scholarly journals Development of Performance Assessment Instruments Through Practical Learning to Improve Science Process Skills

2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 96-103
Author(s):  
Elfrida Elfrida ◽  
Nursamsu Nursamsu ◽  
Raja Novi Ariska
Keyword(s):  
Performance Assessment ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Process Skills ◽  
Teacher Response ◽  
Science Process Skills ◽  
Before And After ◽  
Valid Instrument ◽  
Basic Biology ◽  
Academic Year

Basic Biology subjects are integrated between theory and practicum. Practical learning is an essential way that teachers can take to improve students' science process skills, so a valid instrument is needed to measure it. The objective of this study is to produce a valid performance assessment instrument in practical learning; a student worksheet in practical learning; the improvement of science process skills; and teacher response. The type of research is referring to model of 4-D. The subject of research is composed of the students in the odd semester academic year 2021-2022 at SMA Muhammadiyah Langsa. Instruments of research consist of validation sheet, student worksheet, observation sheet, questionnaire. The findings show validity score is 84% (good category); student worksheet in practical learning is 43% (very good category); there is the improvement of students science process skills before and after the practical learning, which shows by N-gain value of 0.64% (high category); and teacher response to developed performance assessment instrument is 83% (very practical category).

scholarly journals Validity of evaluation instrument on the implementation of performance assessment to measure science process skills

2017 ◽  
Vol 3 (2) ◽  
pp. 180 ◽  
Author(s):  
Marina Ramadani ◽  
Supahar Supahar ◽  
Dadan Rosana
Keyword(s):  
High School ◽  
High School Students ◽  
Performance Assessment ◽  
Junior High School ◽  
Junior High ◽  
Assessment Instrument ◽  
Process Skills ◽  
Evaluation Instrument ◽  
Science Process Skills ◽  
Evaluation Instruments

This study aims to develop an evaluation instrument CIPP (context, input, process, product) model that suitable at implementation of performance assessment instrument to measure students' science process skills of junior high school. Methods in this study are research and development (R & D) which is adopted by model Borg & Gall model. This evaluation instrument used one of evaluation CIPP model with context, input, process, and product components. The evaluation instrument is used to determine the implementation of performance assessment instrument to measure junior high school students' science process skills in excretion system topic. This development study involves some experts to give validation of the development of feasibility products. Experts involved, they are two lecturers of evaluation expert, two junior high school science teachers, and four peers. The validity of evaluation instruments was analyzed using V'aiken formula. The results of this study are evaluation instrument of CIPP model of the implementation of performance assessment to measure junior high school students' science process skills of grade VIII in excretion system topic. The results of the validity of this product indicates that this evaluation instruments are eligible in using with V'eiken coefficient of 0.86. It indicates that the evaluation instruments are valid in substance, construction, and language aspects.

scholarly journals PENGEMBANGAN INSTRUMEN ASSESSMENT KETERAMPILAN PROSES SAINSPADA MATERI HUKUM NEWTON DI MAN 2 MODEL KOTA MATARAM

2018 ◽  
Vol 1 (1) ◽  
pp. 174
Author(s):  
Evi Sri Erwinta ◽  
M. Isnaini ◽  
Ary Purmadi
Keyword(s):  
Research And Development ◽  
Research Method ◽  
Assessment Instrument ◽  
Process Skills ◽  
Teacher Response ◽  
Multiple Choice Questions ◽  
Science Process Skills ◽  
Physics Learning ◽  
Is Research ◽  
Expert Validation

Abstrak: Penelitian ini bertujuan untuk mengembangkan instrumen assessment keterampilan proses sains pada pembelajaran fisika. Metode penelitian yang digunakan ialah penelitian dan pengembangan Risearch and Development (R&D) sampai tahap revisi produk dengan tujuan mendeskripsikan validitas, reliabilitas, tingkat kesukaran dan tanggapan pendidik instrumen assessment keterampilan proses sains pada pembelajaran fisika berupa soal pilihan ganda yang terdiri dari 20 butir soal. Penelitian ini dilakukan di MAN 2 Model Mataram terhadap 36 siswa kelas XI Mia V. Penelitian ini menggunakan instrumen angket, instrumen validasi ahli, dan instrumen tanggapan guru.  Abstract:  This study aims to develop an assessment instrument of science process skills in physics learning. The research method used is research and development of Risearch and Development (R & D) until the revision phase of the product with the aim of describing the validity, reliability, difficulty and responses of educators instrument assessment of science process skills in physics learning in the form of multiple choice questions consisting of 20 items. This research was conducted in MAN 2 Model Mataram to 36 students of class XI Mia V. This research used questionnaire instrument, expert validation instrument, and teacher response instrument.

