Asesmen Formatif Berbasis Peer Feedback untuk Meningkatkan Keterampilan Lompat Jauh Gaya Jongkok Pada Peserta Didik Kelas IX SMP Negeri 8 Kediri
DOI:
https://doi.org/10.56667/djs.v6i02.2612Keywords:
Asesmen Formatif, Peer Feedback, Lompat Jauh.Abstract
Keterbatasan alokasi waktu pada pembelajaran lompat jauh menyebabkan koreksi individual tidak selalu dapat diberikan setelah setiap lompatan. Penelitian ini mendeskripsikan pelaksanaan asesmen formatif melalui peer feedback dan perubahan keterampilan lompat jauh gaya jongkok pada 31 peserta didik kelas IX-G SMP Negeri 8 Kediri. Penelitian tindakan kelas berlangsung dalam lima pertemuan selama Agustus 2026, meliputi satu pertemuan prasiklus, dua pertemuan Siklus I, dan dua pertemuan Siklus II. Tahapan setiap siklus terdiri atas perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Bukti penelitian diperoleh dari rubrik unjuk kerja lima komponen, lembar peer feedback dengan 15 indikator, lembar keterlaksanaan, serta refleksi peserta didik. Data kuantitatif dan kualitatif dianalisis secara deskriptif melalui perbandingan antartahap dan triangulasi teknik. Rerata nilai bergerak dari 68,23 pada prasiklus menjadi 76,45 pada Siklus I dan 87,10 pada Siklus II. Persentase ketuntasan klasikal juga berubah dari 35,48% menjadi 64,52% dan akhirnya 87,10%, melampaui kriteria keberhasilan 80%. Kemajuan paling besar ditemukan pada tolakan, pendaratan, dan keterpaduan gerak. Persentase indikator berkategori Sudah Baik meningkat dari 59,78% menjadi 83,44%, sementara keterlaksanaan peer feedback naik dari 83,06% menjadi 94,35%. Hasil tersebut memperlihatkan bahwa pada kelas yang dikaji, penggunaan masukan sejawat berjalan bersamaan dengan meningkatnya kemampuan mengenali kesalahan dan memperbaiki percobaan berikutnya.
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