The Integration of Indicators of Reading, Analytical Thinking and Writing Abilities with Indicators of Subject Content

Santhitiwanich, Ananda; Pasiphol, Shotiga; Tangdhanakanond, Kamonwan

doi:10.1016/j.sbspro.2014.01.1037

Cited by 6 publications

(4 citation statements)

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“…The questions on assessment instruments work not only to evaluate students' understanding, but also stimulate students to think. This corresponds with the statement put forward by Santhitiwanich, Pasiphol, Tangdhanakanond (2013) stating that a specific test is required that teachers will use to measure and assess students' analytical thinking skills. Montaku, Kaittikomol & Tiranathanakul (2012) stated that low student scores are due to low intentions in conducting tests and exams using analytical thinking-oriented questions.…”

Section: Introductionmentioning

confidence: 59%

Development and Validation of an Integrated Assessment Instrument to Assess Students’ Analytical Thinking Skills in Chemical Literacy

Ad’hiya¹,

Laksono²

2018

INT J INSTRUCTION

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The research focuses on the development and validation of an integrated assessment instrument to assess students' analytical thinking skills and chemical literacy in chemical equilibrium. The research consists of 5 phases ie analysis, design, development, implementation, and evaluation. The research participants were 174 students of grade 12th senior high schools in Yogyakarta, Indonesia. The participants were selected using stratified random sampling. The Integrated assessment instrument to assess students' analytical thinking skills and chemical literacy consists of 20 open-ended multiple-choice questions developed from 12 integrated indicators. Expert validation result shows that 20 questions are declared valid with Aiken's V value greater than 0.86. The result was collated and coded for analysis with Rasch model approach. 3 items (15%) were included in the very difficult category, 3 items (15%) were included in the difficult category, 8 items (40%) were included in the moderate category, 5 items (25%) were included in the easy category, and 1 question (5%) was included in the very easy category. It turns out that this instrument is capable to measure students' analytical thinking skill and chemical literacy.

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Section: Introductionmentioning

confidence: 59%

Development and Validation of an Integrated Assessment Instrument to Assess Students’ Analytical Thinking Skills in Chemical Literacy

Ad’hiya¹,

Laksono²

2018

INT J INSTRUCTION

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“…Misunderstandings occur in administrating the symbol or coding resulted in the result of the subject's answer is wrong. The results of the previous research indicate that high school students perform some misconceptions and lack knowledge related to geometry [10]. There had been a misconception on this subject when writing the symbol of angles in the similar triangles.…”

Section: Figure 1 a Given Problemmentioning

confidence: 95%

Student’s Error in Writing Mathematical Problem Solving Associated With Corresponding Angles of The Similar Triangles

Parastuti

Usodo

Subanti

2018

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The research method used is descriptive qualitative. The aim of this research is to describe the student's error in writing the resolution about the similarity of the two triangles. The student has many problems in mathematics include analyzing a triangle. A polygon that has three sides, three angles, and three corners is called a triangle. The angle formed by the two sides of a triangle intersects with each other. The triangles are similar if the comparison lengths of the corresponding sides are same and the large of the corresponding angles are same. Three students are chosen as the subjects based on their score in the daily test about the similarity of two triangles. The students are given tests and then interviewed. Writing error by students in solving problems is analyzed based on Newman's theory. The result obtained in this research is that error writing occurs because of the misconceptions when transforming the information from the problem. The students make mistakes in writing occurs when they have to solve the problems.

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“…Penilaian berfikir analitis dapat dijadikan tolak ukur kualitas seorang lulusan dari pendidikan wajib. Hal ini disebabkan karena dengan kemampuan berfikir analitis seseorang harus mampu mengungkapkan pendapat, sintesis, menyelesaikan masalah, dan membangun ide mereka (Santhitiwanicha, Pasipholb, & Tangdhanakanondc, 2014). Kemampuan analitis juga dapat dijadikan penilaian bagi kecerdasan dan kreativitas seseorang dalam mengkonstruksi pengetahuannya secara mandiri (Kao, 2014).…”

Section: Tinjauan Pustaka Kemampuan Berfikir Analitisunclassified

Upaya Meningkatkan Kemampuan Berfikir Analitis Melalui Model Problem Based Learning (Pbl)

Assegaff

Sontani

2016

JP Manper

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ABSTRAKBanyak upaya yang dapat dilakukan untuk meningkatkan kemampuan berfikir analitis siswa di sekolah, salah satunya dengan Model Problem Based Learning (PBL). Hal ini sejalan dengan pendapat menurut Perez dan Uline (Schechter, 2011) bahwa PBL telah banyak dipahami sebagai manfaat bagi mempersiapkan para pemimpin sekolah dengan berkontribusi terhadap kemampuan berfikir analitis dan strategis mereka. Selain itu, John Dewey (Miller, 2004) yang merupakan seorang filsuf dan pendidik, menjelaskan bahwa "masalah adalah stimulus untuk berfikir". Kedua pendapat tersebut menguatkan bahwa PBL berkontribusi baik bagi para guru maupun siswa untuk meningkatkan kemampuan berfikir analitis dan strategi dalam pembelajaran. Kajian ini menggunakan metode kuasi eksperimen, dan bentuk kuasi eksperimen yang dipilih adalah Nonequivqlenty Control Group Design. Teknik pengumpulan data dengan menggunakan tes, observasi, dan studi dokumentasi sedangkan teknik analisis data menggunakan uji-t untuk melihat perbedaan peningkatan kemampuan berfikir analitis antara kelas eksperimen dan kelas kontrol. Subjek penelitian ini yaitu Kelas XI AP 4 sebagai kelas eksperimen dan Kelas XI AP 2 sebagai kelas kontrol. Hasil kajian menunjukan bahwa terjadi peningkatan kemampuan berfikir analitis yang signifikan antara kelas eksperimen yang menggunakan model Problem Based Learning (PBL) dengan kelas kontrol yang menggunakan model Guide Discovery Learning. Namun, perolehan rata-rata skor kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol. Artinya, sekolah dapat menerapkan model Problem Based Learning (PBL) untuk meningkatkan kemampuan berfikir analitis siswa.Kata Kunci: problem based learning, guide discovery learning, berfikir analitis. ABSTRACTMany efforts should be made to improve analytical thinking ability of students in the school, one of them with a Model Problem Based Learning (PBL).

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The Integration of Indicators of Reading, Analytical Thinking and Writing Abilities with Indicators of Subject Content

Cited by 6 publications

References 1 publication

Development and Validation of an Integrated Assessment Instrument to Assess Students’ Analytical Thinking Skills in Chemical Literacy

Development and Validation of an Integrated Assessment Instrument to Assess Students’ Analytical Thinking Skills in Chemical Literacy

Student’s Error in Writing Mathematical Problem Solving Associated With Corresponding Angles of The Similar Triangles

Upaya Meningkatkan Kemampuan Berfikir Analitis Melalui Model Problem Based Learning (Pbl)

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