MECHANISM OF ASSESSMENT AND REFLECTION ON THEMATIC ASSIGNMENT FOR STRENGTHENING OF CRITICAL THINKING AND DEMOCRATIC ATTITUDES IN LEARNING

Abstract

This article describes the impact of reflection that was preceded by intragroup and intergroup peer assessment, to improve the students work on thematic assignment instruction of water cycle. Reflection is done based on the classification of the material tasks such as: description of facts and phenomena, the relationship between the concept and context, the process of science, the formulation of concept network, and the social implications of the thematic assignment. Students are being targeted are high school students in Manganitu and Tamako, in Sangihe regency. The results showed that the assessment and reflection positively influence to improve student work on material that students have an early experience and basic knowledge. Constraint in reflection and knowledge construction of students was the lack of mastery of concepts and the relationships between concepts and context. The results of the study recommend the importance of continuity of materials and learning activities to enable students construct knowledge based on experience, while developing critical thinking skills.