Penelitian ini merupakan bagian dari penelitian pengembangan asesmen kinerja literasi sains berbasis STEM pada pembelajaran fisika. Tujuan dari penelitian ini adalah untuk mengungkapkan validitas isi, validitas empiris, dan reliabilitas instrumen asesmen kinerja literasi sains berbasis STEM yang sebelumnya telah disusun. Instrumen yang dikembangkan berupa lembar pengamatan dan tes pilihan ganda. Analisis validitas isi dari lembar pengamatan menggunakan Koefisien V oleh Aiken sedangkan validitas isi instrumen tes dianalisis dengan menggunakan CVI (Content Validity Index) oleh Lawshe. Validitas empiris reliabilitas instrumen tes diestimasi dengan IRT (Item Response Theory). Reliabilitas lembar pengamatan ditentukan dengan ICC (Item Correlation Coefficient). Hasil dari penelitian ini menunjukan bahwa (1) Lembar pengamatan berupa rubrik penskoran dan penilaian diri terbuktivalid dengan koefisien V Aiken 0,75 dan reliabel dengan koefisien Reliabilitas Alfa > 0,8 dan ICC yang Excellent. (2) Instrumen tes terbukti realiabel untuk digunakan pada peserta didik dengan kategori sedang sampai dengan tinggi (-0,7 sampai dengan 6,7 ) dengan CVI=1 dan INFIT MNSQ sesuai model Rasch. Berdasarkan hasil penelitian tersebut maka asesmen kinerja Literasi Sains berbasis STEMlayak digunakan.Kata kunci:validitas isi, validitas empiris, asesmen kinerja, literasi sains, STEM VALIDITY AND RELIABILITY INSTRUMENT OF SCIENTIFIC LITERACY PERFORMANCE ASSESSMENT IN PHYSICS TEACHING BASED ON STEMAbstractThis research is part of the development of scientific literacy performance assessment based on STEM in teaching physics. The aim of this research is to reveal the validity (content and also empiric) and reliability of scientific literacy performance assessment instrument based on STEM. The kind of instruments were developed are observational sheet and multiple choice test. The content validity of observational sheet was revealed by used the Aiken’s V Coefficient. The content validity of multiple choice tests was revealed by used Content Validity Index (CVI) which proposed by Lawshe. The empirical validity and reliability of multiple choice tests was revealed by used Item Response Theory Analysis. The reliability of observational sheet was revealed by used ICC (Item Correlation Coefficient) Analysis. The results of this study are the validity from the contents and empirical trials from the developed instruments. The observation sheet from scoring rubric and self-assessment has been valid with Aiken’s V value that exceeds the standard of 0,75. The reliability of the scoring rubric has Alfa Reliability> 0.8 and Excellent of ICC. Validity values from The written test is shown with CVI of 1 and the MNSQ INFIT value which match to the Rasch model. Based on the TIC and SEM graphs, the written test is stated to be reliable for use in students with moderate to high categories (-0.7 to 6.7). STEM-based Science Literacy performance assessment with caloric material is appropriate to use.Keywords: content validity, empirical validity, performance assessment, scientific literacy, STEM
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This study aims to produce an experimental performance assessment instrument with guided inquiry learning model, prove the validity and estimate the reliability of instrument products, and determine the effectiveness of instruments to improve process performance. The method used is R & D (Research and Development) adopted from Dick et al which is divided into preliminary stage, planning stage, development stage, limited trial stage and extensive trial stage. Based on the results of the trial, the reliability of the rating results of the assessment instrument of science process skills were 0.707–0.989. The t-test results show that there is an improvement of science process skills. The results of this study are: (1) an experiment performance assessment product for science lesson of junior high school material of light properties, shadow formation, and working principle of optical instrument; (2) the experiment performance assessment instrument product has valid and reliable categories for assessing science process skills; (3) an effective experiment performance assessment instrument to improve science process skills.
This study aims to determine the effect of applying the problem based learning (PBL) learning model to students' interest in learning chemistry on the topic of chemical equilibrium. This research is a quantitative research type of quasi experiment using posttest only design. The study was conducted at SMA Negeri 6 Pekanbaru. The sample was determined using simple random sampling technique. Data on students 'interest in learning chemistry are collected using a questionnaire based on five categories, namely the level of students' interest in chemistry, personal choice, teacher's role, situational interest, and willingness to attend chemistry learning. Quantitative data were analyzed using mean, standard deviation, percentage, and One-Way ANOVA hypothesis testing. Descriptive analysis is used to describe the interest in learning chemistry. The results showed that there were significant differences in interest in learning chemistry between students applying PBL learning models and expository learning models on the topic of chemical equilibrium. Interest in learning chemistry of students is still relatively low, but students who use the PBL model show higher scores than expository classes. Male students are more interested in chemistry than female students.
Penelitian ini bertujuan untuk mengetahui besarnya kontribusi tidak langsung dan kontribusi langsung dari motivasi, penguasaan informasi, dan persepsi mahasiswa pendidikan kimia tentang kurikulum 2013 terhadap kesiapan implementasi pada pembelajaran. Jenis penelitian ini merupakan expost facto. Sampel penelitian ditentukan melalui teknik purposive sampling. Data penelitian dikumpulkan melalui angket, penilaian antar teman, serta tes. Data hasil penelitian dianalisis dengan menggunakan analisis jalur (path analysis). Hasil penelitian menunjukkan bahwa: (1) motivasi dan penguasaan informasi berkontribusi secara tidak langsung terhadap kesiapan implementasi kurikulum sebesar 20,2%. Kontribusi tidak langsung dari motivasi dan penguasaan informasi mengindikasikan bahwa terdapat pengaruh motivasi dan penguasaan informasi terhadap persepsi. (2) motivasi, penguasaan informasi, dan persepsi mahasiswa pendidikan kimia tentang kurikulum 2013 berkontribusi langsung terhadap kesiapan implementasi kurikulum 13 pada pembelajaran, dengan kontribusi sebesar 54,8%. Hasil ini menggambarkan bahwa kesiapan mahasiswa untuk mengimplementasikan kurikulum 13 dipengaruhi oleh motivasi, penguasaan informasi, dan persepsi mahasiswa tentang kurikulum. Kata Kunci: motivasi, penguasaan informasi, persepsi, implementasi kurikulum. CONTRIBUTION OF MOTIVATION, MASTERY OF INFORMATION, AND PERCEPTION OF CHEMISTRY EDUCATION STUDENTS TOWARDS CURRICULUM 2013 IMPLEMENTATION READINESS Abstract This research aims to find out the direct and indirect contribution of motivation, mastery of information, and chemistry education student’s perception of curriculum 2013 towards its implementation readiness in learning. This research is classified to expost facto. The sample was established using purposive sampling technique. The data were collected through inventories, peer assessment and test, and than were analyzed using path analysis. The results of the study show as follows. 1) Motivation and mastery of information give indirect contribution towards implementation readiness for about 20,2%. Indirect contribution of motivation and mastery of information indicate there are the effect of motivation and mastery of information towards perception. 2) Motivation, mastery of information, and chemistry education student’s perception of curriculum 2013 given direct contribution towards implementation readiness in learning, for about 54,8%. The results show, that the student’s readiness to implementation curriculum is affected by motivation, mastery of information, and student’s perception of curriculum. Keywords: motivation, mastery of information, perseption, implementation curriculum.
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