Allyany Hasyaty, - (2022) PENGARUH PENGGUNAAN FEEDBACK GURU TERHADAP PENGUASAAN KONSEP DAN SELF-ASSESSMENT SISWA PADA TES ESAI MATERI PERSILANGAN MONOHIBRID DAN DIHIBRID. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Umpan balik guru yang diberikan kepada siswa dapat menjadi salah satu motivasi dalam upaya meningkatkan penguasaan konsep dan penilaian diri siswa. Penelitian ini bertujuan untuk mengidentifikasi pengaruh penggunaan feedback guru terhadap penguasaan konsep dan self-assessment siswa pada materi persilangan monohibrid dan dihibrid. Metode penelitian yang digunakan adalah kuantitatif quasi-eksperimen dengan desain penelitian Nonequivalent Control Group. Partisipan pada penelitian ini adalah 69 siswa kelas IX pada salah satu SMP Negeri di Kabupaten Bandung yang terbagi menjadi dua kelas, yaitu 33 siswa kelas kontrol dan 36 siswa kelas eksperimen. Penelitian ini menggunakan feedback tertulis bersifat positif dengan tipe supporting, direct corrective dan Guidance pada lembar jawaban tes esai siswa. Untuk mengukur penguasaan konsep siswa digunakan tes esai dengan jumlah 10 soal berdasarkan indikator taksonomi Bloom revisi yaitu memahami (C2), menerapkan (C3) dan menganalisis (C4). Untuk mengukur self-assessment siswa digunakan angket skala Likert 1-4 menggunakan indikator yang disesuaikan dengan indikator pada soal esai. Data dianalisis menggunakan uji beda rata-rata yaitu uji Mann-Whitney. Hasil penelitian menunjukkan terdapat perbedaan signifikan penguasaan konsep siswa (sig.0,000<0,05) dan kemampuan self-assessment siswa (sig.0,005<0,05) pada kelas kontrol dan kelas eksperimen. Adapun berdasarkan pengujian N-Gain kategori peningkatan penguasaan konsep pada kelas kontrol tergolong ke dalam kriteria rendah (0,19) dan kelas eksperimen tergolong ke dalam kriteria sedang (0,57). Kemampuan self-assessment siswa pada kelas kontrol (60%) dan kelas eksperimen (70%) tergolong pada kategori cukup dan baik. Respon siswa terhadap pemberian feedback guru menunjukkan respon positif. Berdasarkan penelitian ini maka penggunaan feedback guru pada tes esai berpengaruh terhadap penguasaan konsep dan self-assessment siswa. Kata Kunci: feedback, penguasaan konsep, self-assessment, materi persilangan monohibrid dan dihibrid Teacher feedback which are given to students can be one of motivation to attempt improvement student’s mastery of concepts and self-assessment. This study aims to identify the effect of using teacher feedback on concept mastery and student self-assessment on monohybrid and dihybrid cross topics. The research method used is a quantitative quasy-experimental research design with Nonequivalent Control Group. The participants in this study were 69 students of class IX in one of the public junior high schools in Bandung Regency which were divided into two classes, 33 students in the control class and 36 students in the experimental class This study used positive written feedback with the types of supporting, direct corrective and guidance on the student essay test answer sheets.To measure students' mastery of concepts, an essay test with a total of 10 questions was used based on the revised Bloom taxonomy indicators, understanding (C2), applying (C3) and analyzing (C4). To measure students' self-assessment, a Likert scale 1-4 questionnaire was used using indicators that were adjusted to the indicators in the essay questions. Data were analyzed using the average difference test, Mann-Whitney test. The results showed that there was a significant difference in students' conceptual mastery (sig.0,000<0,05) and students' self-assessment ability (sig.0,005<0,05) in the control class and the experimental class. Meanwhile, based on the N-Gain test, the category of increasing mastery of concepts in the control class belongs to the low criteria (0.19) and the experimental class belongs to the medium criteria (0.57). The self-assessment ability of students in the control class (60%) and the experimental class (70%) is in the enough and good category. The student's response to the teacher's feedback showed a positive response. Based on this research, the use of teacher feedback on essay tests has an effect on students' mastery of concepts and self-assessment. Keywords: feedback, mastery concept, self-assessment, monohybrid and dihybrid cross topic.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | Link Google Scholar dan ID SINTA Dosen Pembimbing Siti Sriyati: https://scholar.google.co.id/citations? user=tRNqhXAAAAAJ&hl=id ID SINTA :6004536 Amprasto: https://scholar.google.co.id/citations?user=Watei8YAAAAJ&hl=en ID SINTA : 5988635 |
| Uncontrolled Keywords: | umpan balik, penguasaan konsep, self-assessment, materi persilangan monohibrid dan dihibrid feedback, mastery concept, self-assessment, monohybrid and dihybrid cross topic. |
| Subjects: | L Education > L Education (General) Q Science > QH Natural history > QH301 Biology |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Biologi > Program Studi Pendidikan Biologi |
| Depositing User: | Allyany Hasyaty |
| Date Deposited: | 16 Nov 2022 07:26 |
| Last Modified: | 16 Nov 2022 07:26 |
| URI: | http://repository.upi.edu/id/eprint/85966 |
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