Development of Affective Self-Assessment Instrument of Chemistry for High School Student as the Daily Assessment Guideline

Farintis Jihadul Alivi,Widihastuti Widihastuti

doi:10.12973/eu-jer.11.1.445

Abstract

<p style="text-align:justify">The study objectives were (1) developing a valid and reliable Affective Self-assessment Instrument of Chemistry for High School Student and (2) discovering the chemistry affective domain ability trend of high school students based on gender. The current development study utilized 10 non-test instrument development procedures from Mardapi. The study population was all high school students in Yogyakarta Special Region. The sample size was 405 students categorized into two stages and sampling techniques, i.e., the trial stage using cluster random sampling and the measurement stage using simple random sampling. The data analysis techniques were validity test using the Aiken index and construct validity and reliability using the second-order Confirmatory Factor Analysis model. The study findings were (1) the Affective Self-assessment Instrument of Chemistry for High School Student had 15 valid and reliable items and 15 available items to be utilized by teachers to measure students’ affective in the learning process and (2) the chemistry affective domain ability trend of male high school students was dominated by the “good” category and “very good” category for female students.</p>

Highlights

Chemistry learning requires evaluation to discover the learning indicator achievement
The study findings were (1) the Affective Self-assessment Instrument of Chemistry for High School Student had 15 valid and reliable items and 15 available items to be utilized by teachers to measure students’ affective in the learning process and (2) the chemistry affective domain ability trend of male high school students was dominated by the “good” category and “very good” category for female students
The instrument quality was determined based on content validity, construct validity, and reliability

Summary

Introduction

Chemistry learning requires evaluation to discover the learning indicator achievement. A study illustrated that the affective assessment by teachers had not used the assessment regulation following the determined curriculum (Muslich, 2014). Another fact depicts teachers merely assessing based on interactions between students and teachers since they assess students as individuals (Kusumaningtyas et al, 2018). Another problem was discovered where teachers rarely measure the affective domain and utilize it to advise students as the learning process improvement (Saxon et al, 2008). School facts show that teachers understand the importance of affective assessment; they do not have an appropriate instrument for affective measurement (Riscaputantri & Wening, 2018)

Objectives

Methods

Results

Discussion

Conclusion