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p-ISSN: 1693-1246 Jurnal Pendidikan Fisika Indonesia 11 (2) (2015) 108-116

e-ISSN: 2355-3812 DOI: 10.15294/jpfi.v11i2.4227
Juli 2015



A. Y. Nuryantini1* , T. Setiadi2, Kurniawan2, I. Farida1
Program Studi Pendidikan Fisika Fakultas Tarbiyah dan Keguruan UIN SGD Bandung, Indonesia
MTS Negeri 2 Kota Bandung, Indonesia

Diterima: 12 Januari 2015. Disetujui: 28 Maret 2015. Dipublikasikan: Juli 2015


Penelitian ini dilakukan untuk mendeskripsikan penerapan penilaian otentik dengan feedback dalam pembelajaran IPA
materi gerak yang dapat meningkatkan kemampuan menulis laporan ilmiah dan menganalisis peningkatan kemampuan
menulis laporan ilmiah siswa kelas VIII G MTs Negeri 2 Kota Bandung. Penelitian yang dilakukan merupakan penelitian
tindakan kelas. Subjek penelitian adalah 35 orang siswa kelas VIII G yang terdiri dari 18 laki-laki dan 17 perempuan.
Tempat penelitian dilaksanakan di Madrasah Tsanawiyah Negeri 2 Kota Bandung pada semester genap tahun pelajaran
2014/2015. Indikator keberhasilan dari penelitian tindakan kelas yang dilakukan adalah minimal 80% dari siswa memiliki
kemampuan menulis laporan ilmiah dalam kategori baik (dengan skor minimal 80). Hasil penelitian menunjukkan bahwa
kami telah berhasil menerapkan penilaian otentik dengan feedback yang dilakukan guru dalam pembelajaran IPA materi
gerak untuk meningkatkan kemampuan siswa MTsN 2 Bandung dalam menyusun laporan ilmiah. Kemampuan menulis
laporan ilmiah siswa mengalami peningkatan siklus I ke siklus II yang semula sebesar 14 % menjadi 83 % jumlah siswa
yang berkategori baik.


This research was carried out to describe the application of authentic assessment with feedback in science learning of
motion material which can increase the grade VIII G MTs Negeri 2 Kota Bandung students’ ability of making scientific
reports and to analyse the increase. This classroom action research was performed at Madrasah Tsanawiyah Negeri 2
Kota Bandung in the even semester 2014/2015 academic year with 35 students consisting of 18 boys and 17 girls as
the subjects. The success indicator of the research was a minimum of 80% of the students were able to make scientific
reports in good category (with minimum score of 80). The result showed that the application of the authentic assessment
with the feedback increased the ability of students of MTs Negeri 2 Kota Bandung in writing the scientific reports. There
was an increase of students’ ability in writing the scientific reports from the first cycle to the second one. Initially, 14% of
the students got good category in the first cycle. This number increased, then, to 83% in the second cycle.

© 2015 Jurusan Fisika FMIPA UNNES Semarang

Keywords: feedback, scientific report, authentic.

INTRODUCTION concepts, principles and laws derived through
a series of scientific process. The subject of na-
Science subject is essentially a study tural science has three components which can-
about natural phenomena in the form of facts, not be separated, the products, the scientific
*Alamat Korespondensi: process, and scientific attitude. Scientific pro-
Jl. A.H. Nasution No. 105 Cipadung Bandung
cess contains both working and thinking met-

