The Development of Peer Assessment Instrument for the Learning Model of Peer Assessment

The purpose of the research was to knowing the improvement of students' Learning Outcomes through Interactive Learning Model with the Question and Answer Method. This is a Classroom Action Research, consisted of four stages: planning, action, observation, and reflection. The instrument used is the assessment instrument for the implementation of learning, the initial test question sheet, the first cycle question sheet and second cycle. The data obtained was analyzed descriptively. The results of analysis the learning quality data in the first cycle is 88.07% classified as quality category and the second cycle of learning quality data is 93.03% categorized as very good. The completeness of learning outcomes in cycle 1 is 78.57% classified as unfinished categories and cycle 2 completeness of learning outcomes is 96.43% classified as complete categories. So, it can be concluded that the Interactive Learning Model by using the Question and Answer Method is proven to be able to improve students Learning Outcomes.<pre> </pre>

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Improvement of Student Learning Outcomes Through The Implementation Of The Problem Based Learning Model For Class IV Elementary School

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v3i3.46070 ◽

2020 ◽

Vol 3 (3) ◽

pp. 803

Author(s):

Ita Laila Puji Rahmawati

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Initial Conditions ◽

Problem Based Learning ◽

Student Learning Outcomes ◽

Learning Model ◽

Assessment Instrument ◽

Research Subjects ◽

Improve Student Learning ◽

Class Iv

This research is a classroom action research (PTK) which consists of two cycles. This PTK has two cycles in one cycle, there are four stages, namely planning, implementing, observing and reflecting. The research subjects were students of grade IV A SDN Pedurungan Lor 01 Semarang, Central Java with a total of 31 students. Data collection techniques using test and non-test techniques. The assessment instrument uses item items and observations of the scoring rubric. The results showed that the application of the Problem Based Learning learning model can improve student learning outcomes in Theme 4 Various Classes IV A SDN Pedurungan Lor 01 Semarang, this is evidenced by the learning outcomes in cycle I, namely 14 students out of 31 students or 45%, while students who completed as many as 17 students from 31 students or 55%. In cycle II, in the initial conditions according to the background of the research, there were 22 students out of 31 students or 71% who had not yet completed it. In cycle II, there were 7 students out of 31 students or 23% who had not completed, while 24 students out of 31 students or 77% who had completed it. This means that student learning outcomes increase from cycle I to cycle II. The conclusion of this study is that using the Problem Based Leraning learning model can improve student learning outcomes in Theme 4 Various Occupations of class IV A SDN Pedurungan Lor 01 Semarang.

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Respondent disengagement from a peer assessment instrument measuring Collaboration Viability

Australasian Journal of Engineering Education ◽

10.1080/22054952.2018.1437676 ◽

2017 ◽

Vol 22 (2) ◽

pp. 95-106 ◽

Cited By ~ 1

Author(s):

Benjamin Heslop ◽

Elizabeth Stojanovski ◽

Simon Iveson ◽

Jonathan Paul ◽

Kylie Bailey

Keyword(s):

Peer Assessment ◽

Assessment Instrument ◽

Instrument Measuring ◽

Measuring Collaboration

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Learning Model Based on Multiple Representation to Increase Memorize Ability of Short Letter of Al Qur'an

International Journal of Multidisciplinary and Current Research ◽

10.14741/ijmcr/v.6.4.25 ◽

2018 ◽

Vol 6 (04) ◽

Author(s):

T.Nurbani Chalid ◽

Myrnawati Crie Handini ◽

Elindra Yetti

Keyword(s):

