Effect of KWL learning method (know-want-learn) and self-assessment on student learning independence vocational high school
The study aims at determining the effect of know-want-learn learning method and self-assessment of learning independence. The research activities were conducted in the form of quasi-experimental using 2x2 factorial design. The study population was XI grade students of all majors in Singaraja vocational middle secondary school, totaling 282 people. The sample was taken using random sampling, namely students of product service, fashion and hospitality on 124 people. Research data of learning independence scores were collected using a questionnaire. Data were analyzed using two-way analysis of variance. The analysis results showed that (a) towards the students who were given self-assessment. The learning independence of students who take learning with the KWL method were higher than students who take learning with conventional methods, (b) towards the students who were given peer assessment, learning independence of students who take learning the KWL method was no different from students who take learning with conventional methods, and (c) there was an effect of the interaction between the KWL learning method and self assessment on learning independence.
Alonso-Tapia, J., & Panadero, E. (2010). Effects of self-assessment scripts on self-regulation and learning. Infancia y Aprendizaje, 33(3), 385-397. https://doi.org/10.1174/021037010792215145
Attaprechakul, D. (2013). Inference Strategies to Improve Reading Comprehension of Challenging Texts. English language teaching, 6(3), 82-91.
Bordelois, M. I., Mustelier, J. J. B., & Zevallos, I. V. (2018). The career self evaluation in improving the quality of higher education. International Journal of Social Sciences and Humanities, 2(1), 84-91. https://doi.org/10.29332/ijssh.v2n1.87
Chanipe, J. B. & Fogerson, D. L. (2006). “The Literature of Self-Directed Learning: Dissertations”. International Journal of Self Directed Learning, 3(2), 34-44.
Dafei, D. (2007). An exploration of the relationship between learner autonomy and English proficiency. Asian EFL Journal, 24(4), 24-34.
Fengjuan, Z. (2010). The integration of the know-want-learn (KWL) strategy into English language teaching for non-English majors. Chinese Journal of Applied Linguistics (Bimonthly), 33(4), 77-86.
Hidayati, K., & Listyani, E. (2010). Pengembangan Instrumen Kemandirian Belajar Mahasiswa. Jurnal Penelitian dan Evaluasi Pendidikan, 14(1).
Lismayanti, D. (2014). The effect of using KWL (Know, Want, Learned) strategy on EFL students’ reading comprehension achievement. International Journal of Humanities and Social Science, 4(7), 225-233.
Liu, N. F., & 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
Maba, W. (2017). Teacher’s perception on the implementation of the assessment process in 2013 curriculum. International Journal of Social Sciences and Humanities, 1(2), 1-9. https://doi.org/10.29332/ijssh.v1n2.26
Maba, W., & Mantra, I. B. N. (2017). An analysis of assessment models employed by the Indonesian elementary school teachers. International Journal of Social Sciences and Humanities, 1(1), 39-45. https://doi.org/10.29332/ijssh.v1n1.38
Maba, W., Perdata, I. B. K., & Astawa, I. N. (2017). Constructing assessment instrument models for teacher’s performance, welfare and education quality. International Journal of Social Sciences and Humanities, 1(3), 88-96. https://doi.org/10.29332/ijssh.v1n3.59
Maba, W., Perdata, I. B. K., Astawa, I. N., & Mantra, I. B. N. (2018). Conducting assessment instrument models for teacher competence, teacher welfare as an effort to enhance education quality. International Research Journal of Management, IT and Social Sciences, 5(3), 46-52.
Mahayukti, G. A., Gita, I. N., Suarsana, I. M., & Hartawan, I. G. N. Y. (2017). The effectiveness of self-assessment toward understanding the mathematics concept of junior school students. International Research Journal of Engineering, IT & Scientific Research, 3(6), 116-124.
Marcou, A. (2005). Motivational beliefs, self-regulated learning and mathematical problem solving. In In.
Marhaeni, A. A. I. N. dkk. 2017. Asesmen Autentik dalam Pembelajaran Bahasa Inggris. Depok: PT Rajagrafindo Persada.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International journal of educational research, 31(6), 459-470. https://doi.org/10.1016/S0883-0355(99)00015-4
Safari, H. B. (2013). “Efektivitas Pendekatan Metakognitif Strategi KWL dalam Upaya Meningkatkan Kemandirian Belajar Siswa Kelas VII pada Mata Pelajaran IPS”. Tesis (dipublikasikan pada repository.upi.edu). Program Studi IPS, PPs. UPI.
Santrock, J. W. (2007). Psikologi Pendidikan, terjemahan. Tri Wibowo BS Jakarta: Kencana Prenada Media Group. Sudjana.(2005). Metoda Statistika. Bandung: Tarsito.
Sarkar, S., & Kumar, K. M. (2016). A critical assessment of the swarnajayanti gram swarojagar yojana in india. International Research Journal of Management, IT and Social Sciences, 3(3), 95-100.
Tahar, I. Enceng (2006). Hubungan kemandirian dan hasil belajar pada pendidikan jarak jauh. Jurnal Pendidikan Terbuka dan Jarak Jauh, 7(2).
The effect of comprehension strategy instruction on EFL learners’ reading comprehension. Source: Asian Social Science, 2010, 8.
Wartawan, P. G. (2017). The effectiveness of the use of portfolio assessment by controlling prior knowledge to enhance scientific attitude among senior high school students. International Journal of Physical Sciences and Engineering, 1(3), 9-18. https://doi.org/10.21744/ijpse.v1i3.54
Zarei, A. A., & Gilanian, M. (2015). Self-efficacy as a function of language learning strategy use. British Journal of Education, Society & Behavioural Science, 9(3), 223-235.
Copyright (c) 2019 International journal of social sciences and humanities
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Articles published in the International Journal of Social Sciences and Humanities (IJSSH) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IJSSH right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IJSSH can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
This copyright notice applies to articles published in IJSSH volumes 4 onwards. Please read about the copyright notices for previous volumes under Journal History.