PENGEMBANGAN INSTRUMEN PENILAIAN KEMAMPUAN BERPIKIR KRITIS MENURUT FACIONE PADA PEMBELAJARAN IPA DI SEKOLAH MENENGAH PERTAMA BERBASIS MODEL RASCH (Studi Deskriptif Analisis Dokumenter Pada Perangkat Pengembangan Instrumen Penilaian Kemampuan Berpikir Kritis Mata Pelajaran IPA Kelas VIII SMP Plus Salafiyah Pemalang Tahun Ajaran 2023/2024)

HARYANTI, HARYANTI (2024) PENGEMBANGAN INSTRUMEN PENILAIAN KEMAMPUAN BERPIKIR KRITIS MENURUT FACIONE PADA PEMBELAJARAN IPA DI SEKOLAH MENENGAH PERTAMA BERBASIS MODEL RASCH (Studi Deskriptif Analisis Dokumenter Pada Perangkat Pengembangan Instrumen Penilaian Kemampuan Berpikir Kritis Mata Pelajaran IPA Kelas VIII SMP Plus Salafiyah Pemalang Tahun Ajaran 2023/2024). Thesis thesis, Fakultas Keguruan dan Ilmu Pendidikan : Pendidikan IPA.

	Text cover-bab 3 - Haryanti.docx Download (2MB)
	Text BAB 4-5 - haryanti.docx Restricted to Repository staff only Download (213kB)
	Text DAFTAR PUSTAKA.docx Download (1MB)

Abstract

Haryanti (2023) “DEVELOPMENT OF AN INSTRUMENT FOR ASSESSING CRITICAL THINKING ABILITY ACCORDING TO FACIONE IN SCIENCE LEARNING IN JUNIOR HIGH SCHOOL”. Thesis. Natural Sciences Education (IPA). Faculty of Teacher Training and Education. Pancasakti University, Tegal. First Advisor : Prof. Dr. Purwo Susongko, M.Pd. Second Advisor : Yuni Arfiani, M.Pd. Keywords : Facione, Instrument, Critical Thinking Ability This research aims to find out: (1) The analysis stage of developing students' critical thinking assessment instruments according to Facione in science material in junior high schools using Rasch modeling, (2) The design stage of developing students' critical thinking assessment instruments according to Facione in science material in schools Junior High School with Rasch modeling, (3) The development stages of developing students' critical thinking assessment instruments according to Facione on science material in Junior High Schools with Rasch modeling, (4) Knowing the results of questionnaires from 3 teachers (results of analysis of the need for integrating critical thinking skills in tests in science learning in junior high schools). This research involved science answer sheets for students at SMP Plus Salafiyah Pemalang for the 2023/2024 academic year who were studying science. The sample used in this research was 136 student response sheets to the critical thinking ability evaluation instrument related to science learning in junior high school. Data was collected using critical thinking ability evaluation tools that have been validated from content and psychometric aspects. Data collection methods are documented through quantitative methods. Aspects of construct validity are used to analyze this research data. This aspect measures content, substantive and structural aspects through Rasch modeling, which is carried out with the R Program version 4.1.2. From this research it was concluded that (1) The results of the analysis of the development of critical thinking ability assessment according to Facione in science learning for junior high school students using Rasch modeling, namely that the three teachers were of the opinion that the integration of indicators, question grids, test validity, was important for teachers in preparing tests. Then, from the student test results, 136 students showed an average score of 46.8, with the highest score being 80 and the lowest score being 10. These results show that from the 10 multiple choice questions in the critical thinking ability evaluation instrument in science learning in junior high school, the test participants can answer an average of 46.8 percent of the total number of questions given, (2) The results of the design for the development of critical thinking ability assessment according to Facione in junior high school students' science learning using Rasch modeling, namely that they obtained a grid sheet for the development of critical thinking ability assessment instruments according to facione on science learning in junior high schools. There are 5 skills in the form of interpretation, analysis, evaluation, inference and explanation. Then after testing it on students, the results were obtained. The test taker's interpretation ability was 36.39%, which means low; the test taker's analytical ability is 66.54%, which means high; the test taker's evaluation ability is 24.26%, which means low; and the test taker's inference ability was 30.88%, which means low; and explanation abilities, (3) The results of the development of critical thinking ability assessment according to Facione in science learning for junior high school students using Rasch modeling give the following results: (a) Construct validation of content aspects, or item fit, shows that all the test items in the ability test Critical thinking in science learning in junior high school is appropriate or functions very well, with item difficulty levels ranging between -4.00 and 3.00. (b) Validation of the substantive aspect construct (person fit) shows that 97.79%, or 133 responses from examinees meet the model (do not experience deviations), and 2.20% or 3 responses, do not meet the criteria for person fit (experience deviations). ), (c) Validation of the structural aspect construct shows that the critical thinking ability evaluation test in science learning in junior high school is unidimensional, (4) The average test taker's critical thinking ability score is 46.8%, which is in the sufficient category. Suggestions require further research to expand the study of the Rasch model in educational measurement.

Actions (login required)

View Item