Jurnal Pendidikan Vokasi
Keywords
problem-based learning, peer assessment, student's competence
Document Type
Article
Abstract
This study aimed to determine the effectiveness of the effect between the Problem-Based Learning model using Peer assessment and the Problem-Based Learning model on student competencies. The study used a quantitative experimental approach at SMK Negeri 1 Sragen in class XI AK 4 as a control class and XI AK 5 as an experimental class. The population involved all XI Accounting class students totaling 160 students, while the sample consisted of 64 students divided into the experimental class and the control class. The results showed that the first hypothesis obtained Fcount data>Ftable or 5.214> 2.760 and sig values. 0.026 <0.05, then Ho is rejected, and Ha is accepted. Learning using the Problem-Based Learning model with Peer Assessment has an average value of 83.78, higher than the average value of the Problem-Based Learning model that is equal to 81.53. This study concludes that there are differences in the effect between the control class and the experimental class on student competence. The experimental class using the Problem-Based Learning Model using Peer Assessment is more effective than the control class using the Problem-Based Learning model.
Page Range
159-166
Issue
2
Volume
10
Digital Object Identifier (DOI)
10.21831/jpv.v10i2.30956
Source
https://journal.uny.ac.id/index.php/jpv/article/view/30956
Recommended Citation
Anggraini, A., Sudiyanto, S., & Sulistyaningrum Indrawati, C. D. (2020). The effectiveness of the problem-based learning model using peer assessment in vocational high school. Jurnal Pendidikan Vokasi, 10(2), 159-166. https://doi.org/10.21831/jpv.v10i2.30956
References
Alias, M., Masek, A., & Salleh, H. H. M. (2015). Self, peer and teacher assessments in problem based learning: Are they in agreements? Procedia - Social and Behavioral Sciences, 204, 309-317. https://doi.org/10.1016/j.sbspro.2015.08.157
Anggreini, D., Kusmayadi, T. A., & Riyadi, R. (2016). Eksperimentasi model pembelajaran kooperatif tipe Group Investigation (GI) berbasis Assessment for Learning (AfL) melalui penilaian sejawat pada materi Persamaan Garis Lurus ditinjau dari kepercayaan diri siswa terhadap prestasi belajar siswa kelas VIII S. Jurnal Elektronik Pembelajaran Matematika, 4(8), 819-829.
Arvianto, I. R., Mardiyana, M., & Usodo, B. (2013). Eksperimentasi model pembelajaran kooperatif TGT berbasis Assessment for Learning ditinjau dari gaya kognitif siswa. Jurnal Elektronik Pembelajaran Matematika, 1(7), 672-681.
Asyari, M., Al Muhdhar, M. H. I., Susilo, H., & Ibrohim, I. (2016). Improving critical thinking skills through the integration of problem based learning and group investigation. International Journal for Lesson and Learning Studies, 5(1), 36-44. https://doi.org/10.1108/IJLLS-10-2014-0042
Budiyono, B. (2011). Penilaian hasil belajar. Universitas Sebelas Maret Press.
Daryanto, D., & Rahardjo, M. (2012). Model pembelajaran inovatif. Gava Media.
Djamarah, S. B. (2005). Guru dan anak didik dalam interaksi edukatif. Rineka Cipta.
Downing, K., Ning, F., & Shin, K. (2011). Impact of problem"based learning on student experience and metacognitive development. Multicultural Education & Technology Journal, 5(1), 55-69. https://doi.org/10.1108/17504971111121928
Gielen, S., Dochy, F., Onghena, P., Struyven, K., & Smeets, S. (2011). Goals of peer assessment and their associated quality concepts. Studies in Higher Education, 36(6), 719-735. https://doi.org/10.1080/03075071003759037
Hadie, S. N. H., & Yusoff, M. S. B. (2016). Assessing the validity of the cognitive load scale in a problem-based learning setting. Journal of Taibah University Medical Sciences, 11(3), 194-202. https://doi.org/10.1016/j.jtumed.2016.04.001
Jalani, N. H., & Sern, L. C. (2015). Efficiency comparisons between example-problem-based learning and teacher-centered learning in the teaching of Circuit Theory. Procedia - Social and Behavioral Sciences, 204, 153-163. https://doi.org/10.1016/j.sbspro.2015.08.128
Özbıçakçı, Åž., Bilik, Ö., & Ä°ntepeler, Åž. S. (2012). Assessment of goals in problem-based learning. Nurse Education Today, 32(8), 79-82. https://doi.org/10.1016/j.nedt.2012.03.017
Pribadi, B. A. (2011). Model ASSURE untuk mendesain pembelajaran sukses. Dian Rakyat.
Sutrisno, S. (2012). Pembelajaran Fluida menggunakan model Jigsaw dengan Peer Assessment untuk meningkatkan aktivitas, sikap ilmiah, dan prestasi belajar siswa kelas XI IPA. Journal of Innovative Science Education, 1(1), 10-18. https://journal.unnes.ac.id/sju/index.php/jise/article/view/39
Thomas, G., Martin, D., & Pleasants, K. (2011). Using self- and peer-assessment to enhance students' future-learning in higher education. Journal of University Teaching & Learning Practice, 8(1), 1-17. https://ro.uow.edu.au/jutlp/vol8/iss1/5
Trianto, T. (2012). Mendesain model pembelajaran inovatif-progresif. Kencana Prenada Media Group.
Wulandari, B., & Surjono, H. D. (2013). Pengaruh problem-based learning terhadap hasil belajar ditinjau dari motivasi belajar PLC di SMK. Jurnal Pendidikan Vokasi, 3(2), 178-191. https://doi.org/10.21831/jpv.v3i2.1600
Yew, E. H. J., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on lLearning. Health Professions Education, 2(2), 75-79. https://doi.org/10.1016/j.hpe.2016.01.004