PENERAPAN SELF ASSESSMENT PESERTA DIDIK SMA PADA TES FORMATIF REAKSI REDOKS DENGAN PETUNJUK FEEDBACK

Lesmana Yogi Pratama, - (2020) PENERAPAN SELF ASSESSMENT PESERTA DIDIK SMA PADA TES FORMATIF REAKSI REDOKS DENGAN PETUNJUK FEEDBACK. S1 thesis, Universitas Pendidikan Indonesia.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk mengetahui ketercapaian setiap tahapan penerapan self assessment peserta didik SMA pada tes formatif reaksi redoks dengan petunjuk feedback, mengetahui kemampuan peserta didk dalam melaksanakan self assessment, mengetahui apakah self assessment pada tes formatif reaksi redoks dapat dijadikan feedback untuk peserta didik dan mengetahui kendala apa saja yang dihadapi oleh peserta didik pada penerapan self assessment. Penelitian ini dilakukan dengan metode deskriptif dengan partisipan penelitian sebanyak 34 peserta didik kelas X jurusan MIA. Penerapan self assessment dilaksanakan melalui enam tahapan, dengan kategori setiap tahapannya yaitu tahap pemotivasian dan pelatihan self assessment dengan kategori sangat baik, tahap pelaksanaan tes formatif dengan petunjuk feedback dan pelaksanaan self assessment dengan kategori baik, pengkomunikasian hasil dengan kategori sangat baik, dan pemanfaatan hasil dengan kategori baik. Pelaksanaan tes formatif menggunakan 6 butir soal uraian dengan jenjang kognitif C3, serta menggunakan lembar petunjuk feedback berupa lembar biru dan merah. Berdasarkan pelaksanaan self assessment sebanyak 47,1% peserta didik mampu melaksanakan dengan sangat baik, sebanyak 20,6% melaksanakan dengan baik, dan 32,3% melaksanakan dengan cukup. Sebanyak 79,41% peserta didik menyatakan bahwa self assessment dapat digunakan sebagai feedback. Kendala yang dihadapi peserta didik dalam pelaksanaan self assessment yaitu terdapat pada bagian penskoran dalam menggunakan rubrik penilaian Kata Kunci: self assessment, feedback, reaksi redoks ABSTRACT The research aims to knowing the achievement stages of implementation self assessment of senior high school student on formative test of redox reactions with feedback clue, knowing the ability of student to conduct selft assessment, knowing whether self assessment on formative test of redox rections can be used for feedback to student and knowing the obstacles faced in implementing self assessment. This research was conducted with a descriptive method with 34 research participant in grade X science. The implementation self assessment of senior high school student on formative test of redox reactions with feedback clue is carried out through the following six stages, the category of each stage that is the motivating stage of student and self assessment training stage with a very well category, the stage of formative test with feedback clue and implementation of self assessment with well, the result communication with very well, and stage utilization of results with well. Formative test implementation using 6 pieces of description with cognitive level C3 and using the feedback sheet in the form blue and red sheet. The abilty of student that implementation self assessment obtained 47,1% of student were able to apply self assessment very well, 20,6% of student were able to apply self assessment well and 32,3% of student were able to apply self assessment quite well. 79,41% of student agree with the implementation of self assessment can given feedback. Scoring by using the assessment rubrick in self assessment is obstacle for student in implementation of self assessment. Keyword: self assessment, feedback, redox reactions.

Item Type:	Thesis (S1)
Uncontrolled Keywords:	self assessment, feedback, reaksi redoks
Subjects:	L Education > L Education (General) Q Science > QD Chemistry
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Kimia > Program Studi Pendidikan Kimia
Depositing User:	Lesmana Yogi Pratama
Date Deposited:	19 Feb 2020 02:29
Last Modified:	19 Feb 2020 02:29
URI:	http://repository.upi.edu/id/eprint/46942

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