Implementation of Quiz-Based Assessment at the Start of Chemistry Lessons to Improve Student Attendance Discipline

Abstract

This classroom action research was conducted with the aim of helping to improve student punctuality in chemistry lessons through the use of summative quizzes at the beginning of each lesson. The action was carried out in class XD at Palu State High School 2, which consisted of 35 students, over two cycles. Data collection involved observation, teacher reflection, and documentation of student attendance. The results showed that student punctuality increased from 31.4 percent before the action to 52.9 percent in cycle I and 84.3 percent in cycle II. The summative quiz, which affected the final semester grade, was proven to increase student motivation and responsibility for learning, thereby improving their punctuality.