Pengembangan Instrumen Penilaian Kinerja Praktikum Organisasi Kehidupan Berbasis Konstruktivisme Kelas VII SMP

2017 ◽  
Vol 6 (2) ◽  
pp. 9-15
Author(s):  
Dewi Febrianty ◽  
Risnita Risnita ◽  
Afreni Hamidah
Keyword(s):  
Performance Assessment ◽  
Positive Response ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Development Research ◽  
Design Development ◽  
Teachers And Students ◽  
Assessment Sheet ◽  
Practical Performance ◽  
Made In

Practical performance assessment is an important part of the learning process, but several obstacles are found in its implementation. The objectives of this study are (1) to develop constructivism-based performance assessment instruments for class VII Yunior High School in  Life Organization subject,  (2) to describe aspects that need to be made in constructivism-based practical performance assessment instruments, and (3) to describe teacher responses in using constructivism-based practical performance assessment instruments. This research is a development research using a 4D model, the stages are defining, design, development and distribution. The trial subjects in this study consisted of 10 students for small group trials and 40 students for large group trials. The indicators used in the study include aspects related to the development of constructivist life-based practicum assessment instruments. Instrument used was a questionnaire to reveal the response of teachers and students to practical performance assessment instruments. The results of the data analysis showed that the content feasibility value is 86.31% at the intervals of 48.33 which means it is feasible to use. Most students gave a positive response to the assessment sheet given (96.67%), a small portion gave a negative response (33.3%). Because the average positive response of students is more than 75%, the performance assessment instrument is considered feasible to be applied.

Relation Between Metacognitive Ability with Science Process Skills on Grade 8th Students in MTs Negeri 3 Parigi

2020 ◽  
Vol 3 (1) ◽  
pp. 8-13
Author(s):  
Moch. Munir ◽  
Amiruddin Kade ◽  
Muslimin Muslimin
Keyword(s):  
Research Result ◽  
Reverse Direction ◽  
Process Skills ◽  
Science Process Skills ◽  
A Value ◽  
Regression Test ◽  
Feasibility Test ◽  
Relationship Of ◽  
The Relationship ◽  
Academic Year

This study aims to determine the relations between metacognitive to science process skills on grade VIII students MTs Negeri 3 Parigi. This research is descriptive, the approach used is a quantitative approach, manifested in the form of numbers analyzed by statistics and the results are described. The population is students of MTs Negeri 3 Parigi Academic Year 2017-2018 with a population of three classes, with a sample of 30 students. The instrument used is a metacognitive questionnaire consisting of 50 questions and an essay about science process skills 6 questions test. The result of the prerequisite test of the research result is all metacognitive indicators of normal and linear distributed and based on the regression feasibility test show that all data is feasible for regression test. The result of the regression test and test of determination to obtain a value which is not significant. Based on the results of the research analysis it can be concluded that the relationship of each metacognitive indicator to science process skills was not significant even there were metacognitive indicators that reverse direction significantly. The magnitude of the relationship of each metacognitive indicator with science process skills maximum 15.3%.  

scholarly journals THE IMPLEMENTATION OF PROBLEM POSING WITH FERRIS WHEEL HYDROLYSIS TO IMPROVE SCIENCE PROCESS SKILLS

2021 ◽  
Vol 12 (2) ◽  
pp. 73
Author(s):  
Mar’atuzzakiya Ahsani ◽  
Annisa Utami ◽  
Resi Febriyanti ◽  
Eny Enawaty
Keyword(s):  
Sampling Technique ◽  
Learning Model ◽  
Problem Posing ◽  
Process Skills ◽  
Test Results ◽  
Science Process Skills ◽  
Normality Test ◽  
Before And After ◽  
The Mean ◽  
Ferris Wheel

