The aim of this study is to analysis the connections between student’ prior knowledge and collabo... more The aim of this study is to analysis the connections between student’ prior knowledge and collaborative skills in discussion groups associated with student scientific reasoning about the solar system. The student’ prior knowledge contributes to building student scientific reasoning and supported by collaborative skills through discussion groups. The analysis between two variables that influence student scientific reasoning, namely prior knowledge and student collaborative skills. Method of this study is quasy experimental design with quatitative approach. The group of student who took part in the astronomy lecture consisted of 5 groups each of which 6 student. The results of the prior analysis of student’ knowledge of each group is quite low. Process, project and outcome predictions regarding prior knowledge and collaborative skills related to the formation of scientific reasoning have a high enough category in the aspect of results and a fairly low category in the process aspect. After the implementation of collaborative learning through discussion shows the results of research that significant relation between student’ prior knowledge and student collaborative skills that strengt then student scientific reasoning. Student tend to build scientific reasoning based on prior knowledge and discussion in collaborative learning. This is prior knowledge significantly influences the chronology of student in the discussion. Other found student with low prior knowledge experienced an increase in scientific reasoning through interaction and discussion in collaborative learning.
Hasil studi pendahuluan yang dilakukan melalui wawancara terhadap beberapa guru fisika di kota Ba... more Hasil studi pendahuluan yang dilakukan melalui wawancara terhadap beberapa guru fisika di kota Bandung menunjukan bahwa kebanyakan guru tidak melakukan analisis terhadap tes yang diberikan kepada murid dan sedikit guru yang melakukan analisis serta masih menggunakan teori analisis klasik. Teori respon butir merupakan teori analisis butir soal yang termasuk ke dalam teori tes modern dan merupakan perbaikan dari teori klasik. Berdasarkan kajian literatur, teori respon butir memiliki keunggulan daripada teori klasik yaitu diantaranya dapat menggambarkan lebih rinci terkait karakteristik butir soal serta tidak memiliki ketergantungan hasil analisis pada responden. Namun teori respon butir memiliki perhitungan matematis yang cukup rumit sehingga dalam penggunaannya memerlukan bantuan software khusus. Metode penelitian yang dilakukan yaitu metode deskriptif dengan kajian literatur yang bertujuan untuk mengetahui efektivitas penggunaan teori respon butir dalam menganalisis instrument dengan menggunakan software yang terhubung pada Microsoft Excel seperti eirt, IRTpro, dan semacamnya. Beberapa makalah ilmiah yang diterbitkan pada jurnal menunjukan bahwa pada teori respon butir untuk menentukan karakteristik butir soal digambarkan melalui ICC (Item Characteristics Curve), serta akan didapat fungsi informasi dan SEM (Standard Error Measurrement) untuk melihat reliabilitas dan validitas tes yang diukur.
Journal of Talent Development and Excellence, Jun 5, 2020
Analytic mechanics is a course that requires a media to be able to improve students' concept ... more Analytic mechanics is a course that requires a media to be able to improve students' concept understanding. To face the industrial revolution 4.0 era, the education that can establish creative, innovative, and competitive generations is importantly needed. Objectives - This study examines the analytic mechanics learning based on multiple representations (MR) using GeoGebra software in forwardness to face the industrial revolution 4.0 (MR-Geo.4IR). This study involved 21 third semester students from one of the private universities in Jakarta. The instrument used was GeoGebra software to analyse images and graphics in an analytic mechanics concept in an MR-based concept module and student-worksheet. Methods - This study used quantitative and qualitative descriptive methods to determine the achievement of students on MR-based analytic mechanics learning using GeoGebra software on gravity and central force (GCF), particle system dynamics (PSD), rigid object rotation (ROR), and three-dimensional rigid object rotation (3DROR) materials. Findings - The results of this study found that the average score percentage of MR-based concept module from 3 respondents is 14.29% in “very high” category, from 17 respondents is 85.71% in “high” category, and from 1 respondent is 0.05% in “moderate” category. Based on student-worksheet assessment results, it is found that the average score percentage for each material from 21 respondents is 62% in “moderate” category for GCF, 77.10% in “high” category for PSD, 83.33% in “very high” category for ROR, and 78.95% in “high” category for 3DROR. It can be concluded that MR-based analytic mechanics learning using GeoGebra software in concept module and student-worksheet filling can improve concept understanding mastery in GCF, PSD, ROR, and 3DROR materials. Research Limitations - Limitation of this study is that this study only involved one class with a small number of students from merely one university. So that the results are not potential enough to represent the overall situation. This can be a way to conduct further research with more study materials. Originality - This study is the first study that scrutinize MR-based mechanics lectures using GeoGebra software in analysing verbal, images, graphics, and mathematics.
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia, Dec 1, 2018
Studying aim is to exploration the instrument characteristics that can measure critical thinking ... more 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.
This article discusses the profiles of prospective physics teacher responses to the development o... more This article discusses the profiles of prospective physics teacher responses to the development of scientific communication skills through physics learning. Data were collected using questionnaires and interviews to strengthen the data obtained through questionnaires, data were analyzed descriptively. The results show that prospective physics teachers who have already joined the Teaching practice/Field Experience Program 2 (FEP 2) or who are currently following FEP 1, generally argues that the development of scientific communication skills can be conducted through subject matter learning, especially physics learning. Some prospective teachers give an anomalous response to some statements on the questionnaire, for example they agreed on the statement that the source of physics learning is sufficient from teacher's explanation, students do not need to read textbooks, not yet need to read scientific articles and scientific reports. Based on these findings prospective physics teachers should need to develop their's good understanding of the aspects to be learned in developing scientific communication skills, as well as their ability in transferring or developing scientific communication skill integrated within physics learning need to be assessed.
Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah, May 29, 2019
Artikel ini membahas tentang tanggapan mahasiswa calon guru terhadap pengembangan keterampilan pr... more Artikel ini membahas tentang tanggapan mahasiswa calon guru terhadap pengembangan keterampilan problem solving melalui pembelajaran fisika. Pengumpulan data dilakukan menggunakan kuesioner dan wawancara untuk memperkuat data yang diperoleh melalui kuesioner, data dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa mahasiswa calon guru fisika baik yang sudah mengikuti Program Pengalaman Lapangan 2 (PPL 2) maupun yang sedang mengikuti PPL 1, secara umum berpendapat bahwa pengembangan keterampilan problem solving dapat dilakukan melalui pembelajaran materi subjek, khususnya pada pembelajaran fisika. Namun demikian ditemukan ada beberapa calon guru fisika memberikan tanggapan yang anomali untuk beberapa pernyataan pada angket, misalnya tidak menyetujui pernyataan yang berbunyi "Upaya memudahkan dalam menganalisis masalah guna penyelesaian masalah dilakukan dengan membuat gambar atau sketsa". Berdasarkan temuan ini perlu dicontohkan langkah-langkah yang perlu dibelajarkan dalam mengembangkan keterampilan problem solving, serta perlu diases kemampuannya dalam mengembangkan keterampilan problem solving yang terintegrasi pembelajaran fisika. Kata kunci: calon guru fisika, problem solving, pembelajaran fisika.
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia, Dec 1, 2018
This preliminary study aims to obtain data on the extent to which the science process skills (SPS... more 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.
Jurnal Penelitian Pendidikan IPA (JPPIPA), Mar 31, 2023
This study is aimed-to construct and analyze the Computational Thinking Instrument at Physics sub... more This study is aimed-to construct and analyze the Computational Thinking Instrument at Physics subject using Rasch Measurement Model. The instrument was developed by the researcher to assess students' computational thinking in Grade Eleventh in high school on heat and transfer topics under STEM Quartet Integrated Learning. The type of the instrument is a multiple choice with multiple-choice reasoning. This test consists of 13 questions to measure five concepts of Computational Thinking which are abstraction, decomposition, algorithm, evaluation, and generalization. The test was tried out on 120 students (87 female and 33 male aged 16-18 years old) in West Java and Banten. The item of the questions on the test was analyzed using Winstep 5.3.2.0. The reliability of the Instrument can be shown at the Cronbach's alpha, Item Reliability, Person Reliability, Item Separation, and Person Separation. The result shows that Cronbach's alpha (KR-20) is 0.75 which means the instrument has high reliability. The value of the item reliability is 0.95 and person reliability is 0.72. This means that although the consistency of student in answering questions is sufficient, the instrument has high reliability. The values of the item and person separation are 1.61 and 4.43 which means that the instrument has great separation. The validity of the instrument can be seen in unidimensionality and item fit order. The unidimensionality shows that the value of Raw Variance Explain by Measure is 32.8%, the Unexplained variance 1-5 contrast is below 15% and the eigenvalues are also below 3%. Overall, 8 of 13 items of the test meet 3 criteria of the item fit order, then 5 items have 2 of 3 criteria of the item fit order. We can conclude that this Instrument is reliable and valid. Then, the instrument can be used to measure students' computational thinking on heat and transfer topics.
This study investigated the multiple-choice of scientific literacy resembling to PISA framework a... more This study investigated the multiple-choice of scientific literacy resembling to PISA framework assessment test to assess senior high school students' literacy acquisition in physics by applying Item Response Theory (IRT) with three-parameter logistic. The multiple-choice instrument composed by 15 items test measuring three aspects of the scientific literacy assessment in PISA 2015 framework such as Context, Knowledge and Competencies. Threeparameter logistic (3PL) used to analysing test are difficulty, discriminatory, and guessing parameters of the instrument items were fitted by IRT model, using EIRT. Data was gathered on 32 students in science program of student high school in Bandung region. The IRT framework reveals item-level information and indicates appropriate ability ranges for the test. With the result that these methods can apply to diagnose and evaluate the features of items at various scientific literacy aspects of test takers.
