PERAN ASESMEN FORMATIF DALAM MEMBENTUK HABITS OF MIND MAHASISWA

• Main Author: Sriyati, Siti (Author)
• Format: Book
• Published: 2011-07-12.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/7557/1/d_ipa_0706716_table_of_contents.pdf; http://repository.upi.edu/7557/2/d_ipa_0706717_table_of_contents.pdf; http://repository.upi.edu/7557/3/d_ipa_0706717_chapter1.pdf; http://repository.upi.edu/7557/4/d_ipa_0706717_chapter2.pdf; http://repository.upi.edu/7557/5/d_ipa_0706717_chapter3.pdf; http://repository.upi.edu/7557/6/d_ipa_0706717_chapter5.pdf; http://repository.upi.edu/7557/7/d_ipa_0706717_bibliography.pdf
• Keywords: L Education (General)

Penelitian ini dilaksanakan untuk mendeskripsikan peranan asesmen formatif terhadap pembentukan habits of mind mahasiswa, mendeskripsikan kontribusi asesmen formatif (umpan balik, self assessment dan peer assessment) terhadap habits of mind (self regulation, critical thinking dan creative thinking) dan mendeskripsikan respon mahasiswa terhadap penerapan asesmen formatif. Metode penelitian yang digunakan Research and Development. Penelitian dilaksanakan di suatu LPTK (UPI) pada mata kuliah Botani Phanerogamae yang dipilih mewakili mata kuliah keanaekaragaman hayati dengan jumlah subjek penelitian 86 mahasiswa (51 orang pada tahap coba dan 35 orang pada tahap implementasi program). Data dikumpulkan dengan menggunakan tes, observasi kelas, angket, wawancara dan catatan lapangan yang dianalisis secara kuantitatif dan kuallitatif. Penelitian ini menghasilkan Program Penerapan Asesmen Formatif terhadap Habits of Mind (PAFTHoM) yang merupakan kombinasi dari komponen dan strategi asesmen formatif yang diterapkan pada perkuliahan teori dan praktikum. Dari hasil penelitian diperoleh delapan strategi asesmen formatif berupa presentasi kelompok (pengumpulan buku sumber dan pembuatan bahan presentasi), bagan konsep, observasi kinerja kelompok, presentasi praktikum, tugas menggambar dan tugas laporan praktikum. Penerapan asesmen formatif yang bersifat microassessment (sering/berkesinambungan. tepat waktu, pendek dan terfokus) berdampak pada: 1) hasil uji korelasi yang signifikan antara HoM - umpan balik dan HoM - self assessment, 2) kontribusi asesmen formatif terhadap habits of mind sebesar 40,8% (R2= 0,408), 3) peningkatan HoM termasuk kategori sedang (N-gain = 0,42). Hasil penelitian menunjukkan bahwa komponen asesmen formatif yang memberikan kontribusi terbesar terhadap habits of mind adalah komponen umpan balik. Dan asesmen formatif memberikan kontribusi terbesar pada kategori self regulation (55,5%). Respon positif ditunjukkan mahasiswa berkaitan dengan penerapan asesmen formatif diantaranya meliputi: mahasiswa lebih kreatif, inovatif, disiplin, teliti, menghargai waktu, mau bekerja keras, tertarik pada tumbuhan, timbul kepedulian terhadap tumbuhan dan menyadari kebesaran Sang Pencipta. A study about the role of formative assessment towards the development of students' habits of mind was conducted to describe contribution of formative assessment (feedback, self-assessment and peer-assessment) towards habits of minds (self regulations, critical thinking and creative thinking) and the students' responses towards the formative assessment applications. The research method used was research and development (R & D). The research was conducted with the involvement of a number of students who join Phanerogamic Botany course at UPI as research subjects (in experimental and implementation stages). Data was collected using sets of test, classroom observation, questionnaire, interview and field notes which then were analyzed in quantitative and qualitatively. This research resulted in the formative assessment application program towards the habits of mind which was the combination of component and formative assessment strategy applied in theoretical and practical course. The application of formative assessment in terms of micro-assessment (frequent, continuing, in/on time, short and focusing) gave impacts on the increasing of habits of mind in average category (after being tested its correlation and regression. The research findings showed that the feedback component distributed the greatest contributions towards the habits of mind and that the formative assessment distributed the greatest contributions towards self-regulations category. Positive responses were shown by the students in relation with the formative assessment applications such as the students became more creative, innovative, discipline, accurate, time-respecting, hard-working, interested in and was care for plants and aware of God.