Chandra Ertikanto

DEVELOPMENT OF FORMATIVE ASSESSMENT MODES BY QUIDED-INQUIRY BASED TO FOSTER SELF-REGULATION OF STUDENT’ HIGH SCHOOL

The purpose of this research to produce a product of formative assessment model by guided-inquiry based to foster self-regulation of student in physics learning of high school, produce special are: characteristic formative assessment model, practically, benefit, and effectiveness formative assessment model guided-inquiry based to foster self-regulation student’ learning high school in development. The research is a research and development (R&D). Design development use a one-shot case study design. Subject trials is a physics teacher and student in high school. Data collection techniques such as questionnaires and assessment instruments. The results of the formative assessment model guided-inquiry based developement have characteristics of a set of assessments consisting of assessment scenarios, pretest-posttest, self-assessment & peer-assessment sheets and scoring guidelines. The results of the practicality and benefit test show that the formative assessment model is a very practical with amount 91% and very effective with amount 95% for use during physics learning. Furthermore, the results its effectiveness test show that are implementation of a formative assessment model guided-inquiry based is highly effective (n-gain = 0.75) used during physics learning. Keywords: Formative Assessment Model, Guided-Inquiry, Self-Regulation.

Development of Learning Strategy Based Inquiry to Build Student Argumentation Skills

This study aims to develop a valid learning strategy based inquiry to build argumentation skills and to know their effectiveness in building argumentation skills. The method used is the Research and Development (R & D) model of Dick and Carey, by identifying needs and determining goals, analyzing strategies, identifying student characteristics, formulating specific learning goals, developing benchmark reference tests, developing learning strategies, selecting learning materials, formative evaluation, and revision of learning. The object of this research is 75 students who come from 3 high schools in Bandar Lampung. The conclusions of this research are derived from argument inquiry strategy which has the components of learning objectives, learning scenarios, learning approaches, and tools and learning resources. These components are combined with right steps and methods, so the learning strategy effectively for building students argumentation skills.

IMPLEMENTATION OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) LEARNING APPROACH TO REDUCE GENDER DISPARITY IN SCIENCE LEARNING ACHIEVEMENT.

The learning activities in the classroom cannot be separated from their models and approaches for the launch learning activities and improve the understanding of the concept and the intelligence of learners must be balanced with utilizing learning approach. One form of approach that supports independent learning process is Integrated Approach Science, Technology, Engineering, and Mathematics (STEM). This research is a quasi-experimental study. Results of samples paired t-test showed Sig.(2 tailed) 0.000 means there are differences in results pretest and posttest supported the test results that show the value of the effect size effect size of 0.90 for the experimental class men and 0.99 for women classified experimental large class. The test results independent sample t-test showed Sig.(p-value) to 0.782 posttests and 0.392 for N-Gain, showed no difference in the average understanding of the concept and according to test results. Analysis of Covariance Data posttest Sig.(p-value) 0.782 and N-Gain Sig.(p-value) 0.392, there was no difference in average learners understanding of the concept of male and female. Thus, it can be concluded that with STEM-based approach to Problem Based Learning which have been tested can be used as an approach to reduce gender disparities and enhance participants understanding of the science concept.