Research procedureThe pre-test was

Research procedure
The pre-test was carried out by the students at the beginning of the lesson in which they completed the simulated peerassessment activity. There was not a time limit put on the students as they completed this but it was completed by all within approximately 15 minutes. Students were not made aware of their performance on this test until after the entire research activity had been completed. The students then participated in the simulated peer-assessment activity for the remainder of the lesson which lasted another 35 minutes, approximately (lessons are 50 minutes each). The students were informed that they did not need to complete all of the example questions and were encouraged to work at their own pace; however they were guided to ensure they had attempted all the different types of questions. Very few students did not complete all the questions in the activity. During the next lesson the students carried out the student attitude questionnaire and this was followed by the post-test which again was not subjected to a time limit but was completed in approximately 15 minutes.
Data analysis
Students’ responses to the pre and post-tests were scored in a binary fashion as either correct or incorrect. This generated a correct answer rate for each student on each test and a paired t-test was run to examine any overall difference in performance.
The pre and post-test combination also made a series of three matched pairs; as such, a McNemar test was employed. The student’s mathematical ability was estimated from their working grade in Mathematics, which was made available by the mathematics department within the school. This was used as a factor in an ANOVA calculation to determine its influence on student performance. Students’ responses to the questionnaire were analysed by plotting histograms.

Hasil (Bahasa Indonesia) 2:

Prosedur penelitian
The pre-test dilakukan oleh siswa pada awal pelajaran di mana mereka menyelesaikan kegiatan peerassessment simulasi. Tidak ada batas waktu mengenakan siswa karena mereka menyelesaikan ini tapi itu diselesaikan oleh semua dalam waktu kurang lebih 15 menit. Siswa tidak dibuat sadar kinerja mereka pada tes ini sampai setelah seluruh kegiatan penelitian telah selesai. Para siswa kemudian berpartisipasi dalam kegiatan peer-assessment simulasi untuk sisa pelajaran yang berlangsung 35 menit lagi, sekitar (pelajaran 50 menit masing-masing). Para siswa diberitahu bahwa mereka tidak perlu menyelesaikan semua pertanyaan contoh dan didorong untuk bekerja pada kecepatan mereka sendiri; namun mereka dipandu untuk memastikan mereka telah berusaha semua jenis pertanyaan. Sangat sedikit siswa tidak menyelesaikan semua pertanyaan dalam kegiatan ini. Selama pelajaran berikutnya siswa dilakukan kuesioner sikap siswa dan ini diikuti oleh post-test yang lagi tidak dikenakan batas waktu tetapi selesai pada sekitar 15 menit.
Analisis data
tanggapan siswa untuk pra dan pasca-tes yang mencetak dalam mode biner baik sebagai benar atau salah. Ini menghasilkan tingkat jawaban yang benar untuk setiap siswa pada setiap tes dan t-test berpasangan dijalankan untuk memeriksa perbedaan keseluruhan kinerja.
Pra dan pasca tes kombinasi juga membuat serangkaian tiga pasang cocok; seperti, tes McNemar dipekerjakan. Kemampuan matematika siswa diperkirakan dari kelas kerja mereka di Matematika, yang disediakan oleh departemen matematika di sekolah. Ini digunakan sebagai faktor dalam perhitungan ANOVA untuk menentukan pengaruhnya terhadap kinerja siswa. Tanggapan siswa untuk kuesioner dianalisis dengan memplot histogram.