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Analyzing instrument characteristics of critical thinking skills and mastery of concepts based on item response theory Mu’iz, M S; Kaniawati, I; Ramalis, T R
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

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Abstract

Studying aim is to exploration the instrument characteristics that can measure critical thinking skills (CTS) and mastery of concepts senior high school students by multiple-choice instrument in optic tools subject. The multiple-choice instrument will be analyzed about validity, reliability, item discrimination, item difficulty and item guessing factor based on item response theory (IRT). The multiple-choice instrument has 19 items measuring CTS such as interpretation, analysis, inference, evaluation and explanation. Together with measure cognitive processes dimension those are understand, applying, analyzing and evaluation. Moreover to measure knowledges dimension such as factual knowledge, conceptual knowledge and procedural knowledge. Subject and location of research are 40 students of senior high school 12 grade in South Banding region. They were selected using purposive sampling as participants of limited test. IRT counting is using add-ins irt for Microsoft Excel. The analysis results by IRT stated that instrument has been valid and reliable, as well every item has parameter-a, b and c scores. Thus, the multiple-choice assessment instrument fulfills quality test criteria and can measure CTS and mastery of concepts.
The profile of science process skills of junior high school students in Lembata Tonjo, V A; Ramalis, T R; Hernani, Hernani
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

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Abstract

This preliminary study aims to obtain data on the extent to which the science process skills (SPS) has been developed in the process of science learning in one of the private junior high school in Lembata, which later taken as a consideration for promoting a SPS-oriented learning. Data were collected through questionnaires filled out by students and interviews with science teachers. Based on the results of the analysis, it is known that science learning in schools has not been fully able to bring up the skills expected; for the average score of aspects of observing, designing and making, predicting, measuring and calculating, hypothesizing and communicating, only reached less than 65%. This low achievement is due to the applied methods, models and learning strategies, which tend to lead students having conceptual understanding, while the procedural, factual and other basic understanding of science are poorly trained. Based on this case, it is necessary to do further research in the form of application of a method and learning strategy that is able to enhance student's SPS.
Analisis Persepsi Calon Guru Terhadap Pengembangan Keterampilan Probem Solving Melalui Pembelajaran Fisika Erwin, Erwin; Rustaman, N Y; Firman, H; Ramalis, T R
JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Vol 3 No 1 (2019): JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) - May 2019
Publisher : Program Studi Pendidikan Fisika STKIP Nurul Huda

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Abstract

A study about development of problem solving skills in physics learning was conducted to investigate how prospective teachers were able to integrate this ability into physics instruction.  This article discusses the responses of prospective teachers to the development of problem solving skills through physics learning. Data were collected by using questionnaires and interviews. To strengthen data obtained through questionnaires, data were analyzed descriptively. The results of the study show that prospective physics teachers who have participated in Field Experience Program 2 (PPL 2) or who are currently participating in PPL 1, in general, agree that problem solving skills can be developed through subject matter learning, especially in physics learning. However, there are some prospective physics teachers who gave anomalous responses to several statements in the questionnaire, for example there are students who do not approve the statement that reads “Facilitating and analyzing problems for problem solving is done by drawing or sketching”. Based on these findings, it is necessary to provide a good understanding of the steps that should be taught in developing problem solving skills, such as giving example or modelling. Furthermore, prospective physics teachers need to be assessed their ability to teach the development of problem solving skills which was integrated with/in physics learning.