Formative Assessment Models and Thinking Styles in Learning History

Abstract

The objective of the research is to study the effect of the formative assessment models, the style of thinking, and the interaction of both variables on the students learning outcomes in History. The research was conducted at SMAN 2 and SMAN 5 Makassar in 2014/2015, by using experimental methods with samples of 84 students selected multi-stage random sampling. The findings of the research are as follows: (1) the learning outcomes of the students in History roommates are treated by the formative assessment models in each session are higher than those roommates are treated by the formative assessment based models after completing each competency, (2) the learning outcomes in the History of the students having divergent styles of thinking are higher than those of convergent style of thinking.