scholarly journals Four-Tier Multiple Choice Test Characterized by Local Wisdom Values for Analyzing Critical Thinking Skills

2021 ◽  
Vol 4 (1) ◽  
pp. 97
Author(s):  
Zuafatun Ni'mah ◽  
Qisthi Fariyani ◽  
Agus Sudarmanto
Keyword(s):  
Critical Thinking ◽  
Confidence Level ◽  
Multiple Choice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Validity And Reliability ◽  
Test Instrument ◽  
Category Type

<p>This study aims to develop a four-tier multiple choice test instrument characterized by the values of local wisdom to describe the characteristics of the instrument, determine the validity and reliability of the instrument, determine the characteristics of items, and analyze the critical thinking skills of class X students on Momentum and Impulse material. This research is Research and Development (R&amp;D) and uses the Borg and Gall development model. The research methods used included interviews, tests, questionnaires, and documentation. The four levels of the four-tier multiple choice test instrument consist of: multiple choice questions, answer confidence level, reason choice, and reason confidence level. Validity testing by the three validators obtained the result that the instrument developed was valid. Reliability testing shows that the developed question instrument is reliable with the acquisition of a value of 0.946. The test questions consist of 14 questions in the medium category and 7 questions in the difficult category. The difference in power index is 0.22 to 0.53 which consists of 11 good enough questions, 6 good questions, and 4 very good questions. Overall results of critical thinking skills of students 11.93% in the very critical category, 5.93% in the critical category, 12.2% in the less critical category type 1A (LC1A), 10.87% in the less critical category type 1B ( LC1B), 8.56% in the less critical category type 2A (LC2A), 9% in the less critical category type 2B (LC2B), and 41.36% in the non-critical category.</p>

Development of reasoned multiple choice tests to measure students critical thinking skills in rain theme science subjects

2019 ◽  
Author(s):  
Ema Sukaesih
Keyword(s):  
Critical Thinking ◽  
Multiple Choice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Multiple Choice Questions ◽  
Ability Test ◽  
Multiple Choice Tests ◽  
Test Instrument

The purpose of this study was to produce a reasoned multiple choice test instrument that was used to measure students critical thinking skills. This research is a development research by adapting the 4-D model according to Thiagarajan which consists of the define, design, develop, and disseminate stages which aim to produce the product. The product developed in this study is a critical thinking ability test instrument on rain theme science subjects. Based on the results of the study, obtained a reasonable, valid and reliable reasoned multiple choice test instrument used to measure students critical thinking skills. The products produced from this study are form of reasoned multiple choice questions accompanied by answer keys and scoring guidelines.

Relationships among Critical Thinking Skills, Academic Achievement, and Misconceptions about Psychology

1992 ◽  
Vol 71 (2) ◽  
pp. 635-639 ◽  
Author(s):  
Lynn E. McCutcheon ◽  
Esther Hanson ◽  
Jennifer M. Apperson ◽  
Vincent Wynn
Keyword(s):  
Critical Thinking ◽  
Test Scores ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
Stepwise Multiple Regression ◽  
Multiple Choice Test ◽  
Beginning Students ◽  
Introductory College ◽  
Common Misconceptions

Two groups of 60 students each were selected from introductory college psychology classes. One consisted of high academic achievers, the other of average achievers. They were given the McCutcheon Test of Misconceptions, a 65-item, multiple-choice test designed to measure common misconceptions about psychology. Subsequently, they were also given the Watson-Glaser Critical Thinking Appraisal. Both groups made many errors on the McCutcheon test, but high academic achievers made significantly fewer errors on both the McCutcheon test and the Watson-Glaser than average achievers. A stepwise multiple regression consisting of Watson-Glaser subscales 1 (the ability to draw valid inferences) and 4 (ability to weigh and interpret evidence) and GPA successfully predicted McCutcheon test scores ( R = .43). This suggests that even beginning students with high grades and good critical thinking skills are likely to harbor many misconceptions about psychology.

scholarly journals Pengaruh Model Pembelajaran Probing Promting Terhadap Kemampuan Berpikir Kritis Dan Hasil Belajar Biologi Siswa Kelas XI Mas Cipta

2021 ◽  
Vol 9 (3) ◽  
pp. 242-250
Author(s):  
Nurliana Nurliana ◽  
◽  
Indayana Febriani Tanjung ◽  
Khairuddin khairuddin
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Quasi Experimental ◽  
Biology Learning

This study aims to determine the effect of the probing learning model on critical thinking skills and biology learning outcomes for class XI students. This type of research is quasi-experimental research. The sample of this research is class XI IPA 2 opens 30 people as experimental class and XI IPA 3 opens 30 people as control class. The instrument used to collect data is a multiple-choice test consisting of 20 critical thinking skills questions and 20 learning outcomes test questions. Data analysis in this study was a paired simple t test with the help of the SPSS 20.00 program. The results of the analysis of critical thinking skills obtained tcount = 24,418 and ttable = 2,045, which means Ho is rejected, Ha is accepted. This shows that there is an effect of the probing learning model on the critical thinking skills of class XI MAS Cipta Simpang Dolok T.P 2019/2020 students. Meanwhile, from the results of the analysis of the results obtained tcount = 22,381 and ttable = 2.405, which means that Ho is rejected, Ha is accepted. This shows that there is an effect of the probing prompting learning model on the learning outcomes of class XI Mas Cipta.

