Critical thinking as one of the 21st century competences required by students needs to be developed and analyzed by employing qualified assessment instrument. Test is a kind of critical thinking assessment instrument which quality is developed and analysed to create a meaningful learning. A total of 10 multiple choices items were developed based on critical thinking indicators. The items were then given to forty two 4th grade students in one of the elementary schools in Tasikmalaya-West Java after obtaining STEM learning. Focus group discussions were conducted to construct and validate the instrument. The result of the test was analyzed using Rasch model with the assistance of Winsteps software version 3.75. The results indicated that the analysis using the Rasch model could explain the critical thinking items’ quality based on the level of difficulty and suitability and could categorize students’ abilities and their suitability for STEM learning conducted.

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This study intends to investigate the self-efficacy and perspectives of primary school parents in an online learning during COVID-19. The survey method was applied in this study with a random sampling technique for parents in West Java. Participants included in this study were 95 parents of elementary school students. The instruments applied were open and closed questionnaires. Overall, parental self-efficacy was moderate, namely 45.98. Parents' self-efficacy in public primary schools was higher than from private primary schools. However, in inferential, there was no significant difference between the self-efficacy of parents in public and private primary schools. 55% of parents rated online learning as effective. For students, 44% of parents felt that students had difficulties understanding online learning materials at home. On the other hand, 82% of parents felt student assessments assisted in learning from home. 93% of parents found it easy to access online learning. 68% of parents were satisfied with online learning during COVID-19. Thus, online learning is a breakthrough in learning activities with the use of future technology during COVID-19. Educators are also required to create interactive learning through online learning platform and with the cooperation from parents at home.

The use of student worksheets (LKS, Lembar Kerja Siswa) can assist teachers in developing and implementing the learning process in the classroom. Prospective elementary school teachers need to be equipped with the ability to develop innovative LKS so that they can be used for learning process. This study aims to identify the ability of prospective elementary school teachers in developing worksheets on context-based science learning through debriefing programs. The stages of the debriefing program consist of: giving initial assignments and understanding, implementing design, and workshops, reviewing/reflecting the design results (group discussions and presentations), and making improvement. This debriefing program was attended by 80 college students from preservice elementary school teacher level four at one university in the West Java region, Indonesia. LKS products before and after debriefing are described based on several aspects and then analyzed to determine the effect of the debriefing program on improving college students' ability in developing LKS. The results show that the debriefing program can lead to the college students' ability to develop LKS on context-based science learning. The improved ability is related to: clarity in the use of written language, concept stages, context use, showing the authenticity of the task and the use of learning media.

Many researchers or teachers need more and more complete information about the evaluation of the implementation of learning or the ability measurement tools used to find out how much learning outcomes are shown by their students. In this article, it is shown how to analyze questions based on the level of difficulty and suitability of test item items; especially on HOTS (Higher-Order Thinking Skill) based test questions which were developed based on a cognitive hierarchy adopted from Bloom's taxonomy (C4, C5, & C6). The analysis process was carried out based on Sumintono's (2015) explanation of the combination of standard deviation (SD) values and logit average values (Mean).Then perform the criteria for the outfit mean square (MNSQ) value, the Z-standard outfit value (ZSTD) and the point measure correlation value (Pt. Measure Corr) (Boone et al., 2014). The analysis technique was carried out through Rasch modeling assisted by the Winsteps 3.75 application. As for the grouping of difficulty levels according to Sumintono (2015), namely 1) difficult question category (logit value is greater + 1SD); 2) difficult question category (value 0.0 logit +1 SD); 3) easy question category (value 0.0 logit -1 SD); and 4) the category of questions is very easy (value less than -SD), as well as for the criteria used to measure the suitability of item items using, 1) the value of 0.5