scholarly journals Effect of KWL learning method (know-want-learn) and self-assessment on student learning independence vocational high school

2019 ◽  
Vol 3 (2) ◽  
pp. 277-284
Author(s):  
Ni Ketut Widiartini ◽  
I Gede Sudirtha
Keyword(s):  
Peer Assessment ◽  
Learning Method ◽  
Vocational High School ◽  
Self Assessment ◽  
Research Activities ◽  
Assessment Of Learning ◽  
Product Service ◽  
Quasi Experimental ◽  
Study Population ◽  
Conventional Methods

The study aims at determining the effect of know-want-learn learning method and self-assessment of learning independence. The research activities were conducted in the form of quasi-experimental using 2x2 factorial design. The study population was XI grade students of all majors in Singaraja vocational middle secondary school, totaling 282 people. The sample was taken using random sampling, namely students of product service, fashion and hospitality on 124 people. Research data of learning independence scores were collected using a questionnaire. Data were analyzed using two-way analysis of variance. The analysis results showed that (a) towards the students who were given self-assessment. The learning independence of students who take learning with the KWL method were higher than students who take learning with conventional methods, (b) towards the students who were given peer assessment, learning independence of students who take learning the KWL method was no different from students who take learning with conventional methods, and (c) there was an effect of the interaction between the KWL learning method and self assessment on learning independence.

scholarly journals METODE PEMBELAJARAN KOMBINASI (SELF DAN PEER ASSESSMENT) EFEKTIF MENINGKATKAN KETERAMPILAN MAHASISWA DI LABORATORIUM KLINIK

2020 ◽  
Vol 8 (1) ◽  
pp. 48
Author(s):  
Dilistia Lestari ◽  
Hadi Susiarno ◽  
Hadyana Sukandar
Keyword(s):  
Peer Assessment ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Self Assessment ◽  
Work Requirements ◽  
Post Test ◽  
Quasi Experimental ◽  
Study Population ◽  
Student Competencies

Midwife profession must have good competence because it has an impact in improving the quality of health service. Survey of Midwifery Diploma III Institutions. Midwife competencies that match work requirements are only 15%. To improve the competence of midwives, the laboratory learning process must be carried out properly according to standards. The combination of self and peer assessment methods is learning to get feedback, encourage students to be more active, independent, responsible, practice evaluation skills and encourage deep learning to maximize the achievement of competencies. The purpose of this study is to analyze the effect of a combination of self and peer assessmentlearning methods on D III Midwifery student competencies. This research is a quantitative study with a quasi-experimental pre-post test design. The study population was all students of D III Midwifery Semester III with a total of 75 people. Sampling uses simple random sampling technique which is divided into three groups for self assessment, peer assessment and a combination of self and peer assessmentmethods, each group totaling 25 people. The research instrument uses a checklist. The statistical test used is Kruskal_Wallis. the results showed that the combination of self and peer assessmentmethods showed more increases by 13.2% (p

PENINGKATAN KEMAMPUAN PENALARAN SISWA MELALUI MODEL PROBLEM BASED LEARNING (PBL) DITINJAU DARI KEMAMPUAN AKADEMIK SISWA DI SMA

2019 ◽  
Vol 5 (1) ◽  
pp. 30-42
Author(s):  
Indra Drajat Sopwan
Keyword(s):  
Model Problem ◽  
Statistical Tests ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Academic Ability ◽  
Self Assessment ◽  
Reasoning Abilities ◽  
School Year ◽  
Quasi Experimental ◽  
Study Population

The research was to analyze the improvement of students' reasoning students through the model Problem Based Learning (PBL) in terms of academic ability in high school. This research is a quasi experimental. This research was designed using a factorial design experiment. The study population was all students of class XI IPA at SMAN 1 Darma in the 2014/2015 school year as much as 5 classes. Sampling by using cluster random sampling technique. The research sample of grade XI IPA 1 and XI IPA 3 as an experimental class and XI IPA 2 as the control class. The collection of data with the test description, method of observation (assessment of performance capability of reasoning, observation sheets PBL, and self assessment) and documentation. Test the hypothesis by using parametric statistical tests in this case to test the hypothesis using the t test improvement was obtained p <0.05 is 0.044 <0.05, which means there is increasing students' reasoning skills and two-way ANOVA test to determine the application of PBL models include: (1 ) There are differences in reasoning abilities of students who apply models that do not apply the PBL and PBL models (p <0,05; 0,000 <0,05). (2) There is no difference in reasoning abilities of students based on academic ability (p> 0,05; 0,203> 0,05). (3) There is no interaction between the model PBL and academic skills with reasoning (p> 0,05; 0,981> 0,05).