4) teachers more likely taught the subject to With reference to the above description. concepts. to solve problems using thinking skills. and scientists have found out-knowledge “. teachers were worried if the laboratory activity They are also expected to have the capability or demonstration is often done. in Semester 1 was still under KKM (minimum rience for students to develop the competence completeness criteria: 65). ers in delivering lessons. some facts true concept so the opportunity to develop their were obtained. Nuryantini. sides that. T. achieve the cognitive learning outcomes only. This is evident from . Lear- Based on the conducted observations in ning materials are accepted as the only one class VIII G MTs Negeri 2 Bandung. demonstration is constrained by the availabili- ne who has a scientific literacy which is cha. and actively engaged in learning if teachers ted implicitly in the learning of science in junior do a real science show or a demonstration in high school (SMP/MTs). and act scientifically as well as to lop students’ science process skills.. an analysis and reflection towards the lity to communicate (Rezba. to recognize that metal expands bring practical tool to attract students’ attention. The ability scientific reports but find it difficult to discover of students to make a scientific report based on the right method or technique so that students the data obtained from experiments involves can achieve those skill and ability. Subsequently. especially communicate (BNSP. A. to communicate learning materials cannot be completely delive- findings. some teachers have made attitudes (Modul 2 Praktik Pembelajaran Yang various efforts which include giving students Baik SMP/MTs USAID PRIORITAS. method is not addressed specifically to deve- behave. then it will take of scientific thinking and process skills to dis. dkk. Com.e mastering the science concepts. It is also one of the purposes sta. teachers sought to For example. to improve the abili. thinking skills is hampered. Through learning the ability to write a scientific report. 2) the students ten- in exploring and understanding the surrounding ded to be passive and did not have the cou- universe scientifically through observation and rage to ask during learning activities. therefore. and principles of science. problem. more time than teaching plan so that the whole cover the concepts of science. the learning materials for the next meeting. 2006). Setiadi. and to have scientific solve the problem. 2006). the learning of science in school the i. However. to apply red during the specific given time in class. 1999). It assignment at the end of each lesson to read is. 3) the experimentation (Bybee. and what question that was given on the worksheet. The need science. students must be trained to dis. Kurniawan. the subject has since the average value of Final Examination the characteristics to provide a hands-on expe. ability of the students in writing research-based Gega (1995) stated that “the imperatives from scientific reports was limited.The Application of Authentic Assessment 109 hod. the abi. teaching natural science based on the deve- fied science just like many previous scientists lopment of process skill and the ability to write that discovered any new knowledge. the students ten- science as a discipline are found in how scien. therefore. students must be conditioned to behave like Students will appear enthusiastically a scientist. Scientists use various scientific attitudes cess has not been reached satisfactory result to conduct their research. to be able to solve problems. Y. method also resulted in weak ability of students and to recognize literature activities. From the discussion. those were 1) the learning pro. ded only to fill the data table and answer the tists go about finding out-process. 2014). To science in everyday life. the demonstration scientific inquiry to cultivate the ability to think.The ability to written test instruments that only measure the write a scientific report is useful for students to cognitive learning influence the way of teach- develop scientific thinking. has been done. these efforts have not yet developed conduct experiments to heat various types of the students to perceive natural science sub- metals and observe the results. I. In addition. it is expected that junior high school of teachers to implement practical methods or student (SMP/MTS) will develop into someo. process of the current science learning method munication can be done in oral or written form. the facts. during session. that is students can do science learning. Based on this an aspect of process skills in science. In line with it. the students have to make scientific reports to Teachers do realize the importance of communicate their findings to become a veri. ty of experiment tools and props which do not racterized by having the ability to understand match for the number of students. 1983). Farida . Be- cover knowledge through scientific process. when heated then inductively students have to However. ject as a process. it can be Scientific report is one example of the written seen that the tendency of teachers to use the communication form (Day. Thus. The dominant lecture ty to organize facts clearly and systematically.

