CONCEPTUAL FRAMEWORK OF CRITICAL THINKING SKILLS FOR WORK AND ENERGY TESTS APPLIED TO PHYSICS LEARNING

Abstract

Work and energy are contents traditionally addressed in the study of physics and engineering. This is because this topic is part of people's daily lives; that is, they are critical thinking skills included in 21st century learning achievements that must be mastered by students. This study aimed to make an appropriate assessment formulation to measure students' critical thinking skills in work and energy. The systematic method of review was carried out through three stages. The first step was to search for relevant literature sources through a database and books. The database used included SAGE Journals, Wiley Online Library, Science Direct, and Google Scholar. There were 115 journals or proceedings that have been examined and then selected 50 articles following established criteria. The second stage determined formulating achievement indicators, and the third stage developed conceptual tests of critical thinking skills. Based on this study on the conceptual framework of the study to measure students' critical thinking skills in teaching materials for work and energy, it was concluded that (1) indicators of critical thinking skills on work and energy include interpretation, analysis, evaluation, inference, explanation; (2) the basic principles of making critical thinking test instruments include presenting phenomena, open-ended tests, and testing the rationality of answers; and (3) there were examples of the application of the development of the critical thinking skills test instrument for indicator analysis.