scholarly journals How are the Characteristics of Integrated Assessment Instruments to Measure Critical Thinking Skills and Scientific Attitudes of High School Students?

2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 359-364
Author(s):  
Mir'atul Hasanatin ◽  
Eli Rohaeti
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Integrated Assessment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Instrument ◽  
Difficulty Level ◽  
Partial Credit Model ◽  
Data Collecting ◽  
Scientific Attitudes

This research aimed to develop an integrated assessment instrument and to study the instrument’s characteristics. This research used 4-D development model of which the stages included defining, designing, developing, and disseminating. The primary product is validated by expert judgment. This research involved 274 mathematics and natural science eleventh-grade students of Senior High Schools in Sleman district, Yogyakarta. The polytomous data generated by the instrument trial was analyzed using the WINSTEPS 3.73 program and the Partial Credit Model 1-Parameter Logistic (PCM 1-PL) approach. Data collecting techniques included interviews, questionnaires, and tests. Data collecting instruments included interview guidelines, a question item validation sheet, and the integrated assessment instrument an essay test. The result of the research shows that the integrated assessment instrument has 0.93 of Aiken validation value. All tryout test items were stated to fit with the PCM 1-PL based on the criteria for the lowest and the highest limit outfit MNSQ 0.5 and 1.5. Item reliability was 0.96 and person reliability was 0.71. The difficulty level of question items was good, because of the range from -1.05 to +1.01 logit. Therefore, the integrated assessment instrument is suitable to be applied to measure the student’s critical thinking skills and scientific attitudes.

scholarly journals Development of Integrated Assessment Instrument to Measure Critical Thinking Skills and Self-Efficiency in Acid-Base Concept

2021 ◽  
Vol 6 (2) ◽  
pp. 223-235
Author(s):  
Nuryuliana Nuryuliana ◽  
Anti Kolonial Prodjosantoso
Keyword(s):  
Critical Thinking ◽  
Content Validity ◽  
Integrated Assessment ◽  
Sample Selection ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Instrument ◽  
Acid Base ◽  
Initial Product ◽  
Base Concept

The purpose of this research is to describe the stages of developing and validating a product which includes content validity and constructs validity. The method used is Research and Development (R&D) with define, design, develop, and disseminate (4D) model. The initial product was validated by material and learning evaluation expert lecturer. The suitability of the items evaluated by chemistry teacher based on indicators of competency achievement. The sample selection was determined by stratified random sampling of 170 students of 11th grade senior high school in Yogyakarta City. Content validity was analyzed using Aiken's V formula. The results of data analysis show that all components of the test instrument are valid with Aiken's V value greater than 0.80 with a significance of 0.05. Verification of construct validity was analyzed using exploratory factor analysis with the help of the SPSS version 21.0 program. The results prove that all components in the integrated assessment instrument are suitable to be used to measure the critical thinking skills and self-efficacy of students on acid-base concept.

scholarly journals A computerized adaptive test for measuring the physics critical thinking skills in high school students

2019 ◽  
Vol 8 (3) ◽  
pp. 376
Author(s):  
Aang Zainul Abidin ◽  
Edi Istiyono ◽  
Nunung Fadilah ◽  
Wipsar Sunu Brams Dwandaru
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Content Validity ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Partial Credit Model ◽  
School Students ◽  
Computerized Adaptive Test ◽  
Adaptive Test

<span lang="IN">Classical assessments that are not comprehensive and do not distinguish students' initial abilities make measurement results far from the actual abilities. This study was conducted to produce a computerized adaptive test for physics critical thinking skills (CAT-PhysCriTS) that met the feasibility criteria.</span><span> The test was presented for the physics subject of 11<sup>th</sup></span><span lang="IN"> g</span><span>rade high school students with two-tier multiple-choice format.</span><span lang="IN"> This development research was based on the 4-D model combined with the test development model by Oriondo &amp; Antonio. Eleven experts and 577 11<sup>th</sup> grade high school students in Kulonprogo, Indonesia, have participated. The media feasibility and the content validity of the items was assessed by experts, while item and abilities parameters were estimated by item response theory. The results obtained: 1) CAT media was declared very feasible and content validity of 136 items was declared valid; 2) all items fitted to partial credit model, the item reliability was classified as good, and the difficulty index of items was good; 3) the results of the CAT-PhysCriTS were equivalent to students academic achievement. Based on the results, CAT-PhysCriTS has fulfilled the requirements as a measuring instrument with measurement times were faster and more comprehensive for large-scale assessments.</span>

