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Validity of Development of Physics Student's Worksheet Based on Inquiry Training Model to Improve Students' Creative Thinking Ability 10th Grade Senior High School. Open abstract, Development of work-based learning (WBL) learning model in heat transfer courses View article, Development of work-based learning (WBL) learning model in heat transfer. Needs analysis development of learning model based on production in multimedia material in higher education.

Open abstract, Preliminary analysis of integrated science teaching based on edupark of Anai Land View article, Preliminary analysis of integrated science teaching based on edupark of Anai. Validity of a student worksheet based on project-based learning models assisted by a tracker application for a simple harmonic motion experiment. Validity of a character-based integrated textbook for junior high school science teachers with the theme of cohesion and adhesion about life with a shared model.

Senior high school mathematics learning device development based on guided discovery to improve students' reasoning ability (preliminary research). Open abstract, Senior high school mathematics learning device development based on guided discovery to improve students' reasoning ability (preliminary research) View article, Senior high school. Open abstract, Development of high school physics class XI book, based on concept map to improve the high level thinking skills (HOTS) See article, Development of high school physics class XI book, based on concept map to improve the high level thinking skills (HOTS) PDF, Development of high school physics class XI book, based on concept map to improve the high level thinking skills (HOTS).

Effectiveness e-authentic assessment in computer network course

  • Introduction
  • Method
  • Result and Discussion
  • Conclusion

Students' understanding of assessment criteria is important in the learning process, so students are motivated to carry out their learning. When processing student performance results, the lecturer uses a reference in the form of a predetermined rubric. This is also confirmed by the answers to the student questionnaire, namely that all students (100%) stated that the lecturer informed them of the results of the assessment, and the results of observations on the effectiveness of the assessment (Figure 5) showed that the second indicator reached 100% (very good ).

The level of implementation in the third indicator belongs to the good category, which is 85%. This shows that there is feedback from the lecturer to students about the results of the assessment. Profile of students' ability to problem-based learning in wireless material 3.4.1. Results of performance evaluation in the implementation phase.

In task 1, there are some students in the category excellent in formulating the task correctly. In task 2, there are a small number of students who fall into the excellent category, but most of the students fall into the good category because they make the experimental hypothesis by only mentioning the connection between the experiments that have been done. In task 3, there is a small number of students who fall into the category of very good at determining the experimental variable.

In task 4, most students are categorized as very good in determining the tools and materials used in the experiment. As shown in Figure 8, task 2 shows that most students are included in the excellent category of cleaning and tidying up the laboratory room. This is because some students are unable to distinguish between the frequency and width of the channel.

In the third indicator, most students are in the sufficient category because some students are unable to fully explain the use of frequency. This can be seen by some students who have been able to hypothesize the wireless network concerns which are characterized by the declining characteristics of the device in the transfer of large data described in the problem.

Figure 1. Interface Performance Assessment
Figure 1. Interface Performance Assessment

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