This study aims to determine the students’ science process skills towards Salt Hydrolysis material in class XI IPA of SMA Katolik Talino Ambawang before and after being given the problem-posing learning model by using Ferris wheel hydrolysis and how much it improves the skills. It is a pre-experimental study with a one-group pretest-posttest design. The sampling technique used is saturated sampling, of which the subjects are 12 students of XI IPA. The normality test used on the pretest and posttest results is the Shapiro-Wilk test, which results in a normal distribution, Asymp.Sig. (2-tailed) greater than 0,05 with a significance pretest of 0,197 and postest of 0,547. The t-test results of the pairing sample indicate that the Asymp. Sig. (2-tailed) value is less than 0.05, which is 0,000 < 0.05. It was concluded that there is a difference between the students’ science process before and after the treatment. The mean scores of the students’ skills before and after the treatment are respectively 45,69% and 82,36%, with a high category. The value of 0,68 from the N-Gain calculation showed that the problem-posing learning model using Ferris wheel hydrolysis on Salt Hydrolysis material improved the students’ skills with the medium category. 

scholarly journals Analysis of Science Process Skills of Summative Test Items in Physics of Grade X in Surakarta

2018 ◽  
Vol 7 (1) ◽  
pp. 34-40 ◽  
Author(s):  
D. Ratnasari ◽  
S. Sukarmin ◽  
S. Suparmi ◽  
D. Harjunowibowo
Keyword(s):  
Content Analysis ◽  
Process Skills ◽  
Science Process Skills ◽  
Process Skill ◽  
Test Items ◽  
Science Process Skill ◽  
Academic Year ◽  
Descriptive Method

The objective of this research is to analyze the science process skills (SPS) of the summative test items in physics in Surakarta. This research used a descriptive method with content analysis, namely: summative test items in Academic Year 2015/2016 in Surakarta. Each item was analyzed based on science process skill indicators prepared and elaborated by the researchers. The result and discussion of the research showed that the SPS found in the summative test items in Physics in Surakarta included those of formulating hypotheses (2.88%), designing experiments (2.10%), interpreting data (5.10%), applying concepts (70.20%), communicating (6.64%), and drawing conclusions (13.08%) respectively.

scholarly journals Development of Computerized Testlet to Measure Science Process Skill on Stoichiometry

2019 ◽  
Vol 4 (3) ◽  
pp. 216
Author(s):  
Stefanus Kristiyanto ◽  
Ashadi Ashadi ◽  
Sri Yamtinah ◽  
Sri Mulyani
Keyword(s):  
Field Trials ◽  
Test Reliability ◽  
Difficulty Level ◽  
Assessment Instruments ◽  
Process Skills ◽  
Science Process Skills ◽  
Good Question ◽  
Validity Criteria ◽  
Individual Profiles ◽  
Distinguishing Features

<p>This research aims to develop a computerized testlet assessment to measure science process skills on stoichiometry material in terms of validity, reliability, difficulty level, distinguishing features and deception indexes that meet the criteria as good assessment instruments, and can display individual profiles of science process skills students. The subject of the research trial was a grade X student of Senior High School in Boyolali. Validity test is done by content validity, criteria, and expert validation. Reliability test is done by finding the price of the reliability coefficient r. Characteristics test is done by determining the level of difficulty, distinguishing features and deception index. The profile of science process skills is determined by measuring students' mastery of the science process. The results of the research and development was declared feasible and met the criteria as a good question with a validity of questions more than 0.79 (valid), has a test reliability on the main field trials of 0.643 and 0.610 on the trial the implementation of the field is relatively high, has a distinguishing power with a percentage of 10% bad, 66.7% is sufficient, and 23.3% is good, has a difficulty level with a percentage of 20% difficult, 53.3% moderate and 26.7% easy.</p>

scholarly journals Application of Guided Inquiry Learning Model Towards Science Process Skills

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Nurlina Nurlina
Keyword(s):  
Design Research ◽  
Descriptive Analysis ◽  
Inquiry Learning ◽  
Learning Model ◽  
Average Score ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Normalized Gain ◽  
Academic Year