PENINGKATAN KEMAMPUAN PENALARAN SISWA MELALUI MODEL PROBLEM BASED LEARNING (PBL) DITINJAU DARI KEMAMPUAN AKADEMIK SISWA DI SMA

2020 ◽  
Vol 6 (2) ◽  
pp. 73-86
Author(s):  
Indra Drajat Sopwan
Keyword(s):  
Model Problem ◽  
Statistical Tests ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Academic Ability ◽  
Self Assessment ◽  
Reasoning Abilities ◽  
School Year ◽  
Quasi Experimental ◽  
Study Population

The research was to analyze the improvement of students' reasoning students through the model Problem Based Learning (PBL) in terms of academic ability in high school. This research is a quasi experimental. This research was designed using a factorial design experiment. The study population was all students of class XI IPA at SMAN 1 Darma in the 2014/2015 school year as much as 5 classes. Sampling by using cluster random sampling technique. The research sample of grade XI IPA 1 and XI IPA 3 as an experimental class and XI IPA 2 as the control class. The collection of data with the test description, method of observation (assessment of performance capability of reasoning, observation sheets PBL, and self assessment) and documentation. Test the hypothesis by using parametric statistical tests in this case to test the hypothesis using the t test improvement was obtained p <0.05 is 0.044 <0.05, which means there is increasing students' reasoning skills and two-way ANOVA test to determine the application of PBL models include: (1 ) There are differences in reasoning abilities of students who apply models that do not apply the PBL and PBL models (p <0,05; 0,000 <0,05). (2) There is no difference in reasoning abilities of students based on academic ability (p> 0,05; 0,203> 0,05). (3) There is no interaction between the model PBL and academic skills with reasoning (p> 0,05; 0,981> 0,05).

scholarly journals PENGEMBANGAN PERANGKAT PENILAIAN AUTENTIK MATA PELAJARAN PRAKARYA DAN KEWIRAUSAHAAN DI SMK

2016 ◽  
Vol 6 (2) ◽  
pp. 184
Author(s):  
Kustitik Kustitik ◽  
Samsul Hadi
Keyword(s):  
High School ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Field Testing ◽  
Vocational High School ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Project Assessment ◽  
Assessment Sheet ◽  
Spiritual Attitude

Penelitian ini bertujuan untuk: (1) menghasilkan perangkat penilaian autentik mata pelajaran prakarya dan kewirausahaan di SMK, dan (2) mengetahui karakteristik perangkat penilaian autentik mata pelajaran prakarya dan kewirausahaan dari segi validitas, reliabilitas, dan kepraktisan perangkat penilaian yang dihasilkan. Penelitian pengembangan ini mengacu langkah yang dikembangkan oleh Borg & Gall yang dimodifikasi menjadi delapan langkah pengembangan. Langkah pengembangan tersebut yaitu studi pendahuluan, perencanaan produk, pengembangan produk, uji coba terbatas, revisi, uji coba lapangan, revisi akhir, dan diseminasi produk. Hasil penelitian menunjukan bahwa (1) perangkat penilaian autentik terdiri dari perangkat penilaian kompetensi sikap berupa lembar penilaian observasi sikap spiritual, lembar penilaian observasi sikap sosial, lembar penilaian diri, dan lembar penilaian teman sebaya, perangkat penilaian kompetensi pengetahuan berupa lembar penilaian tes tertulis dan lembar penilaian penugasan, dan perangkat penilaian kompetensi keterampilan berupa lembar penilaian unjuk kerja; (2) perangkat penilaian autentik yang dikembangkan dinyatakan memenuhi kriteria valid, reliabel, dan praktis. Kata kunci: penilaian autentik, prakarya dan kewirausahaan, SMK DEVELOPING AUTHENTIC ASSESSMENT KIT FOR HANDICRAFT AND ENTREPRENEURSHIP SUBJECTS AT VOCATIONAL HIGH SCHOOL Abstract This study aimed to: (1) produce an authentic assessment kit for Handicraft and Entrepreneurship subjects at vocational high school and (2) investigate the characteristics of the authentic assessment kit developed for Handicratf and Entrepreneurship subjects from the points of vie of its validity, reliability, and practicality. This research and development adapted the model by Borg and Gall which modified the procedures into eight development stages. The stages were exploration, product planning, product development, preliminary testing, revisions, field testing, final revision, and dissemination. The results were: (1) the authentic assessment kit consisted of the attitude assessment set in the form of observation sheets, self-assessment and peer assessment for attitude competence assessment in the form of spiritual attitude observation sheet, social attitude observation sheet, self-assessment sheet, peer assessment sheet, knowledge assessment kit in the form of written tests and project assessment sheets, and skils assessment kit in the form of performance assessment sheet; and (2) the authentic assessment kit developed was considered fulfilling the criteria of validity, reliability, and practicality. Keywords: authentic assessment, handicraft and entrepreneurship, vocational high school