an action is necessary to make students the activities conducted by the researchers able to increase their ability through practical were to develop an action plan. they assessment strategies with feedback through tend to use worksheets that already exist in the collaborative classroom action research. The writing ning science that can improve the ability of stu- of reports of the experimental results does not dents of class VIII G MTs Negeri 2 Bandung use the authentic assessment formats. Action. As a re. in writing a scientific report and to analyze the sult. feedback in learning science rove the performance of students in the lear- ning process. on phase was carried out within four meetings. The three phases cesses and attitudes. student learning activities. Teach. conducting experi. ment strategies with feedback. Besides that.(2) which includes the dimensions of products. students should be facilitated shown in Figure 1. on of the planned action by the teacher and the heses. The reflection on the learning pro- . By took place. This acti- of a scientific report is to use authentic assess. When the learning activities took ce process skills. did experiment about Newton’s laws and wro- per (2008). hence in order to achieve can be described. which then acted as a teacher who feedback regarding their work from the teach. in a spiral shape as these objectives. Practical experiment is still ra. interpreting or analyzing the data. and communicating with others. namely: 1) Planning . by implementing authentic worksheets that fit the needs of students. The tasks reports that had been given some feedbacks or performances done are related to scien. write scientific reports. the teacher does not know the student’s ability increase of students in VIII G MTs Nege- real ability in making scientific reports. learning devi- experiment in the laboratory in order to produ. ri 2 Bandung to write scientific reports through ment results have not been used as a basis for the application of authentic assessment with providing feedback to students directly to imp. based on the At the first and the third meetings. Authentic assessment with feed. Assess. te scientific reports based on the experiments back is an assessment of the tasks / students’ conducted in groups. ces. which include: observing or place. implemented the action in each cycle. and 3) Reflection. instruments to collect data. making also done to document the learning process conclusion. the students wrote scientific reports learning process is in progress which aims to individually based on the temporary scientific improve student learning outcomes. One member of the research wed by the skills achieved and the products of team was the class teacher of the subject of the the learning process. ers are not accustomed to use self-developed Therefore. At the second and fourth performance by providing feedback when the meetings. by teachers. Student learning outcomes is not research team consisting of two lecturers and only measured by the test results. Each stage was conducted by another different strategy than usually given through participatory collaborative study by a by teachers. dents’ skills in writing scientific reports in scien- rely done so that students are not habituated to ce learning is expected to improve. it is expected that the students will be not been given ample opportunity to express encouraged to achieve good product and high the results of their study in another way since level of performance that is to use written com- written test is the only measuring tool. The selected action of teacher so that the teachers implemented the already planned students could produce a product in the form action that was to conduct the lesson. fore. (lesson plan and students’ worksheet) and ce a product in the form of a scientific report.110 Jurnal Pendidikan Fisika Indonesia 11 (2) (2015) 108-116 the attitude of students who tend to be passi. munication in the form of a scientific report. two teachers. improve their performance in learning. In the first cycle or the planning phase. students have tasks. the students experimental results adapted from Nicol & Dra. three observers noted the implementati- inspecting. planning research. giving feedback when students perform the ve in the class. There. sisted of three stages. research were to describe the application of port by filling out and complete the answers to authentic assessment with feedback in lear- questions in the worksheet book. At the action stage. stu- form of a book. but also sho. asking questions or building hypot. METHODS Given the demands of student learning outcomes that should be appropriate to the Research procedures on each cycle con- characteristics of the natural science subject. pro. Students are only used The objectives of this classroom action to write down the answers to the scientific re. visually. Other ers during the learning process so that they can team members acted as the observers. Video recording was ment. Students also need to get research.

