Karakteristik Pengembangan Tes Keterampilan Berpikir Kritis Bumi dan Antariksa Untuk Calon Guru

Abstract

The purpose of this study was to analyze the characteristics of the f critical thinking skills test and measurement errors according to classical test theory and item response theory. The test is based on the basic concepts and essential principles of the Earth Space, with reference to the core critical thinking skills. The research method used a mixed methods design with embedded experimental models. The analysis in this study is based on 41 responses of students teacher prospective who have taken IPBA courses at the Physics education department of FPMIPA UPI. Based on classical test theory indicates that of 18 test items were analyzed 15 items were good quality, reliability index of 0.89. From information function and standard error measurement of item response theory, the overall conclusion of this evaluation is that the model 2PL is better to use when evaluating the test.Keywords: critical thinking skills, earth and space, classical test theory, item response theory AbstrakTujuan penelitian ini untuk menganalisis karakteristik tes keterampilan berpikir kritis serta kesalahan pengukuran menurut teori tes klasik dan teori respons item. Tes disusun berdasarkan konsep dasar dan prinsip esensial sains Bumi dan Antariksa, dengan mengacu pada inti keterampilan berpikir kritis. Metode penelitiannya menggunakan mixed methods dengan desain embedded experimental model. Analisis dalam penelitian ini didasarkan pada respons 41 mahasiswa calon guru yang telah mengambil matakuliah IPBA di departemen pendidikan Fisika FPMIPA UPI. Berdasarkan teori tes klasik menunjukkan bahwa dari 18 item tes yang dianalisis 15 item yang berkualitas baik, indeks reliabilitas 0,89. Dari fungsi informasi dan pengukuran kesalahan baku pada teori respons item, kesimpulan keseluruhan dari evaluasi ini adalah bahwa model 2PL adalah lebih baik untuk digunakan ketika mengevaluasi tes.Kata-kata kunci: keterampilan berpikir kritis, bumi dan antariksa, teori tes klasik, teori respon item. PENDAHULUANBerpikir kritis merupakan suatu kemampuan yang dapat menciptakan para pemikir tangguh dan pemecah masalah yang handal, hal inilah yang menyebabkan berpikir kritis sangat penting dilatihkan karena kegiatan pembelajaran seharusnya bukan hanya bertujuan mengarahkan siswa dalam rangka memperoleh nilai semata. Berpikir kritis merupakan salah satu berpikir tingkat tinggi yang digunakan untuk pembentukan system konseptual siswa.

Penerapan Model Pembelajaran Problem Based Learning Berbasis Multirepresentasi Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Sma Pada Materi Getaran Harmonik

“…Penelitian sebelumnya mengenai kemampuan berpikir kritis di antaranya adalah peningkatan melalui strategi writing to learn [6], proses mengontruksi instrumen untuk mengukur kemampuan berpikir kritis [7], profil yang menghubungkan antara kemampuan kognitif dan berpikir kritis [8][9], serta deskripsi penerapan model process oriented guided inquiry learning untuk melihat pengaruhnya terhadap kemampuan berikir kristis siswa [10]. Urgensitas kemampuan berpikir kritis ini bahkan dilakukan di tingkat perguruan tinggi [11][12].…”

Bloom's Taxonomy Approach to Cognitive Space Using Classic Test Theory and Modern Theory

“…From the analysis with item response theory, the most rational logistic parameter model is the 2PL model. There is a positive linear correlation between the discriminating power of rpbis and parameter a 2PL, and a negative linear correlation between the degree of difficulty p and parameter b 2PL (Ramalis, 2015) When person parameters were assumed to be unknown and items parameters to be either known or not, the power achieved using IRT or CTT were similar and always lower than the expected power using the well-known sample size formula for normally distributed endpoints. The number of items had a substantial impact on power for both methods.…”

Religious Values-Based Learning Materials on Earth and Space Science: Analysis Spirituality and Conceptual Understanding Levels

“…When students feel amazed and amazed by the natural phenomena around them, it will become a bridge to achieve spiritual values [8]. Another advantage in earth and space science learning activities is that because the object of study is very close to everyday life, observations of earth and space phenomena will sharpen the ability of students to observe every aspect of life [9]. Several studies that lead to efforts to integrate religious characters in science learning have been carried out both through the application of learning strategies [10]- [13] and through integration in learning materials such as books [14], modules [8], [9], [15], [16], and multimedia [17]- [20].…”

“…Another advantage in earth and space science learning activities is that because the object of study is very close to everyday life, observations of earth and space phenomena will sharpen the ability of students to observe every aspect of life [9]. Several studies that lead to efforts to integrate religious characters in science learning have been carried out both through the application of learning strategies [10]- [13] and through integration in learning materials such as books [14], modules [8], [9], [15], [16], and multimedia [17]- [20]. The results of these studies provide an important recommendation that the integration of religious values in science learning can take place well and can be received with a positive response from students.…”

“…The strategies used in integrating religious values into science learning are mostly done by providing religious material outside the subject matter of science, such as the use of relevant Al-Quran verses [3], [6]- [9] and the delivery of religious material directly in the science learning process [12]. The integration of religious values in this way has one drawback that even though it is said that the science material is integrated with religious values, in fact the science material is still separated from the religious values that will be integrated.…”