Development of scientific reasoning test measuring control of variables strategy in physics for high school students: evidence of validity and latent predictors of item difficulty

2021 ◽  
pp. 1-21
Author(s):  
De Van Vo ◽  
Benő Csapó
Keyword(s):  
High School ◽  
High School Students ◽  
Scientific Reasoning ◽  
Item Difficulty ◽  
School Students ◽  
Reasoning Test ◽  
Control Of Variables ◽  
Control Of Variables Strategy ◽  
Measuring Control

scholarly journals The Development of HOTS Test Instrument of Thermodynamics Law for Senior High School

2020 ◽  
Vol 8 (2) ◽  
pp. 103
Author(s):  
Yeni Rima Liana ◽  
Suharto Linuwih ◽  
Sulhadi Sulhadi
Keyword(s):  
High School ◽  
High School Students ◽  
Item Difficulty ◽  
Heat Engine ◽  
Reliability And Validity ◽  
Difficulty Level ◽  
Partial Credit Model ◽  
School Students ◽  
Central Java ◽  
Test Instrument

The main analysis in developing assessment instruments is reliability and validity. A validity test is carried out to determine the appropriateness instrument that will be developed, both construction validity and content validity. The reliability test is to determine the level of consistency of the instrument that has been developed. This research was conducted to develop the HOTS ability to test items for high school students. The grid test instruments are arranged based on competence and HOTS indicators, which are then used to arrange items. The test instrument consisted of ten question items relating to the HOTS Thermodynamic Law problem, which included: 1) analyzing the magnitude of engine efficiency, work, heat, and internal energy changes, 2) evaluating Carnot's efficiency, and 3) creating a heat engine. The assessment of the instrument HOTS test obtained Aiken's V score in the range of 0.83 to 0.94, which is in the valid criteria. The validated instrument was piloted in 141 science grade XI student in High School 2 Batang, at Batang Regency, Central Java. The level difficulty of the Polytomous data was analyzed using the QUEST program for classical analysis and PARSCALE 4 for modern analytical theory based on the Partial Credit Model (PCM). The results of data analysis of the experimental items show that of the ten-question items, all are compatible with PCM. The reliability of the test instrument is 0.84, and the item difficulty level is in the range of 0.83 to 1.22. Information functions and Standard Error Measurement (SEM) indicate that test questions developed reliably to measure HOTS students' ability with an average category in -1.9 <θ <+1.7 logit scale with SEM ± 0.5.

scholarly journals Construct Exploration of Teacher Readiness as an Assessor of Vocational High School Competency Test

2021 ◽  
Vol 10 (3) ◽  
pp. 1471-1485
Author(s):  
Sulistio Mukti ◽  
Badrun Kartawagiran ◽  
Fitri Nur
Keyword(s):  
High School ◽  
High School Students ◽  
Construct Validity ◽  
Item Difficulty ◽  
Difficulty Level ◽  
Vocational High School ◽  
School Students ◽  
Item Fit ◽  
Confirmatory Factor ◽  
Difficulty Score

<p style="text-align: justify;">Teachers who can adapt and be ready for all changes will also be able to provide a balance to increase the competence of vocational high school students. This is also not denied when teachers become assessors in student competency tests. The objectives of this study were to produce an instrument for the readiness of teachers as assessors; to knowing good grain reliability; to know the characteristics of the instrument; and to know the difficulty level of the item. The method used in this research is instrument development. Respondents were vocational school teachers who were candidates for competency test assessors. Data collection techniques using a questionnaire. Analysis of construct validity using Confirmatory Factor Analysis. Reliability using Cronbach’s alpha. Test the instrument items using the Rasch model. The results are the readiness instruments of the vocational teacher as an assessor has 19 indicators that have been grouped into 5 factors with consistency values being in the same construct (proven construct validity). The result of the calculation of the reliability of this instrument is 0.852, which means that the reliability coefficient is high; There are two items, namely numbers 24 and 18 which indicate the absence of a fit item in the overall item fit criteria; At the item difficulty level, items 8 and 6 have a difficulty score of more than 2, while this indicates that items 8 and 6 have a high difficulty level.</p>

scholarly journals PENGARUH MODEL PEMBELAJARAN (CC) BERBASIS SCAFFOLDING TERHADAP KEMAMPUAN SCIENTIFIC REASONING FISIKA SISWA SMA

2021 ◽  
Vol 10 (1) ◽  
pp. 1833
Author(s):  
Devi Tri Ulul Azmi ◽  
Sri Astutik ◽  
Subiki Subiki
Keyword(s):  
High School ◽  
High School Students ◽  
Scientific Reasoning ◽  
Test Sample ◽  
T Test ◽  
School Students ◽  
Analysis Technique ◽  
Independent Test Sample ◽  
Research Population ◽  
Two Stages

The purpose of the research is conducted to examine the effect of Scaffolding-based  (CC) learning models on the ability of scientific reasoning physics of high school students. The research population was MAN Bondowoso 2019/2020 students and the research sample was the students of class XI IPA 1 and XI IPA 2. The research techniques used were observation, tests and documentation. There are two stages of data analysis technique, they are normality test and independent sample t-test using SPSS version 23. The result shows that the experimental class and control class data are normally distributed, that is the sig value. > 0.05. Independent test sample t-test using SPSS 23 on the scientific reasoningphysics capability obtained sig. (2-tailed) by 0,038 and the result of sig. (1-tailed) for 0,019 meaning that the test is <0.05. The results showed that the  model based on Scaffolding had a significant effect on the ability of scientific reasoning physics of high school students of high school students.

