Logo

Jurnal Pendidikan dan Kebudayaan

Badan Standar, Kurikulum, dan Asesmen Pendidikan
Kementerian Pendidikan Dasar dan Menengah

Login
Register

ANALISIS IMPLEMENTASI INSTRUMEN TWO-TIER MULTIPLE CHOICE UNTUK MENGUKUR KETERAMPILAN PROSES SAINS

Dewi Ratnasari
Universitas Sebelas Maret, Surakarta
Sukarmin Sukarmin
Universitas Sebelas Maret, Surakarta
Suparmi Suparmi
Universitas Sebelas Maret, Surakarta
DOI: https://doi.org/10.24832/jpnk.v2i2.627
Submitted
Jun 25, 2017
Published
Dec 22, 2017
PDF (BAHASA INDONESIA)
Citation
Ratnasari, D., Sukarmin, S., & Suparmi, S. (2017). ANALISIS IMPLEMENTASI INSTRUMEN TWO-TIER MULTIPLE CHOICE UNTUK MENGUKUR KETERAMPILAN PROSES SAINS. Jurnal Pendidikan Dan Kebudayaan, 2(2), 166–179. https://doi.org/10.24832/jpnk.v2i2.627
Abstract

The research aimed to reveal the emergence percentage of Science Process Skill (SPS) indicator on summative test of 10th grade in Surakarta in the academic year 2015/ 2016 and to find the capable alternative assessment instruments for measuring science process skill. This research was a descriptive research through the analysis of science process skill indicators on the summative test in Surakarta academic year of 2015/2016 and physics teacher questionnaire concerned teachers’ instrument in physics learning process. Questionnaires were given to 67 Physics teachers in Surakarta and surrounding areas as samples using random sampling technique. The summative test was chosen from public and private senior secondary schools in Surakarta, representing high, medium and low-grade schools based on the average national examination score over the past 5 years. Selection of summative test sample using purposive sampling technique. The resuls show that the achievement percentage of Science Process Skill (SPS) indicators on the summative test of 10th grade in Surakarta in the academic year 2015/2016 was dominated by the skill of applying concept and skill of planning experiment has the lowest percentage. The two-tier multiple-choice assessment instrument is one of capable alternative instruments to measuring students’ science process skills. In conclusion, the low percentage of  occurance of science process skill indicator in summative test  requires  alternative instrument to measure students’ science process skill.

 

Abstrak:


Penelitian ini bertujuan untuk mengetahui persentase kemunculan indikator Keterampilan Proses Sains (KPS) pada soal ulangan kenaikan kelas X pada SMA/MA di Surakarta pada tahun ajaran 2015/2016 dan mengetahui instrumen penilaian alternatif yang mampu untuk mengukur keterampilan proses sains siswa. Penelitian ini merupakan penelitian deskriptif melalui analisis indikator keterampilan proses sains pada soal ulangan kenaikan kelas pada SMA/MA di Surakarta tahun ajaran 2015/2016 dan melalui angket tentang instrumen yang dipakai guru dalam proses pembelajaran Fisika. Angket diberikan kepada 67 guru Fisika di Surakarta dan sekitarnya sebagai sampel dengan menggunakan teknik random sampling. Soal ulangan kenaikan kelas dipilih dari SMA/MA di Surakarta baik sekolah negeri maupun swasta yang mewakili sekolah kategori tinggi, sedang, dan rendah berdasarkan rata-rata nilai UN selama 5 tahun terakhir. Pemilihan sampel soal ulangan kenaikan kelas menggunakan teknik purposive sampling. Hasil penelitian menunjukkan persentase kemunculan indikator KPS pada soal ulangan kenaikan kelas X di Surakarta tahun ajaran 2015/2016 didominasi oleh keterampilan menerapkan konsep dan keterampilan merencanakan percobaan memiliki persentase kemunculan terendah. Selain itu, instrumen penilaian two-tier multiple choice merupakan salah satu instrumen alternatif yang mampu mengukur keterampilan proses sains siswa. Kesimpulan penelitian ini adalah masih rendahnya persentase kemunculan indikator keterampilan proses sains pada soal ulangan kenaikan kelas, sehingga diperlukan adanya alternatif instrumen yang mampu mengukur keterampilan proses sains siswa.

 

 

Statistics

Downloads

Download data is not yet available.
Read Counter : 2312
Downloads : 1762
References
American Association for the Advancement of Science. 1967. Science-A Process Approach. Washington, D.C: American Association for the Advancement of Science.

