Wangi Pusva Kartini, - and Nahadi, - and Budiman Anwar, - (2025) PENGEMBANGAN INSTRUMEN ASESMEN KOMPETENSI MINIMUM (AKM) BERBASIS DIGITAL UNTUK MENILAI KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI LAJU REAKSI. S2 thesis, Universitas Pendidikan Indonesia.
Abstract
Penelitian ini bertujuan untuk menghasilkan instrumen Asesmen Kompetensi Minimum (AKM) berbasis digital untuk menilai keterampilan berpikir kritis siswa pada materi laju reaksi. Tes berbasis digital diharapkan lebih praktis dan ekonomis serta dapat menjawab tantangan waktu dan jarak. Instrumen Asesmen kompetensi minimum (AKM) menekankan pada kemapuan literasi membaca dan literasi numerasi siswa serta mengasah keterampilan berpikir kritis siswa. Penelitian ini menggunakan metode “Development and Validation” tahapan dalam metode tersebut terdiri atas : (1) Penggambaran tujuan tes dan ruang lingkup konstruk atau tingkat domain yang akan diukur, (2) pengembangan dan evaluasi spesifikasi tes, (3) pengembangan, pelaksanaan tes, evaluasi, pemilihan butir soal, dan pembuatan pedoman penilaian, dan (4) perakitan dan evaluasi tes untuk penggunaan operasional. Pengembangan instrumen meliputi penyusunan soal berdasarkan kisi-kisi, membuat media tes menggunakan google form, dan validasi soal dengan model Rasch. Pengumpulan dan analisis data dilakukan dengan validasi isi(expert judgement) instrumen menggunakan CVR, uji validitas, reliabilitas, tingkat kesukaran, daya pembeda menggunakan perangkat lunak Ministep, dan dilakukan analisis keterbacaan dan kepraktisan. Penelitian ini dilakukan disalah satu SMAN Kota Bandung yang melibatkan 57 siswa, yaitu 27 siswa pada uji 1 dan 30 siswa pada uji 2. Hasil penelitian menunjukkan instrumen memiliki validitas empiris dengan hasil 31 butir soal valid dari 40 soal yang dikembangkan, yaitu 16 butir soal literasi membaca dan 15 butir soal literasi numerasi. Pada AKM literasi membaca diperoleh nilai reliabilitas Cronbach Alpha 0,73 dan pada AKM literasi numerasi diperoleh nilai reliabilitas Cronbach Alpha 0,67. Varian tingkat kesukaran butir soal 9,6% mudah, 32,2% sedang, 45,1% sukar, dan 12,9% sangat sukar, dan daya beda dengan 20 soal kategori bagus, 7 soal cukup dan 4 soal jelek. Keterbacaan tes dengan media google form 83,6% kategori sangat baik dan kepraktisan 80 % katergori praktis. This research aims to produce a digital-based Minimum Competency Assessment (AKM) instrument to assess students' critical thinking skills on reaction rate material. Digital-based tests are expected to be more practical and economical and can answer the challenges of time and distance. The minimum competency assessment instrument (AKM) emphasizes students' reading literacy and numeracy literacy skills as well as honing students' critical thinking skills. This research uses the "Development and Validation" method. The stages in this method consist of: (1) Delineation of the test objectives and scope of the construct or domain level to be measured, (2) development and evaluation of test specifications, (3) development, implementation of the test, evaluation, selection of test items, and creation of assessment guidelines, and (4) assembly and evaluation of tests for operational use. Instrument development includes preparing questions based on a grid, creating test media using Google Forms, and validating questions using the Rasch model. Data collection and analysis was carried out by validating the instrument content(expert judgement) using CVR, testing validity, reliability, level of difficulty, distinguishing power using Ministep software, and analyzing readability and practicality. This research was conducted at one of the high schools in Bandung City involving 57 students, namely 27 students in test 1 and 30 students in test 2. The results of the research showed that the instrument had empirical validity with the results of 31 valid questions out of the 40 questions developed, namely 16 literacy questions. reading and 15 numeracy literacy questions. In the AKM for reading literacy, the Cronbach Alpha reliability value was 0,73 and for the AKM for numeracy literacy, the Cronbach Alpha reliability value was 0,67. The variations in the level of difficulty of the questions are 9,6% easy, 32,2% medium, 45,1% difficult and 12,9% very difficult, and different strengths with 20 questions in the good category, 7 questions in the fair category and 4 questions in the bad category. The readability of the test using Google Form media was 83,6% in the very good category and the practicality was 80% in the practical category.
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| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=wangi+pusva+kartini&btnG= ID SINTA Dosen Pembimbing: Nahadi: 5978998 Budiman Anwar: 5978128 |
| Uncontrolled Keywords: | Asesmen Kompetensi Minimum, Tes Berbasis Digital, Berpikir Kritis, Laju Reaksi. Minimum Competency Assessment(AKM), Digital Based Test, Critical Thinking, Reaction Rate. |
| Subjects: | L Education > L Education (General) Q Science > Q Science (General) Q Science > QD Chemistry |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Kimia - S2 |
| Depositing User: | Wangi Pusva Kartini |
| Date Deposited: | 17 Apr 2025 08:08 |
| Last Modified: | 17 Apr 2025 08:08 |
| URI: | http://repository.upi.edu/id/eprint/132076 |
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