CD Tesis

Pengembangan Asesmen Diagnostik Untuk Mengidentifikasi Gaya Belajar Dan Kemampuan Berpikir Kritis Peserta Didik Sma Pada Materi Sel Dan Bioprosesnya Dalam Impelementasi Kurikulum Merdeka

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Education in Indonesia continues to evolve in line with efforts to enhance the quality and relevance of the curriculum to meet the demands of 21st-century learning. One of the most recent steps is the implementation of the National Curriculum, aimed at providing education that is more adaptive and relevant to global challenges and local needs. However, the implementation of the National Curriculum in Indonesia faces various challenges that need to be addressed to ensure its success. One of these challenges is the practice of differentiated learning.
The implementation of differentiated learning must begin with diagnostic assessments, both non-cognitive and cognitive. The goal is to map students' needs so that educators can create teaching modules tailored to those needs. Non-cognitive diagnostic assessments can be used to evaluate students' psychological and emotional states, home conditions, and learning styles, while cognitive diagnostic assessments aim to identify students' cognitive abilities and prior understanding. The topic of Cells and Bioprocesses is considered difficult and abstract, requiring critical thinking skills in the learning process.
This study aims to develop a Diagnostic Assessment instrument to identify students' learning styles and critical thinking skills on cell and bioprocess topics. Using the Borg and Gall model (modified by Sugiyono), data collection was conducted with Grade X students of SMA Negeri 8 Pekanbaru, while the design and validation stages took place at the Biology Education Development Laboratory, University of Riau. Validation sheets evaluated question usability based on expert feedback, and test instruments were analyzed for reliability, unidimensionality, difficulty level, discriminating power, distractor function, and person-item mapping. The learning style questionnaire (30 items) assessed Visual, Auditory, and Kinesthetic styles, while the critical thinking test (32 items) measured Analyzing, Synthesizing, Problem-Solving, Drawing Conclusions, and Evaluating, using the Rasch model.
The development of the Diagnostic Assessment instrument has met the characteristics of a good test, as evidenced by the expert validity scores. The material validity scored 3.80 for learning styles and 3.67 for critical thinking questions, categorized as highly valid. The construct validity scored 3.61 and 3.53, respectively, also categorized as highly valid, and the language validity scored 3.67 and 3.73, categorized as highly valid. Reliability, measured with Winstep, scored 0.70 and 0.92, categorized as reliable. The practicality results scored 3.50 and 3.70, categorized as highly practical.

Keywords: Diagnostic Assessment, Learning Styles, Critical Thinking, Cells
and Bioprocesses

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2210246933

Penerbit

Pekanbaru : Universitas Riau Pascasarjana Tesis Pendidikan Biologi., 2024

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2210246933

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 BIOLOGI

Info Detail Spesifik

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Pernyataan Tanggungjawab

Jaka

Versi lain/terkait

Lampiran Berkas

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