Skills Assessment Instrument Research Articles

Development of 21st Century Skills-Based Stereochemistry Learning Tools to Train Students' Argumentation Skills

This study aims to describe the validity of 21st century skills-based stereochemistry learning tools to train students' argumentation skills. This research is an educational design research with reference to the design of the Wademan development research model. The research instrument used was a learning tools validation sheet consisting of several validation sheets, namely: syllabus validation sheet, lesson plan validation sheet, teaching material validation sheet, student worksheet validation sheet, and argumentation skills assessment instrument validation sheet. The research data obtained from the validation and review sheets were analyzed descriptively and qualitatively. The expert's assessment of validation for each aspect of the assessment has good and very good validity criteria. These results indicate that learning tools that integrate the nature and complexity of the stereochemical structure of natural compounds from tropical rain forests can be used in the stereochemistry learning process.

Instrument analysis of the effect of project-based learning models on learning outcomes on the basic competencies of commercial hair trimming

This study was used to determine the feasibility of the instruments before being used for further research. This study calculates the results of the validation of three validators who are experts in their fields using arithmetic averages, the validated instruments are: (1) the syllabus gets a score of 92.67%; (2) Learning Implementation Plan (RPP) scored 94.4%; (3) The Knowledge Assessment Instrument received a score of 93.36%; (4) The skill assessment instrument got a score of 93.31%; (5) The attitude assessment instrument got a score of 96.89%; (6) The Project Based Learning module received a score of 93.1%. In addition, this study also calculates the validity of the items, the differentiability of the items, the level of difficulty of the items and the reliability test of the items. This question consists of 30 items that have been tested on 15 students to find out the results of the calculation: (7) the validity of the items obtained a significance level value (ɑ) 0.05; (8) the level of difficulty of the items obtained a percentage of 16.67 for the easy question category, 70% for the medium question category, and 13.33% for the difficult question category; (9) The differentiating power of the items has very good criteria; and (10) the reliability of the items got a score of 0.753. From the calculation results that have been mentioned, it can be stated that the instrument of the influence of project-based learning models on learning outcomes on the basic competencies of commercial hair trimming is declared feasible and can be used for further research.

Exploring Self-efficacy, Research, and Teaching Skills among Undergraduate Thesis Advisers

Research is now an active part of the academe. This descriptive-correlational study utilizing the purposive sampling technique was conducted to determine the level and relationships of self-efficacy, teaching skills, and research skills among the undergraduate thesis advisers of NIPSC-BVC. Using Hoy and Woolfolk’s (1993) Teacher Efficacy Scale and Research Skills and Teaching Skills Assessment Instruments, data were collected. Mean, ANOVA, Pearson’s r, and t-test were used in the analysis of data. Results revealed that the general teaching efficacy of the respondents is good while personal teaching efficacy is very good. The level of teaching skills of respondents’ ages 40-49 and 11-20 years of teaching experience is excellent, while respondents’ aged 20-39, 50 and above, with 0-10 and 21 or more years in service, possess the strong ability. Results also showed that agriculture thesis advisers have strong teaching skills while education respondents are excellent. A significant correlation was observed between respondents’ general teaching efficacy and teaching skills, research and teaching skills, and general teaching efficacy and research skills. The respondents’ level of general teaching efficacy, when grouped according to age and teaching skills according to the department, showed a significant difference. Based on the results of the study, instructional and research capability-building activities that enhance the respondents’ self-efficacy, research skills, and teaching skills were proposed and conducted.

Analysis on Factors Influencing Geography Teachers’ Ability in Constructing High-Order Thinking Skills (HOTS) Assessment Instrument

The teacher's ability to construct assessment instruments is a focus that needs to be considered. Furthermore, the demand of the 21st century directs teachers to set questions that are oriented to train students' abilities in higher-order thinking. However, several factors affect the ability to construct HOTS-oriented assessment instruments. This study aims to investigate what factors influence geography teachers’ ability to develop higher-order thinking skills (HOTS) instruments to measure learning outcomes. This study used a survey method with a quantitative approach. The data collection technique was field observation, and multiple linear regression was used for analysis. The results showed the linearity of teacher education regarding the length of teaching geography was 0.904, the tertiary institution was 0.009, and the background of education was 0.019. Also, teachers' certification was 0.007, their training was 0.032, and their experience in making HOTS questions was 0.047. The coefficient value of determination R, namely 0.635 means the relationship between teaching length, the linearity of their education in tertiary institutions, background, certification, training, and experience regarding the ability to develop HOTS-oriented assessment instruments is 63.5%. This means the relationship is strong, and 36.5% is another factor. This study concludes that the factors that significantly affect the ability of geography teachers in developing HOTS-oriented assessment instruments are the linearity factor of teacher education in universities, education background, certification, teacher training and experience in making HOTS questions.
 Keywords: Teacher ability factors; Assessment, Higher-order thinking skills
 