Keterampilan berpikir kritis merupakan keterampilan yang harus dimiliki siswa pada abad 21. Dalam... more Keterampilan berpikir kritis merupakan keterampilan yang harus dimiliki siswa pada abad 21. Dalam dunia pendidikan, keterampilan berpikir kritis siswa dapat diketahui melalui penilaian menggunakan alat ukur keterampilan berpikir kritis. Namun pada kenyataannya masih jarang sekali pendidik menyusun alat ukur yang dapat merangsang siswa untuk berpikir kritis. Alasan utamanya dikarenakan sulitnya mengkonstruksi dan menganalisis alat ukur keterampilan berpikir kritis karena membutuhkan waktunya yang cukup lama. Penelitian ini bertujuan untuk mengembangkan dan mengkarakterisasi tes keterampilan berpikir kritis berdasarkan teori respon butir. Metode penelitian yang digunakan adalah metode pengembangan. Tes dikonstruk berdasarkan 16 subskill dari 6 aspek keterampilan berpikir kritis pada materi tekanan. Partisipan dalam penelitian ini yaitu 151 siswa di enam SMP di Lembang. Analisis data dalam peneltian ini berdasarkan teori respon butir dan dibantu dengan software IRTPRO4.2 Student. Hasil analisis dari kurva karakteristik tes menunjukkan bahwa parameter kesukaran ( terentang antara -0,15 sampai 0,92 dengan indeks kesukaran termasuk dalam kategori sedang dan parameter daya pembeda (a) benilai 0,49 yang berarti tes memiliki daya pembeda yang baik. Perpotongan antara total fungsi informasi dan SEM (standard error measurement) berada pada rentang -1,10 sampai 1,7. Hal ini berarti, keseluruhan tes ini dapat digunakan untuk mengukur kemampuan berpikir kritis dari tingkat kemampuan rendah (dibawah rata-rata) sampai kemampuan tinggi (diatas rata-rata). Kata kunci: keterampilan berpikir kritis, pengembangan dan karakterisasi, teori respon butir ABSTRACK Critical thinking skills are the skills students must have in the 21st century. in the world of education, students' critical thinking ability can be seen through assessment use the critical thinking skill test. But in reality it is rare the educators to prepare a measurement tool that can stimulate students to think critically. The main reason because is difficult in building and analyzing critical thinking skills because it takes a long time. This study aims to develop and characterize critical thinking skills tests based on item response theory. The research method used is a method of development. The test is built on the basis of 16 subskill of 6 aspects of critical thinking skills in the pressure material. Participants in this study were 151 students in six middle schools in Lembang. The analysis of the data of this research is based on item response theory and assisted by using software IRTPRO4.2 Student. The result of analysis from characteristic curve of the tests show that the parameter of level of difficulty (b) between -0.15 to 0.92 with index of level of difficulty included in the medium category and parameter of discriminating power (a) value of 0.49 which means that the test has a good category. The information function amount 18,83 and the intersection between the total information function and SEM (standard measurement error) is in the range -1.10 to 1.7. This means, the test is valid and it can be used to measure the critical thinking ability of low levels (below average) until the high ability levels (above average). Keywords: critical thinking skill, development and characterization, item response theory
Pengetahuan tentang bencana alam dan cara penanggulangannya seharusnya diperoleh oleh masyarakat ... more Pengetahuan tentang bencana alam dan cara penanggulangannya seharusnya diperoleh oleh masyarakat ketika bersekolah melalui mata pelajaran IPA/Fisika, Geografi atau IPBA. Menurut UNISDR tahun 2010, Indonesia menduduki peringkat pertama dalam paparan terhadap penduduk atau jumlah manusia yang menjadi korban meninggal akibat bencana alam. Ada beberapa kemungkinan yang menyebabkan hal tesebut terjadi. Pertama, materi tersebut telah di pelajari di sekolah, tetapi dalam proses pembelajarannya sulit dipahami. Kedua, bahan kajian mengenai fenomena alam tersebut tidak termasuk dalam kurikulum IPBA di sekolah. Penelitian ini dilakukan untuk menganalisis perkembangan kurikulum IPBA di Indonesia, serta membandingkannya dengan kurikulum IPBA di Jepang. Penelitian ini dilakukan dengan menggunakan metode deskriptif komparatif dengan pendekatan kualitatif. Data kurikulum IPBA di Indonesia dan di Jepang dianalisis urutan pemberian materi, kedalaman materi, dan kompetensinya. Hasil analisis dan perbandingan menunujukkan bahwa kurikulum IPBA di Indonesia materi yang dibahasnya masih secara umum dari tahun ke tahunnya. Sedangkan kurikulum IPBA di Jepang, kurikulumnya sudah dibahas dengan dikaitkan terhadap fenomena alam yang terjadi. Dari segi kompetensinya Indonesia sangat jauh ketinggalan. Oleh karena itu hasil penelitian ini merekomendasikan agar kurikulum IPBA di Indonesia dibahas secara mendalam dengan dikaitkan terhadap fenomena alam yang sering terjadi dalam kehidupan sehari-hari. Knowledge about natural disasters and how to tackling should be obtained by the public when studied through subjects Physics, geography or earth and space science. According to UNISDR of 2010, Indonesia was ranked first in the exposure to the population or the number of human victims died due to natural disasters. There are several possible causes of things are happening. First, the material has been learned at school, but in the process the lesson that is difficult to understand. Second, the study of natural phenomena is not included in the curriculum of earth and space science in the school. This research was conducted to analyze the development of curriculum in Indonesia, as well as the earth and space science compared it to the curriculum in Japan. The research was carried out using the method of comparative descriptive qualitative approach. earth and space science curriculum in Indonesia and in Japan analyzed a sequence of content, depth of content, and competencies. Result analysis and comparison of show earth and space science in the curricula that matter dealt with at Indonesia still generally from year to year. While in Japan, the curriculum already discussed with the associated to the natural phenomena that occur. In terms of competencies Indonesia greatly missed. Therefore it is recommended that the results of research curriculum in Indonesia earth and space science discussed in depth with the associated to the natural phenomenon that often occurs in life.
