Student Peer Assessment on the Amphibious Dissection Practices

The aims of this research to determine the implementation and the responses of students about peer assessment in assessing the performance of amphibious dissection practices. This research method was descriptive research with the subject of X1 and X3 grade students in SMAN 1 Ciomas. The result showed that both of the classes have the ability to peer assessment sufficient. Performance capability according to peer assessment and observer in superior class and regular class entered in very good category. Student’s response on peer assessment was good. Students were enthusiastic in doing peer assessment because it directly involved in the assessment.


INTRODUCTION
Teaching and learning process takes place to improve understanding of concepts, process skills, and develop a scientific attitude of students.Learning will be optimal if students are directly involved in the learning process (student centered).Students can be directly   The category scale of peer assessment can be seen on Table 1.The category scale of peer assessment can be seen on Table 2.The category scale of peer assessment capability in the superior class can be seen on Table 3.The category scale of peer assessment capability in the regular class can be seen on Table 4. Based on the data it can be seen   are not skilled in using dissection instruments.
In Figure 2, the percentage of student ratings in the regular class is higher than the observer.This is because students feel that the performance performed by their friends is correct with the existing procedures.The questionnaire results also indicate that in the 100% and 96.9% of the regular grade students try to carry out the practicum correctly when knowing the peer assessment will be carried out.
However, there are still a small number of students that is 34.4% superior classes and 25% of regular classes who feel not free in assessing due to split concentration when assessing the performance of two friends (Figure 3 and 4).This is similar to the results of usually done by the teacher.The limited ability of teachers to observe each student causes teachers only assess the learning outcomes without looking the ability of students during the learning process, whereas the success of teaching is not only seen from the results of learning achieved by students, but based on the learning process as well.These constraints can be overcome by the implementation of peer assessment which is peer assessment as one method of assessment that can assist teachers in conducting the assessment.This is in accordance with the results of research conducted by Gunawan (2006) that ideally the test system is done by the students 50% (self assessment), by peer/friend 30% (peer assessment) and by teachers 20% (teacher assessment).Biology is one of science that in learning can not be separated from assessment through observation which is one of the important aspects of process skills in order for students to be able to make an assessment.Students can assess the performance of their own friends in the preparation, execution, and final stages of the lab.Assessment is done objectively and in accordance with the criteria contained in the observation sheet.
that has been made.The population in this study is the students of class X SMAN 1 Ciomas which consists of six classes with the sample used class X1 and X3 as many as 32 students for each class.X1 and X3 are chosen based on purposive sampling, to be more visible how the application of peer assessment in the superior class and regular class.I define and classify the superior classes and regular classes based on data provided by teachers sought R = Number of scores of items or questions answered correctly N = The maximum test score students are a number of questions that are used to obtain information from respondents in the sense of a report about his personality or things that the respondent knows.This questionnaire is given to the students to know about the implementation of peer assessment and their responses to the application of peer assessment.Formula of questionnaire students (Sudjana, friends without hesitation, as indicated by the questionnaire that 62.5% in the superior class and 65.6% of regular grade students did not hesitate while doing peer assessment on their peers' performance.This is similar to the results of research byHamzah (2009)    which states that students can be more thorough in observing the work of his friend so as not to hesitate to give a bad value to his friends who do not do the job well.However, the percentage of peer assessment shows that a small percentage of students are still less able to do peer assessment.This can be because the students have never done peer assessment, so there are still some small students who feel difficulty in doing peer assessment in assessing the performance of their friend.Some student felt awkward, especially with the intra-group peer assessment.This was especially the case when students had to assess their fellow group members in assessment can be measured by comparing the results of the assessment JPPI, Vol. 3, No. 2, November 2017, p. 92-100 Ratnasari, et al e-ISSN 2477-2038 97 performed by the students and the results of the assessment by the observer with the ideal answer that has been made by the researcher.Such performance includes the ability of students in doing the job, the quality of the work, the accuracy of completing the work and the ability to communicate.The results of the calculation of overall performance capability based on observer and peer assessment can be seen in the Figure 1 and Figure 2.

Figure 1
Figure 1 Performance Assessment by Observer and Peer Assessment in Superior Class

Figure
Figure 2 Performance Assessment by Observer and Peer Assessment in Regular Class Figures 3 Student's Response to Peer Assessment Application in Superior Class

Table 1
Category Scale of Peer Assessment

Table 3
Peer Assessment Capability inThe Superior Class