Pengaruh Pretest terhadap Hasil Belajar Siswa pada Mata Kuliah Material Teknik
Keywords:
Cohen’s d, evaluasi formatif, hasil belajar, N-gain, pembelajaran teknik, pretestAbstract
Penelitian ini bertujuan untuk menganalisis pengaruh pemberian pretest terhadap hasil belajar mahasiswa pada mata kuliah Material Teknik. Penelitian menggunakan desain eksperimen semu (One Group Pretest–Posttest Design) dengan subjek 30 mahasiswa Program Studi Teknik Mesin semester 1. Instrumen penelitian berupa 20 soal yang sama digunakan untuk pretest dan posttest, telah diuji validitas isi dan reliabilitas (Cronbach’s Alpha > 0,7). Data dianalisis menggunakan statistik deskriptif, normalized gain (N-gain), uji t berpasangan, dan ukuran efek (Cohen’s d). Hasil penelitian menunjukkan rata-rata skor pretest 45,2 meningkat menjadi 78,5 pada posttest dengan N-gain 0,61 (kategori sedang). Uji t berpasangan menunjukkan perbedaan signifikan antara pretest dan posttest (p < 0,001), sedangkan Cohen’s d sebesar 2,82 mengindikasikan efek yang sangat besar. Temuan ini memperkuat bukti bahwa pretest dapat meningkatkan keterlibatan kognitif, memfokuskan perhatian mahasiswa, dan memperbaiki pemahaman konseptual pada material teknik. Penelitian ini merekomendasikan integrasi pretest sebagai bagian dari evaluasi formatif reguler untuk meningkatkan efektivitas pembelajaran di perguruan tinggi, khususnya pada mata kuliah berbasis konsep seperti Material Teknik.
Downloads
References
Attali, Y., Laitusis, C., & Stone, E. (2015). Differences in reaction to immediate feedback and opportunity to revise answers for multiple-choice and open-ended questions. Educational and Psychological Measurement, 76(5), 787–802. https://doi.org/10.1177/0013164415612548
Bertilsson, F., Stenlund, T., Wiklund-Hörnqvist, C., & Jonsson, B. (2021). Retrieval practice: Beneficial for all students or moderated by prior knowledge? Psychology Learning & Teaching, 20(1), 21–39. https://doi.org/10.1177/1475725720973494
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
Bouchée, T., Brouwer, N., & Bredeweg, B. (2021). Challenges in teaching quantum physics: Students’ difficulties and promising teaching strategies. Physical Review Physics Education Research, 17(2), 020118. https://doi.org/10.1103/PhysRevPhysEducRes.17.020118
Boulatoff, C., & Cyrus, T. (2022). The impact of mandatory tutorials on student outcomes in introductory economics. Journal of Economic Education, 53(1), 1–15. https://doi.org/10.1080/00220485.2021.2004295
Callister, W. D. (1985). Materials science and engineering: An introduction. John Wiley & Sons.
Callister, W. D., & Rethwisch, D. G. (2015). Materials science and engineering: An introduction (9th ed.). John Wiley & Sons.
