FREQUENCY OF FORMATIVE TEST SCORING AND THE STUDENTâ€TMS STUDY INDEPENDENCE
| Main Author: | U. S., SUPARDI |
|---|---|
| Format: | Article info application/pdf Journal |
| Bahasa: | ind |
| Terbitan: |
PROGRAM STUDI PENELITIAN DAN EVALUASI PENDIDIKAN
, 2011
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| Subjects: | |
| Online Access: |
http://journal.unj.ac.id/unj/index.php/jep/article/view/1482 http://journal.unj.ac.id/unj/index.php/jep/article/view/1482/1166 |
Daftar Isi:
- The objective of the study was to know the effects of interaction between formative assessment frequency and learning independence toward Calculus learning outcomes with controlling university studentsâ€TM prior capacity. Research using experimental methods with 2 x 2 treatment by level design, and can be concluded from the finding, that with controlling university studentsâ€TM prior capacity: (1) the group with high learning independence and was given formative assessment each subject matter got lower score on calculus learning outcomes than the group was given conventional formative assessment, (2) the group with low learning independence and was given formative assessment each subject matter got higher score calculus learning outcomes than the group was given conventional formative assessment, (3) the group was given formative assessment each subject matter and have high learning independence got lower score calculus learning outcomes than the have low learning independence, and (4) the group was given conventional formative assessment and have high learning independence got higher score calculus learning outcomes than the low learning independence. The result showed that there was interaction between formative assessment frequency and and learning independence toward Calculus learning outcomes with controlling university studentsâ€TM prior capacity. To improve the quality of Calculus learning outcomes, the lecturers were supposed to evaluate the university stuentsâ€TM using formative assessment variously. It must be matched with level of the learning independence of university studentsâ€TM.
- Penelitian ini bertujuan mengetahui pengaruh interaksi antara frekuensi penilaian formatif dan kemandirian belajar terhadap hasil belajar kalkulus dengan mengontrol kemampuan awal mahasiswa. Penelitian menggunakan metode eksperimen dengan desain treatment by level 2 x 2, dan mendapatkan kesimpulan, bahwa dengan mengontrol kemampuan awal mahasiswa: (1) kelompok mahasiswa yang memiliki kemandirian belajar tinggi dan diberikan penilaian formatif per pokok bahasan memperoleh skor hasil belajar kalkulus lebih rendah dari pada yang diberikan penilaian formatif konvensional, (2) kelompok mahasiswa yang memiliki kemandirian belajar rendah dan diberikan penilaian formatif per pokok bahasan memperoleh skor hasil belajar kalkulus lebih tinggi dari pada yang diberikan penilaian formatif konvensional, (3) kelompok mahasiswa yang diberikan penilaian formatif per pokok bahasan dan memiliki kemandirian belajar tinggi memperoleh skor hasil belajar kalkulus lebih rendah dari pada yang memiliki kemandirian belajar rendah, dan (4) kelompok mahasiswa yang diberikan penilaian formatif konvensional dan memiliki kemandirian belajar tinggi memperoleh skor hasil belajar kalkulus lebih tinggi dari pada yang memiliki kemandirian belajar rendah.