PEER FEEDBACK SEBAGAI UPAYA MENINGKATKAN KREATIVITAS SISWA SMA PADA MATERI PENCEMARAN LINGKUNGAN - Ismarini Pratami Putri, - (2019)
Kreativitas merupakan kemampuan yang perlu dikembangkan di abad 21. Melalui kreativitas, siswa dapat melihat berbagai kemungkinan pemecahan masalah, salah satunya permasalahan lingkungan. Kreativitas dalam penelitian ini diwujudkan dalam bentuk produk kreatif berupa poster. Penelitian deskriptif ini bertujuan untuk menganalisis kemampuan siswa dalam memberikan feedback, persepsi siswa terhadap feedback yang diterima, peningkatan kreativitas siswa setelah kegiatan peer feedback, kesesuaian hasil penilaian antara siswa dan guru, serta tanggapan siswa terhadap kegiatan peer feedback. Sampel penelitian adalah kreativitas siswa kelas X MIPA di salah satu SMA di Kabupaten Bandung yang diambil dengan teknik purposive sampling. Instrumen yang digunakan terdiri dari lembar feedback poster, angket persepsi siswa terhadap feedback, rubrik penilaian poster, dan angket tanggapan siswa terhadap kegiatan peer feedback. Kegiatan peer feedback dilakukan oleh siswa sebanyak dua kali pertemuan secara anonim. Sementara itu pada pertemuan ketiga hanya dilakukan penilaian akhir terhadap hasil poster siswa. Secara umum, hasil penelitian menunjukkan bahwa siswa mampu memberikan semua tipe feedback, dengan tipe feedback guidance merupakan tipe yang paling banyak diungkapkan oleh siswa. Data angket persepsi siswa terhadap feedback menunjukkan bahwa siswa dapat menerima feedback secara positif. Hal ini sejalan dengan adanya peningkatan kreativitas siswa dari kategori baik menjadi sangat baik. Adapun persamaan nilai kreativitas antara siswa dan guru adalah sebesar 70% pada pertemuan pertama dan kedua, serta 74% pada pertemuan ketiga. Berdasarkan hal tersebut, dapat diketahui bahwa siswa dapat melakukan penilaian terhadap poster dengan kategori cukup.;Creativity is an ability that needs to be developed in the 21st century. Through creativity, students can see various ways to solve the problems, one of them is an environmental problem. The creativity in this research is realized in the form of creative products, posters. This descriptive study aims to analyze the ability of students to provide feedback, student perceptions of feedback, the increase of student creativity after peer feedback activities, suitability between the results of students' assesment and teachers' assesment, and student responses to peer feedback activities. The research sample were students of class X MIPA in one of the high schools in Bandung who were taken by purposive sampling technique. The instrument used consisted of a poster sheet of feedback, a questionnaire for students' perceptions to feedback, a poster assessment rubric, and a questionnaire for student responses to peer feedback activities. Peer feedback is carried out by students in two meetings, anonimously. Meanwhile, at the third meeting is only conducted the final assesment of the student poster's results. In general, the results of the study showed that students were able to provide all types of feedback. Guidance type of feedback is the most widely type performed by students. The questionnaire data of students' perceptions of feedback shows that students can receive positive feedback. This is in line with the increase in creativity of students from good to very good categories. The equation of creativity assessment results between students and teachers is 70% at the first and second meetings, and 74% at the third meeting. Based on this, it is known that students can make an assessment of the poster with enough categories.