelitian yang digunakan. Tahap pertama penelitian ini adalah pengembangan perangkat assessment for learning melalui written feedback dan oral feedback sehingga diperoleh data kualitatif. Selanjutnya adalah penerapan assessment for learning melalui written feedback dan oral feedback sehingga dihasilkan peningkatan keterampilan berpikir kritis dan kolaborasi siswa sebagai data kuantitatif. Hasil penelitian menunjukkan bahwa terjadi peningkatan keterampilan berpikir kritis pada materi Plantae secara keseluruhan untuk setiap kelas penelitian, namun kelas written feedback mengalami peningkatan yang lebih tinggi dibandingkan kedua kelas lainnya. Siswa kelas oral feedback memiliki nilai keterampilan kolaborasi yang lebih tinggi dibandingkan dengan kedua kelas lainnya. Siswa pada kelas written feedback dan oral feedback merespons positif pemberian task dan feedback selama pembelajaran dengan penerapan assessment for learning. Dengan demikian, assessment for learning melalui written feedback lebih efektif dalam meningkatkan keterampilan berpikir kritis, sedangkan assessment for learning melalui oral feedback lebih efektif dalam meningkatkan keterampilan kolaborasi siswa. ;--Development of 21st century skills becomes essential life skills in supporting individuals to adapt well to 21st century life. Development of student skills can be done through learning and appropriate assessments. Feedback can help students to improve their tasks and plan their learning strategies independently. The purpose of this research is to describe about applying assessment for learning to improve students' critical thinking and collaboration skills. This study used mix method with embedded design conducted at three classes of 10th in one of the public senior high school in Sukabumi District. Task and rubric as assessment for learning, critical thinking skills with rubrics, observation sheets of collaboration skills, and student questionnaire are the research instruments used. The first phase of this research was developing assessment for learning through written and oral feedback to get qualitative data. Then, application of assessment for learning through written and oral feedback to increase students’ critical thinking and collaboration skills as quantitative data. The results show that students’ critical thinking skills for each research classes on Plantae learning were increase, but the written feedback class have higher increase than the other two classes. Student in oral feedback class have higher collaboration skills scores compared to the other two classes. Students in written feedback and oral feedback class respond positively to the assignment of tasks and feedback during applying assessment for learning. Thus, assessment for learning through written feedback is more effective in improving critical thinking skills, while assessment for learning through oral feedback is more effective in improving student collaboration skills.

Item Type: Tugas Akhir,Skripsi,Tesis,Disertasi (S2)
Uncontrolled Keywords: Assessment for learning, written feedback, oral feedback, keterampilan abad 21, keterampilan berpikir kritis, keterampilan kolaborasi, Plantae, 21st century skills, critical thinking skills, collaboration skills.
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > QK Botany
Divisions: Sekolah Pasca Sarjana > Pendidikan Biologi S-2
Depositing User: Yulisa Nurdini
Date Deposited: 05 Aug 2020 04:30
Last Modified: 05 Aug 2020 04:30
URI: http://repository.upi.edu/id/eprint/41140

Actions (login required)

View Item View Item