Abstract
The assessment of students’ learning results has not been fully implemented. Whereas, the importance of assessing students is to find out the development of learning abilities in solving problems, but many obstacles are still faced by educators at SMAN (high school) 5, SMAN (high school)15, and SMAN (high school) 16 Bandar Lampung. This study aims to produce a valid product and determine the feasibility of construction, substance, and language. Sugiyono's research design development model was divided into (1) potential and problem, (2) data collection, (3) product design, (4) design validation, (5) design revision. The product is valid because the expert validator accepts the instrument in terms of both content and format, including instrument outline, learning scenario, rubric, and scoring guideline. The construction aspect score was 3.59 while the substance aspect score was 3.56, and the language aspect score was 3.58. The validation test result meets very sufficient quality criteria. Therefore, the product performance assessment instrument to measure problem-solving skills in physics inquiry-based learning of senior high school students can be used.
Highlights
21st Century or the globalization era is an era with many changes covering several fields such as science, technology, and education
The preliminary research in SMAN 5, SMAN 15, and SMAN 16 Bandar Lampung on six teachers and 99 students, shows that 83% of teachers used physics material applied in the student practicums, but none of them measured problemsolving skills
The results of the distribution of needs analysis questionnaire to 6 teachers and 99 students in SMAN 5, SMAN 15, and SMAN 16 Bandar Lampung, show that 100% of teachers and 93% of students agree with the necessity to develop inquiry-based performance assessment instruments in practicum activities to measure problem-solving
Summary
21st Century or the globalization era is an era with many changes covering several fields such as science, technology, and education. The problem-based learning stage started from orienting, organizing, guiding, presenting, and evaluating (Yusi, 2016). An alternative to this problem is the inquiry learning model. According to (Puspita & Jatmiko, 2013), through the implementation of inquiry, students are expected to actively solve problems, they can find answers from teachers. The inquiry in practical activities carried out by students must be assessed by teachers (Amelia, 2015) Assessment makes it easy for teachers in the learning process to measure students’ all competencies (Safitri et al, 2017). Students’ learning results during the practicum will be observed if teachers conduct an inquiry-based performance assessment on students' practicum activities. Performance assessment is an alternative that provides an assessment of a process to raise skills, attitudes, and products (Dewi & Rosana, 2017)
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