PENGARUH MODEL PEMBELAJARAN DAN JENIS PENILAIAN FORMATIF TERHADAP HASIL BELAJAR IPA SISWA SMPN DI SINGARAJA

Ni Ketut Rapi

Abstract


Penelitian ini bertujuan mengkaji pengaruh model pembelajaran dan jenis penilaian formatif terhadap hasil belajar IPA, setelah mengontrol pengetahuan awal. Penelitian ini menggunakan metode eksperimen semu, dengan desain faktorial 2 x 2. Jumlah sampel sebanyak 136 orang siswa. Data dianalisis dengan menggunakan analisis kovarian (ANAKOVA). Hasil penelitian setelah mengontrol pengetahuan awal menunjukkan: (1) untuk siswa yang mengikuti model pembelajaran inkuiri memiliki hasil belajar IPA lebih tinggi daripada siswa yang mengikuti model pembelajaran konvensional, (2) untuk siswa yang diberi penilaian berbasis kelas memiliki hasil belajar IPA lebih tinggi daripada yang mengikuti pembelajaran dengan penilaian konvensional, (3) terdapat pengaruh interaksi antara model pembelajaran dan jenis penilaian formatif terhadap hasil belajar IPA, (4) untuk siswa yang diberi penilaian berbasis kelas, siswa yang mengikuti model pembelajaran inkuiri mempunyai hasil belajar IPA lebih tinggi daripada yang mengikuti model pembelajaran konvensional, (5) untuk siswa yang diberi penilaian konvensional, siswa yang mengikuti model pembelajaran inkuiri mempunyai hasil belajar IPA lebih rendah daripada yang mengikuti model pembelajaran konvensional, (6) untuk siswa yang mengikuti model pembelajarn inkuiri, siswa yang diberi penilaian berbasis kelas mempunyai hasil belajar IPA lebih tinggi daripada yang diberi penilaian konvensional, dan (7) untuk siswa yang mengikuti model pembelajaran konvensional, siswa yang diberi penilaian berbasis kelas mempunyai hasil belajar IPA lebih rendah daripada yang diberi penilaian konvensional.

Kata kunci: model pembelajaran, jenis penilaian formatif, pengetahuan awal, hasil belajar IPA

Abstract: This study aims in to find out the effect of learning model and the type of formative assessment toward the natural science achievement after controlling the prior knowledge. This study used a quasi-experimental method with 2 x 2 factorial design. Sample was 136 students. The data was calculated using analysis of covariance (ANCOVA). The results of the study after controlling the prior knowledge showed: (1) the students who followed the inquiry learning model has a higher the natural science achievement than the students who followed the conventional learning models, (2) the students who followed the learning process with classroom-based assessment has higher the natural science achievement than those who followed the learning of conventional assessment, (3) there is an interaction effectovarian between learning model and formative assessment toward the students' the natural science achievement, (4) for students who are given classroom-based assessment, the students who followed the inquiry learning model has higher the natural science achievement than those who followed the conventional learning model, (5) for the students who are given conventional assessment, students who followed the inquiry learning model has lower the natural science achievement than those who followed the conventional learning model, (6) for students who followed the inquiry learning model, the students who are given classroom-based assessment has higher the natural science achievement than those who are given conventional assessment, and (7) for students who followed conventional learning model, students who are given classroom-based assessment has lower the natural science achievement than those who are given the conventional assessment.

Keywords: learning model, type of formative assessment, prior knowledge, natural science achievement

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