Development of an Integrated Instrument About Critical Thinking Skills and Chemical Literacy Inhydrolysis

2021 ◽  
pp. 239-252
Author(s):  
Nur Khayati
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
Difficulty Level ◽  
Assessment Instruments ◽  
Partial Credit Model ◽  
Test Analysis ◽  
Rasch Modelling ◽  
Item Validation

This research study aimed to analyse the characteristics of integrated assessment instruments to measure critical thinking and chemical literacy skills in salt hydrolysis material by meeting the criteria of validity, reliability, and level of difficulty. This research utilised the 4-D approach, i.e. define, design, develop, and disseminate. An experimental test was conducted on 175 students. Data analysis was done by analysing the results of item validation, assumption test analysis with Rasch modelling and analysis of an instrument test result. The results of this study showed that there were 30 multiple choice items in the instrument that had been vetted by two experts and four practitioners of education and which yielded 28 valid questions. Based on the result of Rasch modelling assumption, it was found that from 28 items, i.e. 14 questions of code A and 14 questions of code B, only 9 items from code A and 11 items from code B were found to be fit with Partial Credit Model 1-Parameter Logistic (PCM 1-PL). The cronbach alpha reliability coefficients were also computed and were found to be high. . The difficulty level of the items included in code A and code B were also established.

scholarly journals Pengembangan instrumen penilaian portofolio berbasis multiple intelligence untuk mengukur kemampuan berpikir kritis dan sikap ilmiah

2018 ◽  
Vol 4 (1) ◽  
pp. 52-63
Author(s):  
Nindi Mediartika ◽  
Nurfina Aznam
Keyword(s):  
Critical Thinking ◽  
Portfolio Assessment ◽  
Thinking Skills ◽  
Multiple Intelligence ◽  
Critical Thinking Skills ◽  
Difficulty Level ◽  
Developmental Study ◽  
High Category ◽  
Effective Instrument ◽  
Scientific Attitudes

Penelitian ini bertujuan untuk mengetahui karakteristik, kelayakan, dan efektivitas penggunaan instrumen penilaian portofolio berbasis multiple intelligence untuk mengukur kemampuan berpikir kritis dan sikap ilmiah siswa SMA/MA. Prosedur pengembangan menggunakan model 4-D yang dikemukakan oleh Thiagarajan, yaitu define, design, develop, dan disseminate. Hasil penelitian: (1) karakteristik instrumen memiliki tingkat kesukaran pada kisaran -2,00 sampai +1,41 dengan reliabilitas pada kisaran 0,00 sampai 0,97; (2) instrumen dikatakan layak ditinjau dari validitas isi, empiris, dan reliabilitas; (3) hasil pengukuran kemampuan berpikir kritis siswa SMAN 4 Yogyakarta berada pada kategori sedang dan tinggi dengan kisaran sebesar 34,7% - 65,3% dan 72,2% - 78,8%, dapat dikatakatan instrumen efektif untuk mengukur kemampuan berpikir kritis siswa; (4) hasil pengukuran sikap ilmiah siswa berada pada kategori sedang dan tinggi dengan kisaran sebesar 36% - 66% dan 71% - 94%, dapat dikatakan instrumen efektif untuk mengukur sikap ilmiah siswa. Developing portfolio assessment based on multiple intelligence instrument for measuring critical thinking skills and scientific attitudes AbstractThis development research aims to find out characteristics, feasibility, and effevtiveness of portfolio assessment based on multiple intelligence instrument for measuring critical thinking skills and scientific attitudes. This developmental study refers to the model suggested by Thiagarajan which is define, design, develop, and disseminate. The results show that: (1) the characteristics of instrumen have good difficulty level -2,00 untill +1,41 and reliability 0,00 untill 0,97; (2) instrumen is feasible in terms of the contents and empirical validity, and reliabily; (3) the measurement of students’s critical thinking skills are in the medium and high category 34,7% - 65,3% and 72,2% - 78,8%, so that an effective instrument used to measure students’s critical thinking skills; (4) the measurement of students’s scientific attitudes are in the medium and high category 36% - 65,3% and 71% - 94%, so that an effective instrument used to measure students’s scientific attitudes.

