Abstract
This study aimed at developing a test instrument to asses prospective vocational teachers’ critical thinking skills on Programmable Logic Controller (PLC) programming. This research and development study produced the test instrument that had been trialled to 68 Indonesian electrical engineering education prospective teachers at Universitas Negeri Surabaya. The method used was Research and Development by referring to the revised Bloom method and the adjusted Facione model. The instrument consisted of 40 items that were further analyzed using a classical test and item response approaches. Students' responses were analyzed using the computer program of a Test Analysis Program and ConQest. The item difficulty of classical test theory was represented by p value revealed based on prospective teachers’ correct answers. Parameter b referred to location parameter that conveyed the position of the item’s characteristic curve in relation to the ability scales. The benefit of this study was it can measure the level of critical skills, especially on the subject of PLC programming. The existing instruments only measure PLC programming skills in general but have not yet specifically reached the measurement of critical skills level.
Highlights
The 21st century challenges young people to become good learners who are persistent to always learn from mistakes they have ever made [1]
The test assessed topics according to the description of Lesson Plan known as RPS, which conducted an assessment and provided understanding of control systems, Programmable Logic Controller (PLC) hardware, internal architecture, PLC input or output, ladder diagram, basic instructions, function block diagrams, CX-Programmer and HMI, PLC programming on a simple automation system, PLC programming simulation on a simple automation system and lighting settings using a PLC
The results show that the instrument used can measure students 'critical skills, where the instrument has problems that students must solve, where with these problems where we can access students' abilities in problem solving, communication, collaboration and creativity, and innovation
Summary
The 21st century challenges young people to become good learners who are persistent to always learn from mistakes they have ever made [1] They must be independent not because of the teacher's orders or schoolworks, but due to learning on their own encouragement. They must be familiar with the flexible learning process, use different strategies, and keep abreast of the rapid changes of the world. If they are able to achieve changes quickly and independently, the teacher must be able to compensate for these changes, of which effort is by becoming a lifetime learner. There are four basic competencies that students must have in order to conceive critical thinking skills well, that is, being able to deliver logical arguments effectively, to think systemically, to make conclusions, and to do problem solving effectively
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