Development of High School Students' Creative Thinking Skill Assessment Instruments on Practicum the Effect of Surface Area of Touch Field on Reaction Rates
Dini Dwi Apriyani, Nahadi Nahadi, Wiwi Siswaningsih
Abstract
The purpose of this study was to develop an Assessment Instrument for High School Students' Creative Thinking on the Effect of Surface Area of Touch Field on Reaction Rates. The research was conducted on 15 class XI students at a high school in Bandung City and divided into 3 groups. The instruments developed were in the form of Basic Competency 4.7-based tasks and rubrics, with 8 indicators and 12 assignments, with 4 assessment rubrics per assignment. The instrument was validated by experts using a quantitative approach to validating the CVR content before being tried out. The quality of the scale is determined by the adequacy of the content using expert judgment, and an online Inter-rater Reliability test is administered and obtained by assessing students' knowledge of practical skills through the developed student worksheets. The results of this study were developed instrumentally, valid at CVR = 1, very reliable, and classified as very good with a Cronbach alpha value between 0.867 and 1.000. Based on the results of the study, it can be concluded that the performance assessment instrument developed fulfills the requirements as a good evaluation tool so it is suitable to be used as an assessment instrument to assess and measure Students' Creative Thinking Skills in practicum Effects of Surface Area of Touch Field on Reaction Rate.
Keywords
Assessment Instruments; Creative Thinking Skill; Practicum; Reaction Rates; Surface Area of Touch Field
References
Adams, W. K., & Wieman, C. E. (2011). Development and validation of instruments to measure learning of expertâ€like thinking. International Journal of Science Education, 33(9), 1289–1312.
Alkhatib, O. J. (2019). A framework for implementing higher-order thinking skills (problem-solving, critical thinking, creative thinking, and decision-making) in engineering & humanities. 2019 Advances in Science and Engineering Technology International Conferences (ASET), 1–8.
Almanasreh, E., Moles, R., & Chen, T. F. (2019). Evaluation of methods used for estimating content validity. Research in Social and Administrative Pharmacy, 15(2), 214–221.
Bhatnagar, R., Kim, J., & Many, J. E. (2014). Candidate surveys on program evaluation: Examining Instrument reliability, validity and program effectiveness. American Journal of Educational Research, 2(8), 683–690.
Diawati, C., Liliasari, L., Setiabudi, A., & Buchari, B. (2017). Pengembangan dan Validasi Asesmen Kinerja Dalam Proyek Modifikasi Alat Praktikum Kimia Instrumen. Chemistry in Education Journal, 6(2), 70–75.
Fauziah, A., Sobari, E. F. D., & Robandi, B. (2021). Analisis pemahaman guru sekolah menengah pertama (SMP) mengenai asesmen kompetensi minimum (AKM). Edukatif: Jurnal Ilmu Pendidikan, 3(4), 1550–1558.
Firmansyah, D. R., Nahadi, N., & Firman, H. (2020). Development of Performance Assessment Instruments to Measure Students’ Scientific Thinking Skill in the Quantitative Analysis of Acetic Acid Levels. Journal of Educational Sciences, 4(3), 459–468.
Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74, 101–114.
Hidayat, P. W., & Widjajanti, D. B. (2018). Analisis kemampuan berpikir kreatif dan minat belajar siswa dalam mengerjakan soal open ended dengan pendekatan CTL. Phytagoras: Jurnal Pendidikan Matematika, 13(1), 63–75.
Howard, L. W., Tang, T. L.-P., & Jill Austin, M. (2015). Teaching critical thinking skills: Ability, motivation, intervention, and the Pygmalion effect. Journal of Business Ethics, 128, 133–147.
Kurniah, N., Agustriana, N., & Zulkarnain, R. (2021). Pengembangan Asesmen Anak Usia Dini di Lingkungan Guru PAUD. Dharma Raflesia: Jurnal Ilmiah Pengembangan Dan Penerapan IPTEKS, 19(1), 177–185.
Lyon, E. G. (2011). Beliefs, practices, and reflection: Exploring a science teacher’s classroom assessment through the assessment triangle model. Journal of Science Teacher Education, 22(5), 417–435.
Nahadi, N., Firman, H., & Khilda, K. (2017). Pengembangan instrumen penilaian diri dan penilaian teman-sejawat untuk menilai kinerja siswa smk pada praktikum kimia. Jurnal Penelitian Pendidikan Kimia: Kajian Hasil Penelitian Pendidikan Kimia, 4(2), 111–118.
Oncu, E. C. (2016). Improved Creative Thinkers in a Class: A Model of Activity Based Tasks for Improving University Students’ Creative Thinking Abilities. Educational Research and Reviews, 11(8), 517–522.
Ramadhan, S., Mardapi, D., Prasetyo, Z. K., & Utomo, H. B. (2019). The development of an instrument to measure the higher order thinking skill in physics. European Journal of Educational Research, 8(3), 743–751.
Schwartz, A. H., Albin, T. J., & Gerberich, S. G. (2019). Intra-rater and inter-rater reliability of the rapid entire body assessment (REBA) tool. International Journal of Industrial Ergonomics, 71, 111–116.
