Wachid, A. 2015. The Effect of Self-Assessment with Structured Independent Assignments in physics learning in the 5E Learning Cycle model on Mastery of Static Fluid Concepts in terms of Students' Initial Ability. Thesis. Department of Physics Education, Postgraduate Program, State University of Malang.
Advisor: (I) Prof. Dr. Arif Hidayat, M.Si., (II) Dr. Lia Yuliati, M.Pd.
Keywords: Self Assessment, Structured Independent Assignment, Initial Ability, Concept Mastery.
Based on preliminary observations at SMAN 1 Sooko Mojokerto, it was found that generally students had difficulty learning physics material, especially the subject of static fluids in class X high school level. In theory, the selection of strategies in learning has an important role in improving the mastery of physics concepts. In an effort to improve mastery of physics concepts, the writer considers that self assessment with Structured Independent Assignments as a strategy in learning physics. For that it is necessary to do research with the title "Influence Self Assessment with Structured Independent Assignments (TMT) in the Physics Learning model Learning Cycle 5E on the mastery of physics concepts in terms of the students' initial ability.
This study aims to determine (1) The differences in the mastery of physics concepts from students who apply it Self Assessment Structured Independent Assignment (TMT) model with students applying Assessment Conventional models in physics learning 5E learning cycle model. (2) The difference in concept mastery between students with high initial abilities and students with low initial abilities. (3) The interaction between the learning model and the students' initial ability to master the concepts of physics.
This research is a quasi experimental research which is implemented using a model design postes only control group design with a 2 × 2 factorial design. The population of this study were students of class X majoring in science at SMAN Sooko Mojokerto which consisted of 10 classes. The sample is selected by technique cluster random sampling, in this case the experimental class is class X MIA 8 which consists of 32 students and as the control class is class X MIA 7 which consists of 35 students. As the independent variable is the learning model, the dependent variable is the mastery of physics concepts, and the moderator variable is the student's initial ability. Data analysis used two-way ANOVA at the 5% significance level with data processing tools using the SPSS 15 for windows program.
Based on the results of the analysis of the research hypothesis, the conclusion is that: (1) Mastery of physics concepts between students studying with Self Assessment with Structured Independent Assignment (TMT) in physics model learning learning cycle 5E higher than students studying with Assessment conventional models in learning physics models learning cycle 5E, (Sig = 0.000 <error level 0.05). (2) There is no difference in students' mastery of physics concepts between students who have high initial ability and students who have low initial ability (Sig = 0.863> 0.05 error level). (3) There is no interaction between the learning model and the students' initial ability to master the concepts of physics (Sig = 0.411> 0.05 error level).