Abstract
This study aims to determine the characteristics and feasibility of biology assessment based on critical thinking skills. This research is a research and development that adapts to the McIntire Miller development model. The sample used in the first trial was 80 students, and in the second trial were 76 students. Data collection techniques using questionnaire sheets, questionnaire sheets, interview sheets, test instruments in the form of essay questions of biology grade XI based on critical thinking from Facione with indicators: interpretation, analysis, evaluation, explanation, conclusions, and self-regulation. Techniques of data analysis using qualitative analysis and quantitative analysis. The results of this study were in the form of a biology assessment based on critical thinking skills in the form of essays in odd semester XI material and from the results of the 1st and 2nd trials totaling 24 items. The content validity of biology assessment based on critical thinking skills is qualified to very high. The construct validity the items are 28 questions valid (1st trial) with reliability value is 0.875. Furthermore, 24 questions are valid (2nd trial) with reliability value is 0.764. The results of the level of difficulty test are 0.332 (1st trial) and 0.537 (2nd Trial). The value of discriminating power is 1,541 (1st trial) and 2,021 (2nd trial). The data shows that the items can be used to measure students' critical thinking skills. We can involve the mental processes of pupils by the test based on critical thinking skills.
Highlights
Education is an attempt to improve the atmosphere of learning and the learning process so that students actively develop their potential to have the intelligence, noble character, and the skills needed by themselves
The research used is Research and Development (R & D), while the one developed was in the form of a Biology assessment based on critical thinking skills
The procedure used in developing a Biology assessment that is following the development model of McIntire (Mulyatiningsih, 2011) consists of 10 stages, such as 1) explain the competencies and objectives of the test to be achieved by test takers, 2) develop a test design, 3) arranging question items,4) write the test instructions, 5) perform trials on tests that have been prepared, 6) revise the test items, 7) conduct test item analysis, 8) validate test questions, 9) establish reference norms, and 10) complete the manual test
Summary
Education is an attempt to improve the atmosphere of learning and the learning process so that students actively develop their potential to have the intelligence, noble character, and the skills needed by themselves. Quality education supports the creation of people who can think critically in the era of globalization. One of them is by developing students' skills, potential, creativity, and ability in education. The survey results regarding student achievement in Indonesia are still low. Sulastri, Johar, & Munzir (2014) stated that the data from PISA (Program for International Student Assessment) ranked Indonesia was always in the top five in the lower group. That was caused by students not yet habitually solving high-level questions, especially critical thinking questions
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