Evaluasi Program Peer Tutoring pada Mahasiswa di Mata Kuliah Kalkulus Diferensial dengan Menggunakan Metode CIPP

Yulia Rahmawati Z, Ambiyar Ambiyar

Abstract


Penelitian ini bertujuan untuk mengevaluasi program peer tutoring pada mata kuliah Kalkulus Diferensial dengan menggunakan model CIPP (Context, Input, Process, Product). Program ini dirancang untuk membantu mahasiswa mengatasi kesulitan konseptual dan meningkatkan hasil belajar, kepercayaan diri, serta menurunkan kecemasan matematis. Pendekatan penelitian menggunakan metode campuran (mixed methods) dengan desain explanatory sequential, melibatkan 82 mahasiswa peserta peer tutoring sebagai subjek utama, 15 tutor sebaya, 1 dosen pengampu, dan 1 koordinator program sebagai informan pendukung. Data dikumpulkan melalui angket, wawancara semi-terstruktur, observasi, dan studi dokumentasi. Analisis data kuantitatif dilakukan secara deskriptif, sedangkan data kualitatif dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa (1) aspek konteks program relevan dengan kebutuhan mahasiswa, (2) input program baik, dengan penguasaan materi tutor memadai namun variasi pedagogis masih ada, (3) proses pelaksanaan menciptakan interaksi aktif dan kolaboratif meskipun partisipasi mahasiswa belum konsisten, dan (4) produk program efektif meningkatkan hasil belajar dan aspek afektif mahasiswa. Temuan ini memperkuat teori konstruktivisme sosial Vygotsky dan memodifikasi pandangan efektivitas peer tutoring menjadi evaluasi holistik yang mempertimbangkan konteks, kesiapan tutor, interaksi, dan hasil pembelajaran. Penelitian ini memberikan kontribusi teoretik dan praktis dalam pengembangan model peer tutoring yang sistematis, berkelanjutan, dan berbasis evaluasi menyeluruh

Keywords


Peer tutoring; Kalkulus Diferensial; Evaluasi Program; Model CIPP; Pembelajaran Kolaboratif; Konstruktivisme Sosial

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DOI: https://doi.org/10.31004/edukatif.v7i6.8862

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