scholarly journals INTEGRATED MEASUREMENT OF STUDENTS' ANALYTICAL THINKING SKILLS AND SCIENCE PROCESS SKILLS

2018 ◽  
Author(s):  
Irwanto Irwanto
Keyword(s):  
Thinking Skills ◽  
The Other ◽  
Assessment Instruments ◽  
Process Skills ◽  
Science Process Skills ◽  
Chemistry Teachers ◽  
Other Hand ◽  
Analytical Thinking ◽  
Chemistry Learning

The learning of chemistry which becomes increasingly complex in the 21 century demands the students to develop a number of cognitive as well as psychomotoric skills throughly. There are skills which students have to master such as analytical thinking skills and science processing skills. However, in reallity, there are many obstacles faced by the teachers to measure those two variables. Therefore, a test which is able to measure the ability of the students both in cognitive and psychomotoric and to optimalize the potency of the students is needed. The objective of this study is to solve the problem of assessment in chemistry learning which only measures thinking skills on lower level and gives little attention on science processing skills of students. The interview results conducted towards chemistry teachers in several SMA/MA in Yogyakarta, show that the teacher have not been fully assessed in correct manner in practical learning procces. On the other hand, one of competencies which teachers must possesed is to develop assessment instruments. Moreover, there are a lot of learning results, instruments used by the teachers which have not been able to measure the students analytical thinking skills and science processing skills effectively and efficiently. A good assessing instrument is an instrument which is able to develop the students‟s ability to solve the problems, to find solutions, as well as to increase their analytical thinking skills through chemistry learning based on science processing skills. Therefore, the measurement of analytical thingking skills and science process skills of the students integratively has to be conducted to embrace the demand of 21 century chemistry learning.

scholarly journals INTEGRATED MEASUREMENT OF STUDENTS' ANALYTICAL THINKING SKILLS AND SCIENCE PROCESS SKILLS

2018 ◽  
Author(s):  
Irwanto
Keyword(s):  
Thinking Skills ◽  
The Other ◽  
Assessment Instruments ◽  
Process Skills ◽  
Science Process Skills ◽  
Chemistry Teachers ◽  
Other Hand ◽  
Analytical Thinking ◽  
Chemistry Learning

The learning of chemistry which becomes increasingly complex in the 21 century demands the students to develop a number of cognitive as well as psychomotoric skills throughly. There are skills which students have to master such as analytical thinking skills and science processing skills. However, in reallity, there are many obstacles faced by the teachers to measure those two variables. Therefore, a test which is able to measure the ability of the students both in cognitive and psychomotoric and to optimalize the potency of the students is needed. The objective of this study is to solve the problem of assessment in chemistry learning which only measures thinking skills on lower level and gives little attention on science processing skills of students. The interview results conducted towards chemistry teachers in several SMA/MA in Yogyakarta, show that the teacher have not been fully assessed in correct manner in practical learning procces. On the other hand, one of competencies which teachers must possesed is to develop assessment instruments. Moreover, there are a lot of learning results, instruments used by the teachers which have not been able to measure the students analytical thinking skills and science processing skills effectively and efficiently. A good assessing instrument is an instrument which is able to develop the students‟s ability to solve the problems, to find solutions, as well as to increase their analytical thinking skills through chemistry learning based on science processing skills. Therefore, the measurement of analytical thingking skills and science process skills of the students integratively has to be conducted to embrace the demand of 21 century chemistry learning.

scholarly journals USING INTEGRATED ASSESSMENT TO MEASURE STUDENTS' ANALYTICAL THINKING AND SCIENCE PROCESS SKILLS

2018 ◽  
Author(s):  
Irwanto
Keyword(s):  
Integrated Assessment ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Assessment Instrument ◽  
Cognitive Domain ◽  
Process Skills ◽  
Science Process Skills ◽  
Analytical Thinking ◽  
Chemistry Learning ◽  
High Order Thinking

