Abstract
Problem-solving skills in physics (PSSP) are essential in 21st-century life, and it is no exception for senior high school students; therefore, assessment has to be done in the senior high school. The study aimed at (1) describing students’ PSSP and (2) comparing the PSSP between female and male students. A total of 466 students were selected, 290 female and 176 male, as research participants selected by stratified random sampling from low, moderate, and high scores of the national physics examination. To measure the students’ problem-solving skill levels, the PhysTeProSS test was administered. The data were polytomous in four categories and were analyzed by the partial credit model (PCM). The results showed that the students’ level of PSSP was dominantly at the moderate type (48.28%) and the high and very high level are at 27.43 %. In other words, female students showed a higher level of PSSP than male students.Â
Highlights
In this present 21st century, the world of science and technology has experienced fast development in various facets of life
Survey results from science literacy of the Programme for International Students Assessment (PISA) version show that Indonesia occupied the 40th rank in 2009 and this position fell to the 64th out of the 65 countries in 2012; an indication that education in Indonesia faces a severe problem (Kemendikbud & OECD, 2013)
ThePhysTeProSS was validated by expert judgment (Aiken indexes for all the questions ranged from 0.8 to 1.00) which resulted in evidence for construct validity in the form of a fit on the partial credit model (PCM), based on the polytomous data with four categories
Summary
In this present 21st century, the world of science and technology has experienced fast development in various facets of life. A need is felt on the development of an instrument that will be able to produce test items that are in line with the problem-solving skills of the students. On the assumption of the partial credit model (PCM), test-item analyses are done in several stages (Istiyono et al, 2014) By way of this itemresponse theory, the students’ thinking competencies can be identified on the problem-solving skill level. Educational evaluation is a process of gathering and analyzing information to measure the students’ learning achievement (OECD, 2012) In another view, assessment is an activity of collecting data individually to give a picture of the characteristics of the individual (Mardapi, 2008). A multiplechoice test with explanations for the choices is one alternative
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