Adodo, S. O. 2013. Effects of Two-Tier Multiple Choice Diagnostic Assessment Items on Students’ Learning Outcome in Basic Science Technology (BST). Academic Journal of Interdisciplinary Studies, 2(2),201â€"210. doi:org/10.5901/ajis.2013.v2n2p201.

Akani, O. 2015. Levels of Possession of Science Process Skills by Final Year Students of Colleges of Education in South-Eastern States of Nigeria. Journal of Education and Practice, 6(27),94â€"102.

Ali, A. 2006. Conducting research in education and the social sciences. Enugu: Tashiwa Net Woness Ltd.

Bati, K., Ertürk, G., & Kaptan, F. 2010. The Awareness Levels of Pre-school Education Teachers Regarding Science Process Skills. Procedia - Social and Behavioral Sciences, 2(2),1993â€" 1999, doi:10.1016/j.sbspro.2010.03.270

Beaumont-Walters, Y., & Soyibo, K. 2001. An Analysis of High School Students’ Performance on Five Integrated Science Process Skills. Research in Science & Technological Education, 19(2),133â€"145. doi:10.1080/02635140120087687

Carey, S., Evans, R., Honda, M., Jay, E., & Unger, C. 1989. An Experiment is When You Try It and See If It works: A Study of Grade 7 Students’ Understanding of the Construction of Scientific Knowledge. International Journal of Science Education, 11(5),514â€"529. https:// doi.org/10.1080/0950069890110504

De Ayala, R. J. 1993. An Introduction to Polytomous Item Response Theory Models. Measurement & Evaluation in Counseling & Development 25(4),172-189.

Delen, I., & , Kesercioglu, T. 2012. How Middle School Students’ Science Process Skills Affected by Turkey’s National Curriculum Change? Journal of Turkish Science Education, 9(4),3â€"9.

Depdiknas. 2013. Materi Pelatihan Guru Implementasi Kurikulum 2013 SMP/MTs Ilmu Pengetahuan Alam. Jakarta: Kemendikbud.

Duruk, U., Akgün, A., Doðan, C., & Gülsuyu, F. 2017. Examining the Learning Outcomes Included in the Turkish Science Curriculum in Terms of Science Process Skills: A Document Analysis with Standards-Based Assessment. International Journal Of Environmental and Science Education, 12(2),117â€"142.

Ermaningsih, Sudarisman S., Suparmi. 2013. Pembelajaran Biologi Model PBM Menggunakan Lembar Kerja Terbimbing dan Lembar Kerja Bebas Termodifikasi Ditinjau dari Keterampilan Proses Sains dan Kemampuan Berpikir Analitis. Jurnal Inkuiri, 2(2),132-142.

Germann, P. J. 1994. Testing a Model of Science Process Skills Acquisition: an Interaction with Parents’ Education, Preferred Language, Gender, Science Attitude, Cognitive Development, Academic Ability, and Biology Knowledge. Journal of Research in Science Teaching, 31(7),749â€"783. https://doi.org/10.1002/tea.3660310707

Germann, P. J., & Aram, R. J. 1996. Student Performances on the Science Processes of Recording Data, Analyzing Data, Drawing Conclusions, and Providing Evidence. Journal of Research in Science Teaching, 33(7),773â€"798. https://doi.org/10.1002/(SICI)10982736(199609)33

Harlen, W. 2013. Inquiry-Based Learning in Science and Mathematics. Review of Science Mathematics & ICT Education, 7(2),9â€"33.

Karamustafaoðlu, S. 2011. Improving the Science Process Skills Ability of Science Student Teachers. Eurasian Journal of Physics and Chemistry Education, 3(1),26â€"38.

Kuhn, D., & Dean, D. 2005. Is Developing Scientific Thinking All About Learning to Control Variables? Psychological Science. A Journal of the American Psychological Society/APS, 16(11), 866â€"870. https://doi.org/10.1111/j.1467-9280.2005.01628.x

Le, D.-T. 2013. Applying Item Response Theory Modeling in Educational Research. Graduate Theses and Dissertations, Paper 1341. Iowa: Iowa State University

Monhardt, L., & Monhardt, R. 2006. Creating a Context for the Learning of Science Process Skills through Picture Books. Early Childhood Education Journal, 34(1),67â€"71. https://doi.org/ 10.1007/s10643-006-0108-9

Ratnasari, D., S Sukarmin, S Suparmi & N S Aminah. 2017. Students’ Conception on Heat and Temperature toward Science Process Skill. IOP Conf. Series: Journal of Physics: Conf. Series 895 (2017) 012044. doi:10.1088/1742-6596/895/1/012044.

