Pengaruh Model Pembelajaran Berbasis Masalah disertai Asesmen Portofolio Terhadap Kemampuan Menulis Karya Ilmiah dengan Mengendalikan Gaya Kognitif Mahasiswa
Abstract
Penelitian ini bertujuan mengetahui pengaruh model Pembelajaran Berbasis Masalah (PBM) disertai asesmen portofolio terhadap kemampuan menulis karya ilmiah dengan kovariabel gaya kognitif. Penelitian ini tergolong quasi eksperiment dengan jenis posttest only control group design. Sampel berjumlah 66 orang, diambil secara random pada tingkat kelas. Instrumen penelitian berupa tes (rubrik) kinerja dan tes gaya kognitif. Analisis menggunakan ANAKOVA satu jalur (one way anacova).
Hasil penelitian menemukan bahwa 1) terima H1 karena Fhitung 22,964 (0,00)<0,05. Artinya ada perbedaan kemampuan menulis karya ilmiah mahasiswa yang mengikuti model PBM disertai asesmen portofolio dengan mahasiswa yang mengikuti model pembelajaran konvensional; 2) terima H1 karena Fhitung 6,756 (0,012)<0,05. Artinya setelah kovariabel gaya kognitif dikendalikan, ada perbedaan kemampuan menulis karya ilmiah mahasiswa yang mengikuti model PBM disertai asesmen portofolio dengan mahasiswa yang mengikuti model pembelajaran konvensional; 3) terima H1 karena Fhitung 27,512 (0,000)<0,05. Artinya kovaribel gaya kognitif berkontribusi secara signifikan terhadap kemampuan menulis karya ilmiah sebesar 30,1%.Sisanya 69,9 disumbangkan oleh variabel lain.
Kata Kunci : Model PBM, Asesmen Portofolio, Gaya Kognitif dan Menulis Karya Ilmiah
This research aimed at investigating the effect of the PBM model with portfolio assessment toward students’ academic writing competency with one co-variable cognitive sytle. The research was quasi-experimental by using posttest only control group design. Random sampling technique which classes as intact groups was used. Sample of research was 66 students. Instrument used was performance test and cognitive style test.
The data were analyzed by one-way ANACOVA and simple regression. The result of the analysis indicates that 1) first hypothesis HO was rejected and H1 was accepted because Fob = 22,964 (0,00) was lower than 0,05. It means there was a significant difference on students’ academic writing competency who were taught by using PBM model with portfolio assessment with those taught by using the conventional model with conventional assessment; 2) second hypothesis, H0 was rejected and H1 was accepted because Fob = 6,756 (0,012) was lower than 0,05. It means after controlling cognitive style, there was a defference on students’ academic writing competency who were taught by using PBM model with portfolio assessment with those taught by using the conventional model with conventional assessment; 3) third hypothesis, H0 was rejected and H1 was accepted because Fob = 27,512 (0,000) was lower than 0,05. It means cognitive style contributed significantly toward students’ academic writing = 30,1% with p <0.05.
keyword : PBL model, portfolio assessment, cognitive style and academic writing.
Hasil penelitian menemukan bahwa 1) terima H1 karena Fhitung 22,964 (0,00)<0,05. Artinya ada perbedaan kemampuan menulis karya ilmiah mahasiswa yang mengikuti model PBM disertai asesmen portofolio dengan mahasiswa yang mengikuti model pembelajaran konvensional; 2) terima H1 karena Fhitung 6,756 (0,012)<0,05. Artinya setelah kovariabel gaya kognitif dikendalikan, ada perbedaan kemampuan menulis karya ilmiah mahasiswa yang mengikuti model PBM disertai asesmen portofolio dengan mahasiswa yang mengikuti model pembelajaran konvensional; 3) terima H1 karena Fhitung 27,512 (0,000)<0,05. Artinya kovaribel gaya kognitif berkontribusi secara signifikan terhadap kemampuan menulis karya ilmiah sebesar 30,1%.Sisanya 69,9 disumbangkan oleh variabel lain.
Kata Kunci : Model PBM, Asesmen Portofolio, Gaya Kognitif dan Menulis Karya Ilmiah
This research aimed at investigating the effect of the PBM model with portfolio assessment toward students’ academic writing competency with one co-variable cognitive sytle. The research was quasi-experimental by using posttest only control group design. Random sampling technique which classes as intact groups was used. Sample of research was 66 students. Instrument used was performance test and cognitive style test.
The data were analyzed by one-way ANACOVA and simple regression. The result of the analysis indicates that 1) first hypothesis HO was rejected and H1 was accepted because Fob = 22,964 (0,00) was lower than 0,05. It means there was a significant difference on students’ academic writing competency who were taught by using PBM model with portfolio assessment with those taught by using the conventional model with conventional assessment; 2) second hypothesis, H0 was rejected and H1 was accepted because Fob = 6,756 (0,012) was lower than 0,05. It means after controlling cognitive style, there was a defference on students’ academic writing competency who were taught by using PBM model with portfolio assessment with those taught by using the conventional model with conventional assessment; 3) third hypothesis, H0 was rejected and H1 was accepted because Fob = 27,512 (0,000) was lower than 0,05. It means cognitive style contributed significantly toward students’ academic writing = 30,1% with p <0.05.
keyword : PBL model, portfolio assessment, cognitive style and academic writing.
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PDFDOI: https://doi.org/10.23887/jpepi.v3i1.886
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