Download fulltext HTML
Amali, N., ., N., & Firman, H. (2024). A Framework Design for Developing and Validating Virtual Test to Assess Science Process Skills in Chemistry. KnE Social Sciences, 9(8), 269–279. https://doi.org/10.18502/kss.v9i8.15557

https://doi.org/10.18502/kss.v9i8.15557

statistics

  • 55 Abstract Views
  • 33 PDF Views
  • 0 HTML Views

authors

  • Nurul Amali

    Nurul Amali

    Department of Chemistry Education, Education University of Indonesia, Dr. Setia Budhi Street, Number 229, Bandung 40154, Indonesia
  • Nahadi .

    Nahadi .

    Department of Chemistry Education, Education University of Indonesia, Dr. Setia Budhi Street, Number 229, Bandung 40154, Indonesia
  • Harry Firman

    Harry Firman

    Department of Chemistry Education, Education University of Indonesia, Dr. Setia Budhi Street, Number 229, Bandung 40154, Indonesia

Published Date

  • Apr 3, 2024

A Framework Design for Developing and Validating Virtual Test to Assess Science Process Skills in Chemistry

KnE Social Sciences / International Conference on Mathematics and Science Education (ICMScE 2022): Learning Materials and Modules / Pages 269–279

Abstract

Technological advancements and the demands of the pandemic around the world forced educators to think of solutions in the teaching and learning process so that there were no obstacles in the assessment process. Although the focus of learning assessment in Indonesia focused on literacy and numeracy assessment, the assessment of science process skills is still carried out because the science process skills are the core key to developing children’s knowledge in science, including chemistry. The present assessment process used more online platforms or virtual tests. This study aimed to describe the virtual test design framework that is suitable for assessing science process skills in chemistry. The method used was a literature review. We collected journal articles in accordance with the theme, and then the journal article was reviewed and arranged into several discussion sections. The framework design for developing and validating virtual test had four phases: planning, developing, validating, trial and data processing. Discussions include an overview of virtual tests, assessing the skills of chemical-specific science processes with virtual tests and how the virtual test design framework assesses science process skills on chemistry that qualify on assessment characteristics (validation, reliability, objectivity, and practicality).


Keywords: assessment, virtual test, science process skills

References
[1] Harlen W. Purposes and procedures for assessing science process skills. Int J Phytoremediation. 1999;21(1):129–44.

[2] Hanifah W, Rustaman N, Rusyati L. The validity and reliability of science virtual test on levels of organization and cell transport topic (svt-loct) to assess students’ science process skills,” Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar [Internet]; 2019 October 12; Bandung, West Java, Indonesia. 2020. https://doi.org/10.4108/eai.12-10-2019.2296435.

[3] Wenning CJ. Using a modified Delphi Technique to validate a physics and physical science teacher education textbook. Illinois State University; 2007.

[4] Irwanto I, Rohaeti E, Widjajanti E, Suyanta S. Students’ science process skill and analytical thinking ability in chemistry learning. AIP Conference Proceedings. AIP Publishing; 2017. https://doi.org/10.1063/1.4995100.

[5] Susi S, Yenti E. Efektivitas model problem based learning terhadap keterampilan proses sains siswa sma kelas xi pada materi kesetimbangan kimia [ Journal Education and Chemistry]. Jedchem. 2020;2(2):48–56.

[6] Ratmini WS. Implementation of chemistry practicum at SMA laboratorium Undiksha Singaraja year 2016/2017 [ Jurnal Pendidikan Indonesia]. JPI. 2017;6(2):242–54.

[7] Suja IW. Keterampilan proses sains dan instrumen pengukurannya. 2020.

[8] Resa RA, Wiwi S, Gebi D. Pengembangan tes keterampilan proses siswa SMA kelas XI pokok bahasan titrasi asam basa. Jurnal Pengajaran MIPA. 2014;18(240).

[9] Nahadi N, Wiwi S, Entin W. Pengembangan penilaian keterampilan proses sains berbasis kelas pada pembelajaran kimia. Jurnal Pengajaran MIPA. 2012;17(116). https://doi.org/10.18269/jpmipa.v17i1.249.

[10] Lestari S. “Pengembangan instrumen asesmen keterampilan proses sains pada materi garam hidrolisis.,” p. 2017.

