PENGEMBANGAN INSTRUMEN KEMAMPUAN BERPIKIR KRITIS DAN KETERAMPILAN PROSES SAINS SISWA KELAS V SD
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Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan: 1) unsur-unsur tahapan pengembangan instrumen kemampuan berpikir kritis dan keterampilan proses sains; 2) validitas empirik instrumen kemampuan berpikir kritis dan internal validitas butir instrumen keterampilan proses sains; 3) reliabilitas instrumen kemampuan berpikir kritis dan instrumen keterampilan proses sains; dan 4) karakteristik instrumen kemampuan berpikir kritis dan keterampilan proses. Jenis penelitian ini merupakan penelitian pengembangan Research and Development (R&D) dan model pengembangan yang digunakan oleh Djemari Mardapi. Model ini terdiri atas tujuh tahap yang meliputi menyusun spesifikasi tes, menulis soal tes, menelaah soal tes, memperbaiki tes, melakukan uji coba, menganalisis tes, dan menafsirkan tes. Penelitian ini diuji cobakan pada siswa kelas V di SD No. 7 Benoa yang berjumlah 56 orang. Hasil penelitian menunjukkan bahwa: 1) Uji validitas butir kemampuan berpikir kritis 38 soal dalam kategori valid. Hasil uji reliabilitas sebesar 0,96 tergolong reliabel; 2) Uji internal konsistensi butir keterampilan proses sains 24 soal dalam kategori valid. Hasil uji reliabilitas sebesar 0,88 tergolong reliabel.
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Referensi
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Dadri, P. C. W., Dantes, N., & Gunamantha, I. M. (2019). Pengaruh Model Pembelajaran Kooperatif tipe NHT terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Matematika Siswa Kelas V SD Gugus III Mengwi. PENDASI: Jurnal Pendidikan Dasar Indonesia, 3(2), 84–93.
Dan, K., Peduli, S., Tema, L., Suarjana, I. M., Lasmawan, I. W., & Gunamantha, I. M. (2020). PENGEMBANGAN INSTRUMEN KEMAMPUAN BERPIKIR Universitas Pendidikan Ganesha. 4(2), 101–111.
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Ennis, R. H. (1993). Critical thinking assessment. Theory Into Practice. https://doi.org/10.1080/00405849309543594
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Husen, A., Indriwati, S. E., & Lestari, U. (2017). Peningkatan Kemampuan Berpikir Kritis Dan Keterampilan Proses Sains Siswa Sma Melalui Implementasi Problem Based Learning Dipadu Think Pair Share. Teori, Penelitian, Dan Pengembangan.
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Karakoc, M. (2016). The Significance of Critical Thinking Ability in Terms of Education. International Journal of Humanities and Social Science.
Labouta, H. I., Kenny, N. A., Li, R., Anikovskiy, M., Reid, L., & Cramb, D. T. (2018). Learning science by doing science: an authentic science process-learning model in postsecondary education. International Journal of Science Education. https://doi.org/10.1080/09500693.2018.1484966
Matthews, K. E., Adams, P., & Goos, M. (2015). The Influence of Undergraduate Science Curriculum Reform on Students’ Perceptions of their Quantitative Skills. International Journal of Science Education. https://doi.org/10.1080/09500693.2015.1096427
Mercer-Mapstone, L., & Kuchel, L. (2017). Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education. International Journal of Science Education, Part B: Communication and Public Engagement. https://doi.org/10.1080/21548455.2015.1113573
Pradana, S. D. S., Parno, P., & Handayanto, S. K. (2017). Pengembangan tes kemampuan berpikir kritis pada materi Optik Geometri untuk mahasiswa Fisika. Jurnal Penelitian Dan Evaluasi Pendidikan. https://doi.org/10.21831/pep.v21i1.13139
Rauf, R. A. A., Rasul, M. S., Mansor, A. N., Othman, Z., & Lyndon, N. (2013). Inculcation of science process skills in a science classroom. Asian Social Science. https://doi.org/10.5539/ass.v9n8p47
Septiasari, P., Dantes, N., & Suastra, W. (2020). PENGARUH MODEL RECIPROCAL TEACHING BERBASIS PENDEKATAN SAINTIFIK TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR IPA KELAS V. 4(1), 85–94.
Suryaningsih, Y. (2017). Pembelajaran Berbasis Praktikum Sebagai Sarana Siswa Untuk Berlatih Menerapkan Keterampilan Proses Sains Dalam Materi Biologi. Jurnal Bio Education, 2, 49–57.
Temiz, K. B., Taşar, M. F., & Tan, M. (2006). Development and validation of a multiple format test of science process skills. International Education Journal.
Tilakaratne, C. T. K., & Ekanayake, T. M. S. S. K. Y. (2017). Achievement level of Science Process Skills of Junior Secondary Students : Based on a Sample of Grade Six and Seven Students from Sri Lanka. International Journal of Environmental & Science Education.
