Pengembangan Dan Penggunaan Instrumen Two-Tier Multiple Choice Pada Materi Termokimia Untuk Mengukur Kemampuan Berpikir Kritis

Laksono, Pandu Jati

doi:10.19109/ojpk.v2i2.2646

Cited by 8 publications

(7 citation statements)

References 3 publications

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“…The second level is reasoning about the reasons for choosing the answer at the first level. The two tier test instrument helps in testing students' higher thinking levels than with ordinary multiple choice questions (Laksono, 2018). The product development or development stage produces a two-tier test instrument to measure critical thinking skills on the ecosystem concept.…”

Section: Resultsmentioning

confidence: 99%

Two-Tier Test : Pengembangan Instrumen Berpikir Kritis Konsep Ekosistem

Dumayanti

Indriani²,

Hariyanti³

et al. 2022

phen

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Pengembangan instrumen two tier test ini digunakan untuk mengetahui keterampilan berpikir kritis ekosistem siswa. Berpikir kritis siswa meliputi interpretasi, analisis, evaluasi, kesimpulan, interpretasi dan regulasi diri. Berpikir kritis diperlukan dalam meningkatkan kualitas pendidikan. Penelitian ini bertujuan untuk menghasilkan instrumen two-tier test yang valid dan reliabel untuk mengetahui keterampilan berpikir kritis materi ekosistem. Penelitian dan pengembangan dengan menggunakan model pengembangan 4D (Define, Design, Develop, and Disseminate). Instrumen diujikan kepada dua validator ahli dan 35 siswa. Untuk menguji tingkat keberhasilan tes, maka digunakan uji validasi, reliabilitas, dan analisis butir soal. Analisis butir soal yang digunakan adalah tingkat kesulitan soal dan daya beda. Berdasarkan hasil uji coba produk diperoleh 10 soal yang valid dan 5 soal tidak valid. Hasil reliabilitas tes sebesar 0,671 dengan interpretasi bahwa 45% responden menilai instrumen yang dikembangkan dapat dipercaya (reliabel). Selain itu, 10 soal dengan kategori sulit, dan 5 soal kategori sedang. Daya beda soal menunjukkan 1 soal kategori baik sekali, 6 soal kategori baik, 4 soal kategori cukup, dan 4 soal kategori kurang. Sehingga dapat disimpulkan, instrumen two tier test berpikir kritis ekosistem dalam bentuk pilihan ganda yang telah dikembangkan valid dan reliabel.

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Section: Resultsmentioning

confidence: 99%

Two-Tier Test : Pengembangan Instrumen Berpikir Kritis Konsep Ekosistem

Dumayanti

Indriani²,

Hariyanti³

et al. 2022

phen

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“…Pemikiran kritis siswa belum dioptimalkan oleh pengalaman belajar dengan direct instruction, dan ini mencerminkan kurangnya kemampuan mereka untuk membuat argumen ilmiah dan mengevaluasi argumen. Berpikir kritis merupakan aktivitas yang memberi perhatian besar untuk mengevaluasi argumen, membuat keputusan, mengambil tindakan dan membuktikan (Laksono, 2018).…”

Section: Bukti Yang Benar (Diperoleh Dari Observasi Data)unclassified

Implementasi Instrumen Asesmen Argumentasi Ilmiah Materi Laju Reaksi

Zaroh

Muntholib²,

Joharmawan³

2022

OJPK

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Scientific argumentation is a critical part of scientific practice that should be learned by learner in the science classroom. Scientific argumentation can deepen students' understanding and make their reasoning apparent. Integrating argumentation in instruction necessitates the availability of assessment instruments. This study aims to develop a scientific argumentation test and investigate students' argumentation skills on reaction rates. This study applied a research and development design to develop a scientific argumentation test followed by a survey on students' scientific argumentation skills. The analysis of the validity and reliability of the scientific argumentation test involved three experts and 199 high school students. Meanwhile, the survey on students' scientific argumentation skills involved 86 high school students. The expert panel gave an average score of 94.8% (very worthy) to the developed scientific argumentation test. The empirical analysis of the test shows that all items (9 essay items) were valid with reliability of 0.777. The survey showed that students' abilities in: making claims were moderate (56.59%), providing evidence were very weak (18.35%), and making explanations were also very weak (14.21%). The results of this study imply that learning strategies that can improve students' scientific argumentation skills are needed.

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“…Through the TTMC test students find out the level of understanding of individual understanding in each concept taught through patterns of answers and reasons (Arifin & Aprisal, 2020). The use of TTMC trains students on higher-order thinking skills, critical thinking skills, and deeper understanding of students' concepts or not just memorizing (Laksono, 2019;Ratnasari et al, 2017). The TTMC test questions consist of 2 layers of answers, namely answers and reasons.…”

Section: Volume 6| Nomor 2| November 2022|page 128-135mentioning

confidence: 99%

An Analysis on The Concept Comprehension Skill Through the Two-Tier Multiple Choice in Online Assessment

Pantiwati

Prihanta

Nurrohman

2022

jep

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The corona virus outbreak has an impact on learning activities. Indonesia establishes online or online learning so that learning activities continue and are safe. Assessment and evaluation must continue to be carried out. One way of assessing authenticity can be using Two Tier Multiple Choice (TTMC). This study aimed to analyze the ability to understand the concept of Biology education students through Two-Tier Multiple Choice in online assessment. This type of research is descriptive qualitative. The research was conducted for one semester. The research subjects were semester 3 students who program and attend lectures on Media and Learning Resources at the Biology Education Study Program, FKIP-UMM. The academic year 2020/2021. The number of students is 85 people. The sampling technique used is the saturation sampling. The data were collected utilizing a multiple-choice test in the form of TTMC. Aspects that are measured include aspects of understanding and analyzing. The qualitative descriptive analysis was conducted to classify the data collection. The result showed that 37.6% of students entered the criteria for learning outcomes under the minimum standard mastery (MSM), 31.7% were according to the MSM standards, and 30.6% were in the criteria above the MSM. In the aspect of understanding (C2), 63.5% of students can answer questions correctly, and 36.5% of students have not answered correctly, in the aspect of analyzing (C4), as many as 41.4% of students can answer questions correctly and 58.6% of students not correct in answering the questions of the total evaluated student population.

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Pengembangan Dan Penggunaan Instrumen Two-Tier Multiple Choice Pada Materi Termokimia Untuk Mengukur Kemampuan Berpikir Kritis

Cited by 8 publications

References 3 publications

Two-Tier Test : Pengembangan Instrumen Berpikir Kritis Konsep Ekosistem

Two-Tier Test : Pengembangan Instrumen Berpikir Kritis Konsep Ekosistem

Implementasi Instrumen Asesmen Argumentasi Ilmiah Materi Laju Reaksi

An Analysis on The Concept Comprehension Skill Through the Two-Tier Multiple Choice in Online Assessment

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