THE EFFECT OF CLASSROOM BASED ASSESSMENT AND INSTRUCTIONAL METHODS TOWARD STUDENTS’ SCORES IN MATHEMATICS AFTER CONTROLLING STUDENTS’ PRIOR KNOWLEDGE IN MATHEMATICS An Experiment at Grade Eight of SMP Students in Kendari City (2009)
Kata Kunci:
Metode pembelajaran, matematikaAbstrak
The objective of the study is to know the effect of classroom based assessment
and instructional methods toward students’ scores in mathematics after controlling
students’ prior knowledge in mathematics. The research was conducted at SMP
Negeri 1 and SMP Negeri 9 Kendari, in the academic year of 2008/2009 starting from
12 September 2008 to 5 December 2008.
The research was an experiment using 2x2 factorial design. Treatment variable
consists of: performance assessment as treatment variable and paper-pencil test
assessment as control variable. Both of these experiment groups were each taught by
two mathematics teachers where one teacher taught using contextual teaching and
learning method and the other one using conventional instructional method. The
population was all grade VIII students of SMP Negeri 1 and SMP Negeri 9 Kendari.
Sample of the research was determined by using multistage cluster random sampling
technique. The sample obtained was 160 which consist of 40 students from each
grade. The data of this research were analysed by using covariate analysis
(ANCOVA). The data used were the mathematics score of students which was formed
by classroom based assessment factor and instructional method and score of
students’ prior knowledge in mathematics obtained from the students’ rapport in
second semester of academic year 2007/2008.
It can be concluded from the finding that: (1) students who received performance
assessment achieved higher scores than those who received paper and pencils test
assessment after controlling students’ prior knowledg in mathematics, (2) students
who received contextual teaching and learning method achieved higher scores than
those who received conventional instructinal method after controlling students’ prior
knowledg in mathematics, (3) classroom based assessment and instructional method
had significant effect toward the difference of students’ scores in mathematics after
controlling students’ prior knowledge in mathematics, (4) student group who were
given performance assessment in contextual teaching and learning method achieved
higher scores than those who received conventional instructional method after
controlling students’ prior knowledg in mathematics, (5) student group who were given
paper-pencil tests assessment in contextual teaching and learning method achieved
lower scores than those who received conventional instructional method after
controlling students’ prior knowledg in mathematics, (6) student group who were given
contextual teaching and learning method in performance assessment achieved higher
scores than those who received paper-pencil test assessment after controlling
students’ prior knowledg in mathematics, and (7) student group who were given
conventional learning method in performance assessment achieved lower scores than
those who received paper-pencil test assessment after controlling students’ prior
knowledg in mathematics.
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