This study aims to identify the creative thinking skills of vocational school students with Malay... more This study aims to identify the creative thinking skills of vocational school students with Malay ethnicity in solving problems regarding Archimedes law. Creative thinking skill is skill that students must have in the 21st century. Therefore, this skill must be trained through the learning process. This research was conducted on 21 students of class X DPIB with 12 men, 9 women and 15 of them are ethnic Malay, the rest are settled migrants. This research is a case study research. The data obtained were analysed with Rasch Analysis Model (RAM). From the analysis results it was found that the ability of Malay students’ creative thinking was still low. The reliability person is weak and the reliability item is good. The tendency of respondent’s ability to work on problems is smaller than the level of difficulty of the questions. There are differences in the level of creative thinking ability of Malay ethnic and non-Malay ethnic students.
Jurnal Inovasi dan Pembelajaran Fisika, May 5, 2014
Implementation of science teaching in a junior high school in Bandung was not held integratedly. ... more Implementation of science teaching in a junior high school in Bandung was not held integratedly. Therefore, this research implemented an integrated learning at volcano theme that aimed to get an overview of the improvement of learning outcomes. The research used quasi experimental method with one group pretest-posttest design. The sample was one of the class VIII student numbers by 31 people. The results showed that the implementation of integrated learning at volcano theme can improve student achievement based on a new taxonomy for science education. For further research, it is recommended to provide sufficient time for students to improve their creativity.
Habits of mind adalah hasil belajar jangka panjang yang memiliki peranan penting dalam memecahkan... more Habits of mind adalah hasil belajar jangka panjang yang memiliki peranan penting dalam memecahkan masalah bahkan kesuksesan seseorang.Hasil belajar tersebut belum banyak mendapatkan penilaian, dikarenakan instrumen yang belum banyak dikembangkan. Oleh karena itu, dilakukan penelitian untuk mengembangkan instrumen habits of mind berupa tes berbentuk uraian dengan menggunakan metode R&D yang melibatkan tiga dosen ahli/pakar. Kesepakatan dosen ahli/pakar dalam melakukan validasi isi dianalisis menggunakan Aiken V sehingga diperoleh instrumen yang valid berkategori tinggi dan layak diuji coba. Instrumen diuji coba kepada siswa SMA dan dikarakteristik menggunakan teori respon butir dengan model politomi. Instrumen tes dianalisis menggunakan partial credit model, menghasilkan tes yang memiliki daya beda, tingkat kesukaran dan estimasi reliabilitas dengan kategori baik. Artinya, tes tersebut dapat membedakan dan memiliki konsistensi dalam mengukur habits of mind yang dimiliki siswa.
Penelitian ini bertujuan untuk mengonstruksi dan mengarakterisasi instrumen tes Keterampilan Berp... more Penelitian ini bertujuan untuk mengonstruksi dan mengarakterisasi instrumen tes Keterampilan Berpikir Kreatif (KBK) menggunakan Teori Respon Butir (TRB) yakni dengan Partial Credit Model (PCM). Metode yang digunakan adalah mixed method menggunakan exploratory sequential design. Pada proses konstruksi dihasilkan instrumen tes uraian yang mengukur aspek fluency, flexibility, originality dan elaboration. Hasil validasi isi menunjukkan 83,3% soal dikatakan sangat valid dan 16,7% valid. Hasil analisis dengan PCM menunjukkan bahwa seluruh butir soal valid. Pada uji reliabilitas, instrumen tes KBK memiliki nilai puncak fungsi informasi sebesar 6,7938 dan SEM (Standard Error of Measurement) sebesar 0,3837 dengan perpotongan antara kurva menunjukkan instrumen bersifat reliabel. Dari hasil analisis tingkat kesukaran diperoleh butir soal 1-6 memiliki rentang kesulitan mudah-sedang. Seluruh butir soal memiliki nilai daya beda 1 yang artinya dalam kategori baik sekali. Berdasarkan hasil validasi ahli dan karakteristik tes, seluruh butir soal dalam instrumen tes layak digunakan. Instrumen Tes KBK dalam penelitian ini diharapkan dapat digunakan untuk mengukur keterampilan berpikir kreatif dalam materi alat optik untuk siswa SMA.
Penelitian ini bertujuan untuk mendapatkan informasi mengenai karakteristik bahan ajar yang digun... more Penelitian ini bertujuan untuk mendapatkan informasi mengenai karakteristik bahan ajar yang digunakan oleh peserta didik pada materi elastisitas, serta menganalisis bahan ajar seperti apa yang dibutuhkan oleh peserta didik agar lebih mudah dalam mempelajari materi tersebut. Metode yang digunakan dalam penelitian ini adalah metode survei dengan menyebarkan angket analisis kebutuhan kepada 40 peserta didik kelas XI SMA yang telah belajar materi elastisitas. Hasil dari penyebaran angket menunjukkan bahwa 90% peserta didik masih menggunakan bahan ajar cetak untuk mempelajari materi elastisitas. Selain itu, bahan ajar yang digunakan oleh peserta didik masih memiliki beberapa kekurangan. Sebanyak 95% peserta didik mengaku membutuhkan bahan ajar alternatif yang lebih menarik dan dapat memudahkan mereka dalam mempelajari materi elastisitas. Dari 40 peserta didik, 75% memilih e-book interaktif sebagai bahan ajar yang ingin mereka gunakan untuk mempelajari materi elastisitas, dengan konten video, contoh soal, dan latihan soal yang lebih ditonjolkan pada e-book.