scholarly journals Identifikasi Kemampuan Berpikir Kritis Siswa dengan Menggunakan Five-Tier Multiple Choice pada Materi Hidrolisis Garam

2020 ◽  
Vol 8 (2) ◽  
pp. 74
Author(s):  
Pratiwi Hassan ◽  
Lukman Abdul Rauf Laliyo ◽  
Deasy Natalia Botutihe ◽  
Romario Abdullah
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Multiple Choice ◽  
Total Sample ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
School Students ◽  
Quantitative Descriptive

This study aims to determine the critical thinking skills of high school students on salt hydrolysis. This research is quantitative descriptive. The population used in this study were all class XI IPA SMA in Gorontalo with a total sample of 64 respondents. Collecting data using a five-level multiple choice test instrument on salt hydrolysis material with an instrument validity value of 100%. The data analysis technique used in this research is descriptive quantitative. The results obtained the percentage of indicators of critical thinking skills, namely the focus criteria or Q1 level an average of 77.60%, the Reason criteria or Q2 level of 23.95%, the inference criteria or Q3 level of 8.85%, at Situation criteria or the Q4 level of 4.34% and the Clarity criteria or the Q5 level of 3.12%. Based on the results of the study it can be concluded that the ability of high school students to think critically on salt hydrolysis is 51.56% of students are in the very low category, 46.87% of students are in the low category and 1.56% of students are in the moderate category.

scholarly journals ANALISIS KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK DALAM PEMECAHAN MASALAH FLUIDA DINAMIS DENGAN MODEL PEMBELAJARAN STUDENT ORIENTED

2021 ◽  
Vol 7 (1) ◽  
pp. 186
Author(s):  
Syahrial Ayub ◽  
Gusti Afifah ◽  
Ni Nyoman Sri Putu Verawati ◽  
Hikmawati Hikmawati
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Validity And Reliability ◽  
Critical Thinking Ability ◽  
Test Items ◽  
Test Instrument ◽  
Thinking Ability ◽  
Essay Test

ABSTRAKMengajar berpikir kritis kepada peserta didik di sekolah menengah telah menjadi perhatian dalam beberapa dekade terakhir.  Pembelajaran menggunakan model student oriented diharapkan mampu menggerakkan peserta didik berpikir kritis dan selanjutnya melakukan investigasi dalam pembelajaran. Penelitian ini bertujuan menganalisis kemampuan berpikir kritis peserta didik dalam pemecahan masalah fluida dinamis dengan model pembelajaran student oriented. Tujuan ini akan dicapai dengan melakukan penelitian eksperimen dengan desain one group pretest-postest. Penelitian melibatkan 17 peserta didik kelas XI MIPA 8 di SMA Negeri 2 Mataram yang menjadi sampel penelitian. Kemampuan berpikir kritis diukur menggunakan 10 instrumen tes yang berbentuk essay. Instrumen tes yang digunakan telah teruji validitas dan reliabilitasnnya. Data kemampuan berpikir kritis dianalisis secara deskriptif dan statistik. Hasilnya menunjukkan bahwa penerapan model pembelajaran student oriented pada pemecahan masalah fluida dinamis pada peserta didik mampu meningkatkan kemampuan berpikir kritis dan hasil belajarnya. Kata kunci : kemampuan berpikir kritis; model pembelajaran student oriented ABSTRACTTeaching critical thinking to secondary school has been a concern in the last few decades. Learning using the student-oriented model is expected to be able to move students to think critically and then carry out investigations in learning.The experimental research with one group pretest-posttest design. This research involving 17 students of class XI MIPA 8 at SMA Negeri 2 Mataram as a research sample. Critical thinking ability were measured using 10 essay test items. The test instrument used has been tested for validity and reliability. The data of critical thinking ability were analyzed descriptively and statistically. The results showed that the application of the student-oriented learning model to solving dynamic fluid problems in students was able to improve their critical thinking skills and learning outcomes. Keywords: critical thinking ability; student oriented learning model

scholarly journals Development of a Four-Tier Multiple-Choice Test on The Concept of Transport Across Membranes

2020 ◽  
Vol 4 (2) ◽  
pp. 77-97
Author(s):  
Brian Ricard Wola ◽  
Muslimin Ibrahim ◽  
Tarzan Purnomo
Keyword(s):  
High School ◽  
High School Students ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Validity And Reliability ◽  
School Students ◽  
Test Instrument ◽  
Three Stages ◽  
Four Levels

