Peningkatan Hasil Belajar Peserta Didik melalui Implementasi Pembelajaran Berbasis Assessment for Learning pada Materi Kesetimbangan Kimia

Abstract

The aim of this research was to describe the implementation of assessment for learning, student activities during learning activities, improving learning outcomes of chemical equilibrium material, and student responses to assessment for learning. The subjects of this study were students of class XI MIPA 4 at SMAN 3 Surabaya. This study uses a pre-experimental research design using One Group Pretest-Posttest Design. The results of this study show that (1) the quality of the implementation of assessment for learning got very good criteria in three meetings with an average percentage of 91.08%, 95.16%, and 95.76%, respectively;(2) During learning, the relevant student activities have a more significant percentage than the irrelevant student activities, which is 93.47% at the first meeting, 94.34% at the second meeting, and 94.44% at the second meeting; (3) The learning outcomes of students have achieved classical completeness of 90.91% and have increased with the percentage of students who obtained the N-gain on the high criteria of 87.88%, while the percentage who obtained the N-gain on the medium criteria is 12.12%; (4) The response of students after the assessment for learning was implemented got a positive response percentage of 90.12% with very good criteria.

Student Worksheet Oriented on Assessment for Learning to Improve Learning Outcome on Acid Base Titration

“…It is intended that this will lead to student engagement (student center), with the instructor serving only as a facilitator. According to research conducted by Dini & Muchlis, (2022) student learning outcomes in chemical equilibrium material can be improved by assessment for learning by 87.88% in the high N-gain category and by 12,12% in the medium N-gain category. Safithri & Muchlis (2022), claimed that student learning outcomes in reaction rate material can be enhanced by assessment for learning by 97.22% in the high Ngain category and by 2.78% in the medium N-gain category.…”

Development of assessment for learning-oriented electronic student worksheets to improve student learning outcomes on acid-base titration material

“…Some studies show that learning based on the assessment for learning approach can improve learning effectiveness. For example, [15] showed that applying afl assessment-based learning can improve students' learning outcomes on chemical equilibrium materials. Another study by [16] also found that assessment for learning-based learning effectively enhances students' learning outcomes, especially for reaction rate materials.…”