The Development and Validation of Science Virtual Test to Assess 7th Grade Students' Critical Thinking on Matter and Heat Topic

Abstract

An efficient way to improve the quality of education in critical thinking is developing the better tests. The test has been shifted towards the use of computer-based procedures. Lack of specific topic of critical thinking tests in science and the advanced of technology made the researcher intended to develop and validate a test to measure students' critical thinking in the matter and heat topic based on computer for seventh grade junior high school. The method that used in this research was descriptive. Generally, the process of developing and validating the test consists of 5 steps: (1) content analysis; (2) constructing multiple choice items; (3) readability test and expert validation; (4) limited tryout; and (5) larger application. Based on larger application, it is obtained the reliability value, difficulty level, discriminating power and distractor quality. The subject was 117 students of public Junior High School in Kabupaten Bandung. The instrument validation resulted 30 items that represent 8 elements and 21 sub-elements to measure students' critical thinking based on Inch in matter and heat topic. The instrument is further called as Science Virtual Test Matter and Heat (SVT-MH). The alpha Cronbach (α) is 0.642 which means that the instrument is sufficient to measure students' critical thinking matter and heat topic. The result also shows the profile of students in critical thinking is 73% categorized as 'moderate', while students respond the positive impression towards the use of SVT-MH.

The Assessment of the Fifth-Grade Students’ Science Critical Thinking Skills through Design-Based STEM Education

“…In conclusion, when the findings of the content and construct validity, item, and reliability analysis are considered, all items of both tests are valid to measure the critical thinking skills in the related science content as unidimensional. Much of the recent studies examining critical thinking skills have converged on the need for domain-specific teaching and assessment (Asysyifa et al, 2019;Mabruroh & Suhandi, 2017;Mapeala & Siew, 2015;Reynders et al 2020;Sadhu & Laksono, 2018;Sya'bandari et al, 2017). In this respect, developing and validating instruments to assess the integrated critical thinking skills will contribute to the empirical examination of this construct within the context of school science learning.…”

“…At primary level, such a study by Mapeala and Siew (2015) developed a science critical thinking test to measure the critical thinking skills of the fifth-grade students in the theme of physical sciences. At secondary school level, Sya'bandari et al (2017) constructed a science virtual test to measure the seventh-grade students' critical thinking in the matter and heat topic. For high school students, there were integrated assessment instruments to measure critical thinking skills in the concepts of chemical equilibrium (Sadhu & Laksono, 2018) and sound waves (Mabruroh & Suhandi, 2017).…”

The Effect of The Science Web Module Integrated on Batik’s Local Potential Towards Students’ Critical Thinking and Problem Solving (Thinking Skill)

“…Therefore, the learners thinking skills can be adequately trained. Science web module learning integrated the local potential of batik encourages teachers to connect material taught with real/contextual world situation so that they can prepare to identify concept related to potential local batik, practice logical thinking skill, critical, and problem-solving, are interested in science, and grow concern for the environment (Lia, Udaibah, & Mulyatun., 2016;Agung, 2015;Ilmiyah, Wasino, & Utomo, 2019;Syabandari, Firman, & Rusyati, 2017).…”