Item Analysis of Critical Thinking Skills Instrument to Measure Effectiveness of Scientific Group Inquiry Learning (SGIL) Model

Wijayanti, Murwani Dewi; Rahardjo, Sentot Budi; Saputro, Sulistyo; Mulyani, Sri

doi:10.15294/jpii.v8i4.20794

Cited by 5 publications

(4 citation statements)

References 29 publications

(26 reference statements)

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“…In order to facilitate active learning, it is possible that extra resources, such as technology, materials, or specific places, may be required. These resources may not be easily accessible (Sawatruksa & Rodpun, 2019;Wijayanti et al, 2019;Surakarn et al, 2020;Lufri et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Scientific Problem-Solving and Learning Achievement of Lower Secondary Students through Active Learning Management

Kanphukiew,

Nuangchalerm

2024

JPII

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Active learning is an essential part of good science education. It engages students in the learning process, allowing them to get a better comprehension of scientific subjects. This research aims to enhance scientific problem-solving and also learning achievement of eighth-grade students through active learning organization. This study employed a pre-experimental design. The target group was 30 eighth-grade students from one school in Thailand. Three-hour learning management plans provided 15 hours of active learning organization. The result indicated that active learning encourages students to solve scientific problems. Students actively engage in defining and improving the learning process based on their own interests. As a result, students’ academic achievement and problem-solving in science were improved. Furthermore, when comparing the academic achievement and scientific problem-solving scores between after experiment and criterion. Additionally, students expressed a high level of satisfaction with the active science learning activities, as these activities contributed to their academic achievement and problem-solving in the field of science. It can be concluded that active learning is very useful and engage students to science classroom.

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Section: Introductionmentioning

confidence: 99%

Enhancing Scientific Problem-Solving and Learning Achievement of Lower Secondary Students through Active Learning Management

Kanphukiew,

Nuangchalerm

2024

JPII

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“…In accordance with Faradillah's research (2021) states that instruments for measuring the critical thinking skills of prospective mathematics teachers which are examined through indicators of 99 open-mindedness, curiosity, systematics, truth-seeking, analytics, and self-confidence are declared valid and reliable after being analyzed with the help of the Rasch model using software Winstep and Confirmatory Factor Analysis (CFA) using JASP. The validity and reliability of test instruments need to be done to ensure that the instrument measures what should be measured and can draw good conclusions from trials on research samples (Bernardi & Pazinato, 2022;Wijayanti, 2019). Development of critical thinking skills at the secondary school level through indicators of (1) interpretation, (2) analysis, (3) evaluation, (4) inference, and (5) explanation and analysis through the Rasch model results in the conclusion that all questions developed are valid and reliable (Harjo, 2019).…”

Section: Introductionmentioning

confidence: 99%

Construct the Validity of STEM and Project-based Critical Thinking Skills Test Instruments Using the Rasch Model

Setyawati,

Prasad,

Kathmandu University, Nepalramasdyahsari

et al. 2023

phen

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Abstract. Students' critical thinking skills are very important abilities in the 21st century. To measure critical thinking skills, a valid and reliable instrument is needed. This article uses the Rasch model to construct an instrument for critical thinking skills on number pattern material whose learning uses STEM PjBL. The development method uses the analysis, design, development, implementation, and evaluation (ADDIE) stages. Data processing uses the Rasch model assisted by the Winstep program. The instrument was tested on 33 public junior high school students in Semarang. The research results include validity, namely the validity test by experts with an average percentage of 92.4% in the very valid category, the quality of the questions in the instrument reliability aspect is good, and the average critical thinking ability of students who use STEM-based and Project Based instruments Learning was 61.46, higher than other classes at 49.79. The critical thinking test instrument is based on STEM and the project needs to be further developed on other materials.

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“…In addition, a good assessment instrument should meet several criteria, including good item validity, good item reliability, different item difficulty levels, and different items that can distinguish respondents who are intelligent and can answer the questions from respondents who do not understand the question (Shin et al, 2015;Wijayanti et al, 2019). The right Rasch model can strengthen the development of new tools, especially in learning.…”

Section: Introductionmentioning

confidence: 99%

Involvement of Teachers, Parents, and School Committees in Improving Scientific Attitudes of Elementary School Students: Application of Rasch Model Analysis

Chrysti¹,

Rokhmaniyah²,

Salimi³

et al. 2022

INT J EDUC METHODOL

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<p style="text-align: justify;">This research analyzed the involvement of teachers, parents, and school committees in improving scientific attitudes in science learning using Rasch model analysis. A survey method was used in this quantitative study. Participants in the study were selected using a purposive sample of 174 teachers, parents, and school committees in Sleman and Kebumen Regencies, Indonesia. A questionnaire was used in data collection to determine the involvement of teachers, parents, and school committees in improving scientific attitudes toward science learning. The questionnaires were completed using a Likert scale of 1-4, and the data were then analyzed using the Rasch model. The result showed that all participants were the average logit items (+1.03 logit). The reliability was 0.89, indicating a positive response to improving students' scientific attitudes. The results of the Rasch model analysis suggested that the involvement of parents, teachers, and school committees in improving scientific attitudes differed according to their roles. Each instrument element was analyzed in more detail in the Rasch model. Participants' roles were reflected in the specific involvements of teachers in learning, parents at home with children, and school committees participating in school policy-making.</p>

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Item Analysis of Critical Thinking Skills Instrument to Measure Effectiveness of Scientific Group Inquiry Learning (SGIL) Model

Cited by 5 publications

References 29 publications

Enhancing Scientific Problem-Solving and Learning Achievement of Lower Secondary Students through Active Learning Management

Enhancing Scientific Problem-Solving and Learning Achievement of Lower Secondary Students through Active Learning Management

Construct the Validity of STEM and Project-based Critical Thinking Skills Test Instruments Using the Rasch Model

Involvement of Teachers, Parents, and School Committees in Improving Scientific Attitudes of Elementary School Students: Application of Rasch Model Analysis

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