PRAKTIK ASESMEN PENGETAHUAN EPISTEMIK SAINS PADA PEMBELAJARAN BIOLOGI DAN KETERKAITANNYA DALAM PENGEMBANGAN IDENTITAS SAINS (SCIENCE IDENTITY) DI SMA

Raudlah Melinda Sidik, - and Ana Ratna Wulan, - and Kusnadi, - (2025) PRAKTIK ASESMEN PENGETAHUAN EPISTEMIK SAINS PADA PEMBELAJARAN BIOLOGI DAN KETERKAITANNYA DALAM PENGEMBANGAN IDENTITAS SAINS (SCIENCE IDENTITY) DI SMA. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Asesmen pengetahuan epistemik sains memegang peran penting dalam pembelajaran biologi karena mampu menumbuhkan pemahaman ilmiah, keterampilan berpikir kritis, serta identitas sains siswa. Namun, praktik asesmen di sekolah masih menghadapi tantangan, baik dari sisi keterbatasan pemahaman guru maupun penerapan asesmen yang sesuai dengan kerangka epistemik. Kondisi ini menimbulkan urgensi untuk mengkaji implementasi asesmen epistemik dan kontribusinya terhadap pengembangan identitas sains siswa. Penelitian ini bertujuan mendeskripsikan praktik asesmen pengetahuan epistemik sains dalam pembelajaran biologi di SMA serta menganalisis keterkaitannya dengan identitas sains siswa. Pendekatan kuantitatif dengan metode deskriptif digunakan dalam penelitian ini. Subjek meliputi guru dan siswa dari beberapa SMA dengan akreditasi berbeda. Data dikumpulkan melalui angket berbasis kerangka PISA 2025, kemudian dianalisis secara deskriptif dan korelasional. Analisis deskriptif dilakukan untuk menggambarkan praktik asesmen epistemik, sedangkan analisis korelasi digunakan untuk melihat hubungan praktik belajar epistemik dan asesmen epistemik dengan identitas sains siswa. Hasil penelitian menunjukkan bahwa praktik asesmen epistemik berbeda antar sekolah. Sekolah akreditasi A lebih sering menerapkan berbagai aspek pembelajaran dan asesmen epistemik, sedangkan sekolah akreditasi B dan C masih jarang menerapkannya. Praktik asesmen yang dilakukan guru berupaya mendorong pemahaman ilmiah, berpikir kritis, dan keterlibatan aktif siswa. Hasil korelasi memperlihatkan adanya hubungan positif signifikan antara pengalaman belajar epistemik dengan identitas sains siswa, khususnya antara penggunaan model dalam sains dengan epistemic belief (r = 0,140; p < 0,05) dan antara penalaran ilmiah dengan science capital (r = 0,137; p < 0,05). Namun, hubungan antara indikator asesmen epistemik dengan indikator identitas sains tidak ditemukan. Secara keseluruhan, penelitian ini menegaskan bahwa praktik asesmen epistemik di sekolah belum optimal, sehingga pengembangan identitas sains siswa melalui pengalaman dan asesmen epistemik masih terbatas. Temuan ini menekankan perlunya peningkatan kualitas asesmen epistemik dalam pembelajaran biologi untuk memperkuat identitas sains peserta didik Epistemic science knowledge assessment plays an important role in biology learning because it can foster scientific understanding, critical thinking skills, and students' scientific identity. However, assessment practices in schools still face challenges, both in terms of teachers' limited understanding and the application of assessments that are in line with the epistemic framework. This situation highlights the urgency of examining the implementation of epistemic assessment and its contribution to the development of students' scientific identity. This study aims to describe the practice of assessing epistemic knowledge of science in biology education at senior high schools and analyze its relationship with students' scientific identity. A quantitative approach using descriptive methods was employed in this study. The subjects included teachers and students from several high schools with different accreditations. Data were collected through a questionnaire based on the PISA 2025 framework and then analyzed descriptively and correlational. Descriptive analysis was conducted to describe epistemic assessment practices, while correlation analysis was used to examine the relationship between epistemic learning practices and epistemic assessment with students' scientific identity. The results of the study indicate that epistemic assessment practices vary between schools. Schools with A accreditation more frequently implement various aspects of epistemic learning and assessment, while schools with B and C accreditation still rarely implement them. The assessment practices carried out by teachers seek to encourage scientific understanding, critical thinking, and active student engagement. Correlation results indicate a significant positive relationship between epistemic learning experiences and students' scientific identity, particularly between the use of models in science and epistemic beliefs (r = 0.140; p < 0.05) and between scientific reasoning and science capital (r = 0.137; p < 0.05). However, no relationship was found between epistemic assessment indicators and science identity indicators. Overall, this study confirms that epistemic assessment practices in schools are not yet optimal, so the development of students' science identity through epistemic experiences and assessments remains limited. These findings emphasize the need to improve the quality of epistemic assessment in biology education to strengthen students' science identity.

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Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?hl=id&user=4YvzE8AAAAAJ ID SINTA Dosen Pembimbing: Ana Ratna Wulan: 5995001 Kusnadi: 6002975
Uncontrolled Keywords:	Asesmen epistemik, Identitas sains, Pembelajaran biologi Epistemic Assessment, Scientific Identity, Biology Learning,
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education Q Science > QH Natural history > QH301 Biology
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Biologi - S2
Depositing User:	Raudlah Melinda Sidik
Date Deposited:	18 Sep 2025 01:25
Last Modified:	18 Sep 2025 01:25
URI:	http://repository.upi.edu/id/eprint/137317

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