Peer reflection for students as an affective assessment instrument in chemistry learning Salastri Rohiat (a*), Rina Elvia (a), Rohiat (b)
a) Chemistry Education, Faculty of Teacher Training and Education, Bengkulu University
*salastri[at]unib.ac.id
b) Rohiat Education Foundation, Bengkulu
Abstract
Teacher skills determine quality of learning process. Chemistry learning has quite complex characteristics. Teachers need to hone skills in supporting achievement of students^ cognitive, affective and psychomotor aspects. Chemistry teachers tend to find it difficult to assess students^ affective aspects. Purpose of research is to describe affective instrument model that can be used by teachers in learning chemistry. Data obtained from interviews and analysis of affective assessment instruments made by teachers. Research subjects were 20 chemistry teachers. Results showed that electronic form-based peer reflection model is one of effective instruments used in assessing affective aspects of chemistry learning.
