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Journal of Engineering and Applied Sciences

ISSN: Online 1818-7803
ISSN: Print 1816-949x
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The Effect of Learning Model and the Type of Formative Assessment Toward the Natural Science Achievement after Controlling the Prior Knowledge Students

Ni Ketut Rapi, Ketut Suma and I. Wayan Widiana
Page: 213-221 | Received 21 Sep 2022, Published online: 21 Sep 2022

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https://doi.org/10.36478/jeasci.2018.213.221

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Abstract

This study aimed at finding out the effect of learning model and the type of formative assessment toward the natural science achievement after controlling the prior knowledge. This study used a quasi-experimental method with 2×2 factorial design. The population was grade 4 students of state junior high schools in Singaraja consisting of 1,164 students. The sample consisting of 136 students was drawn by using the multi-stage sampling technique. Sample was 136 students. The instrument of prior knowledge used an essay test with test reability = 0.8238 while the instrument of learning outcome used an objective test with the test reability = 0.8770. Data were calculated by using Analysis of Covariance (ANCOVA). The results of the study after controlling the prior knowledge shows that: the students who followed the inquiry learning model has a higher the natural science achievement than the students who followed the conventional learning models, the students who followed the learning process with classroom-based assessment has higher the natural science achievement than those who followed the learning of conventional assessment and there is an interaction effectovarian between learning model and formative assessment toward the student’s the natural science achievement.

How to cite this article:

Ni Ketut Rapi, Ketut Suma and I. Wayan Widiana. The Effect of Learning Model and the Type of Formative Assessment Toward the Natural Science Achievement after Controlling the Prior Knowledge Students.
DOI: https://doi.org/10.36478/jeasci.2018.213.221
URL: https://www.makhillpublications.co/view-article/1816-949x/jeasci.2018.213.221