Penggunaan Assesment For Learning Berbasis Comment Only Marking Terhadap Hasil Belajar Kognitif Siswa
(Use of Comment Only Marking Based Assessment for Learning on Student Cognitive Learning Outcomes)
DOI:
https://doi.org/10.22437/bio.v6i3.9578Keywords:
Assessment for Learning, hasil belajar, beban kognitifAbstract
The assessment is very important because it can express information on learning outcomes as a whole and continuously that can be used as a reference to determine student achievement and cognitive abilities. One of the assessments emphasized in the 2013 curriculum is the authentic assessment with the characteristics of assessment for learning and assessment of learning. The results of observations indicate the use of assessment is still dominated by the assessment of learning that is giving a score only. Assessment for learning based on comment only marking is an assessment of not only scores but students get follow-up from comments given as feedback. The study aims to determine the effect of assessment only learning based on comment only marking on cognitive learning outcomes of class XI students of the State Senior High School in Sukabumi Regency on the material regulatory system which was carried out on the 2nd and 3rd week of April 2020. This study used a pre- experimental and using one-group pretest-postest design. Samples were taken by purposive sampling technique totaling 36 students. The research instrument was in the form of cognitive test questions and student response questionnaires. The test questions used are cognitive tests based on Bloom's revised taxonomy with indicators C1 (remembering), C2 (understanding), C3 (applying), C4 (analyzing), C5 (evaluating), and C6 (creating) consisting of 30 multiple choice questions . The student response questionnaire used amounted to 30 statements with the types of negative and positive statements. Data analysis refers to the provisions of the category of cognitive abilities based on the 0-100 scale Ministry of Education and Culture with very good, good, enough, and less categories. The data obtained that as many as 86% of students get cognitive learning outcomes with very good categories, 92% of students complete learning and 83% of students give positive responses to the use of assessment for learning based on comment only marking. The results of this study indicate that there is an influence on the use of assessment only learning based on comment only marking on the cognitive learning outcomes of high school students in the material system of human regulation.
Abstrak. Penelitian ini dilakukan berdasarkan temuan dari hasil observasi yaitu masih banyaknya hasil belajar kognitif siswa yang belum mencapai ketuntasan KKM, hal tersebut disebabkan siswa tidak mengetahui kekurangan dan kelebihan dari pengetahuan yang mereka miliki. Hal tersebut karena penilaian yang diberikan guru didominasi oleh penilaian sumatif yaitu penilaian yang diberikan hanya berupa skor dan tidak memberikan feedback. Dengan demikian, diperlukan suatu strategi penilaian untuk meningkatkan hasil belajar kognitif siswa, yaitu dengan penilaian formatif yang disebut juga dengan Assesment for Learning. Comment Only Marking (COM) merupakan salah satu elemen dari strategi AfL. Tujuan penelitian ini yaitu untuk mengetahui pengaruh Assesment for Learning berbasis Comment Only Marking terhadap hasil belajar kognitif siswa kelas XI SMA pada materi sistem regulasi. Penelitian ini menggunakan metode pra-eksperimen (Pre-Eksperimental) dan menggunakan One-Group Pretest-Postest Design. Adapun populasi pada penelitian ini yaitu kelas XI SMAN 1 Cisaat, sampel dalam penelitian ini yaitu kelas XI IPA 3 yang terdiri dari 36 siswa dengan teknik purposive sampling. Instrumen penelitian yang digunakan untuk mengumpulkan data yakni berupa tes dan angket respon siswa. Dari hasil penelitian diperoleh nilai rata-rata hasil belajar kognitif siswa pada saat pretest sebesar 71,11 dan posttest sebesar 90,06 serta 92% siswa dinyatakan tuntas KKM. Respon siswa menunjukkan sebanyak 83% siswa memberikan respon positif dan 17% siswa memberikan respon negative terhadap penggunaan AfL berbasis COM. Uji hipotesis dengan Wilcoxon memperoleh Asymp. Sig. (2-tailed) bernilai 0,000, maka dalam penelitian ini H0 ditolak dan H1 diterima. Pada penelitian ini dapat disimpulkan bahwa terdapat pengaruh dari penggunaan Assesment for Learning berbasis Comment Only Marking terhadap hasil belajar kognitif siswa SMA pada materi sistem regulasi manusia.
Kata Kunci : Assessment for Learning, Comment Only Marking, Hasil Belajar Kognitif.
Downloads
References
Anonim. (2013). Peraturan Menteri Pendidikan dan Kebudayaan tahun 2013 Tentang Kriteria Hasil Belajar. In Kementerian Pendidikan dan Kebudayaan.
Anonim. (2017). BSNP Tentang Standar Isi Pendidikan Dasar dan Menengah. In BSNP (pp. 1–20).