Learning Model ◽

T Test ◽

Assessment Instrument ◽

Expert Assessment ◽

P Value ◽

Applied Model ◽

Stage Of Development ◽

Field Note ◽

Significant Difference ◽

Before And After

The purpose of this study is to produc a learning model to memorize the Qur'an which corresponds to the stage of development and learning styles of children. The ability to memorize the Qur'an is marked marked by ability to recognize namely ability to verify and to match and the ability to remember namely the ability to corespond dan ability to retrieving orally. The method used in this research is research and development, modification of research model by Borg and Gall and Dick and Carrey. The data were collected by observation technique, questionnaire, interview, expert assessment instrument and field note. Quantitative data from the questionnaire results were analyzed using descriptive analysis technique with percentage, while the test result data (pretest and posttest) the ability to memorize Al-Qur'an was analyzed by t test (t-test) using SPSS program. The result of paired sample t test in the experimental class shows 0.000 less than 0,05 so there is difference before and after applied model. While the result of t test in control class showed value 0,423 and gt; 0,05 so there is no significant difference before and after applied model. The result of independent sample t test shows 0.000 so p value less than 0,05 and it can be concluded that there is a significant difference between the control class and the experimental class.

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Improving Students’ Professionalism in Arranging and Developing RPP through Curriculum Development and Learning Planning Courses

Jurnal Al Bayan Jurnal Jurusan Pendidikan Bahasa Arab ◽

10.24042/albayan.v11i1.3539 ◽

2019 ◽

Vol 11 (1) ◽

pp. 1-24

Author(s):

Umi Hanifah

Keyword(s):

Curriculum Development ◽

Lesson Plan ◽

Learning Model ◽

Assessment Instrument ◽

Learning Models ◽

Study Lesson ◽

Before And After ◽

Planning Development

The aim of this study was to find out the improvement in the ability of PBA students in arranging and developing RPP and their problems through Curriculum and Learning Planning Development courses in PBA Program Study of Sunan Ampel Surabaya University. The results showed that the lectures with portfolio-based learning models could improve the professionalism of PBA students in arranging and developing RPP. The increase was indicated by the results of the RPP assessment conducted by comparing the increase in scores between before and after the RPP was presented, criticized and assessed using the RPP assessment instrument. Before being presented and corrected the result (33.3%) and after the results became (73.3%). The level of problems in compiling and developing RPP is low.Then for the maximal result, it hopes that the portfolio learning model should be variated with the study lesson model in each meeting, especially in arranging lesson plan.

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Perbandingan Model Pendekatan Taktis dan Model Pembelajaran Kooperatif terhadap Jumlah Waktu Aktif Belajar (JWAB) dalam Pembelajaran Permainan Bolabasket

Jurnal Olahraga ◽

10.37742/jo.v2i2.65 ◽

2016 ◽

Vol 2 (2) ◽

pp. 69-76

Author(s):

Muhammad Hasbiyal Fahri ◽

Tite Juliantine

Keyword(s):

Active Learning ◽

Cooperative Learning ◽

Data Processing ◽

Junior High School ◽

Sampling Technique ◽

Learning Model ◽

Assessment Instrument ◽

Teaching Performance ◽

Model Group ◽

Learning Time

The purpose of this study was to determine the effect of tactical approach models and cooperative learning models on the amount of active learning time (JWAB) students in learning basketball games. The research method used is the experimental method. The population in this study were 300 students and a sample of 40 students. Sampling using a purposive sampling technique. The research design uses one group pretest-posttest design. The research instrument in this study used the physical teaching performance assessment instrument. Raw data shows an average difference between the tactical approach model group and the cooperative learning model group to the amount of active learning time. The results of data processing and hypothesis testing show an increase in the amount of active learning time for students of SMP Negeri 1 Plered. From the results of data processing and analysis, it can be concluded that the tactical approach model gives a more significant effect compared to the cooperative learning model on the amount of active learning time in Plered 1 Junior High School.

