Harsono, - (2023) PENGEMBANGAN INSTRUMEN ASESMEN CHEMISTRY LITERACY AND CRITICAL THINKING (CLCT) PADA MATERI KELARUTAN DAN TETAPAN HASIL KALI KELARUTAN UNTUK MENGUKUR KEMAMPUAN LITERASI KIMIA DAN BERPIKIR KRITIS. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Perubahan yang sangat cepat dan mengglobal di berbagai bidang ilmu pengetahuan, teknologi, dan informasi tentunya menuntut masyarakat untuk memiliki literasi pengetahuan yang baik dan kritis dalam menyelesaikan berbagai masalah kehidupan. Pada penelitian ini dikembangkan alat ukur keterampilan literasi dan berpikir kritis siswa dalam pembelajaran kimia topik kelarutan dan Ksp yang kemudian diberi nama Chemistry Literacy and Critical Thinking (CLCT). Asesmen CLCT yang dikembangkan menggunakan model Research and Development kerangka Borg-Gall dengan partisipan 108 siswa SMA di kota Bandung. Data validitas asesmen dikumpulkan menggunakan instrumen pengukuran validitas isi, empiris, reliabilitas, keterbacaan, daya pembeda, tingkat kesukaran dan keberfungsian distraktor. Uji kualitas instrumen menunjukkan CVI untuk soal pilihan berganda 0,96 sedangkan untuk uraian dan skala sikap 1. Analisis kesesuain menunjukkan bahwa enam indikator pilihan berganda serta empat indikator uraian telah memuat indikator literasi kimia, berpikir kritis, dan sesuai dengan KD K-2013. Pearson correlation literasi kimia dengan berpikir kritis sebesar 0,674 berkategori kuat. R2 bernilai 0,454 artinya berpikir kritis memberikan kontribusi 45,4% terhadap literasi kimia. Uji validitas meunjukkan bahwa soal dan pernyataan sikap yang dikembangkan dinilai valid. Uji reliabilitas soal menunjukkan pilihan berganda berkategori tinggi serta uraian dan skala sikap berkategori sangat tinggi. Uji keterbacaan menunjukkan bahwa soal-soal CLCT dapat dipahami. Uji soal CLCT menunjukkan bahwa daya pembeda 9 soal pilihan berganda sangat baik dan 4 soal baik, sedangkan seluruh soal uraian sangat baik. Tingkat kesukaran pilihan berganda 8% (sedang), 92% (mudah) dan 0% (sukar), sedangkan untuk uraian 50% (mudah), 50% (sedang) dan 0% (sukar). Keberfungsian distraktor berfungsi dengan baik. Penelitian ini memberikan alternatif asesmen yang dapat digunakan dalam pembelajaran untuk mengukur kemampuan berpikir kritis dan literasi kimia secara terintegrasi. Very rapid and global changes in various fields of science, technology, and information certainly require people to have good and critical knowledge literacy in solving various life problems. In this study, a tool to measure students' literacy and critical thinking skills in learning chemistry, solubility topics, and KSP was developed, which was later named Chemistry, Literacy, and Critical Thinking (CLCT). The CLCT assessment was developed using the Research and Development model of the Borg-Gall framework with the participants of 108 high school students in the city of Bandung. Assessment validity data were collected using instruments measuring content validity, empirical, reliability, readability, discriminating power, difficulty level, and distraction function. The instrument quality test showed a CVI of for multiple-choice questions 0.96 while for the description and attitude scale 1. Conformity analysis shows that six multiple-choice indicators and four description indicators contain indicators of chemical literacy, and critical thinking, and are by KD K-2013. Pearson correlation of chemical literacy with critical thinking of 0,674 is in a strong category. An R2 of 0,454 means that critical thinking contributes 45,4% to chemical literacy. The validity test shows that the questions and attitude statements developed are considered valid. The reliability test showed a high category multiple choice and a very high category attitude description and scale. The readability test shows that CLCT questions can be understood. The CLCT question test shows that the distinguishing power of 9 multiple-choice questions is very good and 4 questions are good, while the whole description question is very good. The difficulty rate of multiple choice is 8% (moderate), 92% (easy), and 0% (difficult), while for description 50% (easy), 50% (medium), and 0% (difficult). The functioning of the distractor works properly. This research provides an alternative assessment that can be used in learning to measure critical thinking skills and chemical literacy in an integrated manner.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | ID SINTA Dosen Pembimbing: NAHADI: 5978998 HELI SITI HALIMATUL MUNAWAROH: 5978104 |
| Uncontrolled Keywords: | instrumen CLCT, literasi kimia, berpikir kritis, research and development, kelarutan dan tetapan hasil kali kelarutam (Ksp) CLCT instrument, chemical literacy, critical thinking, research and development, solubility and solubility product constant (Ksp) |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QD Chemistry |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Kimia > Program Studi Pendidikan Kimia |
| Depositing User: | Harsono |
| Date Deposited: | 05 Jan 2024 08:07 |
| Last Modified: | 05 Jan 2024 08:07 |
| URI: | http://repository.upi.edu/id/eprint/114108 |
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