The main problem in this study is whether there are differences in the science process skills of students after the guided inquiry learning model is applied. This study aims to determine whether there are differences in science process skills of students after applying the guided inquiry learning mode. This type of research is pre-experimental and One Group Pretest-Posttest Design research design. The population in this study were all students of class XI IPA of SMA Negeri 4 Binongko in the academic year 2019/2020, amounting to 30 students consisting of one class, so that the population mentioned above as well as research samples. The research instrument used was a science process skills test. The results of descriptive analysis on the pretest obtained an average score of 8.84 scientific process skills baseline while in the posttest obtained an average score of science process skills of 16.35 with a normalized gain index of 0.47 which included the medium category. Based on these results, it can be concluded that learning using the guided incutri learning model provides a better influence in improving students' science process skills. As for suggestions so that the implementation of the guided inquiry learning model implemented optimally it is necessary to manage time appropriately so that the learning objectives can be achieved.Keywords: Guided Inquiry Learning Model, Science process skills.Masalah utama dalam penelitian ini adalah apakah terdapat perbedaan keterampilan proses sains peserta didik setelah diterapkan model pembelajaran inkuiri terbimbing. Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan keterampilan proses sains peserta didik setelah diterapkan model pembelajaran inkuiri terbimbing. Jenis penelitian ini adalah pra-eksperimen dan desain penelitian One Group Pretest-Posttest Design. Populasi dalam penelitian ini adalah seluruh peserta didik kelas XI IPA SMA Negeri 4 Binongko tahun ajaran 2019/2020 yang berjumlah 30 peserta didik terdiri dari satu kelas, sehingga populasi tersebut di atas sekaligus sebagai sampel penelitian. Instrumen penelitian yang digunakan berupa tes keterampilan proses sains. Hasil analisi deskriptif pada pretest diperoleh skor rata-rata keterampilan proses sains sebasar 8,83 sedangkan pada posttest diperoleh skor rata-rata keterampilan proses sains sebesar 16,35 dengan indeks gain ternormalisasisebesar 0,47 yang termasuk kategori sedang. Berdasarkan hasil penelitian tersebut, dapat disimpulkan pembelajaran menggunakan model pembelajaran inkuiri terbimbing memberikan pengaruh yang lebih baik dalam meningkatkan keterampilan proses sains peserta didik. Adapun saran agar penerapan model pembelajaran inkuiri terbimbing terlaksana dengan optimal perlu melakukan pengelolaan waktu secara tepat sehingga tujuan pembelajaran dapat tercapai.Kata kunci: Model Pembelajaran Inkuiri Terbimbing, Keterampilan proses sains

scholarly journals USING INTEGRATED ASSESSMENT TO MEASURE STUDENTS' ANALYTICAL THINKING AND SCIENCE PROCESS SKILLS

2018 ◽  
Author(s):  
Irwanto
Keyword(s):  
Integrated Assessment ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Assessment Instrument ◽  
Cognitive Domain ◽  
Process Skills ◽  
Science Process Skills ◽  
Analytical Thinking ◽  
Chemistry Learning ◽  
High Order Thinking

Science process skills (SPS) are the tools that are needed in chemistry learning in 21 st century. SPS are thinking skills that used to build knowledge in problems solving. SPS aim to measure thinking skills and create active learning. SPS based learning can also enhance the knowledge of students towards science. In the other words, SPS have positive relationship with the cognitive domain, including the analytical thinking skills. Analytical thinking is one of a high order thinking skills that are used to elaborate, attribute, and analyze information to understand the knowledge using logical thinking. Analytical thinking is the thinking that is based on facts which will help in solving the problems and finding the solutions that supports critical and creative thinking. To measure both the competencies needed an integrated assessment instrument which able to measure the students’ achievement effectively and efficiently. Integrated assessment is an interdisciplinary process in combining, interpreting, communicating knowledge and abilities of students from a variety of sources. In summary, if the integrated assessment is done effectively by utilizing the data collection, analysis, and management of the various actions that are integrated into the teaching process, it will improve the students’ analytical thinking and science process skills.

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