PENGEMBANGAN INSTRUMEN ASESMEN DIRI DAN TEMAN SEJAWAT KOMPETENSI BIDANG STUDI PADA MAHASISWA

Enny Wijayanti; Mundilarto Mundilarto

doi:10.21831/pep.v19i2.5572

PENGEMBANGAN INSTRUMEN ASESMEN DIRI DAN TEMAN SEJAWAT KOMPETENSI BIDANG STUDI PADA MAHASISWA

Enny Wijayanti, Universitas Palangka Raya, Indonesia
Mundilarto Mundilarto, Universitas Negeri Yogyakarta, Indonesia

10.21831/pep.v19i2.5572

Abstract

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

Keywords

asesmen diri; asesmen teman sejawat; kompetensi fisika; Peer-assessment; Self-assessment; Physics competency

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DOI: https://doi.org/10.21831/pep.v19i2.5572