scholarly journals How do we assess in Clinical Legal Education? A “reflection” about reflective learning

2016 ◽  
Vol 23 (1) ◽  
pp. 48 ◽  
Author(s):  
José Garcia-Añón
Keyword(s):  
Measurement Problem ◽  
Peer Assessment ◽  
Reflective Learning ◽  
Self Assessment ◽  
Institutional Assessment ◽  
External Assessment ◽  
Team Assessment ◽  
Life Long Learning ◽  
Assessment Of Learning ◽  
Reflective Skills

<p align="LEFT">Institutional assessment must be distinguished from the assessment of learning. Traditionally, assessment is reduced to institutional assessment: that is, to give a mark depending on the achievement of knowledge instead of focusing in the student’s learning. However, I propose (to remember) that: 1) (Formative) assessment is part of learning; 2) Reflective learning (and reflective skills) is/are a part of assessment. This implies a process of continuous evaluation instead of summative evaluation, for example, through an exam or a similar procedure. So, I agree with the idea that assessment "is not a measurement problem but an instructional design problem."</p><p>To clarify what assessment is, we have to discuss several interlinked aspects (validity, reliability and fairness), which are connected to questions that must be answered: When is the assessment considered valid? How do we assess? What do we assess? Some ideas to answer these questions may include the need to provide space (s) and time (s) to reflect on the learning (as a way of learning and as a skill to be acquired), which in turn implies a multiplicity of assessments and/or reflection about learning. This should also include a variety of assessments: self-assessment, peer-assessment, team-assessment, and (external) assessment. And last, but not least: as it is said, reflection should be considered not only a skill but a part of learning. Reflection about learning is an exercise that promotes life-long learning (including that among future lawyers). A reflection about context and experience is the first step for future professional action. The benefits of experiencing autonomy and reflection are the same in a real or in realistic environments. But the experience of responsibility requires a real environment.</p>

scholarly journals INTERPERSONAL INTELLIGENCE OF VOCATIONAL HIGH SCHOOL STUDENTS ON CHEMISTRY LEARNING: A CASE STUDY

2020 ◽  
Vol 17 (34) ◽  
pp. 835-844
Author(s):  
Elsa Ari ASTUTI ◽  
Sumarni WORO ◽  
A. WIYANTO
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Assessment ◽  
Assessment Instruments ◽  
Survey Analysis ◽  
Vocational High School ◽  
School Students ◽  
Self Assessment ◽  
Chemistry Learning ◽  
The City

Interpersonal intelligence is social intelligence that shows one's ability to create good relationships with friends or the environment. In fact, this intelligence has not been maximally trained in learning at school, especially in chemistry learning, even though the intelligence is important enough to hone the child's ability to be able to socialize with their environment. The purpose of this study was to identify the real conditions of students' interpersonal intelligence in Pharmacy Vocational High School in the city of Semarang. A survey was performed in the academic year 2018/2019 with a sample of 57 students of class XII Pharmacy Vocational High School in the city of Semarang, Indonesia, who had given their approval as participants. Sampling was done randomly. Data collection techniques were carried out by observation, peer assessment, and self-assessment when applying chemistry learning. The results showed that 56% of students had low interpersonal intelligence based on observations and, according to the results of survey analysis with peer assessment instruments, there were 59% of students also categorized low for this capability. The survey results with self-assessment instruments also showed 56% of students had low interpersonal intelligence. Low intelligence is mainly in the indicators of the ability to ask, answer questions, and provide answers. This fact is relatively similar to the literature, which reveals that 50% of students have interpersonal intelligence with a medium-low category. So the conclusion is that in reality, this intelligence is still low.

scholarly journals Teachers’ Practice and Perceptions of Self-Assessment and Peer Assessment of Presentation Skills

