The Influence of Self-Assessment on Cognitive Learning Outcomes of High School Students in the Topic of Linear Motion Kinematics

Abstract

Linear motion kinematics is one of the fundamental prerequisites for further knowledge acquisition, but students often face difficulties in comprehending this topic, which consequently impacts their cognitive learning outcomes. This research aims to investigate the influence of self-assessment on the cognitive learning outcomes of high school students in the subject of linear motion kinematics. This study used a quantitative approach with a group post-test design. Sampling was conducted through random sampling, with 33 students from Class X IPA A assigned as the experimental group and 32 students from Class X IPA B as the control group. The research instruments include a multiple-choice test sheet consisting of 12 questions and a self-assessment sheet. Data analysis commenced with prerequisite testing, revealing non-normally distributed data, thus necessitating the application of the Mann-Whitney test for analysis. The research findings revealed a significant difference between the experimental and control groups regarding cognitive learning outcomes. The self-assessment conducted by some students is not entirely in line with their cognitive learning outcomes, as evidenced when students respond as very understanding in self-assessment but then, when working on confirmation questions with the same indicators, they provide less accurate answers. Therefore, it is important to enhance the implementation of self-assessment in schools. Furthermore, future researchers should consider developing self-assessment tools for other different physics topics.