there were ten assessment criterias listed in the assessment rubric. Action observation sheet was the guide to on the rubric that has been set. Assessment rubric was used to evaluate the scientific reports of students. The discussion regarding the wrote the temporary scientific reports. The analysis of the qualitative data was done by describing the data from the observa- Based the results of the reflection from tion and the video recording. observation was made and video recorded The quantitative data analysis of the during the learning activities. A. The action observation 3. those were: 1) the report outlook. 2. the students wrote a scien- the reflection session since the results of the tific report individually based on the previous discussion will be used as the the reference for provisional report. a group of students did expe- with the research team to reflect on going lear- riments about vibration and then subsequently ning activities. The assessment rubric used three levels of achievement: good (3). Figure 1. Y. The the study was conducted in two meetings. fourth and fifth aspects. required the data findings and determined the tendency to provide a detailed description of the of the teacher’s behavior that appeared from observed facts. The quantitative data were obtained from the assessment of scienti- fic reports using the assessment rubric. In the second cycle. Procedure of research. The conversion of the score into the mark of sheet contained the detailed outline action the scale of 100. Nuryantini. There were ten collect data on the activities of students and aspects assigned by scores ranging from 1 to teachers’ actions. 3) the flow diagram of the experiment 4) data observations. T. an improving the next action. Kurniawan. the dents’ scientific reports. student scientific report was assessed based 1. The third. Setiadi. the plan for the second cycle was of the teacher in the lesson was connected with then arranged accordingly. the research team analyzed a checklist (yes or no) and. instrument in the form of the action observation To get the quantitative mark of the abili- sheets and the assessment rubric of the stu- ty to write scientific report of each student. enough (2) and bad (1). At regarding the learning in every step with the reflection time. Farida .The Application of Authentic Assessment 111 cess was done after each completed lesson to steps. The assessment of the scientific reports covered seven aspects. Each action step the first cycle. The procedure students that fit into some specific categories for classroom action research can be seen in which was divided into poor. consisting of a) the steps of learning review the implementation of the actions taken and b) the authentic act of assessment and the learning activities of students. good based on the total score of each compo- The data were collected using research nent of the assessment on the scientific reports. The qualitative data were obtained from the action observation sheet. was done as follows: . 6) conclusions and 7) references. Just like the first cycle. the reflection of the lear. the field notes and the video recording of the learning activities. The observers were asked end of the first cycle. The research data consisted of qualita- tive and quantitative data. the students’ responses that appeared. to provide their result of observations ning was focused to plan for the next action. 5) analysis and discussion. and the students’ activity. each consisted of two sub-aspects. then. both the teacher’s action the observation notes and video records. moderate and Figure 1. At the recorded observations was directly made on second meeting. I. At the by teachers. 2) the report format. All the data that scientific report prepared by the students was have been collected were then processed and conducted by calculating the percentage of analyzed to obtain conclusions. Overall. At analysis was also carried out by discussing it the first meeting.

Based on the Table Poor catagory 10 . it can be seen that the obtained experiences in making the scientific number of students that reaches the ability of report in which they have never done in the making the scientific report with good category previous lessons. Based on the ability category. the classroom action rese.3 s. Percentage of total students based on scientific report aspects) = 10. Nevertheless.30 ≥ 80. The students wrote down the steps of termine the level of achievement of the action. observation data (4a and 4b). The success indicator for this classroom b. the target of ability in tific report based on data analysis of the first making the scientific reports has not still been cycle is described in Table 2. RESULTS AND DISCUSSION e. One third of the lower mark discussion (5a and 5b). because: compared to the expected target of ability to de. from the first report to the second one. while the minimum score of scientific reports was 1 x 10 (the number of Table 2.d.3 total student based on the category of ability Good catagory 24. report 1 report 2 Good 0 14 Table 1. the assessment criterias of % Number of student (N=35) the scientific report were categorized as shown Category of ability Scientific Scientific in Table 1. The students’ weaknesses . 53. In was in the range from 10 to 16 and had a ma.3 3. the minimum score of 80. there was an increase of writing ability ximum mark of 53. lity in making the scientific report was still not The analysis of the quantitative data was optimal on the above components. the ability of making the scientific report with ports was 3 x 10 (the number of scientific re. with the relevant theories and contained no causation argument. The students only wrote down a part of the action research was at least 80% of the stu.7 second scientific reports. the result Mark x 100 of action has not been achieved the expected Total score target: a minimum of 80 % of total student have The maximum score of the scientific re. However. and bibliography (7). The result of data analysis and discussion tific report with the achievement of good in the written by students was less concerned set category. the students’ abi- report which ranged from 1 to 3. practical work by copying directly from The analysis of the qualitative and quantitative sentences in students’ worksheet (LKS) data was then interpreted and linked between and did not use their own sentences in them to obtain some conclusions. that is from 0% Achieved score into 14% of total student.0 attainment for each component in the first and Fair catagory 17 . to ability component of making the observation tific reports was suitable with the scale set for data. port aspects) = 30. it can be stated that some components of scientific reports that cannot be arranged pro- The criteria for categorization were taken perly by students are work procedure (3a and by dividing each range of marks by three from 3b). steps of practical work/procedure which dents have the ability to write scientific reports they did and did not insert the complete which was marked as “good” (with a minimum pictures. the category of achievement for the scientific Based on the analysis. c. except the categorization of the quality of the scien. achieved. the students have Based on Table 2.7 s. Almost all of students have not included the bibliography.3 (see Table 1). analysis and the overall mark. Thus. d. The students did not write down the arch was considered successful if at least 80% observation data completely. Fair 80 83 Poor 20 3 Criteria Total score Mark Maximum 10 x 3 = 30 100 Table 3 shows percentage detail of the Minimum 10 x 1 = 10 33. of the students have the ability to write a scien. 76.23 56. a. accordance with what they did.16 33.d. In the first cycle. Assessment criteria for scientific re- ports. Therefore.112 Jurnal Pendidikan Fisika Indonesia 11 (2) (2015) 108-116 increases on the second report. good category. assessment rubric. score of 80). The students’ ability in making the scien. general.

