Developing an analogical transfer skill assessment tool on momentum and impulse material

Abstract

This research can be done to assess the analogical transfer skill based on isomorphic problems. The assessment tool in this research contains momentum and impulse material questions consisting of 40 multiple-choice items. Instruments that have been validated by physics education experts, physicists, and educational practitioners. The instrument was piloted on 333 learners. This research used a response model dichotomous. The result of the research shows that there are 40 items of expert judgments that have a “good for use” category. Based on the analysis, the mean INFIT MNSQ, which is 1.00 ± 0.04, means that all items are accord the Rasch Model. The whole item represents the range of capabilities -2.0 to +2.0. Thus, this assessment instrument can be used to measure the analogical transfer skill of senior high school students, especially on the matter of momentum and impulse.

The Teachers’ Competencies to Develop Assessment for High School Students in Merauke

“…The instruments used were adjusted to the situation of respondents in Merauke. The questionnaire developed was adjusted to the competency indicators of constructing and analyzing the question items (Sari et al, 2019). Indicators for constructing and analyzing question items are presented in Table 1.…”

The Pedagogical Competence in Developing Assessment Instruments of Physics High School Teachers in Merauke District

“…The question is made only for training and examination purposes without knowing the validity of the question. It becomes the teacher's weakness because the question as a measuring instrument needs to be validated to fit the objectives of the assessment (D. K. Sari et al, 2019;. Poor The indicator "revising based on validator's suggestions" is related to the previous indicator.…”

“…The teachers also analyzed the difficulty level of the question items but still used the estimates in their determination. It is noteworthy because "estimates" cannot be used as standards for making quality grading instruments (D. K. Sari et al, 2019). Other information obtained is that most physics teachers do not know the software to analyze questions that use classic test theory or item response theory.…”

“…The value is a number given without a meaning, but the teacher's number describes the extent of the students' ability (Yuniati & Prayoga, 2019). Therefore, the assessment used by teachers must meet predetermined standards (Sari et al, , 2019. The standard in question is the instrument used to meet valid criteria, reliable, and item characteristic (Aiken, 1985;Mardapi, 2012;Retnawati, 2014).…”