Development and Validation of a Virtual Test Based on Three Level Chemical Representation to Measure Student Understanding of Hydrolysis of Salt
Abstract
This study aimed to develop and validate virtual tests based on three levels of chemical representation that can measure students’ understanding of salt hydrolysis. This study used development and validation methods, which consisted of 4 phases. First, the determination of the purpose and the scope of the test. Second, the development and design of the test Third. The validation, selection of items and scoring guidelines. Lastly, the assembly and evaluation of the test. The instruments used were a content validation sheet for experts to judge and an interview sheet for students. The participants were 11th grade senior high school students from three different schools in Karawang with 60 total respondents, and six of them were interviewed. The results showed that the virtual test containing 33 multiple choice items was valid with the Content Validity Index (CVI) value for macroscopic, submicroscopic, and symbolic level items being 1. The Virtual test was also reliable, with Cronbach’s alpha value for macroscopic, submicroscopic, and symbolic level items, respectively, being 0.605, 0.614 and 0.644. The results of this research can be used to measure students’ understanding of hydrolysis of salt based on three-level chemical representation.
Keywords: virtual tests, chemical representation, salt hydrolysis
References
[1] Ghani IB, Ibrahim NH, Yahaya NA, Surif J. Enhancing students’ HOTS in laboratory educational activity by using concept map as an alternative assessment tool. ChemEduc Res Pract. 2017;18(4):849–74.
[2] Holme TA, Luxford CJ, Brandriet A. Defining conceptual understanding in general chemistry. J Chem Educ. 2015;92(9):1477–83.
[3] Lin YI, Son JY, Rudd JA 2nd. Asymmetric translation between multiple representations in chemistry. Int J Sci Educ. 2016;38(4):644–62.
[4] Malkoc U. Investigating teachers’ understanding of the salt dissolution process: A multi-media approach in education. Turk Online J Educ Technol. 2017;16(1):55–71.
[5] Andina RE, Rahmawati Y, Ridwan A. Analysis of students’ mental model of salt hydrolysis concepts at Klaten, Central Java. Journal of Physics. Conference Series; 2019. pp. 1–8.
[6] Nuswowati M, Purwanti E. The effectiveness of module with critical thinking approach on hydrolysis and buffer materials in chemistry learning. Journal of Physics. Conference Series; 2018. pp. 1–6.
[7] Orwat K, Bernard P, Migdal-Mikuli A. Alternative conceptions of common salt hydrolysis among upper-secondaryschool students. J Balt Sci Educ. 2017;16(1):64–76.
[8] Farida I, Liliasari L, Sopandi W, Widyantoro D. A web-based model to enhance competency in the interconnection of multiple levels of representation for preservice teachers. Ideas 21st Century Education – Abdullah et al. 2017. p. 359–362. https://doi.org/10.1201/9781315166575-84.
[9] Puji Cahyani V, Sutrisno H. Validation of multiple representation instrument to measure student’s multiple representation skill. Am J Educ Res. 2018;6(8):1198–205.
[10] Fadhilah SN, Widarti HR, Su’aidy M. Pengembangan instrumen asesmen berbasis interkoneksi multipel representasi pada materi larutan penyangga. Prosiding Seminar Nasional Kimia dan Pembelajarannya. SNKP; 2018. pp. 110–9.
[11] Ogini NO. The Ever increasing challenges of paper Pencil Based Testing (PBT) in examination: Computer Based Testing (CBT) to the rescue. International Journal of Information Research and Review. 2018;5(2):5204–7.
[12] Valantika L, Firman H, Nahadi, Preface: International Conference on Recent Trends in Physics (ICRTP 2016). Journal of Physics: Conference Series. 2016;755(1):1–6.
[13] Nahadi N, Firman H, Kurniadi H. Development and validation of chemistry virtual test based multiple representations [EduLearn]. Journal of Education and Learning. 2018;12(1):44–51.
[14] Anaelka AH. Education 4.0 made simple: ideas for teaching. Int J Educ Lit Stud. 2018;6(3):92.
[15] Kotwal DV, Bhadke SR, Gunjal AS, Biswas P. Online examination system. International Research Journal of Engineering and Technology. 2016;3(1):115–7.
[16] Ahmad IF. Alternatif assessment in distance learning in emergencies spread of coronavirus disease (COVID-19) in Indonesia. Jurnal Pedagogik. 2020;7(1):195–222.
[17] Adams WK, Wieman CE. Development and validation of instruments to measure learning of expert-like thinking. Int J Sci Educ. 2011;33(9):1289–312.
[18] Lawshe CH; C.H. LAWSHE. A quantitative approach to content validity. Pers Psychol. 1975;28(4):563–75.
[19] Sujarweni W. Spss Untuk Penelitian. Florent. Yogyakarta: Pustaka Baru Press; 2020.
[20] Kemendikbud. Kompetensi dasar Sekolah Menengah Atas (SMA)/ Madrasah Aliyah (MA). Kementerian Pendidikan dan Kebudayaan. 2013:1-195.
[21] Anderson LW, Krathwohl DR, Bloom BS. A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. Addison Wesley Longman, Inc; 2001.
[22] Bobde S, Golguri J, Chaudhari S, Shahane R. Web based online examination system. Global Research and Development Journal for Engineering. 2017;2(5):58–61.
[23] Nardi A, Ranieri M. Comparing Paper-based and electronic multiple-choice examinations with personal devices : impact on students ’ performance, self-efficacy and satisfaction. Br J Educ Technol. 2018;00(00):1–12.
[24] Irwansyah FS, Yusuf YM, Farida I, Rhamdani MA. Augmented Reality (AR) technology on the android operating system in chemistry learning. IOP Conference Series : Materials Science and Engineering. 2018;1–7.