CD Tesis

Pengembangan Instrumen Penilaian Berbasis Hotuntuk Mengukur Kemampuan Berpikir Kritis Peserta Didik Pada Materi Kesetimbangan Kimia Kelas XI IPA SMA

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Assessment is one of the fundamental components of learning. The assessment aims to provide objective feedback on what students have learned and measure the learning effectiveness. The assessment of learning outcomes and the learning process are crucial components that cannot be separated. Assessment can provide information that can enhance students' knowledge of learning and aid teachers in their teaching process. It is necessary to use assessment instruments that assess memorisation, comprehension, and critical thinking to achieve the actual learning objectives of chemistry. Well-designed and appropriately-levelled assessment instruments can enhance students' ability to think, particularly critical thinking.
This research aimed to develop a valid and reliable assessment instrument of students' critical thinking skills on chemical equilibrium material and determine the different results of students' critical thinking skills on chemical equilibrium material in high, middle, and low schools.
This study employed the Research and Development (R & D) method and the ADDIE model comprising five phases: analysis, design, development, implementation, and evaluation. Three expert lecturers in chemistry validated the initial product. This study included three Senior High Schools in Pekanbaru with high, medium and low levels, including State Senior High School of Riau Province, State Senior High School 8 of Pekanbaru, and State Senior High School 4 of Pekanbaru. This data was collected through validation questionnaires, user response questionnaires, and assessment instruments in the form of selected questions.
The developed instrument for assessing critical thinking skills was deemed valid in terms of content validity, using Aiken's (V) validation values ranging from 0.88 to 0.95. Regarding construct validity, 33 of the total number of items were valid. The developed questions satisfied the reliability requirements with a Cronbach alpha coefficient greater than 0.6, namely 0.892. The questions fell into easy, moderate, and difficult categories, with 21% of the questions falling into the easy category, 76% into the moderate category, and 3% into the difficult category. In addition, the question's differentiating power fell into excellent, good, and adequate categories. The percentage of questions differentiating power yielded in the categories of excellent 30%, good 55% and poor 15%.
As evidenced by the accomplishment of learning indicators on chemical equilibrium material and the allocation of the test implementation time plan, the number of test questions administered to students was determined to be 25 by researchers and supervisors. The readability of the critical thinking skills assessment instrument was excellent; on the other hand, the time adequacy and feasibility were good. The findings of measuring the critical thinking skills of chemical equilibrium material on 75 students in high, medium and low schools indicated that there was a
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highly significant difference in the critical thinking skills of students, where the difference in the high, medium and low school categories with a significance value of 0.002

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2010242047

Penerbit

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

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2010242047

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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