Pengembangan Instrumen Tes Kemampuan Berpikir Kritis Dalam Pembelajaran Fisika

Abstract

Penelitian ini adalah Penelitian dan Pengembangan yang bertujuan untuk mengembangkan instrumen tes kemampuan berpikir kritis pada peserta didik kelas XI MIPA SMA Negeri 9 Sinjai Penelitian ini dilaksanakan pada semester ganjil tahun ajaran 2020/2021 yang berlangsung pada tanggal 21 September s/d 31 Oktober 2020. Materi yang digunakan dalam penelitian ini adalah materi kelas X semester genap yang meliputi Hukum Gravitasi, Hukum Newton, Usaha dan Energi, Momentum dan Impuls, serta Gaya dan Getaran. Subjek coba dalam penelitian ini adalah seluruh peserta didik kelas XI MIPA yang terdiri dari 4 kelas dengan jumlah 132 peserta didik. Pengumpulan data dilakukan melalui validasi teoretik dan validasi secara empirik. Indikator kemampuan berpikir kritis yang diteliti meliputi Interpretasi, Menilai Argumen (Evaluasi), Analisis, dan Inferensi. Hasil penelitian menunjukkan bahwa hasil validasi secara teoretik diperoleh 43 butir soal valid dari 50 total butir soal pada instrumen awal dengan koefisien konsistensi antar pakar sebesar 0,86. Pada tahap validasi secara empirik dilakukan ujicoba sebanyak dua kali, dimana pada ujicoba pertama terdapat 9 butir dibuang, 31 butir valid dan 3 butir tidak valid. Reliabilitas instrumen sebesar 0,85. Sementara pada ujicoba kedua terdapat 2 butir dibuang dan semua butir valid sebanyak 31 butir soal dengan reliabilitas instrumen sebesar 0,86. Untuk efektivitas instrumen diperoleh persentase sebesar 96,25% instrumen disetujui oleh guru fisika di sekolah yang bersangkutan. Berdasarkan hasil instrumen yang dikembangkan telah memenuhi syarat standar tes yang baik.This research is a Research and Development which aims to develop a critical thinking ability test instrument. This research was conducted in 2020/2021 academic year which took place from September 21 to October 31, 2020. The trial subjects in this study were as straight as students of class XI MIPA which consisted of 4 classes with a total of 132 student. Data collection was done through theoretical validation and empirical validation. Theoretical validation was carried out by two experts who assessed the developed instrument and then carried out empirical validation (field trials) to students. Indicators of critical thinking skills studied include interpretation, assessing arguments (evaluation), analysis, and inference. The results showed that the theoretical validation results obtained 43 valid items from the 50 total items on the initial instrument with a consistency coefficient between experts of 0.86. In the empirical validation stage, tests were conducted twice, where in the first try 9 items were discarded, 31 items were valid and 3 items were invalid. The reliability of the instrument was 0.85. While in the second trial, 2 items were discarded and all 31 items were valid with an instrument reliability of 0.86. For the effectiveness of the instrument, it was obtained a percentage of 96.25% or are in the very effective. </p

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