Skills Instrument Research Articles

Metacognitive Awareness and Research Skills Among Senior High School Students

The Senior high school curriculum adepts research as a vital part of 21st-century skills, knowing that it is highly regarded as part of completing the chosen track. The metacognition of students might influence the research process and vice versa. Thus, this study aimed to identify the level of metacognitive awareness and research skills and the degree of relationship between these two variables. The study used a simple random technique with a proportional allocation method to have two hundred one (201) grade 12 STEM students from four clusters of senior high schools. The metacognitive awareness was measured using a 52-item adopted research instrument, and research skills were measured using a 38-item adopted research skills instrument. The data-gathering instruments were subjected to face and content validation by a panel of experts and reliability testing. The correlational research design was employed, and the statistical tools used in descriptive data analyses were average mean and composite mean. The Pearson r was used as an inferential statistical tool to determine the significant relationships among the levels of the variables of the study. Inferential tests were set at a 5% alpha level of significance. The study revealed a high level of metacognitive awareness and a high level of research skills among the respondents, and there is a strong positive significant relationship between the study variables.

Psychometric properties of the SocioEmotional Skills Instrument for Teachers using network approach: English and Spanish version.

The importance of socioemotional teaching skills has been highlighted for its link with better academic, social, emotional, and behavioral results of students, as well as for its contribution to the work wellbeing, mental health, and prosperity of teachers. However, there are few instruments that measure these skills in teachers in the context of their professional practice. The purpose of this research was to analyze the psychometric properties of the socioemotional Skills Instrument for Teachers (SEMS-IT). An instrumental design and a sample of 853 Chilean secondary school teachers were used. To evaluate the dimensional structure of the instrument, a portion of the sample (n = 468) underwent a network estimation method with exploratory graph analysis (EGA) using a Gaussian GLASSO model. Then, in order to confirm the structural consistency and stability of the items, the analysis was replicated in a second sample (n = 385), where these results were additionally contrasted with those of the confirmatory factor analysis (CFA). The EGA findings confirmed a structure of four dimensions and 19 items in total: (a) cognitive management of teacher emotion (four items), (b) teacher empathic concern (four items), (c) teacher-student relationship (four items), and (d) adverse classroom climate (seven items), with a 7-point Likert scale response format. The CFA showed good and acceptable fit indicators, X2 (171) = 354.546 (p < 0.001), Comparative Fit Index (CFI) = 0.971, Tucker-Lewis index (TLI) = 0.966, Root Mean Square Error of Approximation (RMSEA) = 0.061, and Standardized Root Mean Square Residual (SRMR) = 0.062. In conclusion, a tool for the assessment of teachers' socioemotional skills, valid for school-based educational research, is provided. Implications of the findings at the theoretical and practical levels are discussed, as well as limitations and future projections for future research.

Enhancing Executive Function in Children and Adolescents Through Motor Learning: A Systematic Review

Enhancing executive function in children and adolescents can have significant positive impact on their current and future daily lives. Upregulation of executive function associated with motor skill acquisition suggests that motor learning scenarios provide valuable developmental opportunities to optimize executive function. The present systematic review aimed to identify key motor learning features that contribute to executive function enhancement in children and adolescents. A January 2024 database search identified 62 eligible studies, involving a total of 4,163 children and adolescents, aged 3–17 years, from developmentally typical (35 studies) and atypical or clinical (27 studies) populations. Schools (51%), sports (22%), laboratory (11%), or home (5%) settings with 8- to 12-week programs for primarily fundamental or perceptual-motor skills but also sport, dance, and musical instrument skills were implemented to evaluate executive function outcomes in domains including working memory (55%), inhibitory control (55%), attention (48%), and cognitive flexibility (41%). Enhanced executive function was most frequently associated with gross and discrete or serial motor skill characteristics, closed or stationary regulatory environments, and variable practice conditions. Studies frequently omitted the assessment of motor learning outcomes or lacked sufficient methodological detail needed to classify motor skill and practice design features that might contribute to executive function enhancement.

Pengembangan Instrumen Kecakapan Kerja Mahasiswa (Rasch Model Analisis)

Employability Skills for College Students in University are an asset that can bring students closer to being ready to enter the world of work. Employability Skill can be interpreted as a series of characteristics including knowledge, attitudes, and skills that make a person capable of being trained. To get a general trend or a long work profile students need an instrument to reveal these variables. This study aims to develop employability skill instruments that are psychometrically tested both in terms of validity testing and instrument reliability testing using the RASCH model analysis method. The research instrument has been tested on 728 people. The results showed that from testing the instrument's validity using the RASCH model analysis on Outfit MNSQ, Outfit ZSTD, and Pt Measure Corr, of the 54 items developed, a total of 48 items met psychometric standards. The instrument's reliability on Cronbach's alpha value is in very good criteria, even in terms of reliability a person is in the very good category, and item reliability is in the special category. Therefore, the student employability skills instrument meets psychometric requirements and can be used as an instrument to measure student employability skills.