The aim of this study is to analysis the connections between student’ prior knowledge and collabo... more The aim of this study is to analysis the connections between student’ prior knowledge and collaborative skills in discussion groups associated with student scientific reasoning about the solar system. The student’ prior knowledge contributes to building student scientific reasoning and supported by collaborative skills through discussion groups. The analysis between two variables that influence student scientific reasoning, namely prior knowledge and student collaborative skills. Method of this study is quasy experimental design with quatitative approach. The group of student who took part in the astronomy lecture consisted of 5 groups each of which 6 student. The results of the prior analysis of student’ knowledge of each group is quite low. Process, project and outcome predictions regarding prior knowledge and collaborative skills related to the formation of scientific reasoning have a high enough category in the aspect of results and a fairly low category in the process aspect. After the implementation of collaborative learning through discussion shows the results of research that significant relation between student’ prior knowledge and student collaborative skills that strengt then student scientific reasoning. Student tend to build scientific reasoning based on prior knowledge and discussion in collaborative learning. This is prior knowledge significantly influences the chronology of student in the discussion. Other found student with low prior knowledge experienced an increase in scientific reasoning through interaction and discussion in collaborative learning.
Hasil studi pendahuluan yang dilakukan melalui wawancara terhadap beberapa guru fisika di kota Ba... more Hasil studi pendahuluan yang dilakukan melalui wawancara terhadap beberapa guru fisika di kota Bandung menunjukan bahwa kebanyakan guru tidak melakukan analisis terhadap tes yang diberikan kepada murid dan sedikit guru yang melakukan analisis serta masih menggunakan teori analisis klasik. Teori respon butir merupakan teori analisis butir soal yang termasuk ke dalam teori tes modern dan merupakan perbaikan dari teori klasik. Berdasarkan kajian literatur, teori respon butir memiliki keunggulan daripada teori klasik yaitu diantaranya dapat menggambarkan lebih rinci terkait karakteristik butir soal serta tidak memiliki ketergantungan hasil analisis pada responden. Namun teori respon butir memiliki perhitungan matematis yang cukup rumit sehingga dalam penggunaannya memerlukan bantuan software khusus. Metode penelitian yang dilakukan yaitu metode deskriptif dengan kajian literatur yang bertujuan untuk mengetahui efektivitas penggunaan teori respon butir dalam menganalisis instrument dengan menggunakan software yang terhubung pada Microsoft Excel seperti eirt, IRTpro, dan semacamnya. Beberapa makalah ilmiah yang diterbitkan pada jurnal menunjukan bahwa pada teori respon butir untuk menentukan karakteristik butir soal digambarkan melalui ICC (Item Characteristics Curve), serta akan didapat fungsi informasi dan SEM (Standard Error Measurrement) untuk melihat reliabilitas dan validitas tes yang diukur.
Journal of Talent Development and Excellence, Jun 5, 2020
Analytic mechanics is a course that requires a media to be able to improve students' concept ... more Analytic mechanics is a course that requires a media to be able to improve students' concept understanding. To face the industrial revolution 4.0 era, the education that can establish creative, innovative, and competitive generations is importantly needed. Objectives - This study examines the analytic mechanics learning based on multiple representations (MR) using GeoGebra software in forwardness to face the industrial revolution 4.0 (MR-Geo.4IR). This study involved 21 third semester students from one of the private universities in Jakarta. The instrument used was GeoGebra software to analyse images and graphics in an analytic mechanics concept in an MR-based concept module and student-worksheet. Methods - This study used quantitative and qualitative descriptive methods to determine the achievement of students on MR-based analytic mechanics learning using GeoGebra software on gravity and central force (GCF), particle system dynamics (PSD), rigid object rotation (ROR), and three-dimensional rigid object rotation (3DROR) materials. Findings - The results of this study found that the average score percentage of MR-based concept module from 3 respondents is 14.29% in “very high” category, from 17 respondents is 85.71% in “high” category, and from 1 respondent is 0.05% in “moderate” category. Based on student-worksheet assessment results, it is found that the average score percentage for each material from 21 respondents is 62% in “moderate” category for GCF, 77.10% in “high” category for PSD, 83.33% in “very high” category for ROR, and 78.95% in “high” category for 3DROR. It can be concluded that MR-based analytic mechanics learning using GeoGebra software in concept module and student-worksheet filling can improve concept understanding mastery in GCF, PSD, ROR, and 3DROR materials. Research Limitations - Limitation of this study is that this study only involved one class with a small number of students from merely one university. So that the results are not potential enough to represent the overall situation. This can be a way to conduct further research with more study materials. Originality - This study is the first study that scrutinize MR-based mechanics lectures using GeoGebra software in analysing verbal, images, graphics, and mathematics.
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia, Dec 1, 2018
Studying aim is to exploration the instrument characteristics that can measure critical thinking ... more 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.
This article discusses the profiles of prospective physics teacher responses to the development o... more This article discusses the profiles of prospective physics teacher responses to the development of scientific communication skills through physics learning. Data were collected using questionnaires and interviews to strengthen the data obtained through questionnaires, data were analyzed descriptively. The results show that prospective physics teachers who have already joined the Teaching practice/Field Experience Program 2 (FEP 2) or who are currently following FEP 1, generally argues that the development of scientific communication skills can be conducted through subject matter learning, especially physics learning. Some prospective teachers give an anomalous response to some statements on the questionnaire, for example they agreed on the statement that the source of physics learning is sufficient from teacher's explanation, students do not need to read textbooks, not yet need to read scientific articles and scientific reports. Based on these findings prospective physics teachers should need to develop their's good understanding of the aspects to be learned in developing scientific communication skills, as well as their ability in transferring or developing scientific communication skill integrated within physics learning need to be assessed.
Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah, May 29, 2019
Artikel ini membahas tentang tanggapan mahasiswa calon guru terhadap pengembangan keterampilan pr... more Artikel ini membahas tentang tanggapan mahasiswa calon guru terhadap pengembangan keterampilan problem solving melalui pembelajaran fisika. Pengumpulan data dilakukan menggunakan kuesioner dan wawancara untuk memperkuat data yang diperoleh melalui kuesioner, data dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa mahasiswa calon guru fisika baik yang sudah mengikuti Program Pengalaman Lapangan 2 (PPL 2) maupun yang sedang mengikuti PPL 1, secara umum berpendapat bahwa pengembangan keterampilan problem solving dapat dilakukan melalui pembelajaran materi subjek, khususnya pada pembelajaran fisika. Namun demikian ditemukan ada beberapa calon guru fisika memberikan tanggapan yang anomali untuk beberapa pernyataan pada angket, misalnya tidak menyetujui pernyataan yang berbunyi "Upaya memudahkan dalam menganalisis masalah guna penyelesaian masalah dilakukan dengan membuat gambar atau sketsa". Berdasarkan temuan ini perlu dicontohkan langkah-langkah yang perlu dibelajarkan dalam mengembangkan keterampilan problem solving, serta perlu diases kemampuannya dalam mengembangkan keterampilan problem solving yang terintegrasi pembelajaran fisika. Kata kunci: calon guru fisika, problem solving, pembelajaran fisika.
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia, Dec 1, 2018
This preliminary study aims to obtain data on the extent to which the science process skills (SPS... more 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.
Jurnal Penelitian Pendidikan IPA (JPPIPA), Mar 31, 2023
This study is aimed-to construct and analyze the Computational Thinking Instrument at Physics sub... more This study is aimed-to construct and analyze the Computational Thinking Instrument at Physics subject using Rasch Measurement Model. The instrument was developed by the researcher to assess students' computational thinking in Grade Eleventh in high school on heat and transfer topics under STEM Quartet Integrated Learning. The type of the instrument is a multiple choice with multiple-choice reasoning. This test consists of 13 questions to measure five concepts of Computational Thinking which are abstraction, decomposition, algorithm, evaluation, and generalization. The test was tried out on 120 students (87 female and 33 male aged 16-18 years old) in West Java and Banten. The item of the questions on the test was analyzed using Winstep 5.3.2.0. The reliability of the Instrument can be shown at the Cronbach's alpha, Item Reliability, Person Reliability, Item Separation, and Person Separation. The result shows that Cronbach's alpha (KR-20) is 0.75 which means the instrument has high reliability. The value of the item reliability is 0.95 and person reliability is 0.72. This means that although the consistency of student in answering questions is sufficient, the instrument has high reliability. The values of the item and person separation are 1.61 and 4.43 which means that the instrument has great separation. The validity of the instrument can be seen in unidimensionality and item fit order. The unidimensionality shows that the value of Raw Variance Explain by Measure is 32.8%, the Unexplained variance 1-5 contrast is below 15% and the eigenvalues are also below 3%. Overall, 8 of 13 items of the test meet 3 criteria of the item fit order, then 5 items have 2 of 3 criteria of the item fit order. We can conclude that this Instrument is reliable and valid. Then, the instrument can be used to measure students' computational thinking on heat and transfer topics.
This study investigated the multiple-choice of scientific literacy resembling to PISA framework a... more This study investigated the multiple-choice of scientific literacy resembling to PISA framework assessment test to assess senior high school students' literacy acquisition in physics by applying Item Response Theory (IRT) with three-parameter logistic. The multiple-choice instrument composed by 15 items test measuring three aspects of the scientific literacy assessment in PISA 2015 framework such as Context, Knowledge and Competencies. Threeparameter logistic (3PL) used to analysing test are difficulty, discriminatory, and guessing parameters of the instrument items were fitted by IRT model, using EIRT. Data was gathered on 32 students in science program of student high school in Bandung region. The IRT framework reveals item-level information and indicates appropriate ability ranges for the test. With the result that these methods can apply to diagnose and evaluate the features of items at various scientific literacy aspects of test takers.
