THE INFLUENCE OF THE ASSESSMENT MODEL AND METHOD TOWARD THE SCIENCE LEARNING ACHIEVEMENT BY CONTROLLING THE STUDENTS? PREVIOUS KNOWLEDGE OF MATHEMATICS

This research aims to study the influence of the assessment model and method toward the science learning achievement by controlling the students? previous knowledge of mathematics. This study was conducted at SMP East Seram district with the population of 295 students. This study applied a quasi-experimental method with 2 X 2 factorial design using the ANCOVA model. The findings after controlling the students' previous knowledge of mathematics show that the science learning achievement of the group of students assessed by the analytic assessment method (the analytic rubrics) with the peer assessment model is higher than the science learning achievement of the group of students assessed by the analytic assessment method with the self-assessment model. The science learning achievement of the group of students assessed by the holistic assessment method (the holistic rubrics) with the peer assessment model is higher than the science learning achievement of the group of students assessed by the holistic assessment method with the self-assessment model. Overall, the result found in this study is the science learning achievement of the group of students assessed by the analytic assessment method is higher than the science learning achievement of the group of students assessed by the holistic assessment method for all assessment models.