Tujuan penelitian ini adalah untuk: (1) mengembangkan konstruk instrumen asesmen diri (ADM) dan asesmen teman sejawat (ATS) sebagai pelengkap asesmen formatif, (2) mengetahui karakteristik ADM dan ATS, (3) mengetahui efektivitas ADM & ATS, dan (4) mengetahui kebermanfaatan ADM & ATS yang digunakan sebagai pelengkap asesmen formatif. Prosedur pengembangan meliputi dua tahap, yaitu pengembangan dan validasi, mengacu pada model pengembangan Cennamo dan Kalk dengan lima fase pengembangan, yaitu define, design, demonstrate, develop dan deliver. Content validity dibuktikan melalui expert judgment dianalisis dengan coefficient Aiken dan focus group discussion dan teknik Delphi. Validitas konstruk dibuktikan dengan program SmartPLS. Subjek penelitian adalah mahasiswa semester enam Pendidikan Fisika Universitas Palangka Raya. Hasil penelitian adalah sebagai berikut: (1) instrumen ADM dan ATS mengukur konstruk yang sama pada kompetensi fisika, hasil uji kecocokan model nilai GFI sebesar 0,994, dan SRMR sebesar 0,062 menunjukkan model fit yang baik, (2) karakteristik instrumen mencakup validitas, reliabilitas, tingkat kesukaran dan daya pembeda termasuk kategori baik, (3) ADM dan ATS terbukti cukup efektif dalam meningkatkan hasil belajar, (4) ADM dan ATS sangat bermanfaat sebagai umpan balik terhadap proses, kemajuan dan perbaikan hasil belajar.Kata kunci: asesmen diri dan asesmen teman sejawat, kompetensi fisika   DEVELOPING SELF-ASSESSMENT AND PEER-ASSESSMENT FOR STUDENTS’ SUBJECT-MATTER COMPETENCY Abstract This study aimed to: (1) develop the construct of the Students’ Self-Assessment (SSA) and Students’ Peer-Assessment (SPA) as supplementary formative assessment on physics teaching and learning, (2) find out the chracteristic of the SSA and SPA, (3) find out the effectivenes and (4) find out the usefulness of the SSA and SPA. The development procedure consisted of two stages: development and validation, based of the spiral model from Cennamo and Kalk, with five phases, namely define, design, demonstrate, develop, and deliver. Content validity was determined by expert judgment through coefficient validity analysis from Aiken, focus group discussion, and Delphi technique. Construct validity was analyzed using software SmartPLS. The subjects of this study were sixth semester students majoring on Physics Education at Palangka Raya University. The result of the study can be concluded as follows: (1) the result of model fit, the GFI values 0.996 and the SRMR values of 0.062, may be taken to indicate good fit, (2) the characteristic of the SSA and SPA consisted of validity, reliability, difficulty index and discriminant index had been verified, (3) the effectiveness of group SSA and SPA is better than group of non SSA and SPA, besides students’ response declares SSA and SPA are reasonably effective, (4) SSA and SPA are very useful as feedback for the learning process, progress, and the learning outcome improvement. Keywords: Peer-and Self-assessment, Physics competency

This study aims to determine the critical thinking skills and enthusiasm of prospective physics educator students in learning virtual-based thermodynamics courses. This type of research is a survey research that begins with the development of research instruments using a 4-D development model according to Thiagarajan consisting of 4 stages, namely: define, design, develop, and disseminate. The research subjects were 20 students of the physics education study program at the University of Palangka Raya in the Thermodynamics class. Collecting data using validation methods, evaluation techniques and student enthusiasmquestionnaires. Quantitative data were obtained from the results of critical thinking skills assessment and student enthusiasm questionnaires in the virtual-based thermodynamics learning process given at the end of the lesson. The data analysis technique used quantitative and qualitative descriptive inferential statistical test analysis. The results obtained are the test instrument for critical thinking skills learning outcomes and student enthusiasm questionnaire instruments in virtual-based thermodynamic learning that have been developed are included in the valid criteria, with Cronbach's Alpha reliability () 0.712 < 0.899 which is included in the high reliability criteria; 1) students' critical thinking skills are 87% with an average N-gain of 0.86 critical thinking skills which is in the high criteria; 2) student enthusiasm on average 91.7% students feel enthusiastic about thermodynamics learning that is carried out virtually, which can be seen from the aspect of student's intention to take part in learning by 95%, aspect of goal 90%, aspect of self-potential by 90% and positive thinking aspect by 91.7%.

Research aims to find the effect of project-based Learning and scientific literacy skills on students' critical thinking skills 20 students in virtual learning of the Thermodynamics class at the Physics Education Study Program. The research design used the three-variable regression technique, which consists of two independent variables, namely project-based Learning (X1), the scientific literacy ability  (X2), and the dependent variable, namely critical thinking skills (Y). Data collection techniques include observation sheets, questionnaires with a Likert scale, and evaluation of critical thinking skills. The results of the data analysis show that there is no partial effect of project-based learning on students' critical thinking skills, and the scientific literacy ability variable partially affects the critical thinking skills variable. Project-based Learning and scientific literacy skills significantly affect critical thinking skills. This research implies that there is evidence that Thermodynamics learning is not enough to apply project-based learning but must be equipped with literacy learning because, with a combination of these two things, students' critical thinking skills can increase significantly.