The development and use of diagnostic tests in the form of multiple choice four levels in biology learning are still lacking. This study aims to develop a valid and reliable four-tier multiple-choice test instrument to identify the conception profile of high school students on the concept of transport across membranes. The research method is in the form of development research by adapting the Kilic and Saglam models which consist of three stages, namely defining content, obtaining information on student misunderstandings, and developing tests. The research instruments used were validation sheets, test instruments, and interview sheets. Descriptive statistical analysis techniques were used to analyze the data in this study. The results showed that 15 items developed were declared valid and the reliability coefficient of the test was 0.82, including the very reliable category. Thus, it can be concluded that the four-tier multiple-choice test instrument developed has met the validity and reliability requirements to identify the conception profile of high school students about the concept of transport across membranes. The four-tier multiple-choice test developed can be used by high school teachers as an accurate test to identify the conception profile of their students because it can distinguish between students who understand the concept, do not understand the concept, or who experience misconceptions about the concept of transport across membranes.

scholarly journals Pembelajaran Kooperatif Tipe Think Talk Write: Pengaruhnya terhadap Kemampuan Berpikir Kritis Peserta Didik SMK SMTI Bandarlampung

2018 ◽  
Vol 1 (3) ◽  
pp. 263-270
Author(s):  
Ririn Febriana ◽  
Mukarramah Mustari
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Significance Level ◽  
Test Instrument ◽  
Significant Research ◽  
Essay Test ◽  
Quasi Experiment Study

Abstract:This study aims to determine the effect of cooperative learning model Think Thalk Write on the ability of critical thinking among students of class X SMK SMTI Bandar Lampung. Research by the author is Quasi Experiment study. The study involved two groups of learners who totaled 31 students to a class experiment and 30 learners to grade control. The collection of data obtained using a test instrument. Shaped test instrument shaped essay test critical thinking skills. The results show that there are significant research critical thinking skills of learners after using cooperative learning model Think Talk Write. T test obtained tcoll > t table is 2.930 > 2.00 with a significance level of 5%. So H1 received, which indicates that there are significant cooperative learning model Think Talk Write mode on the ability of critical thinking among students of Class X. Abstrak:Penelitian ini bertujuan untuk mengetahui pengaruh  model pembelajaran kooperatif tipe Think Thalk Write terhadap kemampuan berpikir kritis pada peserta didik kelas X SMK SMTI Bandar Lampung. Penelitian yang penulis lakukan merupakan penelitian Quasi Eksperimen. Penelitian ini melibatkan 2 kelompok belajar peserta didik yang berjumlah 31 peserta didik untuk kelas Eksperimen  dan 30 peserta didik untuk kelas kontrol. Pengumpulan data diperoleh dengan menggunakan instrument tes. Instrument tes berbentuk essay berbentuk test kemampuan berpikir kritis. Diperoleh hasil penelitian bahwa terdapat pengaruh kemampuan berpikir kritis peserta didik setelah menggunakan model pembelajaran kooperatif tipe Think Talk Write. Uji t diperoleh t hitung > ttabel yaitu 2,930 > 2,00 dengan taraf signifikan 5%. Jadi H1 diterima, yang menandakan bahwa terdapat pengaruh model pembelajaran Kooperatif Tipe Think Talk Write terhadap kemampuan berpikir kritis pada peserta didik Kelas X . 

scholarly journals Is hidrorium able to improve the students’ critical thinking skills?

2020 ◽  
Vol 8 (1) ◽  
pp. 20-28
Author(s):  
Dedy Dwi Setyawan ◽  
Ali Mustadi
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Analysis Method ◽  
Test Items ◽  
High Category ◽  
Test Instrument ◽  
The Media ◽  
Very High ◽  
Passing Grade

The condition of the students’ critical thinking skills in the Kowangbinangun State Elementary School has impacted their learning results. Departing from this situation, a study for improving the students’ critical thinking skills and learning results by using hidrorium as the media should be conducted. Within the conduct of the study, the approach that had been adopted was the classroom action research. Then, the instruments that had been implemented were the test instrument, namely the test items for measuring the achievement of the students’ learning results, and the non-test instrument, namely the assignment assessment rubric for measuring the students’ critical thinking skills level. Furthermore, the data analysis method that had been adopted was the descriptive-comparativee method. Within the first cycle, 4% of the students belonged to the “Very High” category, 14% of the students belonged to the “High” category, and 82% of the students belonged to the “Low” category; as a result, 33% of the students met the passing grade while 67% of the students did not meet the passing grade. The research in the first cycle improved the students’ critical thinking skills and thus 14% of the students belonged to the “Very High” category, 57% of the students belonged to the “High” category, and 29% of the students belonged to the “Low” category. Following up the improvement, the learning results of the students showed that 64% of the students met the passing grade whereas 36% of the students did not meet the passing grade. In the second cycle, the students’ critical thinking skills also improved since 86% of the students belonged to the “Very High” category and 14% of the students belonged to the “High” category. Thus, the students’ learning results improved as well with 82% of the students met the passing grade and 18% of the students did not meet the passing grade.

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