Sinan, O. & Usak, M. 2011. Evaluating of Prospective Biology Teachers Scientific Process Skills. Mustafa Kemal University Journal of Social Sciences Institute, 8(15),333â€"348.

Ã"“zgelen, S. 2012. Students’ Science Process Skills within a Cognitive Domain Framework. Eurasia Journal of Mathematics Science & Technology Education, 8(4),283â€"292. https:// doi.org/10.12973/eurasia.2012.846a.

Reckase, M. D. 2009. Multidimensional Item Response Theory. Multidimensional Item Response Theory. https://doi.org/10.1007/978-0-387-89976-3.

Subali, B. 2015. Pengukuran Kreativitas Keterampilan Proses Sains Dalam Konteks Assessment for Learning. Jurnal Cakrawala Pendidikan, 1(1),130â€"144.

Subali, B. dan Mariyam, S. 2013. Pengembangan Kreativitas Keterampilan Proses Sains Dalam Aspek Kehidupan Organisme Pada Mata Pelajaran IPA SD. Cakrawala Pendidikan, 32(3), 365â€"381.

Sukarno, Permanasari, A., & Hamidah, I. 2013. The Profile of Science Process Skill (SPS) Student at Secondary High School (Case Study in Jambi). International Journal of Scientific Engineering and Research (IJSER), 1(1),79â€"83.

Sutjipto. 2016. the Importance of Training Curriculum 2013 for Teachers Pentingnya Pelatihan Kurikulum 2013 Bagi Guru. Jurnal Pendidikan Dan Kebudayaan, 1(2),235â€"260.

Tobin, K. G., & Capie, W. 1982. Relationships between Formal Reasoning Ability, Locus of Control, Academic Engagement and Integrated Process Skill Achievement. Journal of Research in Science Teaching, 19(2),113â€"121. https://doi.org/10.1002/tea.3660190203

Treagust, D. F. 1988. Development and Use of Diagnostic Tests to Evaluate Students’ Misconceptions in Science. International Journal of Science Education, 10(2),159â€"169. https://doi.org/10.1080/0950069880100204

Wardani, R. K., Yamtinah, S., & Mulyani, B. 2015. Instrumen Penilaian Two-Tier Test Aspek Pengetahuan Untuk Mengukur Keterampilan Proses Sains (KPS) Pada Pembelajaran Kimia Untuk Siswa SMA/MA Kelas X, 4(4),156â€"162.

Yalçin, F. A. 2011. The Evaluation of the Unit “Structure and Properties of Matter” in Primary 8th Grade Science and Technology Teacher Guide Book With Regard to Scientific Process Skills. Elementary Education Online, 10(1),378â€"388.

Yamtinah, S., Haryono, Saputro, S., Mulyani, B., & BU, S. 2016. Item Discrimination of Two Tier Test. Proceeding International Conference on Educatonal Research and Evaluating (ICERE). 29-31 May 2016, Yogyakarta State University.

Yamtinah, S., Saputro, S., & Haryono. 2015. Instrumen Alternatif untuk Penilaian Ketrampilan Proses Sains (KPS) dan Berfungsi Diagnostik pada Aspek Pengetahuan. Jurnal Materi dan Pembelajaran Fisika (JMPF) 5(2),33-40.


Yulia, L. D., Sunarno, W., & Aminah N.S. 2016. Pengembangan Modul Fisika Berbasis Keterampilan Proses Sains (KPS) untuk Meningkatkan Kemampuan Pemecahan Masalah Fisika Siswa pada Materi Kalor di SMA/MA. Tesis, Pascasarjana UNS, Surakarta. Tidak dipublikasikan.

Zamista, A. A., & Kaniawati, I. 2015. Pengembangan Tes Keterampilan Proses Sains Materi Fluida Statis Kelas X SMA / MA. Seminar Nasional Fisika (SNF) IV. IV, 5â€"10.

Zeilik, M., Schau, C., Mattern, N., Hall, S., Teague, K. W., & Bisard, W. 1997. Conceptual Astronomy: A Novel Model for Teaching Postsecondary Science Courses. American Journal of Physics, 65(10), 987â€"996. https://doi.org/10.1119/1.18702.