Peningkatan Hasil Blajar Siswa Melalui Asesmen Diagnostik dalam Pembelajaran Lintas Minat Kimia

This research was motivated by the low learning outcomes of chemistry in class XII Social 4 Senior High School 27 Central Jakarta. In accordance with the 2013 curriculum structure the school established chemistry as a cross-interest subject. Chemistry becomes a difficult subject because it involves skills and reasoning in learning it. To overcome the low learning outcomes across the interests of chemistry, this study establishes the aim is to find out: (1) whether the application of diagnostic assessments can improve student learning outcomes in cross-interest subjects in senior high school; and (2) how to carry out diagnostic assessments in improving student learning outcomes in these subjects. The references used in this classroom action research were the action research of the Zubert Skerritt Ortrun model. The data needed in this study are the results of the initial ability test, the results of the tests at the end of the subject matter; observation of student attitudes in learning, as well as observations of the implementation of learning. The use of diagnostic assessment in chemistry learning can improve student mastery learning from 16.7% to 66.7% in the first cycle, and from 47.2% to 86.1% in the second cycle, and from 63.9% to 91.7 % in cycle III. Diagnostic assessment based on learning material that is difficult for students is found in cycle I (redox), cycle II (electrolysis), and in cycle III (Faraday's law and corrosion) successively is a redox solution with oxidation number, metal analysis that can react, and corrosion sequence analysis that occurs in an experiment. All three are at the cognitive level 3 (reasoning).