ANALISIS MANAJEMEN LABORATORIUM IPA TERHADAP KOMPETENSI PESERTA DIDIK

Natural Sciences learning laboratory activities are an integral part of teaching and learning activities, This shows how important the role of laboratory activities to achieve the goals of science education. Through laboratory activities, students will be given the opportunity to encourage curiosity and the desire to try, test and reason the theories obtained. The purpose of this study was to analyze the management of a science laboratory in SMP Negeri 4 Sojol. The research method uses qualitative methods and descriptive analysis. The research subjects were the head of the laboratory and the science subject teacher and the students at SMP Negeri 4 Sojol. Data collection techniques through observation, interviews and student learning outcomes.  Based on the results of the study, the availability of natural science practicum tools in SMP Negeri 4 Sojol, the average availability of practical tools and materials 68.33% classified as complete categories, the average presentation of the feasibility of practical tools and materials 90.67% included in the excellent category based on the Ministry of Education number 24 of 2007. The effectiveness of practicum implementation in SMP Negeri 4 Sojol is classified as effective category with an average presentation of practicum at 85%. Coupled with an average increase in cognitive competencies average preetest 58 increase in posttest by as much as 87 in addition to the average value of competence in the areas of psychomotor average preetest obtained 60 and posttest 90 showed a significant increase competency knowledge and skills of learners. Success in the cognitive domain will also have a positive impact on the development of the psychomotor domain (skills) of students. Management of laboratory facilities and infrastructure planning in improving the quality of learning in schools must be planned by the head of the laboratory, planning science teachers by preparing learning tools and identifying the subject matter to be practiced in the laboratory, laboratory administration governance supported by good organization from the leadership of policy makers in school. Implementation of laboratory facilities and infrastructure management in improving the quality of learning in schools including procurement, inventory, storage, structuring, use, and maintenance. Supervision carried out by the principal is in accordance with the provisions, to be more efficient the school should make a program or schedule of supervision processes to be more controlled and run well and smoothly.

Understanding the Use of Formative Assessment to Develop Conceptual Understanding of Grade 6 Science Students

This study aims to develop an understanding about how formative assessment can be used to develop students' conceptual understanding in the selected concepts of science at Grade 6. The study utilized the action research method within qualitative paradigm. It was conducted in an English medium Girls High school in Karachi. The school had been using formative assessment rather than summative assessment to assess students' learning from grade 3-6. Hence, it was decided to explore how formative assessment can be used to develop students' conceptual understanding in this school as it would develop my understanding about usage of formative assessment. It would also support the school's effort to implement FA in this grade in science. Data was mainly collected from observations and teaching by using various formative assessment tools such as peer group assessment, Think-Pair-Share activity and classroom questioning. Findings of the study demonstrated that it is vital for a teacher to diagnose the prior understanding of the students regarding any science concept to ensure their conceptual understanding. It also revealed that group-work, peer-assessment and Think- Pair-Share activities are more likely to help students in developing their conceptual understanding. It further showed that teachers need to analyze the assessment data on an ongoing basis to gain insight into the needs of students and to modify teaching instructions accordingly. It also indicated that timely feedback given by teachers and peers supported students' learning and developed their conceptual understanding. However, strict time frameworks of schools and heavy syllabus hinder the effective implementation of formative assessment in real classroom context. This study concludes by recommending that for effective implementation of formative assessment, teachers needs support in terms of time and space from the school management and they must be encouraged to analyze the assessment data to inform their teaching practice. Therefore, the study ca11s for the change in teaching and assessment practices in schools. Key words: Formative assessment, conceptual understanding, summative assessment.