An Analysis of Students' Science Process Skills in Hydrolysis Subject Matter Using Testlet Instrument

Yamtinah, Sri; Masykuri, Mohammad; Ashadi, Ashadi; Shidiq, Ari Syahidul

doi:10.2991/ictte-17.2017.36

Cited by 12 publications

(11 citation statements)

References 20 publications

(36 reference statements)

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“…Asesmen dilakukan untuk mengetahui tingkat keberhasilan guru dan siswa yang telah melaksanakan pembelajaran. Selain itu, kompetensi siswa akan diketahui melalui pemberian AKM (Yamtinah et al, 2017). Selain itu, Safari (2020) menyatakan bahwa Asesmen Kompetensi Minimum (AKM) dirancang khusus untuk mengukur kompetensi berpikir atau bernalar peserta didik ketika membaca data dan teks bacaan (literasi) dan menghadapi persoalan yang membutuhkan pengetahuan matematika (numerasi).…”

Section: Pendahuluanunclassified

Pelatihan Penyusunan Instrumen Asesmen Kompetensi Minimum (AKM) Di Smk Bina Kusuma Ruteng

Murni¹,

Nendi²,

Jundu³

et al. 2022

Creat J. Cumn Enga

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ABSTRAK Asesmen Kompetensi Minimum merupakan penilaian kemampuan minimum yang dilakukan kepada peserta didik. Kemampuan minimum yang dimaksud adalah kemampuan paling dasar yang harus dimiliki oleh peserta didik pada jenjang tertentu, yaitu literasi membaca dan numerasi. AKM mengukur kompetensi berpikir atau bernalar peserta didik ketika membaca teks (literasi) dan menghadapi persoalan yang membutuhkan pengetahuan matematika (numerasi). Tidak semua guru memiliki pengetahuan dan keterampilan menyusun instrumen, contohnya para guru di SMK Bina Kusuma Ruteng. Oleh karena itu, tim pengabdian kepada masyarakat melaksanakan kegiatan pelatihan penyusunan instrumen Asesmen Kompetensi Minimum untuk para guru SMK Bina Kusuma Ruteng. Pelatihan dilakukan untuk mengembangkan kompetensi guru dalam menyusun instrumen AKM sehingga mendukung tercapainya tujuan pembelajaran yang diharapkan. Kegiatan pelatihan diikuti oleh 30 guru SMK Bina Kusuma Ruteng. Kegiatan ini dilakukan melalui beberapa tahap, yaitu wawancara, perencanaan, pelaksanaan, dan evaluasi. Kegiatan ini dapat berpengaruh positif terhadap kemampuan dan keterampilan para guru dalam menyusun instrumen Asesmen Kompetensi Minimum. Berdasarkan hasil analisis data ditemukan bahwa pelatihan memiliki kualitas dengan kategori baik sekali (4.75) dan memberikan dampak dalam kategori kategori baik sekali (4.92). Terbukti bahwa para guru bisa menyusun instrumen AKM dengan baik. Sedangkan, dampak pelaksanaan pelatihan masuk dalam kategori baik sekali (4.82). Mitra mampu menyusun instrumen PKM dengan benar, hal ini dapat dilihat pada tugas yang dipresentasikan oleh mitra. Instrumen yang dihasilkan ini diharapkan dapat menjadi penduan bagai para guru dan calon guru untuk mengembangkan dan menggunakan instrumen AKM pada proses pembelajaran dan penilaian di kelas. Jadi, dapat disimpulkan bahwa kegiatan pelatihan ini dapat mengembangkan kompetensi guru dalam menyusun instrumen AKM, sehingga guru mampu menyelenggarakan pembelajaran secara efektif dan efisien. Kata Kunci: Pelatihan, Penyusunan, Instrumen, AKM ABSTRACT Minimum Competency Assessment is a minimum ability assessment carried out on students. The minimum ability in question is the most basic ability that must be possessed by students at a certain level, namely reading literacy and numeracy. AKM measures the thinking or reasoning competence of students when reading texts (literacy) and dealing with problems that require mathematical knowledge (numbering). Not all teachers have the knowledge and skills to compose instruments, for example, teachers at SMK Bina Kusuma Ruteng. Therefore, the community service team carried out training activities for the preparation of Minimum Competency Assessment instruments for teachers of SMK Bina Kusuma Ruteng. The training was conducted to develop teacher competence in compiling the AKM instrument to support the achievement of the expected learning objectives. The training activity was attended by 30 teachers of SMK Bina Kusuma Ruteng. This activity was carried out through several stages, namely interviews, planning, implementation, and evaluation. This activity can have a positive effect on the ability and skills of teachers in preparing the Minimum Competency Assessment instrument. Based on the results of data analysis, it was found that the quality of the training was in the very good category (4.75) and had an impact in the very good category (4.92). It is proven that the teachers can arrange the AKM instrument well. Meanwhile, the impact of the implementation of the training is in the very good category (4.82). It is proven that the teachers can arrange the AKM instrument well. Meanwhile, the impact of the implementation of the training is in the very good category (4.82). Teachers can develop PKM instruments correctly, this can seen in the tasks presented by teachers. The result of instrument is expected to be a guide for teachers and prospective teachers to develop and use the AKM instrument in the learning and assessment process in the classroom. So, it can concluded that this training activity can develop teacher competence in preparing AKM instruments, so that teachers are able to organize learning effectively and efficiently. Keywords: Training, Preparation, Instruments, AKM

