PENERAPAN PEER ASSESSMENT PADA TES FORMATIF LARUTAN PENYANGGA DENGAN PETUNJUK UNTUK FEEDBACK PESERTA DIDIK SMA KELAS XI

• Main Author: Yuni Wiliani, - (Author)
• Format: Book
• Published: 2020-07-29.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/50604/6/S_KIM_1601592_Title.pdf; http://repository.upi.edu/50604/1/S_KIM_1601592_Chapter%201.pdf; http://repository.upi.edu/50604/2/S_KIM_1601592_Chapter%202.pdf; http://repository.upi.edu/50604/3/S_KIM_1601592_Chapter%203.pdf; http://repository.upi.edu/50604/5/S_KIM_1601592_Chapter%204.pdf; http://repository.upi.edu/50604/4/S_KIM_1601592_Chapter%205.pdf; http://repository.upi.edu/50604/7/S_KIM_16015592_Appendix.pdf
• Keywords: L Education (General); QD Chemistry

ABSTRAK Penelitian ini bertujuan untuk mengetahui keterlaksanaan dan kendala setiap tahapan penerapan peer assessment peserta didik SMA pada tes formatif larutan penyangga dengan petunjuk untuk feedback, mengetahui kemampuan peserta didik dalam melaksanakan peer assessment, mengetahui apakah peer assessment pada tes formatif larutan penyangga dapat dijadikan feedback untuk peserta didik. Penelitian ini dilakukan dengan metode deskriptif dengan partisipan penelitian sebanyak 31 peserta didik kelas XI jurusan IPA. Penerapan peer assessment dilaksanakan melalui enam tahapan, dengan kategori setiap tahapannya yaitu tahap pemotivasian dan pelatihan peer assessment dengan kategori sangat baik, tahap pelaksanaan tes formatif dengan petunjuk feedback, pelaksanaan peer assessment, pengkomunikasian hasil dengan kategori sangat baik, dan pemanfaatan hasil dengan kategori baik. Kendala yang dihadapi peserta didik dalam pelaksanaan peer assessment yaitu terdapat pada bagian penskoran dalam menggunakan rubrik penilaian.Pelaksanaan tes formatif menggunakan 5 butir soal uraian dengan kode A dan kode B, serta menggunakan lembar petunjuk untuk feedback berupa lembar biru dan lembar merah. Berdasarkan pelaksanaan peer assessment sebanyak 45% peserta didik mampu melaksanakan peer assessment dengan sangat baik, 39% peserta didik termasuk dalam kategori mampu melaksanakan peer assessment dengan baik, dan 16% peserta didik memiliki kemampuan melaksanakan peer assessment dengan cukup baik. Sebanyak 68% peserta didik menyatakan bahwa peer assessment dapat digunakan sebagai feedback. ABSTRACT The research aims to knowing the feasibility and constraints of each stage of the implementation in peer assessment of senior high school student on formative test of buffer solutions with guide for feedback, also knowing wether peer assessment on formative test of buffer solution can be used as feedback for students. This research was conducted with a descriptive method with 31 research participants in eleventh grade science 3. The implementation of peer assessment to senior high school student on formative test of buffer solution with guide for feedback is carried out through the following six stages. The implementation of peer assessment is carried out through six stages, the category for the motivating stage of student and peer assessment training stage is very well, meanwhile the category for formative test with feedback clue and implementation of peer assessment, peer assessment implementation, the result communication with very well, and utilization of results stages are well. Formative test implementation uses 5 essay questions d with A and B code, as well as using a guide sheet for feedback in the form of blue sheets and red sheets. Based on the implementation of peer assessment as much as 45% of students were able to implement peer assessment very well, 39% of students were included in the category of being able to implement peer assessment well, and 16% of students had the ability to implement peer assessment quite well. As many as 68% of students stated that peer assessment could be used as feedback.