3b = Work procedure 4a. both on the whole the directive questions. Thereby. on the whole in the second cycle. directive questions. Nuryantini. Y. They were more thorough to do the experiment when and how the students got the mistakes. and ce books or other references and relate them students confirmed or were given the chance with the facts that they observed through ex. and write down the data of experimental result. work to each scientific report component wit- sion with the relevant theories. they need to refer to sour. they need to improve. whether it was made in written or oral performance in carrying out the experiment. Farida . Students were not the experiment. Percentage of total students based on the category of scientific report component. The focus of students’ attention has to report. Component % Number of student of scientific Scientific report 1 Scientific report 2 report Poor Fair Good Poor Fair Good 1 0 9 91 0 3 97 2 0 9 91 0 0 100 3a 94 6 0 3 54 43 3b 94 6 0 9 54 37 4a 20 11 69 6 71 20 4b 20 11 69 6 74 17 5a 86 11 0 86 11 0 5b 86 11 0 91 6 0 6 3 43 54 17 83 0 7 100 0 0 94 0 6 Information: 1 = Report display 2 = Report format 3a. and to each component. assessment compiled by students was desc- write the gained data thoroughly and answer ribed in the second cycle. be directed to teacher’s explanation. experiment with learnt-important concepts as tical work. to ensure that students truly understand what Based on the matter.The Application of Authentic Assessment 113 Table 3. This was terial in the next cycle. Setiadi. way. Teachers also gave the written feedback. Teachers have to ensure that careful in observing and writing down the ob. The matter becomes improvement ma. teachers have to give more intensive direction In this part. in the next cycle. . doing question and answer analysis result of students’ scientific report as- in order that the students are able to relate the sessment. I. the periment. Based on the or demonstration. the giving of feed- the third meeting gave the change for students’ back. depended on the teacher’s assessment. 4b = Observation Data 5a. students revised it. It was the final result which Teacher’s effort to improve the action at will be assessed. the result of scientific report so that students can do the experiment well. To answer the hout having to wait them finishing the reports. It was then compared wards students is committed by giving example to the first cycle scientific report. answer the directive questions on the students’ The actions committed by teachers were worksheet and have not been able to relate the to check out the students’ work to each group functions of the directive questions which can and give feedback directly by improving their help them relate the data analysis and discus. to ask teacher’s suggestion. The technique of giving the classical verbal Even so. the scientific reports made by students already served data. A. Afterwards. Teacher’s guidance to. 5b = Analysis and Discussion 6 = Conclusion 7 = Bibliography were caused more on implementation of prac. Kurniawan. The students did not completely accord with assessment criteria. the students still deal with the same feedback should really be considered by the difficulty when they asked to make the scientific teacher. They were less complete in carrying well as obtain the right example in carrying out out the steps of experiment. T.

