PENGEMBANGAN MODEL PEMBELAJARAN TPS BERBASIS AfL MELALUI PENILAIAN TEMAN SEJAWAT UNTUK PEMBELAJARAN MATEMATIKA PADA POKOK BAHASAN SISTEM PERSAMAAN LINEAR DUA VARIABEL DI SMP/MTS SE-KABUPATEN MAGELANG TAHUN PELAJARAN 2013/2014
Abstract: The objectives of
the research were to find out: (1) how the process and the product of an
AfL-based TPS learning model development were through peer assessment, (2)
which learning model provided better learning outcome, the AfL-based TPS
through peer assessment or the TPS one, (3) which students had better learning
outcome, those with high, those with moderate or those with low learning
independency, (4) in each learning model, which students had better learning
outcome, those with high, those with moderate or those with low learning
independency, and (5) in each category of learning independency, which learning
model provided better learning outcome, the AfL-based TPS through peer
assessment or the TPS one. This research was divided into two stages. The first
one was learning model development belonging to research and development
research. This stage included material collection, model prototype designing,
model tryout, and model establishment. The tryout was conducted in four
learning. The second was model effectiveness test belonging to a
quasi-experimental research with a 2x3 research design. The population was the
first semester VIII graders of SMP/MTs (Junior High Schools/Islamic Junior High
Schools) throughout Magelang Regency in
the school year of 2013/2014. The sampling technique used in this research was
stratified cluster random sampling. The sample of research consisted of 138
students: 68 for the experiment 1 class and 70 for the experiment 2 class.
Considering the result of hypothesis testing, the following conclusions could
be drawn. (1) The AfL-based TPS learning model through peer assessment could be
applied at SMP/MTs level in Magelang Regency. (2) The learning outcome of the
students treated with AfL-based TPS learning model through peer assessment was
better than that of those treated with the TPS one. (3) The learning outcome of
students with high learning independency was better than that of those with
moderate and low one. The learning outcome of the students with moderate learning
independency was as good as that of those with low one. (4) In both the
AfL-based TPS learning model through peer assessment and the TPS, the learning
outcome of students with high learning independency was better than that of
those with moderate and low one, but that of the students with moderate
learning independency was as good as that of those with low one. (5) In high,
moderate, and low categories of learning independency, the learning outcome of
the students treated with AfL-based TPS learning model through peer assessment
was better than that of those treated with the TPS one.
Keywords: Think Pair Share
(TPS), Assessment for Learning (AfL), Peer Assessment, Student Learning
Independency
Penulis: Putra Adi Wibowo, Budiyono,
Sri Subanti
Kode Jurnal: jpmatematikadd140181
