Pengukuran Keterampilan Pemecahan Masalah Siswa SMA Kelas X di Kabupaten Klaten

2018 ◽  
pp. 66
Author(s):  
Siti Muawanah
Keyword(s):  
Problem Solving ◽  
Standardized Test ◽  
Field Testing ◽  
Assessment Instrument ◽  
Low Grade ◽  
High Grade ◽  
Main Field ◽  
Problem Solving Skills ◽  
Test Items ◽  
Measure Problem

Abstrak Penelitian ini bertujuan untuk (1) mengetahui kelayakan instrumen penilaian yang dikembangkan sesuai dengan spesifikasi standar tes; (2) mengetahui kemampuan instrumen penilaian yang dikembangkan dalam mengukur kemampuan pemecahan masalah. Penelitian ini merupakan R&D dengan mengadaptasi model Borg and Gall yang dimodifikasi menjadi sembilan bagian, yaitu pengumpulan informasi, perencanaan produk, pengembangan draf  produk, uji coba lapangan awal, dan revisi I, uji coba lapangan, revisi II, uji pelaksanaan lapangan, dan diseminasi. Analisis data menggunakan program Quest. Hasil penelitian adalah (1) instrumen penilaian layak sesuai dengan spesifikasi standar tes; (2) instrumen penilaian yang dikembangkan dapat digunakan untuk mengukur kemampuan pemecahan masalah dengan hasil siswa dengan kemampuan pemecahan masalah sangat tinggi yaitu 8,25 %; siswa dengan kemampuan pemecahan masalah tinggi sebesar 65,97 %; siswa dengan kemampuan pemecahan masalah sedang sebesar 17,53%; siswa dengan kemampuan pemecahan masalah rendah sebesar 8,25% yang dilakukan pada 3 SMA di kabupaten Klaten. Kata kunci: penilaian,  pengukuran, pemecahan masalah   MEASURING  PROBLEM SOLVING SKILL OF  SENIOR HIGH SCHOOL STUDENT’S GRADE X IN KLATEN Abstract This study aims to investigate: (1) the appropriateness of assessment instrument to measure students problem solving skill according to the standardized test, (2) the capability of assessment instrument for measuring student’s problem solving skills.This study is research and development that adapted  Borg & Gall models modified into nine steps: collecting information, planning product, developing product, preliminary field testing, main field revision, main field testing, operational product revision, operational field testing, and dissemination. The result of the study are (1) essay test items that are valid to measure problem solving skills according to the standardized test; (2) the items are used to measure problem solving skills at 3 schools in Klaten District. The result of capability instrument to measure problem solving skills from 97 students indicated; very high grade 8,25%;  high grade 65,97; medium grade 17,53%; and low grade 8,25%. Keywords: assessment, measuring, problem solving skill

scholarly journals Pengembangan dan Validasi Instrumen Tes untuk Mengukur Keterampilan Menyelesaikan Masalah Peserta Didik SMA pada Pelajaran Fisika

2020 ◽  
Vol 11 (1) ◽  
pp. 17-26
Author(s):  
Rahmi Putri Z ◽  
R Sari ◽  
Jumadi Jumadi ◽  
Ariswan Ariswan
Keyword(s):  
Problem Solving ◽  
Empirical Test ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Problem Solving Skills ◽  
Physics Students ◽  
Measure Problem ◽  
Valid Assessment ◽  
Level Of Knowledge ◽  
Empirical Tests