 Copyright (c) 2021 Geosfera Indonesia and Department of Geography Education, University of Jember
 This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

Assessment Instrument Development for a Chronological Thinking Skills with the Rasch Model

Chronological thinking skills are one of the most critical goals in learning history, distinguishing it from other sciences. This skill is not a natural skill that already exists in students but is a skill that needs to be developed in students, especially in studying history. This study aims to develop an instrument for assessing chronological thinking skills with the Rasch model. The development model adopted the Gall Borg development model by adjusting to the research objectives and needs. The adaptation of the Borg Gall model resulted in four stages in this study: (1) needs analysis and preliminary investigation, (2) planning and preparation of product development, (3) expert validation, and (4) instrument implementation. This research was conducted in Senior High School (SMA), involving 120 students from three schools. Sampling was carried out employing the proportional sampling technique. The data was collected using validation sheets, tests, and assessment sheets (scoring rubric). Data analysis was then performed with the Quest Program utilizing the Partial Credit Model (PCM). The results showed that the chronological thinking skills assessment instrument with the Rasch model was valid and reliable. The validity value of items that fit the model ranged from 0.77 to 1.30, and the instrument reliability value of 0.76 was in the high category. Therefore, it could be concluded that the assessment instrument developed can measure students' chronological thinking skills.

The Effect of Google Classroom-Based Learning on Written Skills of 10th Graders

Communication skills are one of the skills that students must have in the Industrial Revolution 4.0. Based on the preliminary study at a public senior high school in Karanganyar, Central Java, students' written skills are still low due to the inaccurate method used by teachers. The applied knowledge that utilizes information and communication technology is needed to improve students' written communication skills. This study aimed to determine the effect of Google classroom-based e-learning on students' written communication skills. This research was a quantitative descriptive study. Students' written skills were measured using the written communication skills assessment instrument developed by Sonseca et al. (2015), which contains ten indicators. The data analysis technique used in this study was the paired sample t-test to compare the results of the pretest and post-test and the N-gain test. The results showed that the correlation value between indicators on the instrument was between 0.388 to 0.567, which means that all indicators used in the research instrument were valid. Besides, Cronbach's alpha value is 0.625, which means that the research instrument is reliable. The pretest means the score was 1.30, and the post-test means the score was 2.85. The results of the paired sample t-test showed a significant value of 0.000, and the results of the N-gain test showed a result of 0.41. Based on the tests' results, there are differences in students' written communication skills between before and after the application of Google classroom-based e-learning.

Developing Higher Order Thinking Skills Assesment Instruments on Invironmental Pollution Material for Class VII

This study aim to produce a valid and practical assessment instrument for higher order thinking skills on environmental pollution material at the C4-C6 cognitive level. The background of this research is that the questions made by the teacher are still at the C1-C3 level and there are still obstacles for teachers in developing higher order thinking skills assessment instruments, while in the 2013 curriculum teachers are required to be able to provide questions in the C4-C6 domain. This type of research is research development (Research and Development) which is a research method used to produce certain products. This type of research uses 3 stages of the 4-D model, namely the define, design and develop stages.Based on the research conducted, a very valid assessment instrument of 3,32 was produced by the validator, the empirical validity there were 30 valid questions and 10 invalid questions, the reliability in this study was 0,77 with the category of reliability, 94,79% teacher practicality and practicality. students amounted to 80,80%, the difficulty level of the questions was between 0,31 to 0,70 with moderate criteria and the question difference had sufficient criteria. This research can be used as a reference for other researchers related to the development of higher order thinking skills assessment instruments.

