Development and Validation of Critical Thinking Disposition Test in Biology

Syahfitri, Jayanti; Firman, Harry; Redjeki, Sri; Sriyati, Siti

doi:10.29333/iji.2019.12425a

Cited by 12 publications

(11 citation statements)

References 9 publications

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“…The logit value obtained then becomes a reference for the level of difficulty of the questions (in the form of a wright map), and the pattern of chances of answering the questions is compared to the range of areas received based on the Rasch model as a reference for the values of construct validity, content, and reliability of the test instrument studied. In this study, various instrument feasibility analyzes were carried out, including the distribution of the difficulty level of the questions, the unidimensionality of the test instrument, the content validity according to the fit of the Rasch model, and the reliability of the instrument (Pancorbo et al 2020;Syahfitri et al 2019).…”

Section: Resultsmentioning

confidence: 99%

Validity Analysis Using the Rasch Model in the Development of Alkane Concept Test Instruments

Mulyanti

Suwahono

Setiowati

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to test the feasibility of the test instrument as a measuring tool for student knowledge of alkane compounds in the online form of 15 multiple choice questions on the concept of characteristics, physical properties, and nomenclature of alkanes. The questions were tested on 85 students who had studied the subject of alkanes. The feasibility analysis includes the level of problem difficulty, construct validity, content validity, and reliability. The results of the analysis show that the items developed are feasible according to the Rasch model.

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Section: Resultsmentioning

confidence: 99%

Validity Analysis Using the Rasch Model in the Development of Alkane Concept Test Instruments

Mulyanti

Suwahono

Setiowati

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Via the Maximum Likelihood approach, data was analyzed using the Confirmatory Factor Analysis (CFA) method. This was conducted by testing the relationship between the observed variables and construct [23].…”

Section: Methodsmentioning

confidence: 99%

Heat and temperature metacognition awareness inventory: A confirmatory factor analysis

Sukarelawan

Sulisworo

Jumadi

et al. 2021

IJERE

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<span lang="EN-US">This cross-sectional study aimed to validate students' metacognition awareness inventory in Heat and Temperature material. A total of 167 public senior high school students in Yogyakarta, Indonesia were selected through convenience sampling technique. The heat and temperature metacognition awareness inventory (HeTMAI) inventory consists of six factors, namely: 1) Knowledge of cognition; 2) Planning; 3) Monitoring; 4) Evaluation; 5) Debugging; and 6) Information management. HeTMAI used a 5-point Likert scale. The data was analyzed using the confirmatory factor analysis (CFA) method through the Maximum Likelihood approach. All statistics were found to meet acceptance values. The four GOF indices (χ2/df=2.36, CFI=0.97, TLI=0.97, and SRMR=0.06) have supported the fit of the six-factor HeTMAI model. Standardized factor loading (SFL), construct reliability (CR), average variance extracted (AVE) and discriminant values provide evidence that HeTMAI has sufficient convergent and discriminant validity. Cronbach's alpha value of 0.96 indicated HeTMAI has very adequate evidence of reliability.</span>

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“…The respondents were the grade 12 seniors in the Academic Year of 2017/2018. According to Syahfitri, Firman, Redjeki, and Srivati, (2019), the purpose of construct validation is to test every test item quality, the test feasibility empirically, and the adequacy of the developed test construct. 4.…”

Section: Development Of the Test The Test Developed In This Study Ismentioning

confidence: 99%

Development of an Achievement Test to Measure Students’ Competency in General Mathematics

Mamolo¹

2021

INT J INSTRUCTION

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The first batch of graduates in the country under the K-12 curriculum graduated in 2018. Thus, a call for an evaluation of students' acquired competency is essential. That's why, there is a need for the construction of assessment tools. In this study, a valid, reliable, and item quality achievement test in General Mathematics was developed. Eight experts examined the test for its improvement and refinement. The test was pilot-tested to 425 senior high school students, was item analyzed, and was subjected to a reliability test. Forty questions were included in the final form of the test. The average item difficulty was 0.40, which means intermediate while the average item distinctiveness was 0.34, which signifies well items. Moreover, the reliability coefficient of the test was 0.84, which indicates that the items of the constructed test have acceptable value for internal consistency. The result suggests that the developed test is an excellent tool for classroom assessment.

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Development and Validation of Critical Thinking Disposition Test in Biology

Cited by 12 publications

References 9 publications

Validity Analysis Using the Rasch Model in the Development of Alkane Concept Test Instruments

Validity Analysis Using the Rasch Model in the Development of Alkane Concept Test Instruments

Heat and temperature metacognition awareness inventory: A confirmatory factor analysis

Development of an Achievement Test to Measure Students’ Competency in General Mathematics

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