Validity of Assessment Instruments for Students Creative Thinking Ability on Hydrocarbon Material

Elsa Magara; Jimmi Copriady; Roza Linda

doi:10.35445/alishlah.v13i1.264

Validity of Assessment Instruments for Students Creative Thinking Ability on Hydrocarbon Material

Elsa Magara, Jimmi Copriady, Roza Linda

Abstract

This study aims to produce an assessment instrument to assess the ability to think creatively on hydrocarbon material and determine the validity of the assessment instrument. The research method used the research and development model of Borg and Gall. This research stage was carried out until the development stage. The assessment instrument developed in this study consisted of twenty-four items in the essay test, which referred to creative thinking indicators, which consisted of 4 indicators. Validation of the instrument for assessing the ability to think creatively was carried out by three validators with expert validity and validation of the measurement of creative thinking skills by experts measured using the Guttman scale. Based on the validity according to the expert, namely the material, construction and language aspects with the Aikens formula, it was obtained that the average expert validation ranged from 0.87 to 0.94 for the very good category, and 12 questions were declared valid. The validity of measuring the ability to think creatively using the Guttman scale obtained the results of 97.2% declared valid. 12 The developed test instrument is considered valid so that it can be used as a measuring tool to determine students' creative thinking abilities.

Full Text:

PDF

References

Azwar. (2012). Reliabilitas dan Validitas. Yogyakarta: Pustaka Belajar.

Endang, M. (2014). Riset Terapan Bidang pendidikan dan Teknik. Yogyakarta: UNY Press.

Endang, W. (2018). Development and Validation of an Integrated Assessment for Measuring Critical Thinking and Chemical Literacy in Chemical Equilibrium, International Journal of Instruction. International Journal of Instruction, 1308-1470. https://doi.org/10.12973/iji.2018.11338a

Fahriyah, A. R. (2017). Pengembangan Instrumen Pengukuran Kemampuan Berpikir Analitis dan Kreatif Materi Laju Reaksi Berbasis Multiple Representasi. Yogyakarta: UNY.

Habiby, I. (2015). Pengembangan Asesmen Kemampuan Berpikir kreatif pada Materi Asam Basa Arrhenius. Jurnal Pendidikan dan Pembelajaran Kimia, 985-996.

Irmayta, E. (2018). Pengembangan Instrumen Asesmen Pengetahuan pada Materi Asam Basa Arrhenius. Jurnal Pendidikan dan Pembelajaran Kimia, 63-67.

KEMENDIKBUD. (2019). Keterampilan Berpikir Tingkat Tinggi. Jakarta: Direktorat Jendral Pendidikan Dasar dan Menengah Kementerian Pendidikan Dan Kebudayaan.

OECD. (2018). Science Competencies for Tomorrow Worl Volume 1 Analysis. PISA.

Rahayu. (2014). Analisis Tingkat Kesukaran dan Daya Beda Pada Soal Ujian Tengah Semester Ganjil Bentuk Pilihan Ganda Mata Pelajaran Ekonomi Kelas X di SMA Negeri 5 Jember Tahun Ajaran 2012-2013. Jurnal Edukasi, 39-43. https://doi.org/10.19184/jukasi.v1i1.1032

Riduwan. (2010). Dasar-dasar Statistika. Bandung: Alfabeta.

Ridwan, E. (2010). Kemampuan Fisika Siswa Indonesia TIMSS. Prosiding Seminar Fisika, (pp. 978-979).

Rochmad, R. (2012). Desain Model Pengembangan Perangkat Pembelajaran Matematika. Jurnal Kreano. https://doi.org/10.15294/kreano.v3i1.2613

Siti, M. (2015). Pengembangan Instrumen Penilaian Keterampilan Berpikir Kreatif pada Mata Pelajaran IPA Terpadu Materi Atom, Ion, dan Molekul SMP Islam Al Falah. Edusains. https://doi.org/10.22437/jmpmipa.v4i1.2365

Suharsimi, A. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Yogyakarta: Rineka Citra.

Sukmawati, P., Utami, B., & Mulyani, B. (2014). Penerapan Model Pembelajaran Problem Solving Berbantuan Animasi Flash Untuk Meningkatkan Prestasi Belajar dan Kemampuan Analisis Materi Pokok Hidrokarbon Siswa Kelas X-1 Semester Genap SMA Negeri Kebakkramat Karanganyar Tahun Pelajaran 2013/2014. Jurnal Pendidikan Kimia.

DOI: https://doi.org/10.35445/alishlah.v13i1.264