The role of performance and self-assessment to determine students’ science process skills in SMP Negeri 11 Kota Tangerang Selatan

Abstract

Abstract This study aims to describe the pattern of students’ scientific processes based on observations when performance appraisals are carried out. Science process skills are assessed using performance indicator instruments and supported by student self-assessment instruments. The research method used in this research is descriptive analysis. Data collection instruments in this study were observation sheets, student worksheets, and self-assessment sheets. Research subjects were 38 students of grade seventh in SMP Negeri 11 Kota Tangerang Selatan. The results of the study showed from 3 out of 10 aspects of observed skills that still score below 80%. These aspects were aspects of asking (75%); apply the concept (77.7%), and communicate the results (65.5%). However, three aspects have been in the good category. The aspects of science process skills with 100% value owned by students are aspects of prediction and hypothesis formulation. There are two aspects of science process skills that have opposite results from the results of students’ self-assessment, namely aspects of developing hypotheses and communicating. Hypothesis aspect in self-assessment has a value of 79%, this is contrary to the results of observations using performance appraisal. In addition, the aspect of communication in self-assessment also has the opposite results from observations in a performance evaluation that is equal to 89%. Even so the category of science process skills possessed by students in the assessment of performance indicators and self-assessment included in both criteria.