Developing self and peer assessment to improve student's appreciative critical ability in learning drama appreciation

Khafidatur Rohmah; Endah Tri Priyatni; Heri Suwignyo

doi:10.21831/pep.v25i1.36221

Developing self and peer assessment to improve student's appreciative critical ability in learning drama appreciation

Khafidatur Rohmah, Universitas Negeri Malang, Indonesia
Endah Tri Priyatni, Universitas Negeri Malang, Indonesia
Heri Suwignyo, Universitas Negeri Malang, Indonesia

10.21831/pep.v25i1.36221

Abstract

This study aims to develop self and peer assessment instruments to improve students' critical and appreciative abilities in learning drama appreciation. This research was conducted by following the ADDIE model development steps: needs analysis, product design, product development, product implementation, and product evaluation. There are two types of data in this study: qualitative data and quantitative data. Quali-tative data are in the form of suggestions and comments from assessment experts, literature experts, and drama appreciation learning experts, as well as students, while quantitative data are in the form of scores obtained from assessment experts, literature experts, and drama appreciation learning experts, as well as students. Both data were obtained through questionnaire guidelines. The data obtained were then analyzed. Qualitative data were analyzed using descriptive analysis techniques, while quantitative data using quantitative descriptive analysis techniques. The analysis technique used shows that the product developed can increase students' critical appreciative abilities by getting an average percentage of 8.3% for the display aspect, 9.7% for the product content aspect, and 90.4% for the language aspect. The three averages were obtained from assessment experts, literary experts, and drama appreciation learning experts. When testing the product, students got an average score of 82.2% on the aspect of students' impressions of the use of self and peer assessment in increasing students' critical appreciation skills in learning drama appreciation and 80.4% on the aspect of practicality and ease of self and peer assessment for improving students' appreciative critical abilities in drama appreciation learning.

Keywords

self-assessment; peer assessment; appreciative critical ability; drama appreciation learning

Full Text:

PDF

References

Amri, U., & Damaianti, V. S. (2017). Pengaruh penggunaan teknik bermain drama melalui teater tradisional Randai berbasis kepercayaan diri terhadap kemampuan apresiasi drama. EduHumaniora: Jurnal Pendidikan Dasar Kampus Cibiru, 8(2), 186–197. https://doi.org/10.17509/eh.v8i2.5141

Ariyatun, A., & Octavianelis, D. F. (2020). Pengaruh model problem based learning terintegrasi stem terhadap kemampuan berpikir kritis siswa. JEC: Journal of Educational Chemistry, 2(1), 33–39. https://doi.org/10.21580/jec.2020.2.1.5434

Basuki, I., & Hariyanto, H. (2014). Asesmen pembelajaran. Rosdakarya.

Cahyadi, E., Dwikurnaningsih, Y., & Hidayati, N. (2019). Peningkatan hasil belajar tematik terpadu melalui model project based learning pada siswa sekolah dasar. Jartika: Jurnal Riset Teknologi Dan Inovasi Pendidikan, 2(1), 205–218.

Clark, S., & Duggins, A. S. (2016). Using quality feedback to guide professional learning: A framework for instructional leaders. Corwin Press.

Facione, P. A. (2011). Critical thinking: What it is and why it counts. Measured Reasons and the California Academic Press.

Ghufroni, G., & Dewi, M. R. (2019). Pengembangan bahan ajar bermain drama dengan model pembelajaran SAVI pada siswa SMA. Jurnal Ilmiah SEMANTIKA, 1(1), 31–46. http://jurnal.umus.ac.id/index.php/semantika/article/view/80

Harsiati, T. (2013). Asesmen pembelajaran Bahasa Indonesia. UM Press.