Study of Literature Appreciation Skills Assessment Instruments on Objective Types of Prose and Drama

The assessment is based on the measuring instrument used to determine the quantity of learning that is numerical in nature. This study aims to describe how the planning, implementation, and assessment of learning carried out by teachers in learning to write drama texts. In the world of education, measurement consists of two kinds, namely test and non-test. The form of the test can be categorized into two types, namely objective tests and non-objective tests. This study uses an objective type of assessment, namely multiple choice questions. If we look back, there are still many question instruments that are not adapted to the rules of making question instruments so that it affects the lack of quality of the instrument questions that have been made. The fact that is happening today often happens in schools, especially in learning literary appreciation. Therefore, this study aims to reconstruct questions that are not in accordance with the criteria for making question instruments. The type of research used is descriptive qualitative with data in the form of learning stages carried out by one of the class teachers. The collection techniques used in this research are observation, documentation (video), and interviews. The instrument used is a human instrument as the main instrument and a guide to analysis of planning, implementation, and assessment of learning as well as an interview guide as a supporting instrument.
 
 Keywords: assessment, instrument, appreciation, literature
 
 Abstrak
 Penilaian didasarkan atas alat ukur yang digunakan untuk menentukan kuantitas pembelajaran yang sifatnya numerik. Penelitian ini bertujuan untuk mendeskripsikan bagaimana perencanaan, pelaksanaan, dan penilaian pembelajaran yang dilakukan oleh guru dalam pembelajaran menulis teks drama. Dalam dunia pendidikan, pengukuran terdiri atas dua macam, yakni tes dan nontes. Bentuk tes dapat dikategorikan ke dalam dua jenis, yaitu tes objektif dan tes non-objektif. Penelitian ini menggunakan penilaian jenis objektik yaitu soal pilihan ganda. Jika ditilik kembali, masih banyak ditemukan instrumen soal yang tidak disesuaikan dengan kaidah pembuatan instrumen soal sehingga, berpengaruh pada minimnya kualitas instrumen soal yang telah dibuat. Kenyataan itulah yang saat ini kerap terjadi di sekolah, khususnya pada pembelajaran apresiasi sastra. Oleh karena itu, penelitian ini bertujuan untuk merekonstruksi soal yang belum sesuai dengan kriteria-kriteria pembuatan instrumen soal. Jenis penelitian yang digunakan adalah kualitatif deskriptif dengan data berupa tahapan pembelajaran yang dilaksanakan oleh salah satu guru kelas. Teknik pengumpulan yang digunakan dalam penelitian ini yaitu observasi, dokumentasi (video), dan wawancara. Instrumen yang digunakan berupa human instrument sebagai instrumen utama dan panduan analisis perencanaan, pelaksanaan, dan penilaian pembelajaran serta panduan wawancara sebagai instrumen pendukung.
 
 Kata kunci: penilaian, instrumen, apresiasi, sastra

Cross-cultural adaptation and validation of two crisis resource management scales

BackgroundSimulation training programs in crisis resource management must be evaluated using valid and reliable instruments. We translated into Spanish and linguistically validate The Mayo High Performance Teamwork Scale (MHPTS) and Ottawa Crisis Resource Management Global Rating Scale (Ottawa GRS) non-technical skills assessment instruments. MethodWe performed a standardised cross-cultural adaptation process. The psychometric properties of both instruments in their versions adapted to Spanish were subsequently evaluated in a sample of 100 students by using exploratory factor analysis and assessing internal consistency and convergent validity through a total of 94 simulation scenarios in urgent medical situations ResultsOur results for the MHPTS showed a one-dimensional structure containing 8 items which explained a total variance of 72.84%; the Ottawa GRS also had a one-dimensional structure, this time with 5 items, which explained a total variance of 91.79%. According to the Cronbach alpha, the internal consistency for the MHPTS was 0.94 (1–8 items) and 0.98 for the Ottawa GRS. In addition, there was a strong correlation between the MHPTS and Ottawa GRS (r = 0.97; p < 0.001). ConclusionWe found strong evidence for the high validity and reliability of the Spanish versions of both these tools when tested in Spanish simulated emergency contexts.

Critical thinking skills assessment instrument in physics subjects: how to develop a four tier diagnostic test?

