Abstract
Many recent studies have reported that feedback plays a very important role in students’ learning outcomes. However, currently, feedback has not been utilized by lecturers and students in the learning process effectively. This study aimed to explore the impact of feedback as a soft scaffolding in the ongoing assessment of Quantum Physics class for the students as prospective Physics teachers. A quasi-experimental design non-equivalent pretest-posttest control group was used to examine the effectiveness of feedback based on ongoing assessment. The results of the study revealed that students who received feedback based on metacognitive and social constructivism on studying Quantum Physics showed better average results compared to students who received traditional feedback based on the cognitivism in the form of correction.
Highlights
Quantum physics is a domain that is still usually viewed as a field of science resulting in “cognitive dilemma” which impacts the understanding of physics and its development
This research was conducted to see the effectiveness of feedback on ongoing assessment in the context of assessment for learning in improving learning achievement on the Quantum Physics subject of the prospective physics teachers
The analysis showed that there were significant differences in learning outcomes between the experimental group and the control group (F = 5.42, sig = 0.026, p
Summary
Quantum physics is a domain that is still usually viewed as a field of science resulting in “cognitive dilemma” which impacts the understanding of physics and its development. The learning process of Quantum Physics concepts in high school becomes an unimportant part or even missed, so that the students do not have high interest in studying the concept of Quantum Physics (Aprilyawati & Abdurrahman, 2009). For prospective teachers, various strategies and methods of quantum physics learning have been developed in universities by various researchers to improve the achievement of Quantum Physics subjects or modern physics (Hobson, 1996; Mason & Singh, 2010; Wittmann et al, 2006; Zhu & Singh, 2011). The researchers rarely innovate and improve the study of quantum physics in the context of assessment, especially the application of formative assessment (Ongoing assessment) as an alternative to improve learning performance of the students by involving feedback activities effectively in it (Stiggins & DuFour, 2009)
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