Keterampilan berpikir kritis merupakan keterampilan yang harus dimiliki siswa pada abad 21. Dalam... more Keterampilan berpikir kritis merupakan keterampilan yang harus dimiliki siswa pada abad 21. Dalam dunia pendidikan, keterampilan berpikir kritis siswa dapat diketahui melalui penilaian menggunakan alat ukur keterampilan berpikir kritis. Namun pada kenyataannya masih jarang sekali pendidik menyusun alat ukur yang dapat merangsang siswa untuk berpikir kritis. Alasan utamanya dikarenakan sulitnya mengkonstruksi dan menganalisis alat ukur keterampilan berpikir kritis karena membutuhkan waktunya yang cukup lama. Penelitian ini bertujuan untuk mengembangkan dan mengkarakterisasi tes keterampilan berpikir kritis berdasarkan teori respon butir. Metode penelitian yang digunakan adalah metode pengembangan. Tes dikonstruk berdasarkan 16 subskill dari 6 aspek keterampilan berpikir kritis pada materi tekanan. Partisipan dalam penelitian ini yaitu 151 siswa di enam SMP di Lembang. Analisis data dalam peneltian ini berdasarkan teori respon butir dan dibantu dengan software IRTPRO4.2 Student. Hasil analisis dari kurva karakteristik tes menunjukkan bahwa parameter kesukaran ( terentang antara -0,15 sampai 0,92 dengan indeks kesukaran termasuk dalam kategori sedang dan parameter daya pembeda (a) benilai 0,49 yang berarti tes memiliki daya pembeda yang baik. Perpotongan antara total fungsi informasi dan SEM (standard error measurement) berada pada rentang -1,10 sampai 1,7. Hal ini berarti, keseluruhan tes ini dapat digunakan untuk mengukur kemampuan berpikir kritis dari tingkat kemampuan rendah (dibawah rata-rata) sampai kemampuan tinggi (diatas rata-rata). Kata kunci: keterampilan berpikir kritis, pengembangan dan karakterisasi, teori respon butir ABSTRACK Critical thinking skills are the skills students must have in the 21st century. in the world of education, students' critical thinking ability can be seen through assessment use the critical thinking skill test. But in reality it is rare the educators to prepare a measurement tool that can stimulate students to think critically. The main reason because is difficult in building and analyzing critical thinking skills because it takes a long time. This study aims to develop and characterize critical thinking skills tests based on item response theory. The research method used is a method of development. The test is built on the basis of 16 subskill of 6 aspects of critical thinking skills in the pressure material. Participants in this study were 151 students in six middle schools in Lembang. The analysis of the data of this research is based on item response theory and assisted by using software IRTPRO4.2 Student. The result of analysis from characteristic curve of the tests show that the parameter of level of difficulty (b) between -0.15 to 0.92 with index of level of difficulty included in the medium category and parameter of discriminating power (a) value of 0.49 which means that the test has a good category. The information function amount 18,83 and the intersection between the total information function and SEM (standard measurement error) is in the range -1.10 to 1.7. This means, the test is valid and it can be used to measure the critical thinking ability of low levels (below average) until the high ability levels (above average). Keywords: critical thinking skill, development and characterization, item response theory
Pengetahuan tentang bencana alam dan cara penanggulangannya seharusnya diperoleh oleh masyarakat ... more Pengetahuan tentang bencana alam dan cara penanggulangannya seharusnya diperoleh oleh masyarakat ketika bersekolah melalui mata pelajaran IPA/Fisika, Geografi atau IPBA. Menurut UNISDR tahun 2010, Indonesia menduduki peringkat pertama dalam paparan terhadap penduduk atau jumlah manusia yang menjadi korban meninggal akibat bencana alam. Ada beberapa kemungkinan yang menyebabkan hal tesebut terjadi. Pertama, materi tersebut telah di pelajari di sekolah, tetapi dalam proses pembelajarannya sulit dipahami. Kedua, bahan kajian mengenai fenomena alam tersebut tidak termasuk dalam kurikulum IPBA di sekolah. Penelitian ini dilakukan untuk menganalisis perkembangan kurikulum IPBA di Indonesia, serta membandingkannya dengan kurikulum IPBA di Jepang. Penelitian ini dilakukan dengan menggunakan metode deskriptif komparatif dengan pendekatan kualitatif. Data kurikulum IPBA di Indonesia dan di Jepang dianalisis urutan pemberian materi, kedalaman materi, dan kompetensinya. Hasil analisis dan perbandingan menunujukkan bahwa kurikulum IPBA di Indonesia materi yang dibahasnya masih secara umum dari tahun ke tahunnya. Sedangkan kurikulum IPBA di Jepang, kurikulumnya sudah dibahas dengan dikaitkan terhadap fenomena alam yang terjadi. Dari segi kompetensinya Indonesia sangat jauh ketinggalan. Oleh karena itu hasil penelitian ini merekomendasikan agar kurikulum IPBA di Indonesia dibahas secara mendalam dengan dikaitkan terhadap fenomena alam yang sering terjadi dalam kehidupan sehari-hari. Knowledge about natural disasters and how to tackling should be obtained by the public when studied through subjects Physics, geography or earth and space science. According to UNISDR of 2010, Indonesia was ranked first in the exposure to the population or the number of human victims died due to natural disasters. There are several possible causes of things are happening. First, the material has been learned at school, but in the process the lesson that is difficult to understand. Second, the study of natural phenomena is not included in the curriculum of earth and space science in the school. This research was conducted to analyze the development of curriculum in Indonesia, as well as the earth and space science compared it to the curriculum in Japan. The research was carried out using the method of comparative descriptive qualitative approach. earth and space science curriculum in Indonesia and in Japan analyzed a sequence of content, depth of content, and competencies. Result analysis and comparison of show earth and space science in the curricula that matter dealt with at Indonesia still generally from year to year. While in Japan, the curriculum already discussed with the associated to the natural phenomena that occur. In terms of competencies Indonesia greatly missed. Therefore it is recommended that the results of research curriculum in Indonesia earth and space science discussed in depth with the associated to the natural phenomenon that often occurs in life.
