Derry Priatna, - (2019) PENGARUH IMPLEMENTASI ASESMEN FORMATIF THINK-PAIR-SHARE DENGAN FEEDBACK TERHADAP HABITS OF MIND DAN PENGUASAAN KONSEP SISWA PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan untuk menganalisis pengaruh implementasi asesmen formatif think-pair-share dengan feedback terhadap habits of mind dan penguasaan konsep siswa pada materi larutan elektrolit dan nonelektrolit. Penelitian dilakukan dengan menggunakan metode quasi eksperimen dengan desain maching kelompok kontrol pretes-postes. Sampel penelitian pada kelas ekperimen dan kelas kontrol masing-masing terdiri atas 31 orang siswa di salah satu Sekolah Menengah Atas Negeri (SMAN) di Kabupaten Subang. Sampel diambil dengan menggunakan teknik sampel bertujuan. Habits of mind siswa pada kelas ekperimen dikumpulkan menggunakan kuesioner untuk mengetahui sikap dan persepsi siswa sebelum dan setelah diberi asesmen formatif dengan feedback. Penguasaan konsep siswa pada kelas kontrol dan ekperimen diukur menggunakan instrumen tes penguasaan konsep. Tanggapan siswa terhadap penerapan asesmen formatif think-pair-share dengan feedback digali menggunakan instrumen angket dan pedoman wawancara. Hasil uji statistik dengan Mann Whitney terhadap habits of mind yang berupa sikap dan persepsi siswa memberikan nilai p sebesar 0,001 yang menunjukkan adanya peningkatan nyata pada habits of mind siswa kelas eksperimen setelah menerima tes formatif dengan feedback sebesar 0.34 angka. Hal ini diperkuat dengan nilai effect size sebesar 0,90 yang mengindikasikan terdapat hubungan positif yang sangat tinggi antara pemberian feedback terhadap peningkatan habits of mind siswa. Perbandingan penguasaan konsep siswa pada kelas eksperimen dan kelas kontrol menunjukkan secara berturut nilai rerata n-gain sebesar 0,54 dan 0,30. Hasil uji t rerata gain kedua kelas menghasilkan nilai p sebesar 0,005 yang menunjukkan adanya perbedaan signifikan rerata n-gain (<g>) pada kedua kelas uji. Nilai effect size sebesar 1,09 mengindikasikan hubungan yang sangat tinggi terhadap peningkatan penguasaan konsep di kelas eksperimen akibat pemberian tes formatif dengan feedback. Siswa memberikan respon positif terhadap implementasi tes formatif dengan feedback. Berdasarkan hasil yang diperoleh dapat disimpulkan bahwa implementasi asesmen formatif think-pair-share dengan feedback berpengaruh terhadap peningkatan habits of mind dan penguasaan konsep siswa. This study aims to analyze the effect of the implementation of formative think-pair-share assessment with feedback on habits of mind and mastery of students' concepts in electrolyte and non-electrolyte solution material. The study was conducted using an experimental method with pretest-posttest control group design maching. The research subjects in the experimental class and control class consisted of 31 students in one of the State High Schools (SMAN) in Subang Regency. Samples were taken using purposive sampling techniques. Habits of mind students in the experimental class were collected using a questionnaire to find out the attitudes and perceptions of students before and after being given formative assessment with feedback. Mastery of students' concepts in the control class and experiment was measured using the concept mastery test instrument. Student responses to the application of formative think-pair-share assessment with feedback were explored using questionnaire instruments and interview guidelines. The results of the Mann Whitney statistical test on habits of mind in the form of attitudes and perceptions of students gave a p value of 0.001 which showed a marked increase in habits of mind of the experimental class students after receiving a formative test with feedback of 0.34 numbers. This is reinforced by the effect size value of 0.90 which indicates there is a very high positive relationship between giving feedback to increase students' habits of mind. Comparison of students' mastery of concepts in the experimental class and control class shows successively the n-gain mean values of 0.54 and 0.30. The t-test results of the average gain of the two classes produced a p value of 0.005 which showed a significant difference in the mean n-gain (<g>) in the two test classes. The effect size value of 1.09 indicates a very high relationship to the increase in mastery of the concept in the experimental class due to giving formative tests with feedback. Students respond positively to the implementation of formative tests with feedback. Based on the results obtained, it can be concluded that the implementation of formative think-pair-share assessment with feedback influences the increase of habits of mind and mastery of students' concepts.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | No Panggil : T KIM DER i-2019; pembimbing : I. Nahadi, II. Harry Firman; NIM : 1604654 |
| Uncontrolled Keywords: | Asesmen formatif think-pair-share, feedback, penguasaan konsep, habits of mind, materi larutan elektrolit dan nonelektrolit. |
| Subjects: | L Education > L Education (General) Q Science > QD Chemistry |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Kimia S-2 |
| Depositing User: | Yayu Wulandari |
| Date Deposited: | 14 Apr 2020 14:19 |
| Last Modified: | 14 Apr 2020 14:19 |
| URI: | http://repository.upi.edu/id/eprint/48414 |
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