The Development of a Critical–Creative Reading Assessment Based on Problem Solving

Abstract

The ability to think critically and creatively is essential for students to help them thrive in the 21st century. Creative and critical thinking can be measured through problem solving because the assessment contains tasks that require students to find problems, analyze and evaluate problems, and work out the solutions. Therefore, this study was designed to develop a critical and creative reading assessment model based on problem solving and test the validity and reliability of the assessment. The assessment contained problem-solving essay tests that were presented in the form of stories. The material stimulus was news item texts that focused on social problems. The data collected were in the form of mean scores of expert validity testing and practitioner inter-rater reliability testing. The assessment was tried out to 36 students. The validity of the instrument was analyzed descriptively, while the reliability of the instrument was analyzed using analysis of variance (ANOVA) and intraclass correlation coefficients (ICCs) with SPSS 26. The results of the study indicated that the mean score of the expert validity test was categorized high (3.74), and the result of the reliability test showed that there was no difference in the inter-rater assessment because p > .05 and the ICC obtained was excellent ( rxx = .716). It can be concluded that the assessment developed in this study was valid and reliable, and thus can be used as an assessment to improve the critical–creative reading skills which are the essential skills needed to survive and thrive in the 21st century.

Community Empowerment through Research, Innovation and Open Access

“…Furthermore, literacy is defined as the ability to think critically-creatively, which is supported by the tradition of reading-writing-numerical literacy and figures (pictures/tables) literacy. Both thinking activities have a different focus: critical reading is focused on assessing, while creative reading is focused on the process of making or producing (Paul & Elder 2008;Priyatni & Martutik 2020). This is in line with the 2015 PISA, which defines reading literacy as the ability to understand, apply, evaluate and reflect on texts to achieve goals, expand knowledge, and participate actively in social life (Csapó & Funke 2017;OECD 2019).…”

The effect of problem-based learning on problem-solving skills in English language teaching

“…Today, studies on both problem-solving skills (Han, 2021;Labe, 2015;Priyatni, 2020;Politis & Houtz, 2015;Sala et al, 2015) and PBL (Chen, 2016;Hendry et al, 2016;Kim, 2014;Stentoft, 2017Wiggins et al, 2016 continue increasingly in different fields. On the other hand, various studies that have been conducted in recent years show the effects of PBL on problem-solving skills (Argaw et al, 2017;Choi, 2004;Choi et al, 2014;Dochy et al, 2003;Gurlen, 2011;Klegeris et al, 2013;Riswari et al, 2018;Rokhmawati et al, 2016;Sahyar, Sani, & Malau, 2017;Siagian, Saragih & Sinaga, 2019;Son & Song, 2012).…”

Digital Flash Card Media for Early Reading Learning in Elementary Schools

“…The low ability to read causes students to face several problems during the learning process because reading ability is the key to the success of the learning process. The low early reading ability of students in elementary school can be caused by the fact that the learning method presented by the teacher is still conventional and learning is still teacher-centered, so student learning activity is low and does not develop (Priyatni & Martutik, 2020;Sahan et al, 2021;Sumaryanti, 2018). In addition, the teaching strategies used by teachers also did not vary, so it was less attractive to students, and students seemed less active in participating in learning.…”