Pengaruh Penerapan Asesmen Formatif dengan Metode Peer Assessment Terhadap Hasil Belajar Siswa pada Pembelajaran Matematika

Authors

  • Muhibuddin Al Ishaqi Universitas Qomaruddin
  • Illah Winiati Triyana Universitas Qomaruddin

DOI:

https://doi.org/10.32585/jp.v33i2.5091

Keywords:

Asesmen Formatif, Peer Assessment, Hasil Belajar

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar siswa pada pembelajaran matematika. Penelitian ini dilakukan bertujuan untuk mengetahui ada atau tidaknya pengaruh asesmen formatif dengan metode Peer Assessment terhadap hasil belajar siswa. Penelitian ini merupakan penelitian kuantitatif yang dilakukan dalam bentuk eksperimen semu (quasi experiment). Sampel dari penelitian ini adalah siswa kelas VIII MTs Assa’adah I pada tahun ajaran 2023/2024 yang terdiri dari dua kelas, satu kelas sebagai kelas eksperimen dan satu kelas lainnya sebagai kelas kontrol. Instrumen yang digunakan adalah soal tes hasil belajar dengan metode pengumpulan data yang dilakukan yakni berupa tes hasil belajar yang diberikan kepada siswa setelah pembelajaran. Dari hasil penelitian diperoleh nilai rata-rata tes hasil belajar siswa di kelas eksperimen sebesar 80,9 sedangkan nilai rata-rata tes hasil belajar siswa di kelas kontrol sebesar 66,3. Hasil penelitian tersebut menunjukkan bahwa kelas eksperimen cenderung lebih menguasai materi setelah diberikan Peer Assessment. Selain itu hasil belajar siswa juga dianalisis menggunakan uji-T. Berdasarkan hasil uji-T, diketahui nilai thitung > ttabel yaitu 3,336 > 2,006 sehingga H0 ditolak dan dapat disimpulkan bahwa penerapan asesmen formatif dengan metode Peer Assessment berpengaruh terhadap hasil belajar siswa pada pembelajaran matematika.

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Published

2024-07-11

How to Cite

Al Ishaqi, M., & Triyana, I. W. (2024). Pengaruh Penerapan Asesmen Formatif dengan Metode Peer Assessment Terhadap Hasil Belajar Siswa pada Pembelajaran Matematika. Jurnal Pendidikan, 33(2), 547–556. https://doi.org/10.32585/jp.v33i2.5091

Issue

Vol. 33 No. 2 (2024): July

Section

Artikel

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