39 research outputs found
KAJIAN LITERATUR INSTRUMEN ISOMORFIK SEBAGAI ASESMEN PEMBELAJARAN FISIKA
ABSTRAKInstrumen isomorfik merupakan butir soal yang memiliki representasi berbeda namun memiliki penyelesaian dan konsep-konsep fisika yang sama. Penelitian ini bertujuan mengkaji metode pengembangan instrumen, jenis instrumen isomorfik, media aplikasi instrumen, kemampuan pemahaman konsep siswa, dan materi fisika. Penelitian ini merupakan penelitian studi pustaka menggunakan metode Bibliometrik. Metode pengumpulan data sekunder hasil penelitian, artikel dari berbagai jurnal, dan sumber relevan lainnya pada database Google Scholar dan Scopus dalam kurun waktu 2015-2020, menggunakan aplikasi Publish or Perish (PoP). Langkah penelitian diawali dengan pengumpulan artikel dengan menyeleksi artikel jurnal menggunakan aplikasi PoP, melengkapi atribut artikel melalui software Mendeley, memvisualisasikan pemetaan data menggunakan software VOSviewer berdasarkan judul dan abstrak, dan mendeskripsikan topik kajian penelitian. Hasil kajian dapat disimpulkan bahwa pengembangan instrumen isomorfik digunakan sebagai asesmen sumatif maupun formatif pada pembelajaran fisika, terdiri dari dua jenis isomorfik yaitu isomorphic multiple choice dan isomorphic problem berbasis paper test, dengan media aplikasi instrumen dalam format online (web dan aplikasi), digunakan untuk menganalisis pemahaman konsep, konsistensi, miskonsepsi, mental model, pemecahan masalah fisika, dan hasil belajar siswa. Materi fisika yang sering diujikan menggunakan instrumen isomorfik adalah hukum Newton Kata kunci: instrumen isomorfik; fisika; kemampuan pemahaman konsep ABSTRACTThe isomorphic instrument was several questions with different representations but have the same physics concept completion. The studied was purpose to examined development methods instrument, isomorphic types, instrument application media, ability understanding of the concept, and physics theory. This research was a literature study that used bibliometric methods. Methods of collected secondary data from research results, articles journals, and other relevant sources on the Google Scholar and Scopus databases in the 2015-2020 period used Publish or Perish (PoP). The research began with collected and selected journal articles used PoP, completed the article attributes via Mendeley, visualized data mapping used VOSviewer based on title and abstract, and described research study topic. The results of the research can be concluded that isomorphic instrument development is used as a summative and formative assessment on the physics learn consists of two types are isomorphic multiple-choice and isomorphic problem based of paper test with instrument application media in online format (web and application), used for analyzing the understanding of the concept, consistency, misconceptions, mental model, problem-solving, and study result of students by the frequently examined theory are Newton Laws. Keywords: isomorphic instrument; physic; ability understanding of the concep
Renforcer lâanalyse rĂ©flexive des tuteurs en formation
Comprend des rĂ©fĂ©rences bibliographiquesNous prĂ©sentons dans cette communication lâĂ©tude de lâengagement des Ă©lĂšves dâune Ă©cole dâingĂ©nieur française dans un cours en fonction de sa modalitĂ© : cours en prĂ©sentiel ou cours-vidĂ©o. Sur la base de lâanalyse de diverses donnĂ©es prises auprĂšs de ces Ă©lĂšves sur deux ans - deux questionnaires Ă©crits et 12 interviews - nous pouvons conclure que lâengagement est soutenu, indĂ©pendant de la modalitĂ©. Nous attribuons ce rĂ©sultat entre autres aux caractĂ©ristiques des apprenants qui sont fortement motivĂ©s et possĂšdent une bonne connaissance de soi ce qui leur permet de choisir et de crĂ©er des conditions de travail adaptĂ©es afin de rĂ©ussir leurs Ă©tudes
Pengaruh Balikan Formatif Terintergrasi Strategi Pembelajaran Diagram Vee Dan Kemampuan Awal Terhadap Penguasaan Konsep Siswa
Penelitian ini bertujuan untuk mengetahui interaksi antara penilaian formatif dengan kemampuan awal terhadap penguasaan konsep siswa materi fluida statis, suhu, dan kalor. Metode penelitian menggunakan kuasi eksperimen faktorial 2 x2. Populasi penelitian ini adalah seluruh siswa kelas X MIA SMA Negeri 1 Singosari tahun ajaran 2014/2015 yang terdiri dari 5 kelas dengan jumlah 170 siswa yang akan mendapatkan materi fluida statis, suhu dan kalor. Sampel yang digunakan adalah kelas X MIA 1 dengan pembelajaran Diagram Vee-Balikan formatif, sedangkan X MIA 3 menggunakan Diagram Vee-penugasan. Penguasaan konsep siswa diukur dengan tes penguasaan konsep pada materi fluida statis, suhu dan kalor. Hasil dari tes penguasaan konsep dianalisis dengan uji prasyarat analisis. Pada uji normalitas, kemampuan awal siswa dan penguasaan konsep siswa terdistribusi normal dengan nilai p (sig) > 0,05. Pada uji homogenitas, kemampuan awal siswa dan penguasaan konsep siswa data homogen dengan p (sig) > 0,05. Hasil uji hipotesis penelitian menggunakan uji Anova Two Ways, menunjukkan tidak ada interaksi antara kemampuan awal dan penilaian formatif terhadap penguasaan konsep.This study aimed to determine interaction among formative assessment, prior knowledge and the student mastery of the concept of static fluid, heat and temperature. This research used quasi experimental method using 2x2 factorial. The population was all students of grade X, science program of Senior High School Singosari, school year 2014/2015 which consists of five class with 170 students who will get material of static fluid, heat and temperature. The samples were grade X science 1 with Diagram Vee formative assessment and grade X science 3 with Diagram Vee assignment. Mastery of concepts were measured by using sumative test of static fluid, heat and temperature. Result of mastery of concepts were tested by using analysis precondition test. The normality test showed that prior knowledge and mastery of concepts of student was normally distributed with p (sig) > 0,05. The homogeneity test showed that prior knowledge and mastery of concepts of student were homogenous with p (sig) > 0,05. Result of hypothesis testing with Anova Two Ways showed no interaction among prior knowledge, formative assessment and mastery of concepts