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Member Perceptions as a Parsimonious Representation of Collaboration Viability

10.20944/preprints201802.0183.v1 ◽

2018 ◽

Author(s):

Benjamin Heslop ◽

Kylie Bailey ◽

Jonathan Paul ◽

Liz Stojanovski

Keyword(s):

Engineering Students ◽

Assessment Tool ◽

Peer Assessment ◽

Empirical Support ◽

Assessment Instrument ◽

First Year ◽

Rater Bias ◽

Assessment Data ◽

Student Responses ◽

Systems Perspective

The PILAR model provides a dynamical systems perspective on collaboration. Two studies are performed using peer assessment data, both testing empirical support for the five Pillars (prospects, involved, liked, agency, respect) that constitute member’s perceptions of collaboration viability. The first study analyses peer-assessment data collected online from 458 first-year engineering students (404 males; 54 females). A nine-item instrument was inherited from past year’s usage in the course, expanded with four additional items to elaborate upon the agency and liked Pillars. Exploratory factor analysis was conducted on student responses to test whether they thematically aligned to constructs consistent with the five Pillars. As anticipated, twelve of the thirteen items grouped into five components, each aligned with a Pillar, providing empirical evidence that the five Pillars represent perceptions of collaboration. The second study replicated the first study using a retrospective analysis of 87 items included in the Comprehensive Assessment of Team Member Effectiveness (CATME) peer-assessment tool. The associated factor analyses resulted in five components and conceptual alignment of these components with Pillars was evident for three of five CATME components. We recommend a peer-assessment instrument based upon PILAR as potentially more parsimonious and reliable than an extensive list of behaviours, such as employed by CATME. We also recommend including items that target inter-rater bias, which is aligned with the liked Pillar, that instruments such as CATME exclude.

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Meningkatkan ketuntasan belajar siswa dengan model pembelajaran introduction, connection, aplication, reflection dan extension Kelas VIII dalam tema narrative text pola dakwah Nabi Muhammad SAW. di Madinah mata pelajaran SKI di MTs Negeri Krian Sidoarjo

Ta dibia Jurnal Ilmiah Pendidikan Agama Islam ◽

10.32616/tdb.v7i1.28 ◽

2017 ◽

Vol 7 (1) ◽

pp. 1

Author(s):

Syu'aib Nawawi

Keyword(s):

Peer Assessment ◽

Learning Model ◽

Narrative Text ◽

Expert Assessment ◽

Islamic Culture ◽

Learning Tool ◽

Average Value ◽

History Of ◽

Class Viii ◽

Propagation Pattern

One of the learning models that includes a series of planned learning experiences arranged in a systematic, operational, and directed way to help students master specific learning objectives is an ICARE learning tool. The objectives of this research are: 1) To compile the learning model of Intellection, connection, aplication, reflection, extension of Class VIII in theme "narrative text of propagation pattern of Prophet Muhammad SAW. In Medina "subjects History of Islamic Culture in MTs Negeri Krian Sidoarjo 2) To analyze the learning model of ICARE (Introduction, connection, aplication, reflection, extension) can improve the learning completeness of Class VIII in theme" narrative text propagation pattern of Prophet Muhammad SAW. In Medina "subjects History of Islamic Culture in MTs Negeri Krian Sidoarjo ?. From the results of this research development can be concluded: 1) ICARE learning device products reviewed from students in MTs Negeri Krian Sidoarjo Fair enough, with a score of 3.53, (enough), from peer assessment no less than 3.0., With qualifications 4.15 (Good), no expert assessment of less than 3.0., With qualification 4.15 (Good) 2) ICARE learning tool product can improve student learning outcomes in MTs Negeri Krian Sidoarjo, from trial class experience improvement in mastery with average value Average Pre test 81.25 increased at the test post 88.13 while the percentage of pre-test completeness was 71.88% increased to 96.88%.

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Methods to improve the validity and sensitivity of a self/peer assessment instrument

IEEE Transactions on Education ◽

10.1109/13.848067 ◽

2000 ◽

Vol 43 (2) ◽

pp. 153-158 ◽

Cited By ~ 16

Author(s):

E. Van Duzer ◽

F. McMartin

Keyword(s):

Peer Assessment ◽

Assessment Instrument

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