This study aims to identify the creative thinking skills of vocational school students with Malay... more This study aims to identify the creative thinking skills of vocational school students with Malay ethnicity in solving problems regarding Archimedes law. Creative thinking skill is skill that students must have in the 21st century. Therefore, this skill must be trained through the learning process. This research was conducted on 21 students of class X DPIB with 12 men, 9 women and 15 of them are ethnic Malay, the rest are settled migrants. This research is a case study research. The data obtained were analysed with Rasch Analysis Model (RAM). From the analysis results it was found that the ability of Malay students’ creative thinking was still low. The reliability person is weak and the reliability item is good. The tendency of respondent’s ability to work on problems is smaller than the level of difficulty of the questions. There are differences in the level of creative thinking ability of Malay ethnic and non-Malay ethnic students.
Jurnal Inovasi dan Pembelajaran Fisika, May 5, 2014
Implementation of science teaching in a junior high school in Bandung was not held integratedly. ... more Implementation of science teaching in a junior high school in Bandung was not held integratedly. Therefore, this research implemented an integrated learning at volcano theme that aimed to get an overview of the improvement of learning outcomes. The research used quasi experimental method with one group pretest-posttest design. The sample was one of the class VIII student numbers by 31 people. The results showed that the implementation of integrated learning at volcano theme can improve student achievement based on a new taxonomy for science education. For further research, it is recommended to provide sufficient time for students to improve their creativity.
Habits of mind adalah hasil belajar jangka panjang yang memiliki peranan penting dalam memecahkan... more Habits of mind adalah hasil belajar jangka panjang yang memiliki peranan penting dalam memecahkan masalah bahkan kesuksesan seseorang.Hasil belajar tersebut belum banyak mendapatkan penilaian, dikarenakan instrumen yang belum banyak dikembangkan. Oleh karena itu, dilakukan penelitian untuk mengembangkan instrumen habits of mind berupa tes berbentuk uraian dengan menggunakan metode R&D yang melibatkan tiga dosen ahli/pakar. Kesepakatan dosen ahli/pakar dalam melakukan validasi isi dianalisis menggunakan Aiken V sehingga diperoleh instrumen yang valid berkategori tinggi dan layak diuji coba. Instrumen diuji coba kepada siswa SMA dan dikarakteristik menggunakan teori respon butir dengan model politomi. Instrumen tes dianalisis menggunakan partial credit model, menghasilkan tes yang memiliki daya beda, tingkat kesukaran dan estimasi reliabilitas dengan kategori baik. Artinya, tes tersebut dapat membedakan dan memiliki konsistensi dalam mengukur habits of mind yang dimiliki siswa.
Penelitian ini bertujuan untuk mengonstruksi dan mengarakterisasi instrumen tes Keterampilan Berp... more Penelitian ini bertujuan untuk mengonstruksi dan mengarakterisasi instrumen tes Keterampilan Berpikir Kreatif (KBK) menggunakan Teori Respon Butir (TRB) yakni dengan Partial Credit Model (PCM). Metode yang digunakan adalah mixed method menggunakan exploratory sequential design. Pada proses konstruksi dihasilkan instrumen tes uraian yang mengukur aspek fluency, flexibility, originality dan elaboration. Hasil validasi isi menunjukkan 83,3% soal dikatakan sangat valid dan 16,7% valid. Hasil analisis dengan PCM menunjukkan bahwa seluruh butir soal valid. Pada uji reliabilitas, instrumen tes KBK memiliki nilai puncak fungsi informasi sebesar 6,7938 dan SEM (Standard Error of Measurement) sebesar 0,3837 dengan perpotongan antara kurva menunjukkan instrumen bersifat reliabel. Dari hasil analisis tingkat kesukaran diperoleh butir soal 1-6 memiliki rentang kesulitan mudah-sedang. Seluruh butir soal memiliki nilai daya beda 1 yang artinya dalam kategori baik sekali. Berdasarkan hasil validasi ahli dan karakteristik tes, seluruh butir soal dalam instrumen tes layak digunakan. Instrumen Tes KBK dalam penelitian ini diharapkan dapat digunakan untuk mengukur keterampilan berpikir kreatif dalam materi alat optik untuk siswa SMA.
Penelitian ini bertujuan untuk mendapatkan informasi mengenai karakteristik bahan ajar yang digun... more Penelitian ini bertujuan untuk mendapatkan informasi mengenai karakteristik bahan ajar yang digunakan oleh peserta didik pada materi elastisitas, serta menganalisis bahan ajar seperti apa yang dibutuhkan oleh peserta didik agar lebih mudah dalam mempelajari materi tersebut. Metode yang digunakan dalam penelitian ini adalah metode survei dengan menyebarkan angket analisis kebutuhan kepada 40 peserta didik kelas XI SMA yang telah belajar materi elastisitas. Hasil dari penyebaran angket menunjukkan bahwa 90% peserta didik masih menggunakan bahan ajar cetak untuk mempelajari materi elastisitas. Selain itu, bahan ajar yang digunakan oleh peserta didik masih memiliki beberapa kekurangan. Sebanyak 95% peserta didik mengaku membutuhkan bahan ajar alternatif yang lebih menarik dan dapat memudahkan mereka dalam mempelajari materi elastisitas. Dari 40 peserta didik, 75% memilih e-book interaktif sebagai bahan ajar yang ingin mereka gunakan untuk mempelajari materi elastisitas, dengan konten video, contoh soal, dan latihan soal yang lebih ditonjolkan pada e-book.
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