Abstract
This chemistry literacy assessment instrument developed because of recent challenge toward student learning achievement evaluation so it could not only grade student’s cognitive ability in term of understanding and memorizing, but also will grade the application of students’ concept to face any problems. The availability of the chemistry literacy assessment instrument consists of various aspects, such as content, context, High Order Learning Skills (HOLS), and attitude. These aspects are expected to answer those challenges. This study aims to produce a proper and right chemistry literacy assessment toward fundamental law of chemistry and stoichiometry topic based on content validity value and questions numbers, reliability grade, difficulty level and chemistry literacy question differentiator level. This study is the development type, which is Model of Educational Reconstruction (MER) design. MER consists of three stages, (1) analysis of content structure, (2) empirical study, (3) development of instruction evaluation. The clarification of a test instrument on empirical study was done toward three chemistry and education experts (lecturer and teacher). The instrument used was chemistry literacy question which consists of seven discourse question, then expanded into 15 questions. The result showed that content validity value of the designed chemistry literacy assessment could be categorized as valid with 1,11 mark. From 15 questions, there are three questions in “very significant” category, nine in “significant” category and three other in “insignificant” category. The reliability test is 0,88. In difficulty level, there are eight questions in “medium” category, six in “difficult” and one in “very difficult”. The differentiator level, there are nine questions in “medium” category, four in “proper” and two other in “not proper”. Question in “insignificant” and “not proper” category is rejected. In conclusion, from 15 designed questions, there are 12 questions in “proper” and “right” category.
Highlights
Instrumen penilaian literasi kimia dikembangkan karena tantangan saat ini terhadap evaluasi prestasi belajar peserta didik tidak hanya menilai kognitif pada bagian pemahaman serta hafalan saja, tetapi diharapkan dapat menilai penerapan konsep peserta didik dalam menghadapi suatu permasalahan
The availability of the chemistry literacy assessment instrument consists of various aspects, such as content, context, High Order Learning Skills (HOLS), and attitude
This study aims to produce a proper and right chemistry literacy assessment toward fundamental law of chemistry and stoichiometry topic based on content validity value and questions numbers, reliability grade, difficulty level and chemistry literacy question differentiator level
Summary
Asesmen atau penilaian dapat diartikan sebagai proses untuk mendapatkan informasi yang digunakan sebagai dasar pengambilan keputusan yang terkait dengan kemampuan dan daya serap materi pembelajaran peserta didik[1]. Instrumen penilaian literasi kimia dikembangkan karena tantangan saat ini terhadap evaluasi prestasi belajar peserta didik tidak hanya menilai kognitif pada bagian pemahaman serta hafalan saja, tetapi diharapkan dapat menilai penerapan konsep peserta didik dalam menghadapi suatu permasalahan. Literasi kimia terdiri dari beberapa komponen diantaranya: memahami sifat kimia, norma-norma, metode-metode, memahami teori, konsep dan model kimia, memahami bagaimana sains dan teknologi berbasis kimia yang saling berhubungan satu sama lain karena sains berusaha menghasilkan penjelasan tentang alam sedangkan teknologi kimia berusaha untuk mengubah dunia itu sendiri, memahami sifat dari fenomena kimia yang berlaku sehingga menghasilkan perubahan atau variasi pada fenomena/situasi yang lebih baik, menghargai dampak ilmu kimia, dan teknologi kimia yang terkait dengan masyarakat[4]. Perancangan asesmen literasi kimia berdasarkan PISA merupakan suatu inovasi dalam bidang pendidikan dan menjadi salah satu solusi dalam melatih literasi sains peserta didik[10]
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