@article{MAKHILLJEAS201813115411,
    title = {The Effect of Learning Model and the Type of Formative Assessment
Toward the Natural Science Achievement after
Controlling the Prior Knowledge Students},
    journal = {Journal of Engineering and Applied Sciences},
    volume = {13},
    number = {1},
    pages = {213-221},
    year = {2018},
    issn = {1816-949x},
    doi = {jeasci.2018.213.221},
    url = {https://makhillpublications.co/view-article.php?issn=1816-949x&doi=jeasci.2018.213.221},
    author = {Ni Ketut,Ketut and},
    keywords = {Learning model,type of formative assessment,prior knowledge,natural science achievement,conventional,achievement},
    abstract = {This study aimed at finding out the effect of learning model and the type of formative assessment
toward the natural science achievement after controlling the prior knowledge. This study used
a quasi-experimental method with 2×2 factorial design. The population was grade 4 students of state junior high
schools in Singaraja consisting of 1,164 students. The sample consisting of 136 students was drawn by using
the multi-stage sampling technique. Sample was 136 students. The instrument of prior knowledge used an essay
test with test reability = 0.8238 while the instrument of learning outcome used an objective test with the test
reability = 0.8770. Data were calculated by using Analysis of Covariance (ANCOVA). The results of the study
after controlling the prior knowledge shows that: the students who followed the inquiry learning model has a
higher the natural science achievement than the students who followed the conventional learning models, the
students who followed the learning process with classroom-based assessment has higher the natural science
achievement than those who followed the learning of conventional assessment and there is an interaction
effectovarian between learning model and formative assessment toward the student’s the natural science
achievement.}
    }