Pengembangan Instrumen Tes Literasi Sains Berbasis Pisa Pada Aspek Menjelaskan Fenomena Ilmiah Untuk Siswa Kelas Vii

Abstract

This study aims to: (1) examine the quality of instruments based on PISA domain's scientific literacy in explaining scientific phenomena in the aspects of logical validity, (2) understanding empirical validity based on the VII grade science material development results, (3) knowing the level of scientific literacy of students of SMP N 3 Blora This research is a research and development (R&D) research using the Thiagarajan development model known as 4D. 4D development consists of 4 steps, namely Define, Design, Develop, Disseminat (dissemination). The research subjects of class VII students at SMP N 3 Blora discussing 98 students. Validator The questionnaire was validated by 2 expert lecturers of material, the results of the logical validity test, received 91.25% which means it was in accordance with all aspects. The test instrument was revised according to the validator's suggestion. From the results of tests on students, the results of empirical analysis obtained validity test items were 22 items valid and 8 items were invalid, with a reliability test result of 0.724 which means reliable. Difficulty test results of the test instruments were categorized as 2 difficult items, 24 moderate items and 4 easy questions. While the different power test results obtained 12 bad questions, 15 enough questions, 2 good questions and 1 negative question. Based on the validity test, empirical test instruments that were worthy of re-use were 20 questions, with poor difference but were in accordance with expert lecturers about the material that must be available to represent the material. The level of student literacy in Blora 3 N SMP overall overall is in the sufficient category.

Instrumen Tryout Literasi Baca Tulis PISA Like untuk Sekolah Dasar

“…Pada umumnya instrumen penilaiannya masih berkutat pada pertanyaan faktual yang menugaskan siswa untuk mencari tahu apa, siapa, kapan, dan dimana yang hanya sebatas pertanyaan dasar. Sementara soal-soal yang ada pada instrumen PISA, Progress in International Literacy Study (PILS) dan Exposure, Generalization, Reinforcement, Application (EGRA) berbentuk soal Higher Order Thinking Skill (HOTS) (Junika et al, 2020;Septiani et al, 2019;Tahmidaten & Krismanto, 2019).…”

Analisis Keterampilan Mahasiswa Pendidikan Ipa Dalam Melakukan Praktikum Dan Berkolaborasi

“…Kegiatan praktikum mampu mengembangkan keterampilan proses sains serta meningkatkan pemahaman siswa mengenai materi IPA [5]. Ketika siswa memahami konsep dengan baik maka dapat menerapkan konsep tersebut dalam kehidupan sehari-hari [15]. Pembelajaran IPA juga memiliki peran yang penting sebagai ilmu yang mendasari perkembangan ilmu pengetahuan dan teknologi [16].…”

Pengembangan instrumen tes two-tier multiple choice untuk mengukur kemampuan berpikir tingkat tinggi peserta didik SMP pada materi suhu dan kalor

“…22 Tahun 2016). Pembelajaran IPA bertujuan mengembangkan kemampuan berpikir tingkat tinggi untuk diterapkan dalam kehidupan sehari-hari (Hassan, Mustapha, Yusuff, & Mansor, 2017;Saido, Siraj, Nordin, & Saadallah, 2015;Jariyah, 2017;Kurniawati & Nita, 2018;Septiani, Widiyawati, & Nurwahidah, 2019). Kemampuan berpikir tingkat tinggi dalam pembelajaran IPA sangat penting karena dapat meningkatkan kemampuan peserta didik dalam memecahkan masalah (Arase, Kamarudin, & Hassan, 2016;Nurwahidah, 2018;Widiyawati, Nurwahidah, & Sari, 2019).…”