Abstrak: Keterampilan menyelesaikan masalah adalah salah satu keterampilan penting yang perlu dimiliki oleh peserta didik untuk dapat melanjutkankan ke pendidikan yang lebih tinggi dan kebutuhan dimasa mendatang. Adapun instrumen penilaian yang baik diperlukan guru untuk mengetahui tingkat pengetahuan dan keterampilan yang dicapai peserta didik. Adapun tujuan dari penelitian ini adalah untuk menghasilkan instrumen penilaian yang valid digunakan untuk mengukur keterampilan menyelesaikan masalah peserta didik fisika berdasarkan para ahli dan uji empiris. Jenis penelitian merupakan penelitian R & D dengan pendekatan 4D. Penelitian ini menggunakan 7 orang validator dan subjek uji empiris terdiri atas 200 orang peserta didik kelas XI SMA. Data dikumpulkan dengan lembar validasi dan instrumen penilaian. Data hasil validasi ahli di analisis menggunakan V’Aiken, dan data uji empiris di analisis menggunakan teori respon butir. Adapun hasil penelitian menjelaskan bahwa instrumen penilaian yang dikembangkan telah valid menurut para ahli dengan nilai validasi antara 0,93 sampai 1. Adapun berdasarkan uji empiris didapatkan dari 15 butir pertanyaan tes terdapat 2 butir pertanyaan yang tidak valid dan harus dibuang. Nilai reliabilitas berdasarkan uji empiris adalah 0,83 berada pada kategori tinggi yang menunjukkan instrumen dapat digunakan. Kata Kunci: Pengembangan dan Validasi, Instrumen Penilaian, Keterampilan Menyelesaikan MasalahAbstract: Problem solving skills are one of the important skills that students need to have to be able to continue to higher education and needs in the future. The good assessment instrument is needed by the teacher to determine the level of knowledge and skills achieved by the students. The purpose of this study is to produce a valid assessment instrument used to measure problem solving skills of physics students based on experts and empirical tests. This type of research is an R & D study with a 4D approach. This study uses 7 validators and empirical test subjects consisting of 200 students of class XI senior high school. Data is collected with validation sheets and assessment instruments. The data from expert validation were analyzed using V’Aiken, and empirical test data was analyzed using item response theory. The results of the study explain that the assessment instruments developed have been valid according to experts with validation values between 0.93 to 1. As for the empirical tests obtained from 15 test questions there are 2 items that are invalid and must be discarded. The reliability value based on the empirical test is0.83 in the high category which shows the instrument can be used.Keywords: Developing and Validation, Instrument Test, Problem Solving Skills

scholarly journals Effective Assessment of Workplace Problem-Solving in Higher Education

10.28945/4496 ◽  
2020 ◽  
Vol 19 ◽  
pp. 001-016
Author(s):  
Maurice M. Danaher ◽  
Kevin Schoepp
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Discussion Board ◽  
Assessment Instrument ◽  
Asynchronous Discussion ◽  
Future Research ◽  
Problem Solving Skills ◽  
Student Groups ◽  
Asynchronous Discussion Board ◽  
Computing Curriculum

Aim/Purpose: Within higher education, graduating students who are able to solve ill-structured, complex, open-ended, and collaborative, workplace problems is recognized as paramount. Because of this, there is a need to assess this skill across the curriculum. Background: This paper addresses this issue by assessing problem-solving across a computing curriculum using an assessment instrument shown to be reliable and valid. Methodology: The method is based upon the implementation of the assessment instrument that uses a scenario-based asynchronous discussion board measuring the ability of student groups to solve workplace problems. The sample are computing students from the 2nd, 3rd, 4th year, and master’s levels at a UAE university. Contribution: This paper shows the problem-solving skills of students over four years of study across a computing curriculum and demonstrates the effectiveness of the instrument. Findings: There was a general increase in student problem-solving performance from the 2nd, 3rd, 4th year, and master’s levels, but students often failed to meet the expected level of performance for their year of study. In addition, the instrument was effective in assessing problem-solving. Recommendations for Practitioners: This assessment instrument, or one similar, that uses a scenario-based asynchronous discussion board can be used to measure the ability of student groups to solve workplace problems. Impact on Society: Students must be prepared to solve workplace problems to meet the needs of 21st century employment. Future Research: Further research should be conducted with this assessment instrument, or one similar, outside of this fairly unique UAE- based context.

scholarly journals TACTIC FULFILLMENTS OF THREE CORRELATIONS FOR PROBLEM-SOLVING MAPS AND ANIMATED PRESENTATIONS TO ASSESS STUDENTS’ STOICHIOMETRY PERFORMANCES

2017 ◽  
Vol 16 (5) ◽  
pp. 733-745
Author(s):  
King-Dow Su
Keyword(s):  
Problem Solving ◽  
Experimental Approach ◽  
Achievement Test ◽  
Control Group ◽  
Problem Solving Skills ◽  
Learning Groups ◽  
Test Items ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Case Based

This research focuses on students’ tactic assessments of 3 correlations with illustrated 2-step strategic map and animated presentations in stoichiometry. The participants were divided into 2 learning groups: the experimental and the control group by quasi-experimental approach. Most of all, experimental group participants have been contingent on critical performances of thinking capabilities in accordance with tactic fulfillments of 3 correlations helpfully. In contrast with statistic findings of post-tests, experimental group participants get more formulated goals of individual learning in answering 5 algorithmic and conceptual pairs of achievement test items than those of control group participants. Students’ shift of reasoning from model-based to case-based requires them to explore an effective mental cognition and responses for full-fledged performances of problem-solving skills. After tactic fulfillments for 3 study objectives of visualized developments, experimental group participants have upgraded a distinct learning accumulation and project-based feedback at their best learning performances. Key words: problem-solving, stoichiometry, three correlations, tactic fulfillments.

