Indah Wigati^1,, Weni Lestari¹, Mia Fithriyah²

Assessment by peers has a practical impact on academic attainment. Furthermore, peer-review gives a powerful assessment of the usefulness of scientific attitudes in a wide range of circumstances. However, concerned research that focuses solely on women's scientific attitudes has not been frequently addressed. The purpose of this study is to examine the scientific attitudes of women who are determined by their colleagues, as well as the consequences of analyzing women's scientific attitudes toward learning outcomes. The quantitative research design was applied, along with descriptive methodologies. The subjects of this critical study are 115 female Islamic Religious Education class of 2018 students who actively attended lectures on Islamic Education courses. The full set of data was examined statistically by obtaining the average value of the data. The consistent findings revealed that 14 respondents' peer appraisal of scientific attitudes fell into the medium category, while 101 respondents fell into the high category. Thus, this assessment of women's scientific attitudes has an average value of 3.20, indicating that it is among the highest criteria. Meanwhile, women's strong curiosity about facts or data, the ability to criticize and uncover innovation, the ability to collaborate and think openly, the character of being more meticulous and thorough in exploring things and being environmentally conscious are all essential factors in the assessment process. As a result of the research, it is possible to conclude that female students adopt an essential scientific attitude, since scientific attitudes influence the process and learning results.

Women’s Scientific Attitude, Peer Assessment, Female Students, Students Learning Outcomes, Academic Grade, Gender Study.