Siswaningsih, W., Nahadi, N., & Tresna, F. C. (2017). Peer assessment and self assessment for evaluating students’performance in redox reaction laboratory. Jurnal Pengajaran MIPA, 22(2).
Suryaningsih, Y. (2017). Pembelajaran berbasis praktikum sebagai sarana siswa untuk berlatih menerapkan keterampilan proses sains dalam materi biologi. Bio Educatio, 2(2), 49–57.
Wijayati, N., Sumarni, W., & Supanti, S. (2019). Improving student creative thinking skills through project based learning. KnE Social Sciences, 408–421.
DOI: https://doi.org/10.24967/esp.v3i02.1933
Article Metrics
Abstract view : 783 times
PDF : 424 times
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Dini Dwi Apriyani, Nahadi Nahadi, Wiwi SiswaningsihAbstract
Keywords
References
Adams, W. K., & Wieman, C. E. (2011). Development and validation of instruments to measure learning of expertâ€like thinking. International Journal of Science Education, 33(9), 1289–1312.
Alkhatib, O. J. (2019). A framework for implementing higher-order thinking skills (problem-solving, critical thinking, creative thinking, and decision-making) in engineering & humanities. 2019 Advances in Science and Engineering Technology International Conferences (ASET), 1–8.
Almanasreh, E., Moles, R., & Chen, T. F. (2019). Evaluation of methods used for estimating content validity. Research in Social and Administrative Pharmacy, 15(2), 214–221.
Bhatnagar, R., Kim, J., & Many, J. E. (2014). Candidate surveys on program evaluation: Examining Instrument reliability, validity and program effectiveness. American Journal of Educational Research, 2(8), 683–690.
Diawati, C., Liliasari, L., Setiabudi, A., & Buchari, B. (2017). Pengembangan dan Validasi Asesmen Kinerja Dalam Proyek Modifikasi Alat Praktikum Kimia Instrumen. Chemistry in Education Journal, 6(2), 70–75.
Fauziah, A., Sobari, E. F. D., & Robandi, B. (2021). Analisis pemahaman guru sekolah menengah pertama (SMP) mengenai asesmen kompetensi minimum (AKM). Edukatif: Jurnal Ilmu Pendidikan, 3(4), 1550–1558.
Firmansyah, D. R., Nahadi, N., & Firman, H. (2020). Development of Performance Assessment Instruments to Measure Students’ Scientific Thinking Skill in the Quantitative Analysis of Acetic Acid Levels. Journal of Educational Sciences, 4(3), 459–468.
Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74, 101–114.
Hidayat, P. W., & Widjajanti, D. B. (2018). Analisis kemampuan berpikir kreatif dan minat belajar siswa dalam mengerjakan soal open ended dengan pendekatan CTL. Phytagoras: Jurnal Pendidikan Matematika, 13(1), 63–75.
Howard, L. W., Tang, T. L.-P., & Jill Austin, M. (2015). Teaching critical thinking skills: Ability, motivation, intervention, and the Pygmalion effect. Journal of Business Ethics, 128, 133–147.
Kurniah, N., Agustriana, N., & Zulkarnain, R. (2021). Pengembangan Asesmen Anak Usia Dini di Lingkungan Guru PAUD. Dharma Raflesia: Jurnal Ilmiah Pengembangan Dan Penerapan IPTEKS, 19(1), 177–185.
Lyon, E. G. (2011). Beliefs, practices, and reflection: Exploring a science teacher’s classroom assessment through the assessment triangle model. Journal of Science Teacher Education, 22(5), 417–435.
Nahadi, N., Firman, H., & Khilda, K. (2017). Pengembangan instrumen penilaian diri dan penilaian teman-sejawat untuk menilai kinerja siswa smk pada praktikum kimia. Jurnal Penelitian Pendidikan Kimia: Kajian Hasil Penelitian Pendidikan Kimia, 4(2), 111–118.
Oncu, E. C. (2016). Improved Creative Thinkers in a Class: A Model of Activity Based Tasks for Improving University Students’ Creative Thinking Abilities. Educational Research and Reviews, 11(8), 517–522.
Ramadhan, S., Mardapi, D., Prasetyo, Z. K., & Utomo, H. B. (2019). The development of an instrument to measure the higher order thinking skill in physics. European Journal of Educational Research, 8(3), 743–751.
Schwartz, A. H., Albin, T. J., & Gerberich, S. G. (2019). Intra-rater and inter-rater reliability of the rapid entire body assessment (REBA) tool. International Journal of Industrial Ergonomics, 71, 111–116.
Siswaningsih, W., Nahadi, N., & Tresna, F. C. (2017). Peer assessment and self assessment for evaluating students’performance in redox reaction laboratory. Jurnal Pengajaran MIPA, 22(2).
Suryaningsih, Y. (2017). Pembelajaran berbasis praktikum sebagai sarana siswa untuk berlatih menerapkan keterampilan proses sains dalam materi biologi. Bio Educatio, 2(2), 49–57.
Wijayati, N., Sumarni, W., & Supanti, S. (2019). Improving student creative thinking skills through project based learning. KnE Social Sciences, 408–421.
Ensiklopedia: Jurnal Pendidikan dan Inovasi Pembelajaran Saburai is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