Figure 3. It means that more students fall in the poor category of ability of writing the observa- tion data. for each group and classical one. can be seen in the graph shown in Figure 3. the attainment of students’ ability in writing 77.7. comparison with the result of scientific report component of 4b. 6. In 7. tal students based on the category of ability at- tainment in making scientific reports in the first and second cycle. Even so. were 83% of students. The percentage graph of the total students with attainment of fair category to each component of scientific assessment in the first and second cycle Based on the graph above. However. 2. writing the scientific report to each component with fair category in the first and second cycle Table 4. 3b = Work Procedure have well reached the category of ability in wri- 4a. However. The Percentage comparison of the to. if it refers to the indicator of re- search success which minimally expects 80% Figure 2. curs in the component 1. 3a. The attainment the scientific report with the good category oc- has exceeded the expected target that was. % Number of student (N=35) Category of ability Scientific Scientific report 1 report 2 Good 14 83 Fair 83 17 Poor 3 0 Here is the graph which shows the per- centage comparison of the total students that reach the good category for each component to the first and second cycle. It increases in the second cycle. and 5b has not reached assessment in the first cycle. the number of students who reaches the fair category to the component of 5a and 5b (analysis and discus- sion) increases in the second cycle. The percentage graph of the total of the total students to have the ability in ma- students that reach the good category for each king the scientific reports with good category. that is. 80% of the total students 3a. a. and 80% of students reach the good category. 5b = Analysis and Discussion have experienced an increased ability to make 6 = Conclusion scientific reports. Information: In the second cycle. 4b = Observation Data ting the scientific reports. the component of 4b in the second cycle dec- reases. 4a. Provision of effective authen- 7 = Bibliography tic assessment done by giving feedback. it seemed that the good category. to each product . the students 5a. there was a rapid increase as seen in the Table The comparison of ability attainment in 4. get of success indicator. 3b. Based on the graph in the Figure 2 abo- tegory: have the score of scientific report over ve. the target of ability in 1 = Report Display making the scientific report has generally been 2 = Report Format achieved. Thereby.114 Jurnal Pendidikan Fisika Indonesia 11 (2) (2015) 108-116 the number of students who achieved good ca. component of scientific report assessment in this research is stated to have attained the tar- the first and second cycle.

The teacher often then informed to the students in the class. ving the example or demonstration and doing achers in written way on a piece of students’ question and answer. they need to motivate students to be more thorough in doing refer to source books or other references. the te- teacher’s guidance. the students individually if based on teacher’s assessment need the feedback at once without having to students got the mistakes. As a result. Nuryantini. A. Students answer the directive vity on this research has been tried to embo. are not well conveyed. Kurniawan. and writes down sentences with unclear words and followed up by the students’ improvement indi. of 80% to gain the good category. The written way or the ones given generally/classi. commented work. increases. This brings about the efficiency pected target at only 14% of the total number of teachers’ guidance through giving feedback of students. The guidance Debra (2006) and Nicol & Draper (2008). Setiadi. the messages the result of students’ scientific report analysis. It occurred On the learning activity in the second because students were less thorough to do the cycle. To improve the performance.The Application of Authentic Assessment 115 stage which is generated by students during wait for finishing their work. research (2007). dy the characteristic of natural sciences (IPA) The students have related the function of direc- learning as a process and to develop scientific tive questions which can help them relate the work. In addition. The compiled students’ worksheet has data analysis and discussion with the relevant accommodated high level questions which di. In the second cycle. ability in making the scientific report with the ons which can help them relate the data ana. Thereby. lysis and discussion with the relevant theories. It is contradictory to the indicator which can give the real impact on students’ per- of research success which requires a minimum formance. expected target. The teacher has also work report/result and classically it forms the ensured that the scientific reports made by common comments regarding the mistakes students have accorded with the assessment done by students. seems also to happen to the first cycle of this tegory. of the research which is minimally expected to ons on students’ worksheet and have not been reach 80% of the total students who have the able to relate the function the directive questi. questions on students’ worksheet completely. servation result. the target did not completely answer the directive questi. the written feedback towards mitted in the way of checking out the students’ the final result is often difficult for students to work referred to rubric. Y. followed by reflection. the learning acti. experiment and to make scientific report which The teacher has also supported the students is achieved by applying the authentic assess. It occurs because teachers’ actions can To answer the directive questions. The result of research since the biggest percentage falls in the fair ca. Such teacher’s actions have criteria. I. As the observation and collecting the data of ob- stated by Gallagher (2007). there has not been found the er has to give the comments on some students’ students who reach the good category from works in short time. to thoroughly write down the gained data and ment with feedback as suggested by Nicol & answer the directive questions. Teachers are not yet consistent and on in order that the students can increase the look hesitant to give the feedback to students’ ability in a better way in accordance with the performance. that is from 14% in the first cycle into tion result on the practical work. Based on Duncan’s the learning process. feedback giving was committed classically and cally. . This certainly needs the further attenti. the ability in making the scientific report observation and to make the data of observa. The weakness of giving the feedback in Based on the result of description in the the first cycle can be improved in the second first cycle. catch on to the meaning. because not all students are able the feedback to improve their work without ha- to understand teacher’s comments given in ving to wait for them to finish the reports. Farida . Feed. theories and have referred to source books or rected students to do scientific work based on other references. the students’ ability in writing the cycle after doing reflection and obtaining input scientific report has not yet reached the ex. The students 83% in the second cycle. research. the teacher checked out not yet effective enough to improve students’ students’ work to each group and directly gave performance. good category has been achieved. from observer. The assessment is com. It occurs because the teach- Even so. T. acher has given the more intensive direction so Teacher’s actions direct students to do that the students can do the experiment well. lack of details to show the quality of students’ vidually. towards students was also committed by gi- back in the first cycle tends to be given by te.