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8–21. https://doi.org/https://doi.org/10.1177/003172170408600105
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objetives: the classification of educational goals: handbook I: cognitive domain. New York, US: D. Mckay.
Council, N. R. (2000). Inquiry and the national science education standards: A guide for teaching and learning. National Academies Press.
Ebrahim, T. (2019). How does differentiation in homework informed by formative assessment influence students’ academic performance? University of Oxford.
Erny, E., Haji, S., & Widada, W. (2017). Pengaruh Pendekatan Saintifik Pada Pembelajaran Matematika Terhadap Kemampuan Pemecahan Masalah Dan Kemampuan Berpikir Tingkat Tinggi Siswa Kelas X Ipa Sma Negeri 1 Kepahiang. Jurnal Pendidikan Matematika Raflesia, 2(1), 1–22. https://doi.org/https://doi.org/10.31186/jpmr.v2i1.3088
Gioka, O. (2010). Assessment for learning in biology lessons. Journal of Biological Education, 41(3), 113–116. https://doi.org/ttps://doi.org/10.1080/00219266.2007.9656079
Hamalik, O. (2015). Proses Belajar dan Mengajar. In PT Bumi Aksara.
Jaworski, B. (2006). Theory and practice in mathematics teaching development: Critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education, 9(2), 187–211. https://doi.org/https://doi.org/10.1007/s10857-005-1223-z
Kirbani, K. (2013). Pengembangan Model Assessment for Learning (Afl) Melalui Penilaian Teman Sejawat Untuk Pembelajaran Matematika Pada Pokok Bahasan Persamaan Garis Lurus Di Madrasah Tsanawiyah Pondok Pesantren Modern Islam Assalaam Sukoharjo. Jurnal Pembelajaran Matematika, 1(2), 123–132.
Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563–573. https://doi.org/10.1111/j.1365-2729.2010.00372.x
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212–218. https://doi.org/https://doi.org/10.1207/s15430421tip4104_2
O’Mahoney, K., & Heinz, M. (2016). Using comment only marking in a mathematics classroom in the Republic of Ireland: experience and learning of a student teacher. Journal of Teacher Action Research.
Ohlsen, M. T. (2007). Classroom assessment practices of secondary school members of NCTM. American Secondary Education, 4–14. https://doi.org/10.2307/41406094
Sadikin, A. (2018). Penerapan jurnal belajar untuk meningkatkan motivasi belajar mahasiswa pada mata kuliah Dasar-Dasar dan Proses Pembelajaran Biologi. Bioeducation Journal, 2(1), 70–75.
Sadikin, Ali, Aina, M., & Hakim, N. (2016). Penerapan asesmen berbasis portofolio dan jurnal belajar untuk meningkatkan kemampuan metakognitif dan motivasi belajar mahasiswa pada mata kuliah Perencanaan Pengajaran Biologi. BIODIK, 2(2), 50–61. https://doi.org/https://doi.org/10.22437/bio.v2iNo%202.4907
Sanjaya, W. (2011). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. In Kencana Prenada Media Group.
Sugiyono. (2015). Metode penelitian Pendidikan (Pendekatan Kualitatif, Kuantitatif, dan R an D). In Grafindo Persada.
Sulastiyo, S. (2019). Upaya Meningkatkan Aktivitas dan Prestasi Belajar Siswa Pada Bidang Studi Biologi Melalui Penerapan Metode Pembelajaran Kooperatif Tipe STAD. BIODIK, 5(2), 121–130. https://doi.org/https://doi.org/10.22437/bio.v5i2.7589
Uno, H. B. (2011). Model pembelajaran menciptakan proses belajar mengajar yang kreatif dan efektif. In Bumi Aksara.
Yin, Y., Tomita, M. K., & Shavelson, R. J. (2014). Using formal embedded formative assessments aligned with a short-term learning progression to promote conceptual change and achievement in science. International Journal of Science Education, 36(4), 531–552. https://doi.org/https://doi.org/10.1080/09500693.2013.787556
Zainul, A. (2008). Asesmen Sumatif dan Asesmen Formatif. In Bahan kuliah Evaluasi Pendidikan IPA di Prodi Pendidikan IPA Pascasarjana UPI.
Ziman, M., Meyer, J., Plastow, K., Fyfe, G., Fyfe, S., Sanders, K., Hill, J., & Brightwell, R. (2007). Student optimism and appreciation of feedback. Student Engagement. Proceedings of the 16th Annual Teaching and Learning Forum, 30–31.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Hana Nurul Karimah, Sistiana Windyariani, Himatul Aliyah
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with Biodik : Jurnal Ilmiah Pendidikan Biologi agree to the following terms:
- For all articles published in Biodik : Jurnal Ilmiah Pendidikan Biologi, copyright is retained by the authors and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International Licensethat allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
