Anggi Tiara Oktasyifa, - (2022) PENERAPAN UMPAN BALIK GURU PADA PENILAIAN FORMATIF DALAM UPAYA MENINGKATKAN BERPIKIR KRITIS SISWA PADA MATERI PERUBAHAN LINGKUNGAN. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Tujuan Penelitian ini adalah pertama untuk memperoleh informasi tentang perbedaan kemampuan berpikir kritis antara siswa yang diberikan umpan balik guru pada penilaian formatif dibanding siswa yang tidak diberikan umpan balik guru, kedua memperoleh informasi tentang peningkatan kemampuan berpikir kritis melalui penerapan umpan balik guru pada penilaian formatif. ketiga untuk mengidentifikasi respon siswa terhadap penerapan umpan balik guru. Subjek penelitian ini adalah siswa di salah satu SMA kelas X jurusan MIPA di kota Bandung. Teknik pengambilan sampel adalah Convenience Sampling. Sampel berjumlah 60 orang terdiri dari 2 kelas yaitu kelas eksperimen berjumlah 30 orang dengan perlakuan berupa pemberian umpan balik tertulis pada lembar jawaban siswa pada tes formatif ke-1 sedangkan kelas kontrol berjumlah 30 orang tidak diberi umpan balik tertulis pada hasil tes formatifnya. Instrumen penelitian adalah tes tulis esai dan kuesioner. Tes esai dilakukan 2 kali yaitu tes formatif ke-1 dan tes formatif ke-2 dengan soal yang berbeda. Peneliti tidak memberi umpan balik pada tes formatif ke-2. Masing-masing soal berjumlah 10 butir soal berdasarkan indikator kemampuan berpikir kritis menurut (Facione, 2020). Hasil penelitian menunjukkan bahwa pertama ada perbedaan yang signifikan pada kemampuan berpikir kritis antara siswa yang diberikan umpan balik guru (kelas eksperimen) dan yang tidak diberikan umpan balik guru (kelas kontrol), kedua pada kelas eksperimen terdapat peningkatan yang signifikan pada nilai rata-rata antara formatif ke-1 dan formatif ke-2. Pada analisis uji N Gain menunjukkan bahwa peningkatan rata-rata pada tes formatif ke-1 dan formatif ke-2 pada kelas eksperimen termasuk kategori sedang sedangkan pada kelas kontrol termasuk kategori rendah. Hal ini berarti penerapan umpan balik guru pada penilaian formatif meningkatkan kemampuan berpikir kritis siswa pada materi perubahan lingkungan. Hasil penelitian juga menunjukkan bahwa sebagian besar siswa memberikan persepsi positif terhadap umpan balik guru pada penilaian formatif. The purpose of this study was first to obtain information about differences in critical thinking skills between students who were given teacher feedback on formative assessments compared to students who were not given teacher feedback, secondly to obtain information about improving critical thinking skills through the application of teacher feedback on formative assessments. The third is to identify student responses to the application of teacher feedback. The subjects of this study were high school students of class X majoring in Mathematics and Natural Sciences in the city of Bandung. The technique in sampling is Convenience Sampling. The sample amounted to 60 people consisting of 2 classes, namely the experimental class with total of 30 people with treatment in the form of providing written feedback on the student answer sheets on the 1st formative test while the control class with total of 30 people were not given written feedback on the results of the formative test. The research instruments were essay writing tests and questionnaires. The essay test was carried out 2 times, namely the 1st formative test and the 2nd formative test with different questions. The researcher did not provide feedback on the 2nd formative test. Each question consists of 10 questions based on indicators of critical thinking skills according to (Facione, 2020). The results showed that firstly there was a significant difference in critical thinking skills between students who were given teacher feedback (experimental class) and those who were not given teacher feedback (control class), secondly in the experimental class there was a significant increase in the average score between 1st and 2nd formative. The N Gain test analysis shows that the average increase in the 1st and 2nd formative tests in the experimental class is in the medium category while the control class is in the low category. This means that the application of teacher feedback on formative assessment improves students' critical thinking skills on environmental change material. The results also showed that most students gave positive perceptions of teacher feedback on formative assessment.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | ID SINTA dan Link Google Schoolar Dosen Pembimbing Siti Sriyati SINTA ID : 6004536 Link Google Schoolar https://scholar.google.co.id/citations?user=tRNqhXAAAAAJ&hl=id Mimin Nurjhani Kusumastuti SINTA ID : 6126071 Link Google Schoolar https://scholar.google.co.id/citations?hl=id&user=EM5KeY8AAAAJ |
| Uncontrolled Keywords: | berpikir kritis, umpan balik, penilaian formatif |
| 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: | ANGGI TIARA OKTASYIFA |
| Date Deposited: | 06 Dec 2022 06:38 |
| Last Modified: | 06 Dec 2022 06:38 |
| URI: | http://repository.upi.edu/id/eprint/86215 |
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