scholarly journals Pengembangan buku ajar sensor tranduser berbasis problem solving untuk mahasiswa S1 Pendidikan Teknik Elektro Fakultas Teknik Universitas Negeri Malang

TEKNO ◽  
2019 ◽  
Vol 29 (2) ◽  
pp. 116
Author(s):  
Mokhammad Nasrulloh ◽  
Siti Sendari ◽  
I Made Wirawan
Keyword(s):  
Problem Solving ◽  
Main Product ◽  
Preliminary Test ◽  
Field Testing ◽  
Main Field ◽  
Information Collecting

Proses pembelajaran yang dilakukan pada matakuliah Sensor dan Tranduser mengalami kendala dalam materi yang akan diajarakan dimana referensi sumber belajar masih kurang. Adanya bahan ajar yang kurang memadai mengakibatkan mahasiswa mengalami kesulitan dalam menangkap materi yang diajarkan. Salah satu cara untuk mengatasi permasalahan tersebut adalah dengan mengembangkan buku ajar dimana digunakan sebagai rujukan dalam proses pembelajaran maupun sebagai sumber belajar mahasiswa secara mandiri. Penelitian ini menggunakan model Borg dan Gall yang telah disesuaikan. Tahapannya yaitu (research and information collecting, planning, develop preliminary from of product, preliminary test, main product revition, main field testing, and operational product revition). Kelayakan pengembangan buku ajar dapat dilihat dari hasil validasi dan uji coba dengan mengunakan penyebaran angket. Hasil penyebaran angket yang telah dilakukan pada buku ajar dinyatakan valid, sehingga layak digunakan sebagai sumber rujukan pembelajaran Manajemen Energi. Hal ini didukung melalui hasil persentase validasi oleh ketiga validator dengan rata-rata hasil validator sebesar 89,78%, hasil validasi uji coba kelompok kecil sebesar 88,29%, dan hasil validasi uji coba kelompok besar yaitu 90,56%. Dari persentase tersebut dapat dikatakan bahwa produk buku ajar bisa digunakan atau layak jika digunakan sebagai reverensi belajar atau sebagai bahan ajar Sensor dan Tranduser.

scholarly journals Pengembangan Instrumen Tes Keterampilan Pemecahan Masalah pada Materi Getaran, Gelombang, dan Bunyi

2017 ◽  
Vol 3 (2) ◽  
pp. 157-166 ◽  
Author(s):  
Syarif Rokhmat Hidayat ◽  
Anggi Hanif Setyadin ◽  
Hermawan Hermawan ◽  
Ida Kaniawati ◽  
Endi Suhendi ◽  
...  
Keyword(s):  
Problem Solving ◽  
Instrument Development ◽  
Junior High School ◽  
Problem Solving Skills ◽  
Test Items ◽  
Test Instrument ◽  
Life Problems ◽  
Test Sets ◽  
Data Collections ◽  
Instrument Reliability

Abstract Problem-solving is one of the fundamental skills in the 21st century. Students’ problem-solving skill is defined as students’ abilities to use their knowledge to solve the daily life problems. This study main goal is to develop a test instrument of junior high school students’ problem-solving skills on oscillation, wave, and sound concepts. The test items are arranged based on problem-solving skills indicator that proposed by Doctor and Heler (2009), there are problems visualization/description, physics approach, mathematic procedure, and logically conclusion. This study used 4D (define, design, develop, and disseminate) model of research and development method. Fifteen test sets are designed based on five problem-solving skill indicators that grouped to each oscillation, wave, and sound sub concept. The result of instrument development shows all test items are valid through Pearson moment correlation coefficient test. Alpha Cronbach test the instrument shows the instrument reliability is 0.88 with the criteria of reliability is high. Based on expert judgment and data collections, the test instruments were well developed and could be used to measure students’ problem-solving skills on oscillation, wave, and sound wave concepts. Keywords: problem solving skills; problem solving skills instrument; oscillation, wave, and sound concept. Abstrak Pemecahan masalah adalah salah satu keterampilan yang penting di abad ke-21. Keterampilan pemecahan masalah siswa adalah kemampuan siswa menggunakan pengetahuan-pengetahuan yang dimilikinya untuk memecahkan masalah dalam kehidupan sehari-hari. Penelitian ini bertujuan mengembangkan instrumen tes untuk mengukur keterampilan pemecahan masalah pada siswa SMP terkait materi getaran, gelombang, dan bunyi. Instrumen tes disusun berdasarkan indikator keterampilan pemecahan masalah yang dikembangkan oleh Doctor dan Heler (2009) yaitu visualisasi/deskripsi masalah, pendekatan fisika, prosedur matematika, dan kesimpulan logis. Penelitian ini menggunakan metode penelitian dan pengembangan model 4D (define, design, develop, and disseminate). Sebanyak lima belas soal dibuat berdasarkan lima indikator keterampilan pemecahan masalah yang dikelompokkan menjadi tiga pokok soal materi getaran, gelombang, dan bunyi. Hasil pengembangan menunjukkan keseluruhan item tes bersifat valid dengan menggunakan uji koefisien korelasi momen Pearson. Uji alpha cronbach pada instrumen tes menunjukkan bahwa tingkat reliabel instrumen tes adalah 0,88 dengan kriteria reliabel tinggi. Berdasarkan hasil penilaian ahli dan uji coba pada beberapa sampel, instrumen tes yang telah dikembangkan dapat digunakan untuk mengukur keterampilan pemecahan masalah siswa pada materi getaran, gelombang, dan bunyi. Kata-kata Kunci: keterampilan pemecahan masalah; instrumen tes keterampilan pemecahan masalah; materi getaran, gelombang, dan bunyi.