Augmented Reality in Science Laboratories: Investigating High School Students’ Navigation Patterns and Their Effects on Learning Performance

2021 ◽  
pp. 073563312110387
Author(s):  
Shiyan Jiang ◽  
Cansu Tatar ◽  
Xudong Huang ◽  
Shannon H. Sung ◽  
Charles Xie
Keyword(s):  
High School ◽  
High School Students ◽  
Augmented Reality ◽  
Scientific Reasoning ◽  
Science Learning ◽  
Laboratory Experiments ◽  
Learning Performance ◽  
School Students ◽  
Science Laboratories ◽  
Navigation Patterns

Augmented reality (AR) has the potential to fundamentally transform science education by making learning of abstract science ideas tangible and engaging. However, little is known about how students interacted with AR technologies and how these interactions may affect learning performance in science laboratories. This study examined high school students’ navigation patterns and science learning with a mobile AR technology, developed by the research team, in laboratory settings. The AR technology allows students to conduct hands-on laboratory experiments and interactively explore various science phenomena covering biology, chemistry, and physics concepts. In this study, seventy ninth-grade students carried out science laboratory experiments in pairs to learn thermodynamics. Our cluster analysis identified two groups of students, which differed significantly in navigation length and breadth. The two groups demonstrated unique navigation patterns that revealed students’ various ways of observing, describing, exploring, and evaluating science phenomena. These navigation patterns were associated with learning performance as measured by scores on lab reports. The results suggested the need for providing access to multiple representations and different types of interactions with these representations to support effective science learning as well as designing representations and connections between representations to cultivate scientific reasoning skills and nuanced understanding of scientific processes.

scholarly journals KEMAMPUAN PENALARAN ILMIAH SISWA KELAS XI SMAN DI BANYUWANGI KOTA MATERI SUHU DAN KALOR

2020 ◽  
Vol 9 (1) ◽  
pp. 11
Author(s):  
Elok Yieldsihas Faiqoh ◽  
Yushardi Yushardi ◽  
Alex Harijanto
Keyword(s):  
High School ◽  
High School Students ◽  
Scientific Reasoning ◽  
Deductive Reasoning ◽  
Mathematical Reasoning ◽  
Proportional Reasoning ◽  
Reasoning Ability ◽  
School Students ◽  
Ability Test ◽  
Tangible Evidence

Scientific reasoning ability is important to have for students to understand the concept of physics and have a good mathematical reasoning ability. The scientific reasoning ability itself is the ability of a person to use his or her reasoning in resolving a problem by coming up with facts or tangible evidence, so that the conclusion can be drawn. The research was conducted with a view to analyzing the scientific reasoning ability of high school students in Banyuwangi city on temperature and heat material. The study used a research instrument in the form of a multiple-choice scientific reasoning ability test based on LCTSR. This type of research is descriptive research. The results of this research include the percentage of test result scientific reasoning ability of students in Banyuwangi city in the proportional reasoning is 60.51%, in variable control of 58.17%, at a probability reasoning of 49.87%, on The hypothetical-deductive reasoning is 47.4%, on the reasoning correlation of 20.53%, and the reasoning on conservation is 37.22%. The largest percentage is proportional reasoning, while the smallest is a correlation reasoning. Then it can be said that high school students in Banyuwangi City have the best scientific reasoning ability on the proportional reasoning pattern and the ability of scientific reasoning which is lacking in the pattern of reasoning the correlation.

Students Scientific Reasoning and Argumentative Abilities through Levels of Inqury models based on Socio-scientifc Issue

2019 ◽  
Author(s):  
Labitta Hareka Putri
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Scientific Reasoning ◽  
Science Learning ◽  
Scientific Data ◽  
School Students ◽  
Scientific Methods ◽  
Reasoning Abilities ◽  
Reasoning Test ◽  
The One

Scientific reasoning and argumentative abilities are one of the purposes of science educations. The way to involve students in reasoning and arguing activities is to provide a science learning activities that integrates the practice of inquiry using scientific methods in Socio-Scientific Issue (SSI). To create this environment, one of the learning models that can be used is the Levels of Inqury (LOI) model. The LOI model is expected to give students’ opportunity to collect and analyze scientific data to obtain evidence that supports their claims regarding SSI. The stages of LOI used in this study are discovery learning, interactive demonstration, and inquiry lesson. The purpose of this study was to know the changes in scientific reasoning and argumentative abilities of junior high school students after the implementation of the LOI model based on SSI in the science learning at global warming material. The method used is the weak experiment with the one group pretest-posttest design. The instrument used is a scientific reasoning test and scientific argumentation test. This study resulted in a gain of 33% for changes in students reasoning abilities and 39% for changes in students argumentative abilities.

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