PENERAPAN SELF-ASSESSMENT DALAM PEMBELAJARAN DARING UNTUK MENINGKATKAN KEMAMPUAN SELF-REGULATION SISWA SMPN 1 GRESIK
Keywords:
self-assessment, self-regulation, learning motivation
Abstract
This study aims to determine the increase in students' self-regulation abilities after the application of self-assessment during the online science learning process. This research was a Pre-Experimental Design using One Group Pretest-Posttest Design. The subjects of this study were 22 students of VIII-F class at SMPN 1 Gresik in the 2020/2021 academic year. The data collection techniques used a self-assessment test method and questionnaire method in the form of a pre-post self-regulation questionnaire based on seven essential indicators in the LASSI (Learning and Study Strategies Inventory) Instrument. The self-assessment sheet used to practice students' self-regulation abilities during the learning process and the self-regulation questionnaire used to determine achievement and improvement on each student's self-regulation indicator. Through the self-regulation questionnaire, it was found that students' self-regulation abilities had an average increase of 30% (N-Gain: moderate). This increase occurred because through self-assessment, students became more accustomed to assessing and criticizing the process and also the achievement of their own online learning at their homes. All indicators of students' self-regulation ability in online science learning have been achieved in the good category. The highest increase occurred in the motivation indicator (N-Gain: 0.32), while the lowest increase occurred in the self-testing indicator (N-Gain: 0.05). Through the self-assessment sheet, it was found that 86.36% of students had a very good category of self-regulation ability. The application of self-assessment can be used as a reference by science teachers to improve students' self-regulation skills and learning motivation in online learning during the COVID-19 pandemic.
References
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Bozkurt, F. (2020). Teacher candidates’ views on self and peer assessment as a tool for student development. Australian Journal of Teacher Education, 45(1). https://ro.ecu.edu.au/ajte/vol45/iss1/4
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Carless, D. (2015). Excellence in university assessment learning from award winning practice. Routledge. https://doi.org/10.4324/9781315740621
Chen, C. M. (2009). Personalized e-learning system with self-regulated learning assisted mechanisms for promoting learning performance. Expert Systems with Applications, 36(5), 8816–8829. https://doi.org/10.1016/j.eswa.2008.11.026
Dewi, W. A. F. (2020). Dampak COVID-19 terhadap implementasi pembelajaran daring di sekolah dasar. Edukatif : Jurnal Ilmu Pendidikan, 2(1), 55–61. https://doi.org/10.31004/edukatif.v2i1.89
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Jaafar, S., Awaludin, S., & Suhaily Bakar, N. (2014). Motivational and self-regulated learning components of classroom academic performance. E-Proceedings of the Conference on Management and Muamalah, (May), 26–27.
Juhanda, A. (2017). Optimalisasi diskusi kelas melalui peer assessment dan self assessment untuk menilai kemampuan komunikasi lisan mahasiswa calon guru biologi. Jurnal Pendidikan Matematika dan IPA, 8(2), 1–9. https://doi.org/10.26418/jpmipa.v9i2.25832
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Mustofa, R. F., Nabiila, A., & Suharsono, S. (2019). Correlation of learning motivation with self regulated learning at SMA Negeri 1 Tasikmalaya City. International Journal for Educational and Vocational Studies, 1(6), 647–650. https://doi.org/10.29103/ijevs.v1i6.1750
Nakayama, M., Yamamoto, H., & Santiago, R. (2007). The impact of learner characteristics on learning performance in hybrid courses among Japanese students. Electronic Journal of E-Learning, 5(3), 195–206. http://academic-conferences.org/ejournals.htm
Rahmalia, D. (2014). Penerapan Asesmen Formatif dalam Pembelajaran Berbasis Proyek untuk Mengungkap Kemampuan Self Regulation Siswa SMA pada Materi Kingdom Animalia. [Skripsi, Universitas Pendidikan Indonesia]. http://repository.upi.edu/12063/1/S_BIO_1001070.pdf
Rahmawati, I. L., Hartono, & Nugroho, S. E. (2015). Pengembangan asesmen formatif untuk meningkatkan kemampuan self regulation siswa pada tema suhu dan perubahannya. Unnes Science Education Journal, 4(2), 1109–1115. https://doi.org/10.15294/USEJ.V4I2.7922
Schunk, D. H. (2012). Learning Theories: An Educational Perspective. (Sixth Edition). Pearson Education Inc. https://doi.org/10.1007/BF00751323
Setyorini, I. (2020). Pandemi COVID-19 dan online learning: Apakah berpengaruh terhadap proses pembelajaran pada kurikulum 13? Journal of Industrial Engineering & Management Research, 01(Juni), 95–102. https://doi.org/10.7777/jiemar.v1i1.31
Soltani, A., & Askarizadeh, G. (2021). How students’ conceptions of learning science are related to their motivational beliefs and self-regulation. Learning and Motivation. 77. https://doi.org/10.1016/j.lmot.2021.101707
Sujarweni, V. W. (2014). Metode Penelitian: Lengkap, Praktis, dan Mudah Dipahami. Pustaka Baru Press.
