A computerized adaptive test for measuring the physics critical thinking skills in high school students

Abidin, Aang Zainul; Istiyono, Edi; Fadilah, Nunung; Dwandaru, Wipsar Sunu Brams

doi:10.11591/ijere.v8i3.19642

Cited by 14 publications

(14 citation statements)

References 19 publications

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“…The assessment standard in the 2013 curriculum is done by adapting international standardized assessment models, one of the international standardized assessment models is higher order thinking skills (HOTS) [4], [5]. HOTS functions to assess whether students already have high-level thinking skills such as: C4 (analyzing), C5 (evaluating), and C6 (making) [6]- [9].…”

Section: Introductionmentioning

confidence: 99%

Development of higher order thinking skill assessment instruments in learning Indonesian history

Setiawan

Sudrajat

Aman

et al. 2021

IJERE

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This study aimed to: 1) Produce higher order thinking skill<strong> </strong>(HOTS) assessment instruments in learning Indonesian history; 2) Know the validity of HOTS assessment instruments in learning Indonesian history; 3) Find out the characteristics of HOTS questions in learning Indonesian history. This study employed the research and development method of the Borg and Gall model. The HOTS test item was conducted on 36 students in class XI of 2 Ngaglik State Senior High School. Data analysis includes tests of validity, reliability, level of difficulty, distinguishing features and deception index. The study found: 1) The HOTS assessment instrument of multiple-choice questions consisted of 25 items; 2) The results of the HOTS question validation by two Indonesian history learning assessment experts on the material, construction and language aspects were valid and appropriate. The results of the validation by three Indonesian history teachers also stated that the assessment instruments were valid and appropriate; 3) The characteristics of HOTS questions had fulfilled the validity criteria of 23 questions, reliability with a coefficient of 0.97 (very strong), the average difficulty level is 0.33 (moderate), the average differentiation test is 0.42 (good), and the average deception index is 0.56 (good).

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Section: Introductionmentioning

confidence: 99%

Development of higher order thinking skill assessment instruments in learning Indonesian history

Setiawan

Sudrajat

Aman

et al. 2021

IJERE

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“…From this research, it can be seen that there is an increase in learning outcomes from those only implementing project-based learning adopting technologies such as social media [17]. From the cognitive aspect it turns out that projectbased learning that adopts technology in learning, it turns out that the value of the experimental group and the control group that adopts CAL (Computer Assisted Learning) [18] or computer assisted test are better than those that do not implement [18,19]. From these 6 syntaxes of PjBL then developed to Rs-PjBL (Resource Sharing-Project Based Learning) where this model with 7 syntaxes [20].…”

Section: Issn: 2252-8822 mentioning

confidence: 99%

A new learning model of software engineering in vocational education

Nofriansyah¹,

Ganefri

Ridwan

2020

IJERE

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This research focused on the development a new learning model in Vocational Education to answer the challenges of this Industrial Revolution 4.0 era. The problem identified was the lack of learning outcomes, especially subjects oriented to software engineering for information systems students in particular and other computer science seen in the phenomenon of the inability of students to produce intelligent systems. From a series of validity, practicality, and effectiveness test results, use content validity with Aiken'V and construct validity with CFA (Confirmatory Factor Analysis) states that the model resulting from this study is stated, valid, practical and effective. This study also produced a new learning model with five syntaxes, namely (1) Define Problem and Design a Plan Project, (2) Interaction with Support System, (3) Create a Project, (4) Keep control and Monitoring Project, (4) Yield and Assessment of Project. And based on the test of the validity of the syntax of this model stated goodness-of-fit or valid.

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“…Open-ended test questions can stimulate essential aspects of critical thinking like analyzing, rethinking, or generating new ideas (Franco, Costa, and Almeida, 2018;Franco et al, 2018;Tiruneh et al, 2017;Asmawati et al, 2018) Third, measure rationality answer. Critical thinking means someone has a reasonable explanation (Mahbubah et al, 2018;Negoro et al, 2020;Istiyono et al, 2019;Abidin, Istiyono, Fadilah, and Dwandaru, 2019). Reasonable means the ability to think that tries to connect known facts into a conclusion ( Ennis, 1996;Sutarno et al, 2019;Abidin, Istiyono, Fadilah, and Dwandaru, 2019).…”

Section: The Basic Principle Of Making a Test Instrument Critical Thinkingmentioning

confidence: 99%

“…Critical thinking means someone has a reasonable explanation (Mahbubah et al, 2018;Negoro et al, 2020;Istiyono et al, 2019;Abidin, Istiyono, Fadilah, and Dwandaru, 2019). Reasonable means the ability to think that tries to connect known facts into a conclusion ( Ennis, 1996;Sutarno et al, 2019;Abidin, Istiyono, Fadilah, and Dwandaru, 2019).…”

Section: The Basic Principle Of Making a Test Instrument Critical Thinkingmentioning

confidence: 99%

Conceptual Framework of Critical Thinking Skills for Work and Energy Tests Applied to Physics Learning

Saputro¹,

Tukiran²,

Supardi³

et al. 2020

PTQ

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Work and energy are contents traditionally addressed in the study of physics and engineering. This is because this topic is part of people's daily lives; that is, they are critical thinking skills included in 21st century learning achievements that must be mastered by students. This study aimed to make an appropriate assessment formulation to measure students' critical thinking skills in work and energy. The systematic method of review was carried out through three stages. The first step was to search for relevant literature sources through a database and books. The database used included SAGE Journals, Wiley Online Library, Science Direct, and Google Scholar. There were 115 journals or proceedings that have been examined and then selected 50 articles following established criteria. The second stage determined formulating achievement indicators, and the third stage developed conceptual tests of critical thinking skills. Based on this study on the conceptual framework of the study to measure students' critical thinking skills in teaching materials for work and energy, it was concluded that (1) indicators of critical thinking skills on work and energy include interpretation, analysis, evaluation, inference, explanation; (2) the basic principles of making critical thinking test instruments include presenting phenomena, open-ended tests, and testing the rationality of answers; and (3) there were examples of the application of the development of the critical thinking skills test instrument for indicator analysis.

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A computerized adaptive test for measuring the physics critical thinking skills in high school students

Cited by 14 publications

References 19 publications

Development of higher order thinking skill assessment instruments in learning Indonesian history

Development of higher order thinking skill assessment instruments in learning Indonesian history

A new learning model of software engineering in vocational education

Conceptual Framework of Critical Thinking Skills for Work and Energy Tests Applied to Physics Learning

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