CD Tesis

Pengembangan Instrumen Penilaian Untuk Mengukur Kemampuan Pemecahan Masalah dan Pengaruhnya Terhadap Efikasi Peserta Didik Pada Materi Laju Reaksi

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Educational content standards in the realm of abilities require students to be able to demonstrate problem-solving abilities in the concrete and abstract realms related to the development of what they learn at school, as well as being able to use methods in accordance with scientific principles. Chemistry, as a branch of science, has discussions regarding composition, structure, properties, changes, and energy that accompany it. One of the topics in chemistry is reaction rates. The topic of reaction rates is one of the topics in chemistry that can support individuals in their problem-solving abilities. The learning process and assessment of learning outcomes are important parts that cannot be separated. Assessment can provide information that can increase students' knowledge of learning and help teachers in their teaching. Assessment instruments that are well designed and appropriate to the level of problem-solving abilities can improve students' thinking power. One source of confidence is our level of confidence in our own abilities (self-efficacy).
This research aims to measure students' problem-solving abilities in appropriate reaction rate material based on aspects of material, language, construction, and problem-solving abilities. Know the characteristics (validity, reliability, level of difficulty, and differentiation) of the instrument items being developed. Knowing user responses to assessment instruments to measure students' problem-solving abilities in reaction rate material based on aspects of readability and time adequacy of the instrument questions developed Knowing the results of measuring students' problem-solving abilities on reaction rate material Knowing the relationship between problem-solving abilities and students' self-efficacy in reaction rate material
This research uses the Research and Development (R & D) method with the ADDIE model, which consists of five phases: the analysis phase, the design phase, the development phase, the implementation phase, and the evaluation phase. The initial product was validated by three chemistry expert lecturers. This research involved 3 senior high schools (SMA) in Mandau District with high, medium, and low levels, namely SMA Negeri 2 Mandau, SMA Negeri 8 Mandau, and SMA IT Al-Kautsar. The data collection instruments in this research were validation questionnaires, user response questionnaires, and assessment instruments in the form of description questions.
The problem-solving ability assessment instrument developed was declared valid in terms of content validity, with Aiken's validation (V) values ranging from 0.87-0.93. In terms of construct validity, there are 15 valid questions out of the total number of questions. The questions developed have met the reliability requirements with a Cronbach alpha coefficient value greater than 0.6, namely 0.815. The level of difficulty of the questions is in the easy, medium, and difficult categories, namely 33% of the questions in the easy category, 50% of the questions in the medium category, and 16,7% of the questions in the difficult category. And the differentiating power of the questions is in the very good, good, and sufficient categories. The percentage of differentiating power of the questions was found to be 14 questions in the very good category (95%), and 1 question item in the sufficient category (5%).
Based on the researchers' considerations and discussions with the supervising lecturer, the questions tested on students were 10. This was seen from the achievement of learning indicators in the reaction rate material and the planned allocation of test time. The problem-solving ability assessment instrument in the readability aspect is in the very good category, in the aspect of time adequacy in the good category, and in the feasibility aspect in the very good category. The results of measuring the reaction rate material problem-solving abilities of 82 students in high, medium, and low schools show that there are very significant differences in students' problem-solving abilities. The differences in the high, medium, and low school categories have a significance value of 0.000

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2010241799

Penerbit

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

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2010241799

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

KIMIA

Info Detail Spesifik

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Pernyataan Tanggungjawab

Jaka

Versi lain/terkait

Lampiran Berkas

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