PENERAPAN PEER ASSESSMENT DALAM PENILAIAN ORAL PRESENTATION SISWA SMA MATERI SISTEM EKSKRESI

• Main Author: Fira Luthfita Nirmala, - (Author)
• Format: Book
• Published: 2019-09-04.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/39952/1/S_BIO_1500085_Title.pdf; http://repository.upi.edu/39952/2/S_BIO_1500085_Chapter1.pdf; http://repository.upi.edu/39952/3/S_BIO_1500085_Chapter2.pdf; http://repository.upi.edu/39952/4/S_BIO_1500085_Chapter3.pdf; http://repository.upi.edu/39952/5/S_BIO_1500085_Chapter4.pdf; http://repository.upi.edu/39952/6/S_BIO_1500085_Chapter5.pdf; http://repository.upi.edu/39952/7/S_BIO_1500085_Appendix.pdf
• Keywords: L Education (General); QH301 Biology

ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan penerapan peer assessment dalam penilaian oral presentation pada materi sistem ekskresi. Metode yang digunakan dalam penelitian ini adalah metode deskriptif. Sebanyak satu kelas siswa dari kelas XI IPA pada salah satu SMA di Kota Bandung telah dilibatkan sebagai subjek penelitian. Instrumen penelitian yang yang digunakan antara lain rubrik penilaian oral presentation yang digunakan siswa maupun guru pada saat kegiatan oral presentation berlangsung, lembar penilaian self-asessment untuk mengkonfirmasi hasil peer assessment, dan angket tanggapan siswa, serta instrumen pre-test dan post-test untuk mengetahui pengaruh dari penerapan peer assessment terhadap penguasaan konsep siswa. Kegiatan oral presentation dilakukan siswa secara berkelompok, setiap kelompok dinilai oleh siswa yang berperan sebagai audiens dan dinilai oleh guru. Hasil penelitian menunjukkan bahwa penilaian siswa lebih besar dari penilaian guru. Kemampuan siswa melakukan peer assessment yang diukur dengan cara membandingkan hasil penilaian siswa dengan penilaian guru dan perbandingan peer assessment dan self-assessment menunjukkan persentase kesamaan nilai sebanyak 75%, artinya siswa memiliki kemampuan yang cukup untuk melakukan peer assessment. Feedback yang ditemukan dari ketiga jenis penilaian dikategorikan ke dalam tipe autoritatif paling banyak, diikuti tipe interpretatif, dan tipe kolaboratif. Kendala yang paling banyak dialami siswa yaitu siswa merasa kekurangan waktu untuk menilai rekannya. Tanggapan siswa terhadap penerapan peer assessment umumnya menunjukkan tanggapan positif. Hasil penelitian juga menunjukkan terdapat pengaruh dari penerapan peer assessment terhadap penguasaan konsep siswa berupa peningkatan nilai dengan kategori sedang (N-gain=0,38). Kata kunci : oral presentation, peer assessment, penilaian guru, self-assessment, feedback ABSTRACT This study aimed to describe implementation peer assessment in assessing student's oral presentation on excretory system concept. Method in this research is descriptive method. A class of science students of second grade from senior high school in Bandung were involved as subject research. The instrument of research was oral presentation rubric assessment which was used by students and teacher on oral presentation activities, and also instrument pre-test and post-test to acknowledge the impact of peer assessment implementation on the student concept mastery. Oral presentation activities was implemented by groups, each group was assessted by audien students and teacher. The result of research showed that the assessment of the student is larger than teacher assessment. The capability of students in implementing peer assessment by comparing the result of student assessment against teacher's assessment and by comparing peer assessment against self-assessment showed that the similiarity of percentage i.e. 75%, it meant that the students had enough competence in implementing peer assessment. The feedback of these three kind of assessment was categorized as: authoritative type was the most, followed by interpretative type, and collaborative type. The obstacle of this research was the lack of time for students on assessing their classmate. The students response on the peer assessment implementation generally showed positive response. The result also showed that there was an impact of peer assessment implementation against students concept mastery in the form of score improvement considered as medium category (N-gain=0,38). Keywords : oral presentation, peer assessment, teacher assessment, self-assessment, feedback