Measurement Instrument of Scientific Reasoning Test for Biology Education Students

Abstract

The purpose of this research is to develop a measurement instrument of scientific reasoning tests for biology education students. The research method used the development stage of the instrument based on the test development procedure according to Oriondo & Dallo-Antonio including: (1) design of test, (2) trial test, (3) determination of validity, and (4) determination of reliability. Test instrument sheet consisting of 13 items and then validated by promotors and measurement experts. The validated instruments were then tried out on 100 students in Biology Education Program of UIN Sunan Kalijaga Yogyakarta. The polytomous data were analyzed using Partial Credit Model (PCM-1 PL). The results showed that 13 items of scientific reasoning instruments were proved fit with the PCM model. By using the lowest limit criteria, INFIT MNSQ was 0.77 and the upper limit was 1.30, the instrument reliability was 0.74 that based on the estimate of case estimate was high. The index of difficulty of items ranged between -2.25 and 0.97. Thus, scientific reasoning instruments which were qualified to measure scientific reasoning skills should be prioritized in learning for biology education students.

Implementation of Technology-based Guided Inquiry to Improve TPACK among Prospective Biology Teachers

“…Sen and Gulsah (2016) note that inquiry is a teaching strategy that aims at developing students' abilities to deal with problems they may encounter. Amy, at al., (2013) and Yanto, at al., (2019) also clarify that, in inquiry-based learning, students can work in groups to explore problems and solve questions through scientific investigation. The purpose of applying inquiry learning strategy is to develop the ability to think systematically, logically, and critically, as well as to enhance intellectual abilities as part of mental processes.…”

Improving Students’ Scientific Reasoning Skills through the Three Levels of Inquiry

“…Therefore, the application of three levels of inquiry to improve scientific reasoning should be realized. Furthermore, the results of a pilot study among the universities in Yogyakarta revealed some problems concerning biology learning, such as the lack application of inquiry learning and training (Yanto, et al, 2019). This pilot study was then supported by the research results from Saptono et al, (2013), Asniar (2016) and Probosari et al, (2015) where the lecturing activities emphasize more on remembering and practicum.…”

development measurement of environmental literacy and ethics instrument for adults education

“…Based on the analysis, it can be concluded that the test instrument containing 22 items related to environmental literacy was valid and feasible to use. Validity and reliability of test items are considered important because these will determine the quality of the research data that has been collected and at the same time avoid the occurrence of data errors because the valid and reliable instrument has been declared ready and feasible to use (Banerjee et al, 2014;Md Ghazali, 2016;Yalcin & Yalcin, 2017;Yanto et al, 2019). Similar to the environmental literacy instrument, the assessment grid is prepared by determining aspects and indicators of environmental ethics abilities that are in accordance with the material in ecology lectures.…”