Sumarwiyah, S., Masturi, M., Afifah, A. N. N., & Dina, A. S. (2018). Self regulation siswa di era globalisasi refleksi bagi generasi milenial. Jurnal Prakarsa Paedagogia, 1(2), 220–225. https://doi.org/10.24176/jpp.v1i2.3441
Supriyanto, A. (2016). Collaboration counselor and parent for developing student spiritual competency trough comprehensive guidance and counseling service. Jurnal Bimbingan dan Konseling, 2(1). https://doi.org/10.26638/jfk.131.2099
Syarifudin, A. S. (2020). Implementasi pembelajaran daring untuk meningkatkan mutu pendidikan sebagai dampak diterapkannya social distancing. Jurnal Pendidikan Bahasa dan Sastra Indonesia Metalingua, 5(1), 31–34. https://doi.org/10.21107/metalingua.v5i1.7072
Taylor, S. N. (2013). Student self-assessment and multisource feedback assessment. Journal of Management Education, 38(3), 359–383. https://doi.org/10.1177/1052562913488111
Titcomb, A. L. (2000). A needs analysis. ICYF Evaluation Concept Sheet. The University of Arizona. http://extension.arizoa.edu/
Wahyono, P., Husamah, H., & Budi, A. S. (2020). Guru profesional di masa pandemi COVID-19: Review implementasi, tantangan, dan solusi pembelajaran daring. Jurnal Pendidikan Profesi Guru, 1(1), 51–65. http://ejournal.umm.ac.id/index.php/jppg/article/view/12462
Wang, Q., Xiong, C., & Liu, J. (2021). Does culture or self-directed learning drive online performance? International Journal of Educational Management. https://doi.org/10.1108/IJEM-06-2020-0327
Weinstein, C. E., & Palmer, D. R. (2002). Learning and Study Strategies Inventory (LASSI) User’s Manual (Second Edition). H&H Publishing.
Yasdar, M., & Muliyadi, M. (2018). Penerapan teknik regulasi diri (self-regulation) untuk meningkatkan kemandirian belajar mahasiswa program studi bimbingan konseling STKIP Muhammadiyah Enrekang. Edumaspul-Jurnal Pendidikan, 2(2), 50–60. https://doi.org/10.33487/edumaspul.v2i2.9
You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Compute Educ. 77, 125-133. https://doi.org/10.1016/j.compedu.2014.04.018
Yulianti, P., Sano, A., & Ifdil. (2016). Self regulated learning siswa dilihat dari hasil belajar. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 2(1), 98–102. http://dx.doi.org/10.29210/12016240
Ahmad, I. F. (2020). Alternative assessment in distance learning in emergencies spread of coronavirus disease (COVID-19). Jurnal Pedagogik, 07(01), 195–222. https://ejournal.unuja.ac.id/index.php/pedagogik
Albelbisi, N. A., & Yusop, F. D. (2019). Factors influencing learners’ self–regulated learning skills in a massive open online course (MOOC) environment. Turkish Online Journal of Distance Education, 20(3), 1–16. https://doi.org/10.17718/tojde.598191
Alhadi, S., & Supriyanto, A. (2017). Self-regulated learning concept: Student learning progress. Seminar Nasional Universitas Ahmad Dahlan, 333–342. http://seminar.uad.ac.id/index.php/snbkuad/article/view/91/94
Bandura, A. (1989). Self-Efficacy Mechanism in Physiological Activation and Health-Promoting Behavior. In J. Madden, S. Matthysse, & J. Barchas (s.), Adaptation, Learning and Affect. (1169-1188). Raven.
