Analysis of student perceptions of problem-solving learning and peer assessment
Abstract
Problem solving is one of the mandatory skills for students in the 21st century, especially in physics subjects. This study aims to determine the students' ability to solve parabolic motion problems, to determine students' perceptions of learning in solving parabolic motion problems, to investigate the results of peer assessments carried out by students, and to determine students' perceptions of the implementation of peer assessment. This research method uses qualitative research procedures with a phenomenological approach. This research was conducted on 25 high school students in Ende district. The results of data analysis showed that the article met four indicators of problem-solving ability according to Polya, namely understanding the problem, planning a solution, solving the problem according to plan, and re-checking the evaluation results. The problem ability of students in this study was obtained with the results of 53.06 being included in the sufficient category. Future studies should give priority to providing instruction and training before giving peer assessment.
References
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Demirhan, E., & Şahin, F. (2021). The effects of different kinds of hands-on modeling activities on the academic achievement, problem-solving skills, and scientific creativity of prospective science teachers. Research in Science Education, 51(S2), 1015–1033. https://doi.org/10.1007/s11165-019-09874-0
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Ezzahra, K. F., Islam, O., & Mohamed, R. (2015). Self-assessment of the progress of thesis for the PhD students in the Moroccan University. Procedia - Social and Behavioral Sciences, 197(February), 1789–1795. https://doi.org/10.1016/j.sbspro.2015.07.237
Fadhilah, F., Effendi, Z. M., Ridwan, R., & Alias, M. (2019). Effectiveness of DILA learning model application on applied physics course in the department of mining engineering. Jurnal Pendidikan Fisika Indonesia, 15(1), 46–51. https://doi.org/10.15294/jpfi.v15i1.15389
Freitas, I. M., Jiménez, R., & Mellado, V. (2004). Solving physics problems: The conceptions and practice of an experienced teacher and an inexperienced teacher. Research in Science Education, 34(1), 113–133. https://doi.org/10.1023/B:RISE.0000021000.61909.66
Goh, W. W., Tang, S. F., & Lim, C. L. (2016). Assessment for Learning Within and Beyond the Classroom. In Assessment for Learning Within and Beyond the Classroom (pp. 61–70). Springer Singapore. https://doi.org/10.1007/978-981-10-0908-2_6
Guiaya, M. T., & Bueno, D. C. (2019). Strategic questioning as formative assessment in teaching mathematics grade 9 learners. Institutional Multidisciplinary Research and Development Journal, 2(June), 149–152. https://doi.org/10.13140/RG.2.2.21743.89769
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102(April), 101586. https://doi.org/10.1016/j.ijer.2020.101586
Handayani, R. D., Genisa, M. U., & Triyanto. (2019). Empowering physics students’ performance in a group discussion through two types of peer assessment. International Journal of Instruction, 12(1), 655–668. https://doi.org/10.29333/iji.2019.12142a
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Hansen, G., & Ringdal, R. (2018). Formative assessment as a future step in maintaining the mastery-approach and performance-avoidance goal stability. Studies in Educational Evaluation, 56(November 2017), 59–70. https://doi.org/10.1016/j.stueduc.2017.11.005
Heredia, S. C., Furtak, E. M., Morrison, D., & Renga, I. P. (2016). Science teachers’ representations of classroom practice in the process of formative assessment design. Journal of Science Teacher Education, 27(7), 697–716. https://doi.org/10.1007/s10972-016-9482-3
Jamaludin, A., & Hung, D. (2017). Problem-solving for STEM learning: navigating games as narrativized problem spaces for 21 st century competencies. Research and Practice in Technology Enhanced Learning, 12(1), 1–14. https://doi.org/10.1186/s41039-016-0038-0
Jones, B. D., & Carter, D. (2019). Relationships between students’ course perceptions, engagement, and learning. Social Psychology of Education, 22(4), 819–839. https://doi.org/10.1007/s11218-019-09500-x
Kelly, S. (2007). Classroom discourse and the distribution of student engagement. Social Psychology of Education, 10(3), 331–352. https://doi.org/10.1007/s11218-007-9024-0
Ketonen, L., Hähkiöniemi, M., Nieminen, P., & Viiri, J. (2020). Pathways through peer assessment: implementing peer assessment in a lower secondary physics classroom. International Journal of Science and Mathematics Education, 18(8), 1465–1484. https://doi.org/10.1007/s10763-019-10030-3
Laskar, J., & Robutel, P. (2000). High order symplectic integrators for perturbed Hamiltonian systems. Learning Environments Research, 1(June 2014), 293–319.
