Effect of Cooperative Learning Model and Assessment Technique towards the Physics Learning Result by Controlling Student’s Basic Knowledge (Experiments in Junior High School 1 and 2 Tondano)

Abstract

The purpose of this study to determine the effect of instructional models, assessment techniques, and the effect of  its interaction on learning outcomes of physics, by controlling the basic  knowledge of students.
The method used is an experimental method with a 2 x 2 factorial design. Models of learning and assessment techniques as a treatment variable, the results of studying physics as the response variable, and the student’s prior knowledge as covariate variables. Samples were VIId graders and VIIh SMP I Tondano and VIIf graders and VIIg SMP II Tondano determined by cluster random sampling with the number of respondents 120 students. ANKOVA analysis techniques to examine the effect of using the main factor (main effect) and the influence of the interaction (interaction effect).

The results concluded that cooperative learning model TPS and project appraisal techniques more effective in improving learning outcomes physics compared with conventional learning models with a written assessment techniques. Suggested in the study of physics should make cooperative learning model to embody TPS project appraisal techniques as a learning strategy which prioritized in science teaching physics in schools.

Keywords: cooperative learning, assessment techniques, the results of learning physics, student’s prior  knowledge