Bloom, B. S., Hastings, J. T., & Madaus, G. F. (1971). Handbook of Evaluation: Summative and Formative Evaluation of Student Learning. McGraw Hill.
Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2005). Handbook of Self-Regulation. Academic Press. http://ebookcentral.proquest.com
Bozkurt, F. (2020). Teacher candidates’ views on self and peer assessment as a tool for student development. Australian Journal of Teacher Education, 45(1). https://ro.ecu.edu.au/ajte/vol45/iss1/4
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. http://dx.doi.org/10.1016/j.iheduc.2015.04.007
Carless, D. (2015). Excellence in university assessment learning from award winning practice. Routledge. https://doi.org/10.4324/9781315740621
Chen, C. M. (2009). Personalized e-learning system with self-regulated learning assisted mechanisms for promoting learning performance. Expert Systems with Applications, 36(5), 8816–8829. https://doi.org/10.1016/j.eswa.2008.11.026
Dewi, W. A. F. (2020). Dampak COVID-19 terhadap implementasi pembelajaran daring di sekolah dasar. Edukatif : Jurnal Ilmu Pendidikan, 2(1), 55–61. https://doi.org/10.31004/edukatif.v2i1.89
Fasikhah, S. S., & Fatimah, S. (2013). Self-regulated learning (SRL) dalam meningkatkan prestasi akademik pada mahasiswa. Jurnal Ilmiah Psikologi Terapan, 01(01), 145–155. https://doi.org/10.22219/jipt.v1i1.1364
Haka, N. B. (2013). Penerapan Asesmen untuk Meningkatkan Kemampuan Habits of Mind dan Penguasaan Konsep Biologi Siswa Kelas XI. [Tesis, Universitas Pendidikan Indonesia]. http://repository.upi.edu/id/eprint/1879
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Jaafar, S., Awaludin, S., & Suhaily Bakar, N. (2014). Motivational and self-regulated learning components of classroom academic performance. E-Proceedings of the Conference on Management and Muamalah, (May), 26–27.
Juhanda, A. (2017). Optimalisasi diskusi kelas melalui peer assessment dan self assessment untuk menilai kemampuan komunikasi lisan mahasiswa calon guru biologi. Jurnal Pendidikan Matematika dan IPA, 8(2), 1–9. https://doi.org/10.26418/jpmipa.v9i2.25832
Kartikawati, E. (2013). Penerapan Asesmen Formatif untuk Meningkatkan Habits of Mind dan Penguasaan Konsep Mahasiswa Pendidikan Biologi. [Skripsi, Universitas Pendidikan Indonesia]. http://repository.upi.edu/id/eprint/4915
Mahmoodi, S. (2014). Using self-assessment checklists to make english language learners self-directed. International Journal for Research in Education, 3(6), 9–20. http://ssrn.com/abstract=2537529
Menteri Pendidikan dan Kebudayaan Republik Indonesia. (2016). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 24 Tahun 2016 tentang Kompetensi Inti dan Kompetensi Dasar Pelajaran pada Kurikulum 2013. Kementerian Pendidikan dan Kebudayaan Republik Indonesia.
