Undang Rosidin

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 Interactive E-Module for Global Warming to Grow of Critical Thinking Skills

Critical thinking skills are important for solving global warming problems. This critical thinking skill is grown through learning with an interactive e-module for global warming designed to cultivate critical thinking skills.The purpose of this research is to develop an interactive e-module for critical thinking skills on global warming. This research was designed with Research and Develomment (R&D). The product has been validated by the design of the learning expert through the assessment and qualitatively analyzed descriptive. The product was tested with a quasi experimentsNon-equivalent control group pretest-posttest.Classroom experimental learning using an interactive e-module, but control class learning using conventional books. The test subjects are students from one high school in Bandar Lampung. The result is that the average of N-gain of experiment class is higher than control class, that is 0.77 for the experimental class and 0.55 for the control class. The ability of critical thinking skills on global warming for the experimental class increased significantly by 95%. In conclusion e-module interactive global warming can cultivate critical thinking skills.

The Development of Higher Order Thinking Skill (Hots) Instrument Assessment In Physics Study

TIMMS and PISA survey results illustrate that the indonesian student’s ability to think scientifically is low. It is because of students are less trained in solving HOTS. Then, lack or unavailability the assessment instrument designed to train HOTS, so it is necessary to develop the assessment instrument of HOTS. Model adapt the model development of Borg & Gall. The purpose of thisresearchare to determine the indicators and the effectiveness of the HOTS assessment instrument as assessment for learning for a high school students. The assessment instrument was developed based on HOTS indicators include the ability to analyze (C4), evaluate (C5), and create (C6). Results of the research are: (1) indicator of the ability to analyze (C4) which has been developed are ability to analysis of factual, conceptual, procedural, and metacognitive knowledge; (2) indicator of the ability to evaluate (C5) which has been developed are ability to evaluate of factual, conceptual, procedural, and metacognitive knowledge; (3) Indicator of the ability to create (C6) that has been developed are ability to create of conceptual, procedural, and metacognitive knowledge; (4) the HOTS assessment instrument as assessment for learning is effective to train student’s HOTS and effective measure students thinking skills in accordance with the level of each students thinking.