Abstract
This research aims to produce instrument for measuring chemical literacy assessment in basic chemistry courses with theme “water as a universal solvent”. The construction of this measuring instrument is adapted to the PISA (Programme for International Student Assessment) problem’s characteristics and the Syllaby of Basic Chemistry in KKNI-Indonesian National Qualification Framework. The PISA is a cross-country study conducted periodically to monitor the outcomes of learners' achievement in each participating country. So far, studies conducted by PISA include reading literacy, mathematic literacy and scientific literacy. Refered to the scientific competence of the PISA study on science literacy, an assessment designed to measure the chemical literacy of the chemistry department’s students in UNP. The research model used is MER (Model of Educational Reconstruction). The validity and reliability values of discourse questions is measured using the software ANATES. Based on the acquisition of these values is obtained a valid and reliable chemical literacy questions. There are four question items limited response on the theme with valid category, the acquisition value of test reliability is 0,60 and has a difficulty index and distinguishing good
Highlights
Penilaian merupakan komponen penting dari proses pembelajaran sehingga standar nasional telah menetapkan tuntutan kepada pendidik agar memiliki kemampuan dalam melakukan penilaian kepada peserta didik
The construction of this measuring instrument is adapted to the PISA
a cross-country study conducted periodically to monitor the outcomes of learners' achievement in each participating country
Summary
Desain penelitian ini menggunakan Model of Educational Reconstruction (MER) atau di Indonesia dikenal dengan istilah Model rekonstruksi pendidikan. Tujuan utama perancangan MER adalah sebagai kerangka untuk penelitian dan pengembangan pendidikan sains. Salah satu dari ide fundamental model ini adalah struktur konten untuk pengajaran tidak bisa diambil secara langsung dari struktur konten sains, tetapi secara khusus direkonstruksi dengan memperhatikan tujuan pembelajaran kognitif dan afektif siswa. Komponen kedua adalah penelitian mengajar dan belajar mengidentifikasi bahwa proses klarifikasi dan analisis dari konten sains pada satu sisi dan proses konstruksi terhadap struktur konten untuk pengajaran pada sisi yang lain membutuhkan dasar penelitian empiris pada mengajar dan belajar. Kedua, maupun ketiga dilakukan secara berselang-seling sesuai dengan tujuan dan kepentingan penelitian yang akan dicapai (Yusmaita, 2014:45). Bobot/prioritas lebih cenderung pada tahapan pertama, dan proses pencampuran (mixing) antar kedua metode ini terjadi ketika peneliti menghubungkan antara analisis data kualitatif dan pengumpulan data kuantitatif
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