PENGARUH SELF DAN PEER AFFECTIVE ASSESSMEN PADA HASIL BELAJAR KIMIA DASAR MAHASISWA DIII ANALIS KESEHATAN - Gita Nur Fajriani (Lembaga Layanan Pendidikan Tinggi Wilayah IV, 2020)
Abstract – This study investigate Basic Chemistry learning outcome difference in Health Analyst Level 3 Diploma sudents who did self-affective assessment and peer-affective assessment. Participant of this study were two student groups in which 30 students in class A who did self-affective assessment and 28 students in class B who did peer-affective assessment, while Basic Chemistry learning experience in both classes were identical. The result of this study showed that class A Basic Chemistry learning outcome (78.21) is higher and significantly different (asymp sig. 0.001, α = 0.05) than class B learning outcome (70.90). Based on questionnare, it was found that class A students found themselves more motivated, discipline, responsible, and have self abitity consciousness. While class B students found themselves growing reflective, motivation, dan sympathy behaviors. Class A students focused on learning and their own selves, while class B students focused on learning, their selves, and peer’s behavior. Affective assessment wether it’s self or peer assessment can be used to help student continually watch their behavior development in learning and develop their long life learner behavior. Abstrak – Penelitian ini mengkaji perbedaan hasil belajar mahasiswa DIII Analis Kesehatan pada mata kuliah Kimia Dasar yang melaksanakan self-affective assessment dan peer-affective assessment. Responden terdiri dari dua kelompok mahasiswa terdiri dari 30 orang kelas A melaksanakan self-affective assessment dan 28 orang kelas B melaksanakan peer-affective assessment, dengan keseluruhan pengalaman belajar mata kuliah Kimia Dasar yang persis sama. Hasil penelitian menunjukkan hasil belajar mata kuliah Kimia Dasar mahasiswa DIII Analis Kesehatan yang melaksanakan self-affective assessment (78,21) lebih tinggi dan berbeda secara signifikan (asymp sig. 0,001, α = 0,05) dengan mahasiswa yang melaksanakan peer-affective assessment (70,90). Berdasarkan hasil angket, ditemukan bahwa mahasiswa kelas A mendapati diri mereka lebih termotivasi, disiplin, tanggung jawab, dan mengenal kemampuan diri. Sementara itu mahasiswa kelas B mendapati diri mereka menumbuhkan sikap reflektif, motivasi, dan simpati. Mahasiswa kelas A lebih fokus pada materi pembelajaran dan perkembangan dirinya sendiri, sementara mahasiswa kelas B berfokus pada materi pembelajaran, perkembangan diri sendiri, dan mengamati perkembangan teman sejawat. Penialaian afektif baik berupa self-affective assessment maupun peer-affective assessment dapat digunakan untuk membantu mahasiswa memantau perkembangan sikapnya dalam belajar dan menumbuhkan sikap pembelajar sepanjang hayat.