DEVELOPMENT OF AUTHENTIC ASSESSMENT INSTRUMENT OF PHYSICS LEARNING TO MEASURE THE SCIENCE PROCESS AND CRITICAL THINKING SKILLS

Abstract

bstrak Penelitian ini bertujuan untuk (1) menghasilkan instrumen penilaian otentik yang layak digunakan untuk mengukur keterampilan proses sains dan keterampilan berpikir kritis peserta didik, (2) mengetahui seberapa besar ketercapaian keterampilan proses sains dan berpikir kritis peserta didik ditinjau dari hasil belajar aspek kognitif. Desain Penelitian yang digunakan adalah penelitian pengembangan modifikasi model Wilson dan Oriondo dan Antonio. Analisis validitas isi instrumen menggunakan CVR/CVI, validitas empiris dan data politomus hasil uji coba dianalisis menggunakan model Rasch dengan bantuan program Winsteps 3.37. Hasil penelitian menunjukkan bahwa (1) telah dihasilkan instrumen penilaian otentik yang layak untuk mengukur keterampilan proses sains dan berpikir kritis peserta didik. Validitas isi instrumen oleh ahli dan praktisi termasuk dalam kategori sangat baik. Validitas empiris berdasarkan tiga kriteria yaitu OUTFIT MNSQ, ZSTD, Pt Mean Corr untuk 8 butir instrumen keterampilan proses sains dan 5 butir instrumen keterampilan berpikir kritis, 1 butir instrumen keterampilan proses sains tidak memenuhi kriteria. Reliabilitas instrumen berdasarkan index sparation item sangat bagus dengan nilai >0,90, (2) ketercapaian keterampilan proses sains peserta didik sebagian besar berada pada kategori sangat tinggi 31,25% dan rendah 21,88%. Ketercapaian peserta didik untuk keterampilan berpikir kritis sebagian besar berada pada kategori tinggi 28,12%. Berdasarkan hasil tersebut, dapat disimpulkan bahwa instrumen penilaian otentik yang dikembangkan dapat digunakan sebagai salah satu instrumen alternatif untuk mengukur keterampilan proses sains dan berpikir kritis peserta didik. Kata kunci: penilaian otentik, keterampilan proses sains, keterampilan berpikir kritis, dan hasil belajar. Abstract The research aims to 1) generate feasible authentic assessment instrument to measure learners’ science process and critical thinking skills, 2) know how far the learners’ science process and critical thinking skills achievement in terms of cognitive aspect. The used research design was the modification of Wilson and Oriondo and Antonio model. Instrument validity was analyzed by using CVR/CVI, empirical validity and the polytomy data was analyzed using Winsteps 3.37. Results of the research indicate that (1) a feasible authentic assessment instrument to measure learners' science process and critical thinking skills is already generated. The authentic assessment instrument in terms of content validity is categorized as very, meanwhile for the empirical validation is based on the three criteria that are OUTFIT MNSQ, ZSTD, Pt Mean Corr for 8 points of science process skill and 5 points of critical thinking skill instrument, yet 1 point of instrument of science process skill does not meet the criteria. The instrument reliability of science process and critical thinking based on index sparation item is very good with >0.90, and (2) the learner’s achievement of the science process skill is mostly on the categorize of very high with 31.25% and low with 21.88%. The learner’s achievement regarding the critical thinking skill is mostly on the categorize of 28.12%. Based on the result, authentic assesment instrument that has been developed can be use as one of the alternative assesment instrument to measure learners’ science process and critical thinking skills. Keywords: authentic ssessment, science process skill, critical thinking skill, and learning outcome.