Ismawati, E. (2017). Mantra Bumi karya Aprinus Salam sebagai bahan ajar apresiasi sastra. PIBSI XXXIX, 671–681. http://eprints.undip.ac.id/58822/

Juhji, J., & Suardi, A. (2018). Profesi guru dalam mengembangkan kemampuan berpikir kritis peserta didik di era globalisasi. Geneologi PAI: Jurnal Pendidikan Agama Islam, 5(1), 16–24. http://jurnal.uinbanten.ac.id/index.php/geneologi/article/view/1043

Liu, N.-F., & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279–290. https://doi.org/10.1080/13562510600680582

Moon, J. A. (2013). Reflection in learning and professional development: Theory and practice. Routledge. https://doi.org/10.4324/9780203822296

Novtiar, C., & Aripin, U. (2017). Meningkatkan kemampuan berpikir kritis matematis dan kepercayaan diri siswa SMP melalui pendekatan Open Ended. PRISMA, 6(2), 119–131. https://doi.org/10.35194/jp.v6i2.122

Nuryanti, L., Zubaidah, S., & Diantoro, M. (2018). Analisis kemampuan berpikir kritis siswa SMP. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 3(2), 155—158. http://journal.um.ac.id/index.php/jptpp/article/view/10490

Pamularsih, P. (2019). Pengaruh penggunaan model pembelajaran Cooperative Reading and Composition (CIRC) dan kemampuan berpikir kritis terhadap kemampuan apresiasi cerpen siswa SDN Mrayan Kabupaten Ponorogo. Linguista: Jurnal Ilmiah Bahasa, Sastra, Dan Pembelajarannya, 2(2), 106–112. https://doi.org/10.25273/linguista.v2i2.3699

Rochmiyati, R. (2013). Model peer assessment pada pembelajaran kolaboratif elaborasi IPS terpadu di sekolah menengah pertama. Jurnal Penelitian Dan Evaluasi Pendidikan, 17(2), 333–346. https://doi.org/10.21831/pep.v17i2.1704

Slamet, S. S. (2020). Hubungan strategi umpan balik (feedback), motivasi berprestasi dan hasil belajar dalam pembelajaran PPKn di SMK. PINUS: Jurnal Penelitian Inovasi Pembelajaran, 5(2), 39–56. https://doi.org/10.29407/pn.v5i2.14539

Spector, J. M., Merrill, M. D., Elen, J., & Bishop, M. J. (Eds.). (2014). Handbook of research on educational communications and technology. Springer New York. https://doi.org/10.1007/978-1-4614-3185-5

Supriyadi, S. (2017). Pembelajaran bahasa dan sastra Indonesia yang inovatif. Prosiding Seminar Nasional #3: Bahasa Dan Sastra Indonesia Dalam Konteks Global, 209–218. http://jurnal.unej.ac.id/index.php/fkip-epro/article/view/4871

Suratno, S., & Kurniati, D. (2017). Implementasi model pembelajaran math-science berbasis performance assessment untuk meningkatkan kemampuan berpikir kritis siswa di daerah perkebunan kopi Jember. Jurnal Penelitian Dan Evaluasi Pendidikan, 21(1), 1–10. https://doi.org/10.21831/pep.v21i1.11799

Syahbana, A. (2012). Peningkatan kemampuan berpikir kritis matematis siswa SMP melalui pendekatan contextual teaching and learning. Edumatica: Jurnal Pendidikan Matematika, 2(1), 45–57. https://online-journal.unja.ac.id/index.php/edumatica/article/view/604

Waluyo, H. J. (2002). Drama: Teori dan pengajarannya (A. Wulandari (Ed.)). Hanindita Graha Widia.

Wiliam, D. (2011). Embedded formative assessment - Practical strategies and tools for K-12 teachers. Solution Tree Press.

Wragg, E. C. (2001). Assessment and learning in the secondary school. Routledge.

Yunita, N., Rosyana, T., & Hendriana, H. (2018). Analisis kemampuan berpikir kritis matematis berdasarkan motivasi belajar matematis siswa SMP. JPMI (Jurnal Pembelajaran Matematika Inovatif), 1(3), 325–332. https://doi.org/10.22460/jpmi.v1i3.p325-332

Yusuf, A. M. (2017). Asesmen dan evaluasi pendidikan. Kencana.

DOI: https://doi.org/10.21831/pep.v25i1.36221