Day. In general. Modul 2 Praktik Pembelajaran Yang 1.) Scientific inquiry and Nature of they do not attach the information completely Science. In: L. the ability in writing down the observa. 549- the scientific reports has been proved 565.C. (2007). M. Paper. J. P. (1987). (2006). F. with the feedback done by teachers in Taras. informed to students in the class versity Teachers Conference. Redesigning written out students’ work which is referred to feedback to students when class sizes are rubric and followed by reflection which large. Glasgow and followed up by students’ improvement . To feedback or not to feedback in the learning of natural sciences which student self-assessment. from 14% in the first cycle into 83% of the Even so. then. arch result and discussion. 199-21 The assessment is committed by checking Nicol. (2006). Rodger W. Panduan penyusunan Kurikulum graph through calculation and infer the pattern Tingkat Satuan Pendidikan Jenjang Pendidi- of the data tendency. successful by giving the feedback to each Nicol. (2006).G.(1995).B Flikcks & N. ACKNOWLEDGEMENT tion data. the task which has This research activity is supported by to be finished in the second cycle to the com. but it becomes the with the feedback in the learning of science integrated part in the learning process which can increase the ability in writing scientific can motivate students to achieve the expected reports in the grade VIII G with the increase objective (Taras. Formative assess- ment and self-regulated learning: A model product stage generated by students and seven principles of good feedback prac- during the learning process. 28 (5). (2007). Thereby. Evaluation in Higher Education. groups followed by feedback classically. (2003). In compa- rison with the first cycle. S. beginning in tice. 1-14. July. the total capable students to the component of writing down the observation data is alleged REFERENCES to be caused by students who go through the difficulty to change the observation data into a BNSP. USAID PRIORITAS through activity develop- ponent is more complicated. need the guidance of how to change the table Bybee. The existence of ment of the Classroom Action Research. it can be concluded New York: Mac-Millan Pub. Based on the data analysis of the rese- Gega. 32 (3). of research has achieved the expected target. & Draper. Dordrecht: Springer. M. Assessment & in analyzing and discussing the result. D. The precise data Duncan.116 Jurnal Pendidikan Fisika Indonesia 11 (2) (2015) 108-116 From the result of this action research. that is. (2008). analysis and discussion. Scientific Inquiry and Sci- of calculation result into a graph. the students still kan Dasar dan Menengah. individually. there is still students’ ability total students with good category in the which has to be increased although the result second one. New Jersey : Merril Prentice Hall. Assessment and can increase students’ ability in writing Evaluation in Higher Education. Vol 31(2). James G. A. & Debra. Leder- students’ mistake in making the graph is that man (Eds. The application of authentic assessment measure the learning result. N. the precise scale and unit.Teaching Science For Understanding. D.Philadelpia:ISI Press. R. Science in Elementry Education. 271- 283 CONCLUSION Galagher. How to write and Publish Scientific for each coordinate (x and y) and do not use Paper. Studies in Higher Education. that: ---------(2014). the ence Teaching. Presented at the Improving Uni- is. Feed-forward: Improving stu- presentation gives certainly effect to their ability dents use of tutor comments. the assessment is no longer viewed as a way to 2. 2003). The application of authentic assessment Baik SMP/MTs USAID PRIORITAS.Co.