COLLABORATIVE ASSESSMENT WITH PEER FEEDBACK ACTIVITY TO IMPROVE STUDENTS' CRITICAL THINKING SKILLS

This study aims to improve students' critical thinking skills through collaborative assessment with peer feedback activity and to find out students' attitudes towards learning through collaborative assessment with peer feedback activity. The population in this study were first semester students of the Mathematics Education Study Program, Semarang State University, Indonesia. This research is a mixed-method research, at the quantitative stage using a Quasi-Experimental Design with two sample groups of 30 students each, and continued with descriptive qualitative research with 6 research subjects. The instrument used to measure critical thinking skills is a test in the form of a description, while a questionnaire is used to measure student attitudes in collaborative assessment learning with peer feedback activity. The findings show that there is an increase in critical thinking skills in the application of collaborative assessment with peer feedback activity. In addition, there are significant differences in students' critical thinking skills between learning by collaborative assessment with peer feedback activity and learning by individual assessment. The results of the questionnaires and interviews show that there are three important things that need to be considered, namely making students more motivated in their learning, interaction/involvement in learning is more meaningful and can familiarize students with discussions and collaboration.