[11] Pasemawati AY, Fadiawati N, Tania L. Pengembangan media animasi berbasis representasi kimia pada materi reaksi oksidasi reduksi. Jurnal Pendidikan dan Pembelajaran Kimia. 2013;2(3).

[12] Purnamasari J, Wardhani S, Nawawi S. Analisis soal keterampilan proses sains (kps) pada materi biologi di sma kota palembang. Bioilmi: Jurnal Pendidikan. 2021;7(1):9– 17.

[13] Kristiyanto S, Ashadi A, Yamtinah S, Mulyani S. Development of computerized testlet to measure science process skill on Stoichiometry [ Jurnal Kimia dan Pendidikan Kimia]. JKPK. 2019;4(3):216–24.

[14] Arifuddin A, Turmudi T, Rokhmah UN. Alternative assessments in online learning during Covid-19 pandemic: the strenghths and weaknesses. International Journal of Elementary Education. 2021;5(2):240–7.

[15] Azhari B, Fajri I. Distance learning during the COVID-19 pandemic: school closure in Indonesia. Int J Math Educ Sci Technol. 2022;53(7):1934–54.

[16] Hasibuan S, Chairad M, Azmi C, Ansarai MF. The development of web-based assessment. Advances in Social Science, Education and Humanities Research. 2021;591:935–937. https://doi.org/10.2991/assehr.k.211110.208.

[17] Brouwer N, McDonnell C. Online support and online assessment for teaching and learning chemistry. Innovative methods of teaching and learning chemistry in higher education. 2009;123–152. https://doi.org/10.1039/BK9781847559586-00123.

[18] Basuki FR, Jufrida J, Kurniawan W, Devi IP, Fitaloka O. Tes keterampilan proses sains: multiple choice format. Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang. 2019;7(2):101–11.

[19] Winda FR, Kurniawan W, Darmaji D. Analisis respon pengguna terhadap penerapan web-based assessment pada praktikum fisika dasar. EDUMASPUL: Jurnal Pendidikan. 2021;5(1):208–15.

[20] Nassaji H. Qualitative and descriptive research: Data type versus data analysis. 2015. https://doi.org/10.1177/1362168815572747.

[21] Sugiyono. Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta. 2011.

[22] Cooper H, Hedges LV, Valentine JC. The handbook of research synthesis and metaanalysis. Russell Sage Foundation; 2019. https://doi.org/10.7758/9781610448864.

[23] Rustaman N. Pengembangan dan validasi terbatas alat ukur kemampuan berkomunikasi ilmiah mahasiswa FPMIPA. 1992.

[24] Abruscato J. Teaching children science. ERIC; 1988.

[25] Semiawan C, Proses PK. Jakarta.PT Gramedia Widiasarana Indonesia. 1992.

[26] Rustaman N. Keterampilan Proses Sains. Bandung. UPI; 2007.

[27] Ramadhani DK, Susanti R, Zen D. Pengembangan soal keterampilan proses sains pada pembelajaran biologi SMA. Jurnal Pembelajaran Biologi: Kajian Biologi dan Pembelajarannya. 2015;2(1): 96–108.

[28] Arikunto S. Dasar-dasar Evaluasi pendidikan (edisi revisi). Bumi Aksara; 2009.

[29] Benson J, Clark F. A guide for instrument development and validation. Am J Occup Ther. 1982 Dec;36(12):789–800.

[30] Mulyantiningsih E. Riset terapan bidang pendidikan & teknik. Yogyakarta: UNYPress; 2011.

[31] Adams WK, Wieman CE. Development and validation of instruments to measure learning of expert-like thinking. Int J Sci Educ. 2010;33(9):1289–312.

[32] Handayani SL, Iba K. Karakteristik tes keterampilan proses sains: validitas, reliabilitas, tingkat kesukaran dan daya pembeda soal. Publikasi Pendidikan. 2020;10(2):100–6.

[33] Firman H. Penilaian hasil belajar dalam pengajaran kimia. Bandung: Jurusan Pendidikan Kimia FPMIPA UPI; 2000.

[34] Sukardi HM. Evaluasi pendidikan prinsip dan operasionalnya. Jakarta: Bumi Aksara; 2008.