Science process skills (SPS) are the tools that are needed in chemistry learning in 21 st century. SPS are thinking skills that used to build knowledge in problems solving. SPS aim to measure thinking skills and create active learning. SPS based learning can also enhance the knowledge of students towards science. In the other words, SPS have positive relationship with the cognitive domain, including the analytical thinking skills. Analytical thinking is one of a high order thinking skills that are used to elaborate, attribute, and analyze information to understand the knowledge using logical thinking. Analytical thinking is the thinking that is based on facts which will help in solving the problems and finding the solutions that supports critical and creative thinking. To measure both the competencies needed an integrated assessment instrument which able to measure the students’ achievement effectively and efficiently. Integrated assessment is an interdisciplinary process in combining, interpreting, communicating knowledge and abilities of students from a variety of sources. In summary, if the integrated assessment is done effectively by utilizing the data collection, analysis, and management of the various actions that are integrated into the teaching process, it will improve the students’ analytical thinking and science process skills.

scholarly journals Chemistry Teachers’ Ability in Measuring Analytical Thinking and Science Process Skills

2018 ◽  
Author(s):  
Irwanto
Keyword(s):  
High Schools ◽  
Assessment Instrument ◽  
The Other ◽  
Process Skills ◽  
Science Process Skills ◽  
Chemistry Teachers ◽  
Analytical Thinking ◽  
Qualitative Descriptive ◽  
The Subject ◽  
Descriptive Method

The objectives of the study to investigate chemistry teachers’ ability in measuring students’ analytical thinking and science process skills. This subject research is chemistry teachers’ of XI IPA classes of five senior high schools in Yogyakarta. Data collecting technique used questionnaire and was analyzed in qualitative-descriptive method. The result of the qualitative analyze shows that: 1) some of the subject research teachers do not have the assessment instrument, 2) assessment laboratory activities have not using the assessment instrument, and 3) assessment instrument is not equipped with standard scoring guidelines. On the other hand, the chemistry teachers’ ability in measuring analytical thinking and science process skills is low. Therefore, chemistry teachers should be improved their ability in measuring analytical thinking and science process skills.

scholarly journals Chemistry Teachers’ Ability in Measuring Analitycal Thinking and Science Process Skills

2018 ◽  
Author(s):  
Irwanto
Keyword(s):  
High Schools ◽  
Assessment Instrument ◽  
The Other ◽  
Process Skills ◽  
Science Process Skills ◽  
Chemistry Teachers ◽  
Analytical Thinking ◽  
Qualitative Descriptive ◽  
The Subject ◽  
Descriptive Method

The objectives of the study to investigate chemistry teachers’ ability in measuring students’ analytical thinking and science process skills. This subject research is chemistry teachers’ of XI IPA classes of five senior high schools in Yogyakarta. Data collecting technique used questionnaire and was analyzed in qualitative-descriptive method. The result of the qualitative analyze shows that: 1) some of the subject research teachers do not have the assessment instrument, 2) assessment laboratory activities have not using the assessment instrument, and 3) assessment instrument is not equipped with standard scoring guidelines. On the other hand, the chemistry teachers’ ability in measuring analitycal thinking and science process skills is low. Therefore, chemistry teachers should be improved their ability in measuring analytical thinking and science process skills.

scholarly journals OPPORTUNITY INTEGRATED ASSESSMENT TO MEASURE CRITICAL THINKING AND SCIENCE PROCESS SKILLS IN INTEGRATED MANNER IN CHEMISTRY LEARNING

2018 ◽  
Author(s):  
Irwanto
Keyword(s):  
Critical Thinking ◽  
Integrated Assessment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Process Skills ◽  
Science Process Skills ◽  
Chemistry Learning ◽  
Current Assessment

Students should be prepared to cope with this world with higher level skills involving critical thinking and science process skills, so that they can solve problem in education learning and other fields. Besides, the main reason is those skills should not be separated. Critical thinking skills can be developed by enriching students’ process skills. Getting students to think critically and act in accordance with science process skills that students have will improve their cognitive and skill aspects. Unfortunately, those students’ ability is not balanced with the current assessment. The prior assessment should be changed to integrated assessment that provides a framework for assessing both students’ critical thinking and science process skills. It enables teachers to determine the extent to which students are reasoning critically by integrating science process skills as primary tool for learning. The purpose of this study is to find why integrated assessment is needed to measure critical thinking and science process skills in integrated manner.

scholarly journals Problem-based learning model on mathematical analytical thinking ability and science process skills