Application of Formative Assessment to Measure Students' Self-Regulation in Physics Lessons
In the world of education, formative assessment is critical because it is to know the growth of students when doing a lesson and get an idea regarding the way the teacher develops learning methods that occur. The purpose of the study was to determine the application of formative assessment to measure students' self-regulation. This study's data collection methods used questionnaires and test questions with data analysis techniques using qualitative descriptive. Respondents in this study amounted to 35 students of class XI IPA 4 SMA Negeri 14 Surabaya. The results showed that self-regulation or the ability to regulate oneself in students could be known and measured using the application of formative assessment. The self-assessment results on students are more striking when measured using a questionnaire. They can use seven categories of self-regulation to assess and observe their expertise, skills, competencies, and performance presented in the form of a questionnaire. Self-regulation ability that can measure is undoubtedly beneficial for the future orientation of students in motivating and controlling their learning process. In addition, with the application of formative assessment, teachers get feedback on the learning process that is being developed to monitor the progress and growth of students during the learning process
Descriptions of Student Needs for Digital Physics Teaching Materials on Particle Dynamics: A Preliminary Study
This research describes the initial study to develop e-modules based on student perceptions. This type of research is descriptive which was conducted in seven high schools in Padang based on school level with 667 students as respondents. Data were obtained using a questionnaire of student needs for teaching materials consisting of four indicators, namely student characteristics, implementation of physics learning, use of teaching materials in physics learning, and student needs for teaching materials. The results showed that as many as 67% of students experienced difficulties in physics subjects, supported by 53% of teachers who provided feedback at the end of each physics lesson and 45% of teaching materials used were less varied, in other words 80% of students needed other learning resources containing text, images and learning videos that were studied independently. The results of this study are expected to be the basis for the development of e-modules and efforts to improve the quality of physics learning in high school
Projet SCIARPA, Formation initiale des architectes, Aide à la réussite Bloc 1, 1er cycle
Lâobjectif poursuivi par la facultĂ© dâarchitecture nâest pas la rĂ©ussite pour tous les apprenants Ă tout prix, mais plutĂŽt de permettre :
âą A chaque apprenant de bĂ©nĂ©ficier des outils mis Ă sa disposition pour rĂ©ussir, quels que soient sa situation et ses besoins spĂ©cifiques, tout en dĂ©veloppant savoirs et compĂ©tencesâ;
âą Aux encadrants de maintenir le niveau dâexigences en Ă©tant partenaires de lâapprenant : trouver lâĂ©quilibre entre accompagnement et autonomisation.
Le contenu du prĂ©sent rapport de travail propose de sâadresser Ă lâapprenant en veillant particuliĂšrement :
1. PRĂVENIR : Ă lâinformer afin quâil puisse choisir et sâengager en connaissance de causeâ;
2. ENSEIGNER : Ă le placer au centre dâune formation lui donnant accĂšs Ă toutes les ressources utiles au dĂ©veloppement de ses compĂ©tencesâ;
3. DIFFĂRENCIER : Ă lui fournir un accompagnement personnalisĂ© dans une institution humanisĂ©e.
La question sous-jacente Ă la rĂ©ussite de la 1re annĂ©e du 1er cycle en formation initiale des architectes est la durĂ©e optimale des cycles dâapprentissage tant du point de vue des cours thĂ©oriques et/ou pratiques, organisĂ©s sur un quadrimestre, quâen ce qui concerne le cours de projet dâarchitecture, organisĂ© sur lâannĂ©e par dĂ©rogation au DĂ©cret dit «âPaysageâ»
AprĂšs la Note : Effets Psychosociaux de L'Evaluation Normative
LâĂ©valuation nâest pas un exercice neutre qui consiste Ă quantifier les mĂ©rites de la production dâun Ă©lĂšve : selon le type dâĂ©valuation utilisĂ©e (p.ex., normative ou formative) et selon la fonction quâon lui attribue (sĂ©lectionner ou former), les Ă©lĂšves se sentent plus ou moins menacĂ©s, et dĂ©veloppent des reprĂ©sentations diffĂ©rentes de leur autonomie et de leurs compĂ©tences sociales. Ceci a un impact sur leur apprentissage et sur lâĂ©galitĂ© de chances. Le prĂ©sent chapitre passe en revue un programme de recherche qui Ă©tudie la menace impliquĂ©e dans lâĂ©valuation normative et ses consĂ©quences en termes dâautonomie, compĂ©tences sociales et inĂ©galitĂ© de traitement des Ă©lĂšves