CD Tesis

Pengembangan Instrumen Asesmen Aspek Kognitif Untuk Mengidentifikasi Kemampuan Berpikir Kritis Peserta Didik Dan Literasi Kimia Pada Materi Asam Basa Kelas Xi

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This study aimed to produce valid critical thinking and chemical literacy assessment instruments with good item characteristics to identify 11th grade students' critical thinking skills and chemical literacy in acid-base materials. The method used was the Research and Development (R & D) method with 4-D model. This research was only carried out up to the development stage in determining the characteristics of the questions. The data collection technique used a validation sheet. Validation was assessed by 3 material experts. Feasibility test on 33 students to determine validity, reliability, level of difficulty and distinguishing power. The initial trial was carried out with a one-on-one test involving 3 students with high, medium and low abilities. The limited trial involved 10 students and 3 chemistry teachers. The large-scale test involved 3 schools with high, medium and low categories, namely SMA Negeri 1 Bangkinang Kota, MAN 1 Kampar, SMA Negeri 2 Rumbio Jaya. 1 class was taken from each school. The sampling technique was purposive sampling and samples were obtained, namely 22 students in 12th grade IPA of SMA N 1 Bangkinang Kota, 29 students in 12th grade IPA MAN 1 Kampar, and 29 students in 12th grade IPA SMA N 2 Rumbio Jaya.
The results showed that the instrument were stated to be valid with a value of V Aiken in the material aspect 0.93, the construction aspect 0.97, and the language aspect 0.86. The results of the analysis of critical thinking skills aspects got a validation value 94.44% and chemical literacy value 87.78% with a good category. The results of the analysis with the Rasch model in construction validity obtaining 23 fit (valid) items out of 30 multiple choice questions, reliability test with Cronbach alpha got value 0.86 with high category, the difficulty level of the items including 16 questions (69.57%) with medium category, 2 questions (8.69%) with difficult category, and 5 questions (21.74%) with easy category, the distinguishing power of the items included the discriminating power with not being able to discriminate category was 1 item (4.35%), the sufficient category were 3 questions (13.04%), and the very good category were 19 questions (82.61%), p distracters including items where the distractor works well were 21 out of 23 items (91.30%) and 2 items (8.70%) stated the distractor did not work, so 23 questions were feasible to used in identifying students' critical thinking skills and chemical literacy.
Based on the results of this study, it can be concluded that the development of a cognitive aspect assessment instrument to identify students' critical thinking skills and chemical literacy with 30 questions were declared materially valid and the 30 questions were analyzed using the Rasch model, namely construct validity, reliability, level of difficulty, power differentiator, and distractor so that 23 questions are obtained that were feasible to identify students' critical thinking skills and chemical literacy. There were significant differences in students' critical thinking skills and chemical literacy in the high, medium and low school categories with a significance value of 0.044

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

1910246996

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Pendidikan Kimia., 2023

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

1910246996

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PENDIDIKAN KIMIA

Info Detail Spesifik

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Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

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