2021 ◽  
Vol 12 (2) ◽  
pp. 385-398
Author(s):  
Syaiful Syaiful ◽  
Kamid Kamid ◽  
Dwi Agus Kurniawan ◽  
Wahyu Adi Pratama
Keyword(s):  
Quantitative Study ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Process Skills ◽  
Learning Models ◽  
Science Process Skills ◽  
Analytical Thinking ◽  
Significant Difference ◽  
Thinking Ability

This research serves as a reference for teachers to implement problem-based learning models on analytical thinking skills and science process skills in mathematics subjects. This research examines the differences and relationships between students' analytical thinking skills and science process skills with problem-based learning models in mathematics. The sample of this research consisted of 180 students. This research is a quantitative study with a questionnaire as the instrument. The obtained data were analyzed using the t-test and correlation test. The results showed a significant difference between analytical thinking skills and students' science process skills, especially on the indicators of Observation and Classification at SMPN 35 Batanghari and SMPN 8 Batanghari students who applied the problem-based learning model in mathematics. Furthermore, it was found that there was a relationship between analytical thinking skills and science process skills because students with analytical thinking skills possessed better science process skills in problem-based learning models in mathematics subjects.

scholarly journals EVELOPMENT OF CRITICAL-PROCESS SKILLS INTEGRATED ASSESSMENT ON ELECTROLYTE SOLUTION SUBJECT IN SENIOR HIGH SCHOOL

2018 ◽  
Author(s):  
Irwanto
Keyword(s):  
Critical Thinking ◽  
Electrolyte Solution ◽  
Integrated Assessment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Process ◽  
Process Skills ◽  
Science Process Skills ◽  
Cognitive Component ◽  
Chemistry Learning

The aim of this paper is to investigate the importance of integrated assessment to measure critical thinking skills and science process skills in chemistry learning. Integrated assessment is an assessment form that integrates several aspects or multidisciplinary science in the assessment process. This integrated assessment is chosen because both have a relationship that can‟t be separated. Critical thinking skills is part of high order thinking skills that is being education‟s demand in 21 century. It covers cognitive and skill aspects to construct cognitive component. Science process skills is skill that necessary for students to find their own knowledge by finding or identifying problem, solving problem, and answering questions about natural phenomena, so students‟ knowledge becomes more meaningful. Process skills are not only intended for science, but also social science that requires critical thinking skills. Therefore, integrated assessment is needed to anticipate the lossing of relationship between critical thinking and science process skills. However, in reality there are many obstacles in measuring both aspects. These problems become the main reason to design integrated assessment that consists of essay which can measure critical thinking and science process skills. The integrated assessment product for electrolyte solution material can be used as alternative instrument to measure critical thinking and science process skills for chemistry educators.

scholarly journals DEVELOPMENT OF CRITICAL-PROCESS SKILLS INTEGRATED ASSESSMENT ON ELECTROLYTE SOLUTION SUBJECT IN SENIOR HIGH SCHOOL

2018 ◽  
Author(s):  
Irwanto
Keyword(s):  
Critical Thinking ◽  
Electrolyte Solution ◽  
Integrated Assessment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Process ◽  
Process Skills ◽  
Science Process Skills ◽  
Cognitive Component ◽  
Chemistry Learning

The aim of this paper is to investigate the importance of integrated assessment to measure critical thinking skills and science process skills in chemistry learning. Integrated assessment is an assessment form that integrates several aspects or multidisciplinary science in the assessment process. This integrated assessment is chosen because both have a relationship that can‟t be separated. Critical thinking skills is part of high order thinking skills that is being education‟s demand in 21 century. It covers cognitive and skill aspects to construct cognitive component. Science process skills is skill that necessary for students to find their own knowledge by finding or identifying problem, solving problem, and answering questions about natural phenomena, so students‟ knowledge becomes more meaningful. Process skills are not only intended for science, but also social science that requires critical thinking skills. Therefore, integrated assessment is needed to anticipate the lossing of relationship between critical thinking and science process skills. However, in reality there are many obstacles in measuring both aspects. These problems become the main reason to design integrated assessment that consists of essay which can measure critical thinking and science process skills. The integrated assessment product for electrolyte solution material can be used as alternative instrument to measure critical thinking and science process skills for chemistry educators.

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