CD Tesis

Pengembangan Instrumen Penilaian Aspek Kognitif Untuk Mengukur Kemampuan Berpikir Analitis Dan Literasi Kimia Peserta Didik Pada Materi Sifat Koligatif Larutan

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Assessment is an essential component in the administration of education, since an attempt to improve the quality of education can be conducted through improving learning and the quality of the assessment system. The assessment process covers collecting evidence to find out the learning achievement (competency achievement) of the students. The competency achievement depends on the implementation of the learning process and the assessment instrument.
The true achievement of learning chemistry requires the implementation of assessment instrument which not only covers rote memorization and understanding, but also requires assessment which train higher-order thinking ability. According to the basic competence of the 2013 revised 2017 curriculum, colligative properties of solutions demand a learning at the stage of analysis (C4), and colligative properties of solutions include various basic concepts, facts, phenomenon (contextual) as well as mathematical calculations. In assessing the cognitive aspect of learning outcome, it is recommended to implement assessment instrument which is able to measure analytical thinking ability and chemical literacy, so that the basic competence stated in 2013 curriculum can be achieved properly.
This research aims at developing cognitive aspects assessment instrument which is able to measure students’ analytical thinking ability and chemical literacy on the validity of the colligative properties of solution and determines the characteristics (validity, reliability, difficulty level, and distinguishing power) of the instrument items developed and to find out the difference in the results of measuring the analytical thinking ability and chemical literacy of students at high, medium, and low schools.
This research applies the ADDIE developing model, which includes the analysis, design, development, implementation and evaluation (assessment) stages. The initial product was validated by 3 experts who were the chemistry lecturer of Postgraduate program from University of Riau, the chemistry education lecturer from UIN Suska Riau and the Faculty of Mathematics and Natural Sciences lecturer from UMRI. This research involved 83 high school students in Bengkalis. The data collection instruments in this research were validation questionnaires, students’ response questionnaires and assessment instruments in the form of descriptive questions.
The instrument for assessing the students' analytical thinking ability and chemical literacy consists of 15 questions with cognitive level of C4 (analysis) which is developed from 14 indicators. All questions were declared valid with content validity value (V> 0.86) by the validators and had a validation value for the aspect of measuring analytical thinking ability and chemical literacy of 93.3% in the very high category. The results of the characteristic test of the analytical thinking ability assessment instrument and chemical literacy of students obtained
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information that: questions that were declared valid construct with a Pearson correlation value> 0.36 were 12 questions, the reliability of Cronbach's negligent questions used SPSS = 0.823 with a very high category. The results of the difficulty level of the questions obtained were 8 items in the medium category, 2 items in the easy category and 2 items in the difficult category. The distinguishing power of the questions was obtained that 7 items were in the good category, 3 items were in enough category and 2 items were bad category. Instruments for assessing analytical thinking ability and chemical literacy in the aspects of good readability, good time adequacy and very good question worthiness.
The results of measuring the analytical thinking ability and chemical literacy on the colligative properties of solutions of 83 high, medium and low school students showed that the analytical thinking ability and chemical literacy of students were in the medium category.
Based on the results of this study, it can be concluded that the development of a cognitive aspect assessment instrument to measure the ability to think analytically and chemical literacy as many as 15 questions were declared materialally valid and of the 15 questions were validated constructally resulted in 12 valid and reliable questions. Analysis of the level of difficulty and distinguishing power of 12 questions resulted in 10 questions which were declared eligible for the test at a later stage and were declared as the final product. The results of the analysis of students' analytical thinking skills and chemical literacy on a large-scale test showed that they were in the medium category. Analytical thinking skills and chemical literacy of high, medium and low school students generally have differences because the sig value

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

10 20. 220 (0012)

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Pendidikan Kimia., 2020

Deskripsi Fisik

xvi, 228 hlm,; ill.: 29 cm

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

10 20. 220 (0012)

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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