Critical thinking is a thinking skills that involves a process of reasoning and reflective thinking that cannot be directly observed, so it requires a separate assessment instrument. This research is a development research that aims to produce an instrument for assessing critical thinking skills that can measure students’ critical thinking skills and ilustrate the interconnectedness between aspects of critical thinking skills. The sample was selected using random sampling technique of 109 students in the trial stages and 136 students in the implementation stages. Data analysis was performed through several test that is content validity, construct validity, reliability, the level of students’ critical thinking skills, and analysis of variance. The validity test shows that the instrument contains 4 factors that match theorized and the content validity score shows that can be used. While the reliability test shows that the Cronbach Alpha coefficient of 0,820. The tier of critical thinking skills of high school students in Banyumas Regency is less. Analysis of the relationship aspects of critical thinking skills shows that each aspect of critical thinking skills are interconnected with the analysis aspect as the basic and the conclusion and evaluation aspects as the culmination of being mutually sustainable in producing solutions.

Development of higher order thinking skill assessment instruments in learning Indonesian history

This study aimed to: 1) Produce higher order thinking skill&lt;strong&gt; &lt;/strong&gt;(HOTS) assessment instruments in learning Indonesian history; 2) Know the validity of HOTS assessment instruments in learning Indonesian history; 3) Find out the characteristics of HOTS questions in learning Indonesian history. This study employed the research and development method of the Borg and Gall model. The HOTS test item was conducted on 36 students in class XI of 2 Ngaglik State Senior High School. Data analysis includes tests of validity, reliability, level of difficulty, distinguishing features and deception index. The study found: 1) The HOTS assessment instrument of multiple-choice questions consisted of 25 items; 2) The results of the HOTS question validation by two Indonesian history learning assessment experts on the material, construction and language aspects were valid and appropriate. The results of the validation by three Indonesian history teachers also stated that the assessment instruments were valid and appropriate; 3) The characteristics of HOTS questions had fulfilled the validity criteria of 23 questions, reliability with a coefficient of 0.97 (very strong), the average difficulty level is 0.33 (moderate), the average differentiation test is 0.42 (good), and the average deception index is 0.56 (good).

Systematic review of physic laboratory skills assessment instruments based on PhysPort with Nvivo

To help educators and researchers related to the availability of standardized physics laboratory skills assessment instruments, so this article is here to present systematically review various physical laboratory skills assessment instruments to provide information and their needs for various forms of physics laboratory skills assessment instruments. This study was conducted with a systematic review method, through identification, evaluation and interpretation of Physics-based database laboratory physics assessment instruments using Nvivo version 12 plus. A systematic review was carried out on the themes informed by PhysPort, including the instrument’s name, developer, purpose, format, duration, focus and level of instrument’s use. The results of systematic reviews report the results of synthesis, so that similarities and between instruments are found. The review results show that there are similarities and differences in aspects of the purposes, format, duration, focus and level of use.

Effect of Infertility Clinic Nurse Communication Skills Training on Women Satisfaction

Background: Effective communications skills are necessary in each area of life, but of particular importance in the field of nursing. Communication is the process of transmitting thoughts, feelings, and facts It is an essential element of the nurse-patient relationship. Nurses are core in strengthening the health system through effective communication with women which affects their level satisfaction. Aim: to evaluate the effect of infertility clinic nurse communication skills training on women satisfaction. Methods: Research Design: quasi experimental design (pre-post training). Setting: Private infertility center (Elbasma center). Sample: A purposive sample of all nurses working in the previously mentioned center; 20 nurses evaluated by 200 women were recruited for the study. Instruments: Four instruments were used for data collection a) Two interviewing questionnaires b) Communication skills assessment instrument c) Satisfaction assessment instrument. Results: This study revealed that there was a high significant difference at nurses communication skills and women satisfaction scores pre and post the training program. Conclusion: Communication skills training program had high significant effect on improving total communication skills of nurses and women satisfaction scores. Recommendations: On- going education for infertility clinic nurses regarding communication skills and its positive effect on women satisfaction and replication of the study with large sample size to further settings.

