Sisworo

The Development of Peer Assessment Instrument for the Learning Model of Peer Assessment

A teaching model of peer assessment being developed based on the cooperative learningmodel brings an impact of active participation of the university students who are pre-service teachers in the learning process. Based on the researchers’ observation, there are some superiorities of the use of peer interactive learning over other cooperative learning models such as : 1) while having a discussion, the students are very active because they are assessed by their friends in the group, 2) the students are more self-prepared for the materials to be given (being less afraid of not understanding the contents), 3) lecturers or teachers can do assessment while they are teaching, 4) the assessment is done in the process of learning. The objective of this research is the development of peer assessment instrument in the evaluation of process and the result of teaching. The research subjects were the students who were pre-service teachers who took the course of Mathematical Statistics. The identification of distribution is obtained based on the result of weighted factor analysis by using five variables, which are accuracy, completeness, comment, suggestion, and the use of language. The identification result of this distribution is expectedto provide some assessments which can be contributed by the students to the result of lecturers’ or teachers’ evaluation. The result of factor analysis showedthe overall percentage of the five variables, i.e. 43.668% consisting of accuracy (27.5%), completeness (21.4%), comments (59.8%), suggestions (54.7%), and the use of language (54.9%). Through simulations of 837 score combinations and giving weight to each value, the suitable result of distribution identification which was in accordance with the peer value was found. It has a distributing lognormal (3p) with a location parameter of 1.002, scale parameter of 0.463, and threshold parameter of 2.178.While the average value was 5.75 and the standard of deviation was 1.483.The result was in the form of scores given by the students through peer assessment contributing to the evaluation of learning process and the results done by the lecturers or teachers.

Characteristics of Thinking Processes abstraction Reflective of Students in Solving limits Problems

This research was aimed to describe the thinking processes of students in problem solving limits by reflective abstraction. This research was classified as exploratory research with qualitative descriptive approach. Subjects of this research were 21 students of IAIN Ambon and Pattimura University of Ambon. The data of test results or problem-solving task limit function by incorporating student think aloud and interviewing transcripts. The combination of these data further was created a structure diagram of thinking that is based on study framework according to Piaget by the researchers. The results showed that: 1) Track student thinking in solving the problem limits by construction of study is the path of the ordered most of the track: 1 – 2 – 1 – 3 – 2 – 4 – 3 – 1 – 4 – 2 – 3. and 2) Characteristics of the thinking processes of students in solving problems limit based construction study with lines that are not consistent can be explained as follows: the activities of reflection occurs in the absence of coordination process between the components of cognitive structure is already complete.