Kegiatan bimbingan penggunaan metode Z-Score untuk menentukan ranking peserta didik ini merupakan kegiatan pengabdian pada masyarakat yang ditujukan bagi guru-guru di Kota Palangkaraya.  Tujuan kegiatan ini adalah untuk meningkatkan profesionalisme guru sekolah menengah terkait dalam kemampuan menyusun ranking peserta didik secara adil.  Metode pembimbingan dilaksanakan dengan metode pelatihan/workshop yaitu melalui kegiatan ceramah, diskusi, dan praktek.  Kegiatan pembimbingan dilakukan dalam dua tahapan yaitu: tahap pertama berupa pembimbingan peserta secara teoritis mengenai konsep metode Z-Score dan tahap kedua berupa praktek latihan menyusun ranking dengan metode Z-Score. Temuan yang diperoleh dari hasil wawancara dengan guru-guru SMP maupun SMA di kota Palangka Raya, ternyata 90% dari 20 orang guru yang hadir sebelumnya menggunakan metode simple rank dalam menentukan ranking peserta didik.  Mengingat penentuan ranking peserta didik dilakukan untuk berbagai materi berbeda dalam satu semester atau satu tahun pelajaran maka yang lebih tepat dan adil adalah dengan menggunakan metode Z-Score.  Kegiatan pembimbingan berlangsung dengan lancar dan sesuai dengan perencanaan kegiatan pembimbingan.  Guru yang hadir merasa antusias dalam memperoleh pembimbingan yang membuka pengetahuan dan wawasan baru dalam mengimplementasikan teknik penilaian di sekolah.  Hasil kegiatan praktik sangat memuaskan.  LKP (Lembar Kegiatan Peserta) yang dipraktekkan dapat diselesaikan dengan baik dan benar. This guidance activity for using the Z-Score method to determine student rankings is a community service activity aimed at teachers in Palangkaraya City. This activity aims to improve the professionalism of secondary school teachers in their ability to rank students fairly. The guidance method is carried out by the training/workshop method, namely through lectures, discussions, and practices. Guidance activities are carried out in two stages: the first stage in guiding participants theoretically regarding the Z-Score method and the second stage in the form of practising ranking exercises using the Z-Score method. The findings obtained from interviews with junior high and high school teachers in Palangka Raya city show that 90% of the 20 teachers who attended previously used the simple rank method in determining the ranking of students. Considering that students' ranking is carried out for different materials in one semester or one academic year, what is more, appropriate and fair is to use the Z-Score method. Guidance activities take place smoothly and following the planning of mentoring activities. Teachers who were present were enthusiastic about obtaining guidance that opened up new knowledge and insights in implementing school assessment techniques. The results of practical activities are very satisfying. The practised LKP (Participant Activity Sheet) can be completed correctly and adequately.

Penelitian ini bertujuan meningkatkan keterampilan psikomotor dan hasil belajar kognitif siswa setelah diterapkan model pembelajaran inkuiri terbimbing. Jenis penelitian adalah Pre-Experimental dengan desain one-shot case study. Populasi penelitian adalah seluruh kelas VII semester I SMP Negeri 2 Palangka Raya tahun ajaran 2018/2019 yang berjumlah 11 kelas. Sampel yang diambil dengan teknik random sampling. Sampel dalam penelitian ini adalah kelas VII-10 dengan jumlah 32 siswa. Data dikumpulkan menggunakan: (1) instrumen keterampilan psikomotor; (2) instrumen tes hasil belajar kognitif. Hasil penelitian yang diperoleh adalah: (1) keterampilan psikomotor peserta didik meningkat untuk tiap pelaksanaan pembelajaran;  (2) ketuntasan hasil belajar kognitif siswa secara individu dari 32 siswa diperoleh 25 siswa tuntas dan 7 siswa tidak tuntas. Hasil ini menujukkan bahwa model pembelajaran inkuiri terbimbing dapat meningkatkan keterampilan psikomotor dan hasil belajar kognitif siswa.   The research aims to improve students' psychomotor skills and cognitive learning outcomes after the guided inquiri learning model is applied. This type of research is Pre-Experimental with one-shot case study design. The research population is all grade VII in one of junior high schools in Palangka Raya, which amounts to 11 classes. Samples taken with random sampling techniques. The sample in this study was grades VII-10 with a total of 32 students. Data were collected by psychomotor skill instruments and cognitive learning test instruments. The results of the research obtained are: (1) the psychomotor skills of learners increased for each implementation of learning;  (2) 25 students of 32 have passed the exam passing grade to determine their learning outcomes. These results show that guided  learning models can improve students' psychomotor skills and cognitive learning outcomes.