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Section: Pendahuluanunclassified

Pelatihan Penyusunan Instrumen Asesmen Kompetensi Minimum (AKM) Di Smk Bina Kusuma Ruteng

Murni¹,

Nendi²,

Jundu³

et al. 2022

Creat J. Cumn Enga

View full text Add to dashboard Cite

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“…So SPS can be used to challenge or face competition in daily life [11], and student achievement can improve [10] [12]. The basis of Science Process Skills consists of skills to observe, classify, predict, measure, infer and communicate [13]. The basics of this skill are the basics interconnected with life [14] noting that in this study, the SPS that is raised in the module is on the indicators of classifying, observing, applying concepts, considering observations, and reading and communicating data.…”

Section: Engineering and Mathematics (Stem)mentioning

confidence: 99%

Development Learning Cycle 5E Module Integrated with Science, Technology, Engineering, and Mathematics (STEM) in Thermochemistry

Chayati

Masykuri

Utomo

2020

JKPK

Self Cite

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The success of the learning process is something that needs to be considered in 21st-century learning. One of the successes in teaching and learning uses appropriate learning models. One of the 21st-century learning models is the 5E Learning Cycle integrated with Science, Technology, Engineering, and Mathematics (STEM). This learning model encourages student activities in the teaching and learning process, with the encouragement of student activities, students' science process skills will grow. Science process skill is one of skill that student must have in 21st-century learning. One effort to encourage students' process skills is to use a virtual laboratory. This research aims to develop a 5E Learning Cycle module integrated with STEM and is equipped using a virtual laboratory (www.chemcollective.org) on thermochemistry material. This study's subjects were students of class XI of state high schools in the city of Kediri. This research is a Research and Development (R&D). The data collected through interview, observation, and questionnaires. The results of this study are: students need a teaching material that can drive the student achievement of the teaching and learning process in the 21st century in thermochemistry material; module validity which is declared valid by a severe expert (v = 0.89); The module developed shows effective results seen from the learning outcome on thermochemistry material and the module can foster science process skill

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“…Stated that science process skills are essential for students because they allow students to learn actively so that science will be useful in everyday life. Students' science process skills can be trained through media, approaches, methods and evaluation instruments (Yamtinah et al, 2017). Science process skills should be used by teachers in the effective delivery of science fact.…”

Section: Introductionmentioning

confidence: 99%

“…Science process skills are not subject-specific, but they do push for subject spesific knowledge. There must be an assignment, some information to remember, or a problem to solve in order for the skills to be implemented (Yamtinah et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Development instrument science process skills biology for Junior High School

2021

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Science process skills (SPS) are basic skills in science and tools of a scientist to investigate science phenomena. One of the ways to improve science process skills is by giving students practice questions. This study aims to develop a valid and reliable science process skills instrument. The research is developmental research using a procedural model adapted from Djaali and Muljono. These steps include the theory synthesis stage, the design stage (variable construction, development of question indicators, preparation of grids, making instruments, scoring), and the evaluation stage (validity test, reliability test, and item analysis). The research instruments used were expert validation sheets, practitioner assessment questionnaires, and product trial questions for 100 students. The results of judgment expert and practitioner judgment were processed descriptively. The empirical validity results, which are quantitative data, are processed using the software Microsoft Excel. The results showed that the developed questions were valid based on logical validity (89.43%) and empirical validity (84%). The reliability calculation shows the high category (0.66). This study concludes that the SPS questions developed are feasible to assess the process skills of biology subjects at the junior high school level.

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An Analysis of Students' Science Process Skills in Hydrolysis Subject Matter Using Testlet Instrument

Cited by 12 publications

References 20 publications

Pelatihan Penyusunan Instrumen Asesmen Kompetensi Minimum (AKM) Di Smk Bina Kusuma Ruteng

Pelatihan Penyusunan Instrumen Asesmen Kompetensi Minimum (AKM) Di Smk Bina Kusuma Ruteng

Development Learning Cycle 5E Module Integrated with Science, Technology, Engineering, and Mathematics (STEM) in Thermochemistry

Development instrument science process skills biology for Junior High School

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