2021 ◽  
Vol 14 (12) ◽  
pp. 183
Author(s):  
Patteera Thienpermpool
Keyword(s):  
Peer Assessment ◽  
Correlation Coefficients ◽  
Written Language ◽  
Language Performance ◽  
Online Questionnaire ◽  
Self Assessment ◽  
Assessment Of Learning ◽  
Scoring Rubrics ◽  
And Performance ◽  
Different Levels

Assessment has shifted from assessment of learning to assessment for learning. Self-assessment and peer assessment therefore appear to play more important roles as they encourage students to critically reflect on their own and their peers&rsquo; learning progress and performance. Although self-assessment and peer assessment of written language performance have been widely explored, assessment of spoken language, especially in presentation skills, is under-explored. Additionally, students&rsquo; peer assessments are found to be different from teachers&rsquo; assessments (De Grez, Valcke, &amp; Roozen, 2012), with this possibly due to the lack of training. This study aimed to investigate whether in-service teacher participants, with experience in marking students&rsquo; performance, would be able to undertake self-assessment and peer assessment effectively in comparison to the teacher&rsquo;s assessment. The study also intended to explore participants&rsquo; perceptions of self-assessment and peer assessment of English presentation skills. The participants were 14 in-service teachers teaching their native language at different levels, ranging from primary to tertiary, who were also studying English as a foreign language. The research instruments were scoring rubrics and an online questionnaire. The data were analysed by Pearson&rsquo;s correlation coefficients, means and standard deviations. The results revealed that in-service teachers could perform better in peer assessment. The study&rsquo;s discussion provides fruitful implications for language assessment.&nbsp;

scholarly journals Keefektifan pembelajaran penemuan terbimbing dengan budaya lokal ditinjau dari prestasi dan motivasi belajar

2016 ◽  
Vol 11 (2) ◽  
pp. 149
Author(s):  
Maria Ulfah
Keyword(s):  
Experimental Design ◽  
Discovery Learning ◽  
Learning Motivation ◽  
Local Culture ◽  
Cultural Learning ◽  
Learning Method ◽  
Guided Discovery ◽  
Group Design ◽  
Quasi Experimental ◽  
Study Population

Penelitian ini bertujuan untuk: (1) mendeskripsikan keefektifan pembelajaran penemuan terbimbing, pembelajaran dengan budaya lokal, dan pembelajaran konvensional dalam pembelajaran matematika ditinjau dari prestasi dan motivasi belajar; (2) mendeskripsikan ada tidaknya perbedaan keefektifan ketiga metode pembelajaran tersebut; (3) mendeskripsikan pembelajaran mana yang lebih efektif diantara pembelajaran penemuan terbimbing dan pembelajaran dengan budaya lokal dalam pembelajaran matematika ditinjau dari prestasi dan motivasi belajar. Penelitian ini merupakan eksperimen semu dengan rancangan non equivalent group design menggunakan dua kelompok eksperimen. Populasi penelitian semua siswa kelas X SMK Negeri 4 dan SMK Negeri 6 Yogyakarta. Hasil penelitian menunjukkan bahwa: (1) pembelajaran penemuan terbimbing, pembelajaran menggunakan budaya lokal, serta pembelajaran konvensional tidak efektif ditinjau dari prestasi dan motivasi belajar; (2) terdapat perbedaan keefektifan yang signifikan antara pembelajaran penemuan terbimbing, pembelajaran dengan budaya lokal, dan pembelajaran konvensional dalam pembelajaran matematika ditinjau dari prestasi dan motivasi belajar; (3) pembelajaran menggunakan budaya lokal lebih efektif daripada pembelajaran penemuan terbimbing ditinjau dari prestasi dan motivasi belajar.Kata Kunci: pembelajaran penemuan terbimbing, budaya local, prestasi dan motivasi belajar. The effectivnees of the guided discovery learning with local culture in tearm of students achievement and motivation AbstractThis study aimed to: (1) describe the effectiveness of guided discovery learning, local cultural learning, and conventional learning in terms of students’ achievement and motivation; (2) describe wether there was difference of effectiveness among the three methods; and (3) describe learning method which was more effective between guided discovery learning and local cultural learning in terms of students’ achievement and motivation. This study was a quasi-experimental design with non-equivalent group design using two experimental groups. The study population  were all grade X students of SMKN 4 and SMKN 6 Yogyakarta. Instruments used were in the form of achievement tests and questionnaires. The results show that: (1) guided discovery learning, local cultural learning, and conventional learning were not effective in terms of students’ achievement and motivation;( 2) there were differences significantly in the effectiveness between guided discovery learning, local cultural learning, and conventional learning; and (3) local cultural learning was more effective than guided discovery learning in terms of students’ achievement and motivation.Keywords: guided discovery learning, local cultural learning, achievement, learning motivation.

