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All Journal Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Pengajaran MIPA Journal of Science Learning Journal of Innovation in Educational and Cultural Research Prima Magistra: Jurnal Ilmiah Kependidikan ICONESTH Jurnal Serambi Ilmu IJIS Edu : Indonesian Journal of Integrated Science Education Pedagogia : Jurnal Ilmiah Pendidikan
Lilit Rusyati
Universitas Pendidikan Indonesia
Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Public Health Social Sciences Other

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Exploring the Relations between Peer Assessment, Self-Assessment, and Academic Achievement in School Science Experiment Course Riana Nurismawati; Lilit Rusyati; Hanna Nurul Husna; Winda Hidayanti
Journal of Innovation in Educational and Cultural Research Vol 6, No 3 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i3.2269

Abstract

Assessment has a pivotal role in education to evaluate students’ performance, with peer- and self-assessment as alternative tests to enhance the learning process. However, the links between self and peer assessment remain lacking in studies, in addition to academic achievement, particularly in science education. This study explores the correlations among peer assessment, self-assessment, and academic achievement (GPA) for higher education in School Science Experiment Courses. A correlational and comparative research design was conducted involving 96 preservice teachers. Data were analyzed using SPSS, with Spearman’s rank correlation for link analyses and the Kruskal-Wallis test with post-hoc comparisons for group differences. For overall scores, results described a strong relationship between peer and academic achievement and a weak correlation between peer- and self-assessment. No significant correlation was shown between self-assessment and GPA. For specific indicators, peer assessment is linked strongly with GPA all across indicators, while peer- and self-assessment correlated in six out of ten indicators, and the correlation between self-assessment and GPA lies in one indicator. Group comparisons revealed significant differences in peer- scores across High, average-, and low-achiever groups but no significant differences in self-scores. This relationship shows other alternative and innovative assessments that improve reflective skills and active learning.
Profile of Science Literacy Competence of Junior High School Students in Ecology and Biodiversity in Indonesia Syahida Ainaya; Winny Liliawati; Lilit Rusyati
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 7, No 1 (2025): January 2025
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v7i1.4274

Abstract

The importance of science literacy skills prompted this study to analyze the profile of science literacy competence of junior high school students in biodiversity in Indonesia. OECD defines science literacy as the ability to identify questions, acquire new knowledge, explain scientific phenomena, and draw conclusions based on facts. This research uses a quantitative approach involving 200 students from SMP Negeri 1 Pagaden Subang and SMPN 2 Pagaden Subang. The E-Test consisted of 25 questions distributed via WhatsApp Group by natural science subject teachers. Data were processed using Microsoft Excel and grouped based on the difficulty level of the questions (low, medium, high). The results show that junior high school students' science literacy skills are still in the low category. In explaining scientific phenomena competence, the percentage of correct answers for low and medium difficulty questions reached 66% and 67%, respectively, while for high difficulty questions it was only 55%. In evaluating and designing scientific investigations competence, questions with low difficulty levels had the highest percentage of correct answers (68%), followed by medium (56%) and high difficulty levels (43%). In interpreting scientific data and evidence competence, questions with low difficulty levels reached 78%, medium 69%, and high 58%. These findings are consistent with previous studies showing the low science literacy of students in various regions of Indonesia. Therefore, more intensive and sustainable efforts are needed to improve students' science literacy through more effective and interactive learning methods and teacher training. The results of this study are expected to serve as a reference for policymakers in formulating more appropriate education strategies to improve students' science literacy competence in Indonesia.
Environmental Awareness: Analysis of Junior High School Students Balgis Az Zahra; Rini Solihat; Lilit Rusyati
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 17 No. 1 (2025)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v17i1.30

Abstract

This study aimed to analyze students’ environmental awareness of Junior High School Students. The research was conducted by descriptive study with the research subjects consisted of 107 students grade IX. The environmental awareness measured consisted of three factors which are cognitive, emotional and behaviour. The data were obtained using a valid and reliable instrument consisted of 18 questionnaire statements. Data was then analyzed and compared within two variables which are gender (male and female) and science cognitive score (high and low achiever) by using simple statistical analysis and Mann-Whitney test. The result showed that first, students’ environmental awareness is categorized as medium to good. Second, there is no significant difference between male and female. However, female students showed slightly higher environmental awareness than the male. Third, there is no significant difference between high and low achiever. However, high achiever students gained slightly higher score in their environmental awareness.
Co-Authors Annisa Utami Putri Ari Widodo Ari Widodo Balgis Az Zahra Diana Rochintaniawati Hanna Nurul Husna Harry Firman Kaysa Asiroh Farizi Minsu Ha Minsu Ha Mohammad Ikhsanul Hakim Mohammad Ikhsanul Hakim Nisrina Meta Gamanik Nurul Khotimah Nuryani Rustaman Nuryani Y. Rustaman R. Auliya Ulul 'ilmi Fernandi Riana Nurismawati Rini Solihat Shofwa Widdina Syahida Ainaya Winata Tegar Saputra Winda Hidayanti Winny Liliawati Wiwin Sriwulan Wiwin Sriwulan Yayan Sanjaya Yustika Syabandari