Alghafri, A. S. R., & Ismail, H. N. Bin. (2014). The Effects of Integrating Creative and Critical Thinking on Schools Students’ Thinking. International Journal of Social Science and Humanity. https://doi.org/10.7763/ijssh.2014.v4.410
Ango, M. (2002). Mastery of Science Process Skills and Their Effective Use in the Teaching of Science: An Educology of Science Education in the Nigerian Context. Online Submission.
Chism, N. V. N., Angelo, T. A., & Cross, K. P. (1995). Classroom Assessment Techniques: A Handbook for College Teachers. The Journal of Higher Education. https://doi.org/10.2307/2943957
Dadri, P. C. W., Dantes, N., & Gunamantha, I. M. (2019). Pengaruh Model Pembelajaran Kooperatif tipe NHT terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Matematika Siswa Kelas V SD Gugus III Mengwi. PENDASI: Jurnal Pendidikan Dasar Indonesia, 3(2), 84–93.
Dan, K., Peduli, S., Tema, L., Suarjana, I. M., Lasmawan, I. W., & Gunamantha, I. M. (2020). PENGEMBANGAN INSTRUMEN KEMAMPUAN BERPIKIR Universitas Pendidikan Ganesha. 4(2), 101–111.
Ennis, R. H. (1985). A Logical Basis for Measuring Critical Thinking Skills. In Educational Leadership. https://doi.org/10.3102/0034654310376953
Ennis, R. H. (1993). Critical thinking assessment. Theory Into Practice. https://doi.org/10.1080/00405849309543594
Erlina Kusnul Kotimah , Undang Rosidin, I. W. (2019). Pengembangan instrumen assessment sikap ilmiah dan keterampilan proses sains dengan scientific approach. 1–122.
Florea, N. M., & Hurjui, E. (2015). Critical Thinking in Elementary School Children. Procedia - Social and Behavioral Sciences, 180, 565–572. https://doi.org/10.1016/j.sbspro.2015.02.161
Frijters, S., ten Dam, G., & Rijlaarsdam, G. (2008). Effects of dialogic learning on value-loaded critical thinking. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2006.11.001
Husen, A., Indriwati, S. E., & Lestari, U. (2017). Peningkatan Kemampuan Berpikir Kritis Dan Keterampilan Proses Sains Siswa Sma Melalui Implementasi Problem Based Learning Dipadu Think Pair Share. Teori, Penelitian, Dan Pengembangan.
Ilmi, N., Desnita, D., Handoko, E., & Zelda, B. (2016). Pengembangan Instrumen Penilaian Keterampilan Proses Sains Pada Pembelajaran Fisika Sma. V, SNF2016-RND-57-SNF2016-RND-62. https://doi.org/10.21009/0305010213
Karakoc, M. (2016). The Significance of Critical Thinking Ability in Terms of Education. International Journal of Humanities and Social Science.
Labouta, H. I., Kenny, N. A., Li, R., Anikovskiy, M., Reid, L., & Cramb, D. T. (2018). Learning science by doing science: an authentic science process-learning model in postsecondary education. International Journal of Science Education. https://doi.org/10.1080/09500693.2018.1484966
Matthews, K. E., Adams, P., & Goos, M. (2015). The Influence of Undergraduate Science Curriculum Reform on Students’ Perceptions of their Quantitative Skills. International Journal of Science Education. https://doi.org/10.1080/09500693.2015.1096427
Mercer-Mapstone, L., & Kuchel, L. (2017). Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education. International Journal of Science Education, Part B: Communication and Public Engagement. https://doi.org/10.1080/21548455.2015.1113573
Pradana, S. D. S., Parno, P., & Handayanto, S. K. (2017). Pengembangan tes kemampuan berpikir kritis pada materi Optik Geometri untuk mahasiswa Fisika. Jurnal Penelitian Dan Evaluasi Pendidikan. https://doi.org/10.21831/pep.v21i1.13139
Rauf, R. A. A., Rasul, M. S., Mansor, A. N., Othman, Z., & Lyndon, N. (2013). Inculcation of science process skills in a science classroom. Asian Social Science. https://doi.org/10.5539/ass.v9n8p47
Septiasari, P., Dantes, N., & Suastra, W. (2020). PENGARUH MODEL RECIPROCAL TEACHING BERBASIS PENDEKATAN SAINTIFIK TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR IPA KELAS V. 4(1), 85–94.
Suryaningsih, Y. (2017). Pembelajaran Berbasis Praktikum Sebagai Sarana Siswa Untuk Berlatih Menerapkan Keterampilan Proses Sains Dalam Materi Biologi. Jurnal Bio Education, 2, 49–57.
Temiz, K. B., Taşar, M. F., & Tan, M. (2006). Development and validation of a multiple format test of science process skills. International Education Journal.
Tilakaratne, C. T. K., & Ekanayake, T. M. S. S. K. Y. (2017). Achievement level of Science Process Skills of Junior Secondary Students : Based on a Sample of Grade Six and Seven Students from Sri Lanka. International Journal of Environmental & Science Education.