scholarly journals PENGARUH METODE PEMBELAJARAN KWL DAN ASESMEN DIRI TERHADAP KEMANDIRIAN BELAJAR DAN KETERAMPILAN MEMBACA WACANA BAHASA BALI PADA SISWA KELAS XI MIPA SMA NEGERI 1 SINGARAJA

2019 ◽  
Vol 9 (1) ◽  
pp. 45-57
Author(s):  
I P Widhi Astika ◽  
AAIN Marhaeni ◽  
I G Lanang Agung Parwata
Keyword(s):  
Conventional Method ◽  
Interaction Effect ◽  
Random Sampling ◽  
Peer Assessment ◽  
The Self ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Quasi Experimental

AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh metode pembelajaran KWL (Know-Want-Learn) dan asesmen diri terhadap kemandirian belajar dan keterampilan membaca. Penelitian ini dilakukan dalam bentuk kuasi eksperimen menggunakan rancangan faktorial 2x2. Populasi penelitian adalah siswa kelas XI MIPA SMA Negeri 1 Singaraja yang berjumlah 282 dan sampel diambil menggunakan random sampling yaitu siswa kelas XI MIPA 1, 2, 6, dan 9 dengan jumlah 124 orang. Data penelitian yang berupa skor kemandirian belajar dan skor keterampilan membaca dikumpulkan menggunakan kuesioner dan tes. Data dianalisis menggunakan MANOVA dua jalur. Hasil analisis menunjukkan (a) kemandirian belajar, dan (b) keterampilan membaca siswa yang mengikuti pembelajaran dengan metode KWL lebih tinggi daripada siswa yang mengikuti pembelajaran dengan metode konvensional pada siswa yang menggunakan asesmen diri, (c) kemandirian belajar, dan (d) keterampilan membaca siswa yang mengikuti pembelajaran dengan metode KWL dan siswa yang mengikuti pembelajaran dengan metode konvensional tidak berbeda secara signifikan pada siswa yang menggunakan asesmen sejawat (e) terdapat pengaruh KWL berbantuan asesmen diri terhadap kemandirian belajar dan keterampilan membaca, (f) tidak terdapat pengaruh KWL berbantuan asesmen sejawat terhadap kemandirian belajar dan keterampilan membaca, (g) tidak terdapat pengaruh asesmen diri terhadap kemandirian belajar dan keterampilan membaca, (h) terdapat pengaruh interaksi antara KWL dan asesmen diri terhadap kemandirian belajar, (i) terdapat pengaruh interaksi antara KWL dan asesmen diri terhadap keterampilan membaca, dan (j) terdapat pengaruh interaksi secara simultan antara KWL dan asesmen diri terhadap kemandirian belajar dan keterampilan membaca. Kata kunci: Asesmen Diri, Kemandirian Belajar, Keterampilan Membaca, KWL (Know-Want-Learn). AbstractThe study aimed to know the effect of KWL method and self-assessment toward self regulated learning and reading competency. This study was quasi-experimental which design was factorial 2x2. The population of this study were the students in XI MIPA at SMA Negeri 1 Singaraja with total number of 282, and the samples were obtained by using random sampling, they were XI MIPA 1, 2, 6, and 9 with the total number of 124 students. The data in the form of self regulated learning scores and reading competency scores were obtained by using questionnairs and test. The data obtained were analyzed by using two-way MANOVA. The data analysis showed that (a) self regulated learning, and (b) students’ reading competency of students who follow the learning with KWL method is higher that the students who follow the conventional method to the students who use the self-assessment, (c) self regulated learning, and (d) students’ reading competency of students who follow the learning with KWL method had not significant difference than the students who follow the conventional method to the students who use peer-assessment, (e) KWL with self-assessment affected the raising of self regulated learning and reading competency, (f) KWL with peer-assesment did not affect the raising of self regulated learning and reading competency, (g) self-assessment did not affect the raising of self regulated learning and reading competency, (h) there was interaction effect between KWL and self-assessment toward self regulated learning, (i) there was interaction effect between KWL and self-assessment toward reading competency, (j) there was interaction effect simultaneously between KWL and self-assessment toward self regulated learning and reading competency. Keywords: KWL, Reading Competency, Self-Assessment, Self Regulated Learning.

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