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 l’analyse réflexive des tuteurs en formation

Comprend des références bibliographiquesNous présentons dans cette communication l’étude de l’engagement des élèves d’une école d’ingénieur française dans un cours en fonction de sa modalité : cours en présentiel ou cours-vidéo. Sur la base de l’analyse de diverses données prises auprès de ces élèves sur deux ans - deux questionnaires écrits et 12 interviews - nous pouvons conclure que l’engagement est soutenu, indépendant de la modalité. Nous attribuons ce résultat entre autres aux caractéristiques des apprenants qui sont fortement motivés et possèdent une bonne connaissance de soi ce qui leur permet de choisir et de créer des conditions de travail adaptées afin de réussir leurs études

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

L’objectif poursuivi par la faculté d’architecture n’est pas la réussite pour tous les apprenants à tout prix, mais plutôt de permettre : • A chaque apprenant de bénéficier des outils mis à sa disposition pour réussir, quels que soient sa situation et ses besoins spécifiques, tout en développant savoirs et compétences ; • Aux encadrants de maintenir le niveau d’exigences en étant partenaires de l’apprenant : trouver l’équilibre entre accompagnement et autonomisation. Le contenu du présent rapport de travail propose de s’adresser à l’apprenant en veillant particulièrement : 1. PRÉVENIR : à l’informer afin qu’il puisse choisir et s’engager en connaissance de cause ; 2. ENSEIGNER : à le placer au centre d’une formation lui donnant accès à toutes les ressources utiles au développement de ses compétences ; 3. DIFFÉRENCIER : à lui fournir un accompagnement personnalisé dans une institution humanisée. La question sous-jacente à la réussite de la 1re année du 1er cycle en formation initiale des architectes est la durée optimale des cycles d’apprentissage tant du point de vue des cours théoriques et/ou pratiques, organisés sur un quadrimestre, qu’en ce qui concerne le cours de projet d’architecture, organisé sur l’année par dérogation au Décret dit « Paysage »

Après la Note : Effets Psychosociaux de L'Evaluation Normative

L’évaluation n’est pas un exercice neutre qui consiste à quantifier les mérites de la production d’un élève : selon le type d’évaluation utilisée (p.ex., normative ou formative) et selon la fonction qu’on lui attribue (sélectionner ou former), les élèves se sentent plus ou moins menacés, et développent des représentations différentes de leur autonomie et de leurs compétences sociales. Ceci a un impact sur leur apprentissage et sur l’égalité de chances. Le présent chapitre passe en revue un programme de recherche qui étudie la menace impliquée dans l’évaluation normative et ses conséquences en termes d’autonomie, compétences sociales et inégalité de traitement des élèves