Mustofa, R. F., Nabiila, A., & Suharsono, S. (2019). Correlation of learning motivation with self regulated learning at SMA Negeri 1 Tasikmalaya City. International Journal for Educational and Vocational Studies, 1(6), 647–650. https://doi.org/10.29103/ijevs.v1i6.1750
Nakayama, M., Yamamoto, H., & Santiago, R. (2007). The impact of learner characteristics on learning performance in hybrid courses among Japanese students. Electronic Journal of E-Learning, 5(3), 195–206. http://academic-conferences.org/ejournals.htm
Rahmalia, D. (2014). Penerapan Asesmen Formatif dalam Pembelajaran Berbasis Proyek untuk Mengungkap Kemampuan Self Regulation Siswa SMA pada Materi Kingdom Animalia. [Skripsi, Universitas Pendidikan Indonesia]. http://repository.upi.edu/12063/1/S_BIO_1001070.pdf
Rahmawati, I. L., Hartono, & Nugroho, S. E. (2015). Pengembangan asesmen formatif untuk meningkatkan kemampuan self regulation siswa pada tema suhu dan perubahannya. Unnes Science Education Journal, 4(2), 1109–1115. https://doi.org/10.15294/USEJ.V4I2.7922
Schunk, D. H. (2012). Learning Theories: An Educational Perspective. (Sixth Edition). Pearson Education Inc. https://doi.org/10.1007/BF00751323
Setyorini, I. (2020). Pandemi COVID-19 dan online learning: Apakah berpengaruh terhadap proses pembelajaran pada kurikulum 13? Journal of Industrial Engineering & Management Research, 01(Juni), 95–102. https://doi.org/10.7777/jiemar.v1i1.31
Soltani, A., & Askarizadeh, G. (2021). How students’ conceptions of learning science are related to their motivational beliefs and self-regulation. Learning and Motivation. 77. https://doi.org/10.1016/j.lmot.2021.101707
Sujarweni, V. W. (2014). Metode Penelitian: Lengkap, Praktis, dan Mudah Dipahami. Pustaka Baru Press.
Sumarwiyah, S., Masturi, M., Afifah, A. N. N., & Dina, A. S. (2018). Self regulation siswa di era globalisasi refleksi bagi generasi milenial. Jurnal Prakarsa Paedagogia, 1(2), 220–225. https://doi.org/10.24176/jpp.v1i2.3441
Supriyanto, A. (2016). Collaboration counselor and parent for developing student spiritual competency trough comprehensive guidance and counseling service. Jurnal Bimbingan dan Konseling, 2(1). https://doi.org/10.26638/jfk.131.2099
Syarifudin, A. S. (2020). Implementasi pembelajaran daring untuk meningkatkan mutu pendidikan sebagai dampak diterapkannya social distancing. Jurnal Pendidikan Bahasa dan Sastra Indonesia Metalingua, 5(1), 31–34. https://doi.org/10.21107/metalingua.v5i1.7072
Taylor, S. N. (2013). Student self-assessment and multisource feedback assessment. Journal of Management Education, 38(3), 359–383. https://doi.org/10.1177/1052562913488111
Titcomb, A. L. (2000). A needs analysis. ICYF Evaluation Concept Sheet. The University of Arizona. http://extension.arizoa.edu/
Wahyono, P., Husamah, H., & Budi, A. S. (2020). Guru profesional di masa pandemi COVID-19: Review implementasi, tantangan, dan solusi pembelajaran daring. Jurnal Pendidikan Profesi Guru, 1(1), 51–65. http://ejournal.umm.ac.id/index.php/jppg/article/view/12462
Wang, Q., Xiong, C., & Liu, J. (2021). Does culture or self-directed learning drive online performance? International Journal of Educational Management. https://doi.org/10.1108/IJEM-06-2020-0327
Weinstein, C. E., & Palmer, D. R. (2002). Learning and Study Strategies Inventory (LASSI) User’s Manual (Second Edition). H&H Publishing.
Yasdar, M., & Muliyadi, M. (2018). Penerapan teknik regulasi diri (self-regulation) untuk meningkatkan kemandirian belajar mahasiswa program studi bimbingan konseling STKIP Muhammadiyah Enrekang. Edumaspul-Jurnal Pendidikan, 2(2), 50–60. https://doi.org/10.33487/edumaspul.v2i2.9
You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Compute Educ. 77, 125-133. https://doi.org/10.1016/j.compedu.2014.04.018
Yulianti, P., Sano, A., & Ifdil. (2016). Self regulated learning siswa dilihat dari hasil belajar. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 2(1), 98–102. http://dx.doi.org/10.29210/12016240
Published
2021-12-02
How to Cite
Rachmawati, V., Budiyanto, M., & Susiawati, E. (2021). PENERAPAN SELF-ASSESSMENT DALAM PEMBELAJARAN DARING UNTUK MENINGKATKAN KEMAMPUAN SELF-REGULATION SISWA SMPN 1 GRESIK. PENSA: E-JURNAL PENDIDIKAN SAINS, 9(3), 414-421. Retrieved from https://ejournal.unesa.ac.id/index.php/pensa/article/view/40979
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