PERANAN SIMULATED PEER ASSESSMENT TERHADAP PENGUASAAN KONSEP SISWA PADA MATERI SISTEM EKSKRESI - Tinta Sintiawati, - (2019)
ABSTRAK PERANAN SIMULATED PEER ASSESSMENT TERHADAP PENGUASAAN KONSEP SISWA PADA MATERI SISTEM EKSKRESI Penelitian ini bertujuan untuk mengidentifikasi peranan simulated peer assessment terhadap upaya peningkatan penguasaan konsep siswa pada materi sistem ekskresi. Metode dalam penelitian ini yaitu kuasi eksperimental menggunakan non equivalent control group design. Subyek dalam penelitian ini yaitu kelas XI IPA 2 dan XI IPA 3 di salah satu SMA Negeri di Kota Bandung. Instrumen yang digunakan dalam penelitian ini yaitu tes penguasaan konsep dan angket respon siswa. Hasil penelitian menunjukkan bahwa (1) penguasaan konsep awal siswa yang diperoleh dari pretest pada kelas eksperimen dan kontrol tidak ada perbedaan yang signifikan tetapi setelah diberikan perlakuan, penguasaan konsep akhir siswa yang diperoleh dari posttest pada kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol sehingga terdapat perbedaan yang signifikan antara kelas eksperimen dan kontrol; (2) terdapat dua macam feedback yang muncul pada pelaksanaan simulated peer assessment diantaranya yaitu evaluative feedback dan corrective feedback; (3) pada umumnya siswa memberikan respon positif terhadap pelaksanaan simulated peer assessment. Hal tersebut menunjukkan bahwa simulated peer assessment berperan dalam penguasaan konsep siswa. Kata Kunci: simulated peer assessment, feedback, penguasaan konsep ABSTRACT THE ROLE OF SIMULATED PEER ASSESSMENT ON STUDENTS' CONCEPT MASTERY IN LEARNING EXCRETORY SYSTEM This research was aimed to identify the role of simulated peer assessment on efforts to increase students' concept mastery in learning excretory system. Quasi-experimental design using non-equivalent control group design method was employed in the research design. The participants were eleventh grade science students in one of senior high schools in Bandung. The data gathered from students' concept mastery tests and questionnaires as the instruments of the research. The results showed that (1) the students' prior concept mastery gathered from the pre-test in the experimental and control classes was no significant differences but after being given the treatment, the students' posterior concepts gathered from the post-test in the experimental class was higher than control class, there were significant differences between the experimental and control classes; (2) there were two types of feedback during the implementation of simulated peer assessment, including evaluative feedback and corrective feedback; (3) most of the students respond positively to the implementation of simulated peer assessment. These findings showed that simulated peer assessment has a role in mastering students' concepts. Keywords: simulated peer assessment, feedback, concept mastery