Carpenter, S. K., & Toftness, A. R. (2017). The effect of prequestions on learning from video presentations. Journal of Applied Research in Memory and Cognition, 6(1), 104–109. https://doi.org/10.1016/j.jarmac.2016.07.014
Chen, O., Paas, F., & Sweller, J. (2023). A cognitive load theory approach to defining and measuring task complexity through element interactivity. Educational Psychology Review, 35, 63–81. https://doi.org/10.1007/s10648-022-09689-6
Coletta, V. P., & Steinert, J. J. (2020). Why normalized gain should continue to be used in analyzing preinstruction and postinstruction scores on concept inventories. Physical Review Physics Education Research, 16, 010108. https://doi.org/10.1103/PhysRevPhysEducRes.16.010108
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Elfeky, A. I. M., Najmi, A. H., & Elbyaly, M. Y. H. (2024). The impact of advance organizers in virtual classrooms on the development of integrated science process skills. PeerJ Computer Science, 10, e1989. https://doi.org/10.7717/peerj-cs.1989
Erpansyah, Widyaningrum, I., & Susanti, N. (2025). Educational learning video improves learning outcomes of junior high school students on beam materials. Indonesian Journal of Innovation Studies. https://doi.org/10.21070/ijins.v26i3.1508
Fredriksson, W., Hansson, A., & Elmgren, M. (2015). Integrating materials science core topics for engineering education: Challenges and opportunities. European Journal of Engineering Education, 40(4), 391–408. https://doi.org/10.1080/03043797.2014.967181
Groen, C. G., et al. (2015). Mastery learning revisited: Deep vs. superficial learning. Medical Teacher, 37(9), 811–816. https://doi.org/10.3109/0142159X.2014.1001345
Hake, R. R. (1999). Analyzing change/gain scores. American Journal of Physics, 67(1), 64–70. https://doi.org/10.1119/1.18809
Kornell, N., Klein, P. J., & Rawson, K. A. (2015). Retrieval attempts enhance learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(1), 283–294. https://doi.org/10.1037/a0037850
Latimier, A., Riegert, A., Peyre, H., Ly, S. T., Casati, R., & Ramus, F. (2019). Does pre-testing promote better retention than post-testing? npj Science of Learning, 4(1), 15. https://doi.org/10.1038/s41539-019-0053-1
Leppink, J., Broers, N. J., Imbos, T., Van der Vleuten, C. P. M., & Berger, M. P. F. (2012). Prior knowledge moderates instructional effects on conceptual understanding. Instructional Science, 40(4), 673–687. https://doi.org/10.1007/s11251-012-9200-8
Little, J. L., & Bjork, R. A. (2021). Optimizing the efficacy of learning objectives through pretests. CBE—Life Sciences Education, 20(2), ar27. https://doi.org/10.1187/cbe.20-08-0192
Moreira, T., Pinto, A., & Starling, A. (2019). Test-enhanced learning and classroom implementations. Learning and Instruction, 63, 101–114. https://doi.org/10.1016/j.learninstruc.2019.101114
Murtonen, M. (2015). University students’ understanding of the concepts empirical, theoretical, qualitative and quantitative research. Teaching in Higher Education, 20(7), 684–698. https://doi.org/10.1080/13562517.2015.1072152
Nissen, J. M., Talbot, R. M., Thompson, A. N., & Van Dusen, B. (2018). Comparison of normalized gain and Cohen’s d for analyzing gains on concept inventories. Physical Review Physics Education Research, 14, 010115. https://doi.org/10.1103/PhysRevPhysEducRes.14.010115
Pan, S. C., & Carpenter, S. K. (2023). Prequestioning and pretesting effects. Educational Psychology Review, 35, 97. https://doi.org/10.1007/s10648-023-09814-5
Pan, S. C., & Rickard, T. C. (2018). Transfer and testing effects in learning. Educational Psychology Review, 30(3), 697–726. https://doi.org/10.1007/s10648-017-9411-6
Pastötter, B., & Bäuml, K.-H. T. (2019). The forward testing effect is reliable. Frontiers in Psychology, 10, 687. https://doi.org/10.3389/fpsyg.2019.00687
Rahmatika, S., & Zainul, R. (2023). Pretest-posttest control group design of discovery learning-based content learning system. Eksakta, 22(4). https://doi.org/10.24036/eksakta/vol22-iss4/268
Rahmawati, A., Sari, I. P., & Wibowo, A. (2022). Students’ conceptual difficulties in understanding crystal structures and mechanical properties. Jurnal Pendidikan Sains, 10(2), 120–129. https://doi.org/10.21831/jps.v10i2.45129
Shackelford, J. F. (1985). Introduction to materials science for engineers. Macmillan.
Suwono, H., & Dewi, P. S. (2021). Project-based learning in engineering education: Preparing students for the era of industry 4.0. Journal of Technical Education and Training, 13(2), 24–35. https://doi.org/10.30880/jtet.2021.13.02.003
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
