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Fitriani Fitriani
Sekolah Tinggi Agama Islam Al Furqan Makassar, Indonesia
Law, Crime, Criminology & Criminal Justice

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Implementation of Peer Tutor Learning Method to Improve Language Skills (Listening, Speaking, Reading and Writing) of Children at Darul Muhsin Kindergarten Group B Through Various Writing Activities Diyan Hardianti Ilyas; Fitriani Fitriani; Markuna Markuna
International Journal on Advanced Science, Education, and Religion Vol 8 No 1 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i1.812

Abstract

The study aims to determine the application of the Peer Tutor Learning Method to Improve Language Skills (Listening, Speaking, Reading and Writing) of Children in Darul Muhsin Kindergarten Group B Through Various Writing Activities. This study uses a Classroom Action Research (CAR) approach, the subjects of the study were 11 children in Group B2 Ali Bin Abi Thalib TKIT Darul Muhsin Makassar. Data management with Observation, and Implementation Evaluation. The data from the development research are described as The application of peer tutor learning to develop language skills (listening, speaking, writing and reading) in Group B2 TKIT Darul Muhsin is quite effective. The increase can be seen from the results of observations at the end of the improvement of development activities, including: activities to listen to animated videos and learning, speaking and retelling the contents of the videos that have been watched, reading words in the arrangement of letters forming words and writing and drawing activities on the theme of the Universe sub-theme of celestial bodies and natural phenomena. Quantitatively based on the table of results of the final achievement of cycle 2, there has been an increase in language development (listening, speaking, writing and reading) with the help of peer tutors. The increase was from cycle 1 with a value of 2.30 with the predicate Starting to Develop (MB), in cycle 2 it became 3.07 with the predicate Developing According to Expectations (BSH).
Development of Authentic Assessment-Based Performance Assessment Tools on Buffer Solution Material Rina Novianty; Aryandi Sudika; Fitriani Fitriani; Mukhsin Mukhsin
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1417

Abstract

This study aims to develop and evaluate a performance assessment tool based on authentic assessment on buffer solution material in chemistry learning in secondary schools. The study uses a research and development (R&D) approach with reference to the 4-D model which includes the define, design, develop, and disseminate stages. The developed product includes an assessment specification table, a performance assessment grid, analytical rubrics in the cognitive, affective, and psychomotor domains, student performance tasks, student activity sheets, and a learning implementation plan. The validity of the tool was determined through expert judgment and analyzed using the content validity coefficient, while the practicality and effectiveness were tested through a limited trial on 40 grade XI science students. The results showed that all components of the performance assessment tool met the criteria of validity (V = 0.89–1.00), practicality (average value of implementation T = 4.35), and effectiveness. The effectiveness of the tool is demonstrated by an increase in cognitive learning outcomes from 47.5% to 80%, the achievement of affective and psychomotor learning outcomes, which are predominantly in the good and very good categories, and a positive student response of 89.79%. These findings indicate that the developed performance assessment tool is capable of supporting comprehensive and authentic chemistry learning assessments and has the potential to improve the quality of student learning processes and outcomes.
Co-Authors Aryandi Sudika Diyan Hardianti Ilyas Markuna Markuna Mukhsin Mukhsin Rina Novianty