MODEL EVALUASI FORMATIF-SUMATIF TERHADAP HASIL BELAJAR MATEMATIKA MELALUI PEMBELAJARAN BERDIFERENSIASI PADA PESERTA DIDIK SMA
Evaluation is a means to improve the quality of education through the results of information that is used as feedback and improvements to educational programs, one of which is the formative-summative evaluation model. This study aims to determine the effect of the formative-summative evaluation mode...
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| Format: | Article |
| Language: | Indonesian |
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Pattimura University
2023-05-01
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| Series: | Jurnal Magister Pendidikan Matematika |
| Subjects: | |
| Online Access: | https://ojs3.unpatti.ac.id/index.php/jumadika/article/view/7998 |
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| _version_ | 1849232733273849856 |
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| author | Magy Gaspersz Suranto AW Netty Gaspersz |
| author_facet | Magy Gaspersz Suranto AW Netty Gaspersz |
| author_sort | Magy Gaspersz |
| collection | DOAJ |
| description | Evaluation is a means to improve the quality of education through the results of information that is used as feedback and improvements to educational programs, one of which is the formative-summative evaluation model. This study aims to determine the effect of the formative-summative evaluation model on mathematics learning outcomes through differentiation learning in high school students. This type of research is evaluation research with a quantitative approach. Data were obtained through documentation techniques by taking samples based on certain considerations (purposive sampling), namely classes that have implemented an independent learning curriculum and educators who teach are driving educators so that planning in differentiated learning can run as expected. The results of the analysis using multiple linear regression tests obtained that there was a significant influence between the formative-summative evaluation model on mathematics learning outcomes as shown from the calculations obtained by the value of Fcount = 89.8 with a significant level of 0.05, then Ftable = 3.316 so that Fcount > Ftable or 89.8 > 3.316 then H0 is rejected. This shows that the formative-summative model can be used to evaluate student’s mathematics learning outcomes through differentiation learning |
| format | Article |
| id | doaj-art-fb887b86607d42fdbd6fc330d21b9bb0 |
| institution | Kabale University |
| issn | 2657-1986 2684-8848 |
| language | Indonesian |
| publishDate | 2023-05-01 |
| publisher | Pattimura University |
| record_format | Article |
| series | Jurnal Magister Pendidikan Matematika |
| spelling | doaj-art-fb887b86607d42fdbd6fc330d21b9bb02025-08-21T02:30:37ZindPattimura UniversityJurnal Magister Pendidikan Matematika2657-19862684-88482023-05-01511710.30598/jumadikavol5iss1year2023page1-77998MODEL EVALUASI FORMATIF-SUMATIF TERHADAP HASIL BELAJAR MATEMATIKA MELALUI PEMBELAJARAN BERDIFERENSIASI PADA PESERTA DIDIK SMAMagy Gaspersz0Suranto AW1Netty Gaspersz2Universitas Negeri YogyakartaUniversitas Negeri YogyakartaSMA Negeri 22 Maluku TengahEvaluation is a means to improve the quality of education through the results of information that is used as feedback and improvements to educational programs, one of which is the formative-summative evaluation model. This study aims to determine the effect of the formative-summative evaluation model on mathematics learning outcomes through differentiation learning in high school students. This type of research is evaluation research with a quantitative approach. Data were obtained through documentation techniques by taking samples based on certain considerations (purposive sampling), namely classes that have implemented an independent learning curriculum and educators who teach are driving educators so that planning in differentiated learning can run as expected. The results of the analysis using multiple linear regression tests obtained that there was a significant influence between the formative-summative evaluation model on mathematics learning outcomes as shown from the calculations obtained by the value of Fcount = 89.8 with a significant level of 0.05, then Ftable = 3.316 so that Fcount > Ftable or 89.8 > 3.316 then H0 is rejected. This shows that the formative-summative model can be used to evaluate student’s mathematics learning outcomes through differentiation learninghttps://ojs3.unpatti.ac.id/index.php/jumadika/article/view/7998evaluation, formative-sumative, differentiate learning |
| spellingShingle | Magy Gaspersz Suranto AW Netty Gaspersz MODEL EVALUASI FORMATIF-SUMATIF TERHADAP HASIL BELAJAR MATEMATIKA MELALUI PEMBELAJARAN BERDIFERENSIASI PADA PESERTA DIDIK SMA Jurnal Magister Pendidikan Matematika evaluation, formative-sumative, differentiate learning |
| title | MODEL EVALUASI FORMATIF-SUMATIF TERHADAP HASIL BELAJAR MATEMATIKA MELALUI PEMBELAJARAN BERDIFERENSIASI PADA PESERTA DIDIK SMA |
| title_full | MODEL EVALUASI FORMATIF-SUMATIF TERHADAP HASIL BELAJAR MATEMATIKA MELALUI PEMBELAJARAN BERDIFERENSIASI PADA PESERTA DIDIK SMA |
| title_fullStr | MODEL EVALUASI FORMATIF-SUMATIF TERHADAP HASIL BELAJAR MATEMATIKA MELALUI PEMBELAJARAN BERDIFERENSIASI PADA PESERTA DIDIK SMA |
| title_full_unstemmed | MODEL EVALUASI FORMATIF-SUMATIF TERHADAP HASIL BELAJAR MATEMATIKA MELALUI PEMBELAJARAN BERDIFERENSIASI PADA PESERTA DIDIK SMA |
| title_short | MODEL EVALUASI FORMATIF-SUMATIF TERHADAP HASIL BELAJAR MATEMATIKA MELALUI PEMBELAJARAN BERDIFERENSIASI PADA PESERTA DIDIK SMA |
| title_sort | model evaluasi formatif sumatif terhadap hasil belajar matematika melalui pembelajaran berdiferensiasi pada peserta didik sma |
| topic | evaluation, formative-sumative, differentiate learning |
| url | https://ojs3.unpatti.ac.id/index.php/jumadika/article/view/7998 |
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