scholarly journals The Effectivenes of Local Wisdom-Based Science Teaching Materials in Improving High School Students Critical Thinking Skills

Mangifera Edu ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 141-149
Author(s):  
Krisianti Ayu Monita ◽  
Erlia Narulita ◽  
Aris Singgih Budiarso
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Science Teaching ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
School Students ◽  
Gain Score

In 21st century learning, critical thinking skills are the main choice that must be mastered by students. This study aims to determine the effectiveness of local wisdom-based science teaching materials in improving junior high school students’ critical thinking skills. Most science teachers still apply teacher-centered learning, so students tend to be passive. This type of research is quasi-experimental with a pretest-posttest control group design. The study was conducted in the even semester of the 2019/2020 school year. The subjects of the research were grade VII students. Data collection techniques and instruments in the form of tests that include indicators of critical thinking skills. Data analysis used homogeneity test, Kolmogorov Smirnov normality test, independent sample t-test, and n-gain score. The results of the independent sample t-test are sig. (2-tailed) = 0,000<sig. α = 0.05. Students’ critical thinking skills in the experimental class were higher (N-gain score = 39.09%) than in the control class (N-gain score = 12.03%). Based on the study results, it can be concluded that there is a significant influence on the application of local wisdom-based teaching materials in improving the critical thinking skills of middle school students in the moderate category.

scholarly journals Exploring Mathematical Critical Thinking Skills of Yogyakarta Junior Secondary School Students

2018 ◽  
Vol 8 (1) ◽  
pp. 29-38
Author(s):  
Elsa Susanti ◽  
Endah Retnowati
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
School Students ◽  
Evaluation Standard ◽  
Junior Secondary Schools ◽  
Junior Secondary

This article explores the skills and difficulties in critical thinking of junior Indonesian high school students in mathematics learning. Fifty students of grade IX who were purposive randomly selected from state junior secondary schools in Yogyakarta City were involved as the research subjects. The data were obtained from the test of mathematical critical thinking on the material of geometry. The test consisted of four items that describe each aspect of critical thinking skills, namely interpretation, analysis, evaluation, and inference. The analysis was done by showing the steps of the students ‘answers. The result indicated that the average of the aspects of mathematical critical thinking of students were on the high criteria with students’ greatest difficulties being in the analysis standard. Meanwhile,the average student success in the interpretation standard was 82%, the standard of the analysis was 46.25%, the evaluation standard was 78.25%, and the inference standard was 77%. Furthermore, from the results of the sample students’ exploration answers, it is expected that future teaching should not only focus on fluency in calculation but also on training the students in how to explain the solution steps of the problem solving process as this is important part in critical thinking.

scholarly journals The Implementation of Portfolio Assessment to Increase Critical Thinking Ability for High School Students on Human Coordination System Material

2021 ◽  
Vol 9 (3) ◽  
pp. 130-136
Author(s):  
Annisa Tiara Linanti ◽  
Saiful Ridlo ◽  
Siti Harnina Bintari
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Portfolio Assessment ◽  
Deep Understanding ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Coordination System

Critical thinking has an essential role in the development of 21st-century skills to form students who have a deep understanding of the subject being studied. The use of portfolio assessment is believed to be a means of mastering a subject. This study was aimed to analyze whether the implementation of portfolio assessment in Biology learning in human coordination systems material can improve students' critical thinking skills. This study used a pretest and posttest control group design. Based on the results of the analysis, it was found that the means posttest score of students' critical thinking skills in the experimental class was 78.28, and the control class was 63.36. The Independent Sample T-Test showed a significant mean difference between the experimental class and the control class. The improvement of critical thinking skills by implementing portfolio assessment was better than the control class. The regression test showed that the contribution of the portfolio assessment to the improvement of critical thinking skills was 19.1%. The results of the analysis showed that the portfolio assessment distributed students in three categories of critical thinking skills were 59.4% in the enough category, 31.3% in the good category, and 9.4% in the very good category. The conclusion is that the implementation of portfolio assessment has a positive effect on increasing students' critical thinking skills in the human coordination system material.

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