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 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 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 The Development of an Integrated Assessment Instrument for Measuring Analytical Thinking and Science Process Skills

2018 ◽  
Author(s):  
Irwanto Irwanto
Keyword(s):  
Data Collection ◽  
Integrated Assessment ◽  
Assessment Instrument ◽  
Process Skills ◽  
Science Process Skills ◽  
Analytical Thinking ◽  
D Model ◽  
Essay Test ◽  
Item Validation ◽  
Item Reliability

This research aims to develop instrument and determine the characteristics of an integrated assessment instrument. This research uses 4-D model, which includes define, design, develop, and disseminate. The primary product is validated by expert judgment, tested it’s readability by students, and assessed it’s feasibility by chemistry teachers. This research involved 246 students of grade XI of four senior high schools in Yogyakarta, Indonesia. Data collection techniques include interview, questionnaire, and test. Data collection instruments include interview guideline, item validation sheet, users’ response questionnaire, instrument readability questionnaire, and essay test. The results show that the integrated assessment instrument has Aiken validity value of 0.95. Item reliability was 0.99 and person reliability was 0.69. Teachers’ response to the integrated assessment instrument is very good. Therefore, the integrated assessment instrument is feasible to be applied to measure the students’ analytical thinking and science process skills.

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 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 The Development of an Integrated Assessment Instrument for Measuring Analytical Thinking and Science Process Skills

2018 ◽  
Author(s):  
Irwanto
Keyword(s):  
Data Collection ◽  
Integrated Assessment ◽  
Assessment Instrument ◽  
Process Skills ◽  
Science Process Skills ◽  
Analytical Thinking ◽  
D Model ◽  
Essay Test ◽  
Item Validation ◽  
Item Reliability

This research aims to develop instrument and determine the characteristics of an integrated assessment instrument. This research uses 4-D model, which includes define, design, develop, and disseminate. The primary product is validated by expert judgment, tested it’s readability by students, and assessed it’s feasibility by chemistry teachers. This research involved 246 students of grade XI of four senior high schools in Yogyakarta, Indonesia. Data collection techniques include interview, questionnaire, and test. Data collection instruments include interview guideline, item validation sheet, users’ response questionnaire, instrument readability questionnaire, and essay test. The results show that the integrated assessment instrument has Aiken validity value of 0.95. Item reliability was 0.99 and person reliability was 0.69. Teachers’ response to the integrated assessment instrument is very good. Therefore, the integrated assessment instrument is feasible to be applied to measure the students’ analytical thinking and science process skills.

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.

scholarly journals The Effect of Guided Inquiry Learning Model on Process Skills Science and Students' Higher-Level Thinking Skills on Heat and Transfer Themes of Class V SD Negeri 104260 Melati

2021 ◽  
Vol 4 (2) ◽  
pp. 901-910
Author(s):  
Ahmad Marwan ◽  
Hasruddin Hasruddin ◽  
Yusnadi Yusnadi
Keyword(s):  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
High Order ◽  
Process Skills ◽  
Guided Inquiry ◽  
Higher Order Thinking Skills ◽  
Science Process Skills ◽  
Average Value ◽  
High Order Thinking

This research aims to determine the effect of guided inquiry learning models on science process skills and higher order thinking skills on the theme of heat and its displacement in grade V SD Negeri 104260 Melati. The research instrument included observation of science process skills and tests of higher order thinking skills. This study uses the analysis of the Independent Sample Test (t test).The average value of science process skills in the guided inquiry class was 81.62 and the direct instruction learning model class was 79.02. A significant influence on students' science process skills in the learning process on the theme of heat and its displacement, with a score of tcount (2.384)> ttable (2.004) for n = 56, α = 0.05 and sig. 2 tailed (0.021) <α = 0.05, so that H₀rejected. then Ho was rejected and Ha accepted. The average value of high-order thinking skills in the guided inquiry class is 75.57 and in the class of direct instruction learning model. A total of 67.43. The results of the analysis of high-order thinking skills have tcount (3.597)> ttable (2.004) for n = 56, α = 0.05 and sig. 2 tailed (0.001) <α = 0.05, so that H₀rejected and Ha accepted. Guided inquiry learning model affects science process skills and high-order thinking skills of students on the theme of heat and its displacement in grade V SD Negeri 104260 Melati.

scholarly journals THE USE OF MULTIMEDIA AS AN EFFORT TO IMPROVE ELEMENTARY TEACHER EDUCATION STUDY PROGRAM COLLEGE STUDENTS’ COMPREHENSION ABILITY AND CREATIVE THINKING SKILLS IN FOLLOWING SCIENCE STUDY COURSES

2020 ◽  
Vol 4 (2) ◽  
pp. 201-205
Author(s):  
Yudhie Suchyadi ◽  
Nurlinda Safitri ◽  
Oding Sunardi
Keyword(s):  
Teacher Education ◽  
College Student ◽  
Elementary Teacher ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Elementary Teacher Education ◽  
Process Skills ◽  
Science Process Skills ◽  
Average Value ◽  
Education College

The research objective was to improve the understanding and creative thinking skills of elementary teacher education college student as prospective teachers in following science courses. The research design used is to make college student groups into small groups. During the learning process, observations about college student cooperation during learning with multimedia media were carried out to assess their understanding and creative thinking skills. The results of the observations of each cycle were evaluated as material for reflection in the next cycle to improve college student understanding and creative thinking skills in accordance with predetermined targets. Data analysis was carried out by descriptive quantitative. From the results of the T-test, it was found that there were significant differences. This means that understanding of concepts and Science Process Skills increases after prospective teacher college student experience the science learning process using multimedia learning media. From the results, the average value of understanding the concept increased from 53.61 % to 89.78%.  and science process skills increased the average value from 43.57 to 87.32.  92% of college student gave a positive response, namely agreeing and strongly agreeing that the science lecture process using multimedia learning media can improve science process skills and understanding of material in science subjects for elementary teacher education college student

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