scholarly journals Developing Assessment Instruments of PISA Model to Measure Students’ Problem-Solving Skills and Scientific Literacy in Junior High Schools

2020 ◽  
Vol 8 (2) ◽  
pp. 292-305
Author(s):  
Dadan Rosana ◽  
Eko Widodo ◽  
Wita Setianingsih ◽  
Didik Setyawarno
Keyword(s):  
High School ◽  
High Schools ◽  
Problem Solving ◽  
Field Test ◽  
Junior High School ◽  
Scientific Literacy ◽  
Junior High ◽  
Junior High Schools ◽  
Assessment Instrument ◽  
Problem Solving Skills

This study aims at producing an assessment instrument of the PISA model to measure students’ problem-solving skills and scientific literacy in junior high schools that are valid, practical, and having potential effects. This research employed the design of development studies. The analysis used the Item Response Theory (IRT) Rasch model based on the junior high school students' responses to the developed PISA assessment instrument on natural science subjects. The result of this study was a test set of PISA model for the material of Vibration, Wave, and Sound consisting of 40 items. The test was valid in terms of content, constructs, and language according to the expert assessment, and practical based on small group trials. It also had a potential effect based on the students’ answers and questionnaires results in the field test. The qualitative analysis showed that the developed test had several potential effects, i.e. the development of students' problem-solving skills and scientific literacy so that they gained a relatively high ability to solve a test with the PISA model. The results of quantitative analysis through field test trials showed that there was a significant effect from the application of the PISA model test to enhance students’ scientific literacy and problem-solving skills in the junior high school with the Sig. value of 0.000 which was less than the significance level of 0.05 (α = 5%).

scholarly journals Asesmen Multi Representasi Berbasis Keterampilan Abad Ke-21 pada Materi Gerak Lurus

2020 ◽  
Vol 2 (1) ◽  
pp. 19
Author(s):  
Ellianawati Ellianawati ◽  
Siti Mufiatunnikmah ◽  
Natalia Erna Setyaningsih ◽  
Bambang Subali
Keyword(s):  
High Reliability ◽  
Field Testing ◽  
Main Field ◽  
Discrimination Power ◽  
Test Items ◽  
Is Research ◽  
Reliability Level ◽  
A Value ◽  
Level Of Difficulty ◽  
Very High

This study aims to determine the quality figures of 21<sup>st</sup> century-based multi-representation assessments on linear motion material. Type of this research is Research &amp; Development (R&amp;D). Data were analyzed using an assessment validity test by an expert and empirical assessment quality test to obtain quality figures in the form of validity, reliability, level of difficulty, and discrimination power. The results of the preliminary field testing analysis showed 58.33% items were declared valid and 41.67% items were declared invalid. Test items have very high reliability with a value of 0.877. The proportion of the level of difficulty is not ideal, that is equal to 58.33% of questions categorized as difficult and 41.67% of questions categorized as sufficient. The discrimination power of the questions is 8.34% of the questions in a good category, 22.22% are sufficient, 58.33% are bad, and 11.11% are very bad. The result of main field testing, 69.44% items were declared valid and 30.56% items were declared invalid. Test items have high reliability with a value of 0.879. The proportion of the level of difficulty obtained in the main field testing is also not ideal, which is 56% of the difficult category and 44% of the sufficient category. The discrimination power consist of 32% good, 40% were sufficient, and 28% were poor.

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