PENGEMBANGAN INSTRUMEN PENILAIAN KETERAMPILAN SOSIAL MAHASISWA PADA MATA KULIAH MIKRO TEACHING PAI

The PAI micro teaching course contains competencies that enable students to empower and implement teacher competencies, including personal, social, pedagogical and professional competencies. This research focuses on developing social skills assessment instruments because: first, the values ​​of social skills are one of the main assets for Islamic Education teacher candidates to interact with the social environment, the second teacher is someone who gives empathy and cares for students. This research aims to describe the steps for developing a social skills assessment instrument and testing the content validity. The research method used the Borg and Gall development model. The process of content validity qualitatively uses peer assessments from PAI lecturers. The process of content validity quantitatively uses the Aikens Index, and the reliability between raters uses the intraclass correlations coefficient. The results of the research describe: first the process and results of content validity qualitatively include suggestions from validators, the second is content validity quantitatively, include the validity and reliability scores.The results of the research are expected: social skills instruments are one of the tools to empower and develop social skills of PAI teacher candidates in learning activities and daily life.

Development of 21st Century Learning Skills Assessment Instruments in STEM-Based Science Learning (Science, Technology, Engineering, and Mathematics)

This study aimed to develop a valid, practical, and effective 21st century learning skills assessment instrument for STEM-based science learning. This representation assessment instrument was developed with a 4 D development model with four stages, namely: definition, design, development, and distribution. The 21st century learning skills that are the focus of assessment in this instrument include critical thinking skills, creativity, communication, and collaboration. The subjects of this study consisted of 2 expert validators, 1 science teacher, and 26 students of grade VII SMP at SMPN 2 Sugio, Lamongan. Data collection methods used in this research is validation, questionnaire, observation, and documentation. Data analysis used in this study is the method of obtaining an average for each indicator, aspect, to the total mean, which is then referred to in the interval determining the level of validity &amp; practicality of the product (scale 1-3), as well as statistical testing of paired sample T-test with descriptive statistical analysis. The results of this study are that the 21st century learning skills assessment instrument in STEM-based science learning is valid with a validity score of 2.87, is very practical to use (with a practicality score of 3), and has a positive effect on student learning skills.

KESAHAN DAN KEBOLEHPERCAYAAN INSTRUMEN PENTAKSIRAN KEMAHIRAN INSANIAH MURID (IPKIM) MATA PELAJARAN REKACIPTA

This article discusses the validity and reliability of students’ soft skills assessment instrument of the invention subject. All items are built based on the adaptation of several theories and models of soft skills and literature studies that have been obtained locally or from abroad. The result of this study has submitted eight important constructs in implementing the assessment of secondary school student’s skills through communication skills, technology usage skills, skills in planning and organizing activities, skills of working with other people and in groups, problem-solving skills, management skills, choosing and analyzing information, skills of using mathematical ideas and techniques, and the skills of cultural understanding. Expert validity involves the lecturers of local universities, teacher education institutes, and teachers who have experienced in education for more than 10 years. A total of five experts were involved as a validity assessor for content and five panels as a practice expert to determine the item validity from the aspects of wordings, language register, and sentences in each item built. In addition, the quantitative measurement method through Content Validity Ratio (CVR) has been used to evaluate the items whether it is necessary to keep or to be modified. The findings found that all the items built have fulfilled the measurement features of an instrument and can be used as a tool for measuring the soft skills of students in secondary schools.

THE EFFECT OF LEARNING STRATEGY AND INITIAL KNOWLEDGE ON THE ABILITY TO DEVELOP WRITING SKILLS ASSESSMENT INSTRUMENTS

This study was aimed at identifying the the effect of learning strategies and initial knowledge on the ability in developing writing skills assessment instruments for students in the Indonesian Language and Literature Education Study Program, FBS, UNJ. The method used in this research was experimental research with 46 samples. Sample 3 PB1 was treated with metacognition strategy and sample 3 PB2 was treated, with strategy advance organizer. The research instrument was a test of the ability to develop writing skills assessment instruments and a test of initial knowledge. After testing the hypothesis with the ANOVA test, in the 2 X 2 calculation table, Fcount (Inter-A) 6.008&gt; Ftable 4.200 at the level of α = 0.05, indicating that H1 is accepted and Ho is rejected. This means that there are differences in ability to develop writing skills assessment instruments between students who are treated with metacognition strategies and strategies advance organizer. Furthermore, testing the hypothesis about the effect of the interaction of learning strategies and initial knowledge on the ability to develop writing skills assessment instruments and testing prior knowledge, data shows arithmetic (AxB interaction) = 5.485&gt; ftable = 4,200 on the level of α = 0.05, H1 accepted and Ho rejected. That is, there is an interaction effect between learning strategies (metacognition strategies and strategies advance organizer) and initial knowledge (high and low) on the ability to develop writing assessment skills instruments. The learning outcomes of the ability to develop students' writing assessment skills instruments are influenced by learning strategies and initial knowledge.

