CD Tesis

Pengembangan Instrumen Penilaian Berbasis Multiple Representasi Untuk Mengukur Pemahaman Konsep Peserta Didik Pada Materi Larutan Penyangga

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REHAMITA.S, NIM. 2010241725, Development of a Multiple Representation-Based Assessment Instrument to Measure Students' Conceptual Understanding of Buffer Solutions, supervised by Roza Linda and Dedi Futra.

The process of learning and assessment of learning outcomes is an integral and inseparable part of education. Assessment provides information that can enhance students' knowledge during learning and assist teachers in their teaching. Well-designed assessment instruments that align with levels of conceptual understanding can improve students' critical thinking skills. This study aims to measure students' conceptual understanding of buffer solutions based on aspects of material, language, construction, and conceptual understanding. It seeks to identify the characteristics (validity, reliability, difficulty level, and discriminative power) of the instrument items developed and to understand user responses to the assessment instrument in terms of readability and time adequacy of the developed instrument items. Additionally, the study aims to determine the results of measuring students' conceptual understanding of buffer solutions.
This research use the Research and Development (R&D) method, using the ADDIE model, which consists of five phases: analysis, design, development, implementation, and evaluation. The initial product was validated by three chemistry subject matter experts. The study involved two high schools in Pekanbaru, namely SMA Negeri 1 Pekanbaru and SMA Negeri 7 Pekanbaru, representing high and medium levels of student performance. The data collection instruments in this study included validation questionnaires, user response questionnaires, and assessment instruments in the form of essay questions.
The developed conceptual understanding assessment instrument was found to be valid in terms of content validity, with Aiken’s V validation values ranging from 0.88 to 0.97. In terms of construct validity, 22 out of the total instrument items were valid. The developed items met reliability requirements with a Cronbach's alpha coefficient greater than 0.6, specifically 0.815. The difficulty level of the questions was categorized as easy, medium, and difficult, with 37.5% of the items being easy, 37.5% medium, and 25% difficult. The discriminative power of the items was categorized as very good, good, and sufficient. The percentage of discriminative power items included 15 items in the very good category (60%), 5 items in the good category (20%), 3 items in the sufficient category (12%), and 2 items in the poor category (8%).
Based on the researcher's consideration and discussions with the supervisors, 15 items were tested on students, selected based on the achievement of learning objectives in the buffer solution material and the planned time allocation for the test. The conceptual understanding assessment instrument was rated very good in terms of readability, good in terms of time adequacy, and very good in terms of feasibility. The measurement results of students' conceptual understanding of buffer solutions among 50 students from high and medium performing schools showed a significant difference in conceptual understanding. There was a significant difference between the high and medium school categories, with a significance value of 0.012 < 0.05, indicating a significant difference in conceptual understanding between students from high and medium categories using the developed conceptual understanding instrument.
The conceptual understanding assessment instrument for buffer solutions was found to be valid and reliable. The assessment instrument can be used to measure students' conceptual understanding of buffer solutions.

Keywords:Assessment Instrument, Multiple Representation, Conceptual Understanding, Buffer Solutions.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2010241725

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Pendidikan Kimia., 2024

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2010241725

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

Melda

Versi lain/terkait

Lampiran Berkas

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