Measuring metacognitive ability based on science literacy in dynamic electricity topic

Abstract

This study aims to produce an instrument of metacognition ability assessment based on science literacy on theoretically and empirically feasible dynamic electrical material. The feasibility of the assessment instrument includes theoretical validity on material, construction, and language aspects, as well as empirical validity, reliability, difficulty, distinguishing, and distractor indices. The development of assessment instruments refers to the Dick and Carey development model which includes the preliminary study stage, initial product development, validation and revision, and piloting. The instrument was tested to 32 students of class IX in SMP Negeri 20 Bandar Lampung, using the design of One Group Pretest-Postest Design. The result shows that the metacognition ability assessment instrument based on science literacy is feasible theoretically with theoretical validity percentage of 95.44% and empirical validity of 43.75% for the high category, 43.75% for the medium category, and 12.50 % for low category questions; Reliability of assessment instruments of 0.83 high categories; Difficulty level of difficult item is about 31.25% and medium category is equal to 68.75%. Item that has very good distinguishing power is 12.50%, 62.50% for good stage, and medium category is 25.00%; As well as the duplexing function on a matter of multiple choice is 80.00% including good category and 20.00% for medium category.