Formative Assessment with Stages of Understanding by Design (UbD) in Improving Habits of Mind

APA 6th edition
In-text: (Gloria, Sudarmin, Wiyanto & Indriyanti, 2017)
Your Bibliography: Gloria, R.Y., Sudarmin, , Wiyanto, & Indriyanti, D.R. (2017). Formative Assessment with Stages of Understanding by Design (UbD) in Improving Habits of Mind. International Journal of Environmental and Science Education, 12(10), 2233-2242.

Harvard
In-text: (Gloria, Sudarmin, Wiyanto and Indriyanti, 2017)
Your Bibliography: Gloria, R., Sudarmin, , Wiyanto, and Indriyanti, D. (2017). Formative Assessment with Stages of Understanding by Design (UbD) in Improving Habits of Mind. International Journal of Environmental and Science Education, 12(10), pp. 2233-2242.

Chicago 16th edition
In-text: (Gloria, Sudarmin, Wiyanto and Indriyanti 2017)
Your Bibliography: Gloria, Ria Yulia, Sudarmin, Wiyanto and Dyah Rini Indriyanti (2017). "Formative Assessment with Stages of Understanding by Design (UbD) in Improving Habits of Mind". International Journal of Environmental and Science Education 12 (10):2233-2242.

Abstract

A new trend in the education world is the effort to improve high level thinking skills and smart thinking habits. This is due to a change of the paradigm in teaching: from teacher centered learning to student centered learning. A student centered learning will make students encounter various problems, therefore a learning that can train high thinking skills and smart thinking habits is needed. One way to train and form habits of mind is by applying formative assessment. This study is aimed to know the effect of formative assessment in improving habits of mind. The method used was quasi-experiment design. As many as 31 students were given treatment i.e. by giving them formative assessment through stages of UbD for one semester. The strategies of formative assessment given were discussion and presentation; mind mapping, analysis of scientific articles, and practices. Pre test and posttest were given to measure the students’ habits of mind. Observation of activities during teaching and learning process, both theory and practice, was done. Research result with t-test showed there was a significant improvement in habits of mind, and the value of habits of mind per category in each formative assessment strategy has significant differences when using one-way anova test.

Keywords: Formative Assessment, Habits of mind, Understanding by design (UbD)

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