Lee, K.-W. (1986). Case studies of teaching problem solving. Research in Science Education, 16(1), 21–30. https://doi.org/10.1007/BF02356814
Leeuwenkamp, K. J. G., Brinke, D. J., & Kester, L. (2019). Students’ perceptions of assessment quality related to their learning approaches and learning outcomes. Studies in Educational Evaluation, 63(July), 72–82. https://doi.org/10.1016/j.stueduc.2019.07.005
Liaw, H., Yu, Y.-R., Chou, C.-C., & Chiu, M.-H. (2021). Relationships between facial expressions, prior knowledge, and multiple representations: a case of conceptual change for kinematics instruction. Journal of Science Education and Technology, 30(2), 227–238. https://doi.org/10.1007/s10956-020-09863-3
Liu, N., & Carless, D. (2006). Peer feedback: the learning element of peer assessment. Teaching in Higher Education, 11(3), 279–290. https://doi.org/10.1080/13562510600680582
Logan, E. (2009). Self and peer assessment in action. Practitioner Research in Higher Education, 3(1), 29–35. http://insight.cumbria.ac.uk/id/eprint/3306/
Lu, J., & Law, N. (2012). Online peer assessment: Effects of cognitive and affective feedback. Instructional Science, 40(2), 257–275. https://doi.org/10.1007/s11251-011-9177-2
Milbourne, J., & Wiebe, E. (2018). The role of content knowledge in ill-structured problem solving for high school physics students. Research in Science Education, 48(1), 165–179. https://doi.org/10.1007/s11165-016-9564-4
Miller, P. J. (2003). The effect of scoring criteria specificity on peer and self-assessment. Assessment & Evaluation in Higher Education, 28(4), 383–394. https://doi.org/10.1080/0260293032000066218
Molway, L. (2021). Measuring effective teaching: Student perceptions of their modern languages lessons in England. System, 97, 102440. https://doi.org/10.1016/j.system.2020.102440
Nouwen, W., & Clycq, N. (2019). The role of social support in fostering school engagement in urban schools characterised by high risk of early leaving from education and training. Social Psychology of Education, 22(5), 1215–1238. https://doi.org/10.1007/s11218-019-09521-6
Omar, D. S. N. P., Shahrill, M., & Sajali, M. Z. (2018). The use of peer assessment to improve students’ learning of geometry. European Journal of Social Science Education and Research, 5(2), 187–206. https://doi.org/10.2478/ejser-2018-0047
Panadero, E., & Dochy, F. (2014). Student self-assessment: assessment, learning and empowerment. Assessment & Evaluation in Higher Education, 39(7), 895–897. https://doi.org/10.1080/02602938.2013.871412
Papinczak, T., Young, L., & Groves, M. (2007). Peer assessment in problem-based learning: A qualitative study. Advances in Health Sciences Education, 12(2), 169–186. https://doi.org/10.1007/s10459-005-5046-6
Park, M. (2020). Students’ problem-solving strategies in qualitative physics questions in a simulation-based formative assessment. Disciplinary and Interdisciplinary Science Education Research, 2(1), 1–13. https://doi.org/10.1186/s43031-019-0019-4
Pitt, E., & Norton, L. (2017). ‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it. Assessment and Evaluation in Higher Education, 42(4), 499–516. https://doi.org/10.1080/02602938.2016.1142500
Ploegh, K., Tillema, H. H., & Segers, M. S. R. (2009). In search of quality criteria in peer assessment practices. Studies in Educational Evaluation, 35(2–3), 102–109. https://doi.org/10.1016/j.stueduc.2009.05.001
Pöysä-Tarhonen, J., Awwal, N., Häkkinen, P., & Otieno, S. (2021). Joint attention behaviour in remote collaborative problem solving: exploring different attentional levels in dyadic interaction. Research and Practice in Technology Enhanced Learning, 16(1). https://doi.org/10.1186/s41039-021-00160-0
Pugalee, D. K. (2004). A comparison of verbal and written descriptions of students’ problem solving processes. Educational Studies in Mathematics, 55(1–3), 27–47. https://doi.org/10.1023/B:EDUC.0000017666.11367.c7
Quin, D., Hemphill, S. A., & Heerde, J. A. (2017). Associations between teaching quality and secondary students’ behavioral, emotional, and cognitive engagement in school. Social Psychology of Education, 20(4), 807–829. https://doi.org/10.1007/s11218-017-9401-2
Reinholz, D. (2016). The assessment cycle: a model for learning through peer assessment. Assessment and Evaluation in Higher Education, 41(2), 301–315. https://doi.org/10.1080/02602938.2015.1008982
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Authors
Nesi, Y. M. D., Kusairi, S., & Nafisah, A. W. L. (2022). Analysis of student perceptions of problem-solving learning and peer assessment. Momentum: Physics Education Journal, 6(1), 73–85. https://doi.org/10.21067/mpej.v6i1.6005
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