Comparative Analysis of the Effects of Classroom as against Online Mode of Instruction on Students’ Psychomotor Performance in Woodwork Technology

The purpose of this study was to compare the psychomotor performance of students taught woodwork technology with classroom as against online mode of instruction in Nigerian Universities. Two research questions guided the study, as well, one (1) hypothesis was formulated and tested at .05 level of significance. The quasi experimental design was used and the population of the study was 67Undergraduate Students from the Department of Technical Education, Ebonyi State University Abakiliki. The sample of the study was 48 students comprising of 30 and 18 students from 100level and 200level respectively. The instrument for data collection was the Woodwork Technology Practical Skills Assessment Instrument (WTPSAI) for measuring the psycho-performance of Woodwork Technology students in the manufacturing of stool, office chairs, door frame, panel door, and brace and batten door. The instrument was developed by the researcher which was content and face validated by 3 research experts from Delta State University Abraka, one from Measurement and Evaluation and the other two from Technical Education. Treatment was administered to the two experimental groups using two different mode of instruction, after which data were collected by the researcher through the administration of WTPSAI by lecturer from the institution selected for the study. Data collected were analysed using T-test to test the hypothesis. The study revealed that classroom and online mode of instruction for teaching and learning woodwork technology have significant effects on students’ psychomotor performance in Woodwork Technology. Furthermore, unlike Classroom mode of instruction, Online Mode of Instruction appears to be more effective in terms of the acquisition of psychomotor skills. Based on the findings of the study, it was recommended among others that Woodwork Technology lecturers and instructors should integrate online mode of instruction in the implementation of Woodwork Technology curriculum which will aid in the production of competent woodwork Technology graduates that will be useful to him/her self and to the society.

Development and Validation of an Instrument for Assessing Students’ Practical Skills in Joinery at Science and Technical College Level in Nigeria

The fact that a student can present a quality product does not constitute a positive proof that process practical skills are obtained. This study was therefore designed to develop and validate an instrument for assessing students’ practical skills in joinery at technical college level. Four research questions were set to guide the study and a null hypothesis. The study adopted the instrumentation design and was carried out in Adamawa State. The population for the study was sixty four (64) respondents. The instrument was subjected to validation, reliability test and results obtained from task-by-task reliability coefficient range from 0.67 to 0.98 through Cronbach Alpha coefficient. The instrument was imperiled to factor is alanalys is where a practical skill item was discarded. Based on the findings; nine (9) tasks with corresponding eighty three (83) practical skills were developed. The study recommended that (i) efforts should adopted to enforce the use of Joinery Skill Assessment Instrument (JSAI) for assessing students’ practical skills in Nigerian technical colleges. (ii) Teachers should be encouraged to study and acquaint themselves with the use of JSAI. (iii) Stakeholders (ministries and institutions) should endeavor develop platforms (conferences, workshops) where the use of this new assessment instrument can be encouraged.

Analisis Budaya Organisasi dan Gaya Kepemimpinan pada Badan Penelitian dan Pengembangan Industri Kementerian Perindustrian

The function of organizational culture is to engage all components of the organization, determining identity, energy injections, motivators, and can be used as guidelines for members of the organization. Organizational Culture is one of the key successes of BPPI in the assessment of PMPRB. The purpose of this research is to answer: (1) How the realization and expected of organizational culture at BPPI Ministry of Industry? (2) How is the leadership style of BPPI leadership of the Ministry of Industry that is analyzed through the perception of leaders and employees by Using Management Skill Assessment Instrument (MSAI)? (3) How recommendations are given regarding managerial implications of organizational culture and leadership style that need to be improved Upgrade to BPPI. The Research results of the organization BPPI Ministry of Industry realization is more likely to dominate to Clan culture and hierarchy. While the expected culture of BPPI Ministry of Industry to be more likely to dominate to Clan culture and Adhocracy.