The Effect of Self-assessment and Motivation Toward Students’ Performance in Practicum Classroom

DOI

10.2991/978-2-494069-35-0_128How to use a DOI?

Keywords

Motivation; Practicum; Self-assessment; Students’ Performance

Abstract

The present study aimed at investigating the effect of self-assessment and learning motivation towards students’ performance in practicum classroom. The study was designed in pretest and posttest Quasi Experimental with 2x2 factorial design. Three variables used in this study, namely self-assessment as an independent variable, students’ learning motivation as a moderator variable, and students’ learning performance as a dependent variable. Sixty students in the sixth semester of the Family Welfare Education study program, Universitas Pendidikan Ganesha were involved as the sample of this study. The students followed and joined practicum courses which were selected by using a randomly sampling technique. The samples were divided into four groups, namely 1) the control group with high motivation, 2) control group with low motivation, 3) experimental group with high motivation, 4) the experimental group with low motivation. Pre-test and post-test were the technique of data collection in this study. Self-assessment instrument was a research instrument used during the treatment, meanwhile performance assessment test was used for collecting the data during pre-test and post-test. The data were collected by conducting test to see the students’ performance. Then, the obtained data were analyzed descriptively and inferentially using SPSS 25. The results of the study showed that 1) the effect on students’ performance in practicum classroom between students who were taught by using self-assessment and conventional technique; 2) the significant effect on students’ performance in practicum classroom between students who were taught by using self-assessment and conventional technique; 3) the interactional effect between the implementation of self-assessment and motivation on students’ performance; 4) there is different on students’ performance between students with high motivation who were taught using self-assessment and those who were taught by conventional technique; and 5) there is no different on students’ performance between students with low motivation who were taught using self-assessment and those who were taught by conventional technique.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Ni Ketut Widiartini
AU  - I Gede Sudirtha
AU  - Ni Wayan Sukerti
PY  - 2023
DA  - 2023/01/17
TI  - The Effect of Self-assessment and Motivation Toward Students’ Performance in Practicum Classroom
BT  - Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022)
PB  - Atlantis Press
SP  - 1069
EP  - 1078
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-35-0_128
DO  - 10.2991/978-2-494069-35-0_128
ID  - Widiartini2023
ER  -