Abstract

Perubahan paradigma pendidikan dari teacher center menjadi student center membawa konsekuensi siswa perlu diberi kesempatan belajar langsung dan terlibat dalam penilaian sehingga dapat membentuk sikap ilmiah. Penelitian ini bertujuan untuk mengetahui peningkatan aktivitas dan menguji keefektifan dari penerapan peer assessment pada siswa SMA kelas XI IPA serta peningkatan prestasi belajar. Metode penelitian yang digunakan yaitu kuasi eksperimen. Teknik sampling penelitian dilakukan secara random. Variabel dalam penelitian ini adalah hasil penilaian aktivitas dan sikap ilmiah serta nilai tes pengusaan konsep. Pengumpulan data diperoleh menggunakan angket siswa dan guru, tes kognitif, serta metode observasi. Peningkatan aktivitas dianalisis dengan analisis deskriptif. Keefektifan penerapan peer assessment dianalisis melalui validitas dan reliabilitas. Validitas peer assessment dianalisis dengan rumus korelasi product moment, dan reliabilitasnya dengan hasil rating. Peningkatan prestasi belajar dianalisis dengan N-Gain. Hasil analisis dari 3 kali pertemuan untuk persentase aktivitas siswa pada kelompok A1 yang menggunakan Jigsaw dengan peer assessment dan A2 menggunakan Jigsaw tanpa peer assessment lebih tinggi dibanding kelompok A3 dan A4. Kelompok A3 menggunakan konvensional dengan peer assessment dan A4 sebagai kelompok kontrol tanpa Jigsaw dan peer assessment. Hasil analisis untuk persentase keefektifan penerapan peer assessment setiap item yaitu rasa ingin tahu, menunjukkan kepedulian, bekerja sama, tanggung jawab dan keterbukaan berada pada kategori tinggi. Rata-rata koefisien reliabilitas berada pada kategori tinggi. Koefisien validitas lebih dari 0,811. Dari data tersebut disimpulkan bahwa peer assessment efektif diterapkan pada kegiatan pembelajaran Jigsaw untuk menilai sikap ilmiah siswa SMA kelas XI IPA. Berdasarkan uji analisis varian (anava) pada tes penguasaan konsep yang dilakukan oleh kelompok A1, A2, A3 dan A4 menggunakan perbandingan nilai pretes, postes dan N-Gain menunjukkan bahwa keempat kelompok dengan perlakuan yang berbeda mempunyai kemampuan penerimaan penguasaan konsep yang sama.

 


Educational paradigm shift from teacher to student center student center carries consequences need to be given the opportunity to study abroad and involved in the assessment so as to form a scientific attitude. This study aims to determine the increase in activity and test the effectiveness of the implementation of peer assessment in high school science class XI and improving learning achievement. The research method used is the quasi-experiment. Engineering studies conducted in random sampling. The variables in this study is the assessment of activity and the scientific attitude and value overs test the concept. The collection of data obtained using student and teacher questionnaires, cognitive tests, as well as methods of observation. Increased activity was analyzed with descriptive analysis. The effectiveness of the implementation of peer assessment are analyzed through the validity and reliability. The validity of peer assessment formula were analyzed by product moment correlation, and reliability with the rating. Improved learning achievement was analyzed by N-Gain. The analysis of three meetings for the percentage of students activity in group A1 who uses Jigsaw to peer assessment and A2 use the Jigsaw without peer assessment is higher than the A3 and A4. Group using a conventional A3 and A4 with the peer assessment as a control group without Jigsaw and peer assessment. Analytical results for the effectiveness of the implementation of peer assessment percentage of each item that is curious, showing concern, cooperation, responsibility and transparency are at the high category. Average reliability coefficient is in the high category. Validity coefficients over 0.811. From these data concluded that the peer assessment effectively applied to the Jigsaw learning activities to assess the scientific attitudes of high school students class XI science. Based on analysis of variance test (ANAVA) in tests conducted by the mastery of the concept of group A1, A2, A3 and A4 uses the comparison value of the pretest, postes and N-Gain showed that the four groups with different treatments have the ability of the control concept is the same reception.