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Retno Dwiyanti
Universitas Muhammadiyah Purwokerto, Indonesia
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The Group Final Exam with Constructivist Learning Theory as a Solution to Overcome the Situation if Students Losing Interest in Learning After the Exam Dwiyanti, Retno
International Conference on Elementary Education Vol. 6 No. 1 (2024): Proceeding The 6th International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

The purpose of this study is to find ways to increase students' interest in learning after the exam. This research can be used to find suitable learning strategies for students. This research method is literary research. The research stages include identifying sources, collecting data, analyzing data, and interpreting data. This study has shown that assessment is an important activity in the world of education. Through evaluation activities, the effectiveness of an educational program can be tested for feasibility and further actions for developing that program can be determined. Group final exams based on constructivist learning theory can be used as a solution to increase students' interest in learning after the exam. Group assessment also reduces student anxiety during the final assessment process. With the new concept of final group assessment without forgetting the success indicators designed in the assessment, it can be used as a solution to increase students' interest in learning. The new concept of final group assessment also allows students to face assessments without undue anxiety because each individual can complement the other's respective strengths. The conclusion of this study is that a well-designed method of conducting constructive final exams can increase students' interest in learning. Good preparation and meeting students' needs are essential so that group final exams according to constructivist learning theory can increase students' learning interest as expected. This research is highly recommended for designing learning activities, especially final assessments, to enhance learning interest. The state of reduced interest in learning after the end of the exam can be appropriately overcome in accordance with the identified learning goals.
Co-Authors Aditya Anjar Agustinus Supriyanto Alfalisyado Alfalisyado Anggarini Briliani Annisa Nur Rosita Antin Rohmawati Ardia Indah Cahyani Azizah, Fitri Rizkiah Nur Desi Wulandari Dhea Prastika Setiono Diah Ayu Prawesti K Dwi Hartoko Adji, Dwi Hartoko Dwi Hartoko Aji Dyah Astorini Wulandari Dyah Astorini Wulandari Elora Fitri Solihfahmi, Tsabitah Fahrezi, Syahrizal Yogi Fajar Kurniawan Fajar Kurniawan Fajri, Aldi Nur Faozi Jafar Fatin Rohmah Nur Wahidah Feri Wibowo Grafiyana, Gisella Arnis Hendardi, Ridlo Kamaludin Herdian Herdian Herdian, Herdian Hidayah, Astika Nurul Husen Ismail, Faisal Bin Ika Yustina Rahmawati Imam Faisal Hamzah Junaidah Yusof Khasanah, Laelatul Laelatul Khasanah Lahan Adi Purwanto M. Salim Anwar Maryam Rozana Ma’ruf, Anwar Meilani, Eka Rizky Mildaeni, Itsna Nurrahma Mustika, Robi Na'imah, Tri Nerisha Nainaya Novarizka, Shalsabilla Noveni, Nia Anggri Nur Hamam, Zaki Nur'aeni Nur'aeni Nur'aeni Nur'aeni Nur'aeni Nur'aeni, Nur'aeni Nuryana, Zalik Pambudi Rahardjo Pambudi Rahardjo Pambudi Rahardjo Prameswari, Setya Putri Salma Rahmasari Qurrota Aeni Radite Wanodya Rahman, Shukran Abd Rezkina Widne Perwira Rezkina Widne Perwira, Rezkina Widne Ridwan Evendi Ridwan Evendi, Ridwan Santhy Hawanti Satrio Nugroho Şen, Ayşenur Shevy Audrey Pradypta Sidik, Mohammad Jafar Sriyanto Sriyanto Susilo Wardani Suwarti Suwarti Tri Na'imah Tri Na'imah Tri Na'imah Tri Na'imah Tri Nai'mah Tri Septin Muji Rahayu, Tri Septin Ugung Dwi Ario Wibowo Ugung Dwi Ario Wibowo Wida Purwidianti Yunian, Fandy Ahmad Zhazid Nur Muhammad