STEM Quartet to Improve Creative Thinking Skills (CreaTS) for High School Students in Physics Learning

This study aims to improve high school students' creative thinking skills (CreaTS) in physics learning by applying the STEM Quartet. This study used an experimental design with the pre-experimental method, and the design used was a one-group pretest-posttest design. The population in this study were all students of class X at a high school in Bandung. The sampling technique in this study was purposive. The sample for this research is 16 students aged 15 to 16 years. The instrument in this study was the CreaTSIT (Creative Thinking Skill Instrument Test) in the form of an essay consisting of 20 items. Data were analyzed using the gain score, Wilcoxon signed rank test, stacking, and racking. The results showed a significant difference between the pretest and posttest scores with a p-value of 0.00 and an increase in creative thinking skills (CreaTS) in each indicator with an N-Gain value of 0.67 in the medium category. The four aspects of creation experienced increases, changes in the difficulty level of items, and changes in students' creative thinking skills, as shown through stacking and racking analysis. This study suggests that applying the STEM Quartet can be used as an alternative to improve students' creative thinking skills (creaTS) and can contribute to the world of Indonesian education, especially for physics teachers and physics education researchers.

Development of A Higher-Order Thinking Skills (HOTS) Instrument to Measure Student's Critical Thinking Abilities in Class V Elementary School

This research and development aims to produce a feasible and practical Higher Order Thinking Skills (HOTS) instrument to measure students’ critical thinking skills in grade V elementary school mathematics subjects. This research method is development research that refers to the design of Borg &amp; Gall. The research was conduct in class V SDN 3 Sumberejo. Feasibility testing of instruments developed in this study uses expert tests, validity tests, reliability tests, differentiation power tests and difficulty tests. The results of this study showed that an eight-question instrument was obtained, which is suitable for use. The practicality of the instrument, based on the response of educators and learners as practitioners, yielded a very practical assessment. This demonstrates that the developed HOTS instrument is feasible and practical for measuring the critical thinking ability of fifth-grade elementary school students.

Case Study in West Nusa Tenggara for Automated Feedback of Performance Assessment on Science Practicum to Measure Science Process Skills in University

This study examines respondent and university type responses to science process skills instruments integrated with automated feedback on science practicum performance assessments at 2 state college and 2 private college in West Nusa Tenggara Province. A Kruskal-Wallis test was performed utilizing case study and cluster random sampling. Data was collected using online survey, interviews, and direct observations. Three hundred seventy-six university students and teachers from four universities were studied. Since there was no standard instrument, science process skills performance was not assessed. The assessment results show no statistically significant difference (p &gt; 0.05) between state and private college in measuring science process skills integrated with real-time feedback on science practicum. This suggests that neither university has conducted such an assessment. No significant difference in responses between university students and lecturers regarding the measurement of science process skills on performance assessments integrated with real-time feedback in science practicum (p &gt; 0.05), implying that university students and lecturers have the same experience. This study advises developing science process skills measurement on performance assessment for real-time science practicum feedback.

Basic Football Skill Instruments for Indonesian Junior Players

Football skills instruments are needed by football coaches or practitioners to identify talents and evaluate the training process of each player. Currently, there are many types of football skill instruments, but instruments that are in accordance with the characteristics of Indonesian players and the Indonesian Football Development Curriculum (Filanesia) are not yet available. The purpose of this study was to analyze the development of football skills instruments that are suitable for Filanesia in order to obtain information on the needs, urgency, benefits, and draft models of these instruments. This research approach uses mixed methods, namely quantitative and qualitative. A total of 30 respondents were involved in this study, consisting of 25 football coaches and 5 expert lecturers in the field of football. Data was collected using questionnaires distributed through g-forms and through Focus Group Discussion (FGD) activities. Questionnaire results were analyzed using quantitative descriptive statistics. Apart from this analysis, data triangulation was used to analyse the result of the interviews and discussions during FGD. The results of this study indicate that a football skill instrument is very useful for coaches and players, and the urgency of developing a Filanesia-based football skill instrument model is very high. Thus, a draft instrument model has been produced for two levels of age groups (10–12 years and 13–16 years). Of course, this is an opportunity for further research, namely to validate the two draft models and measure their reliability so that the two test models can be used by football school coaches.

Development and validation of a critical thinking measurement instrument based on Megapodidae reinwardt bird ecotourism

Critical thinking skills are important in sharing aspects of life in the current and future era of globalization and information. An important aspect of critical thinking is literacy. Literacy abilities within the scope of Natural Sciences refer to scientific literacy. The critical thinking test results show that students' critical thinking components must still be developed. This paper discusses developing and validating a critical thinking measurement instrument for prospective science-biology teacher students based on Megapodidae bird ecotourism. The aim is to develop and assess the validity, reliability, and characteristics of critical thinking skills instruments so that they can be used to measure critical thinking skills in Science-Biology prospective teacher students. Product development in the form of critical thinking skills test instruments in Biology learning for prospective teacher students at FKIP Unram. Instrument development is carried out in four steps: identifying indicators, developing collection items, making validity checks, and improving item quality. Instrument validation is by a learning expert from FKIP Unram. Essay form questions consist of 21 items with difficulty levels at medium and high levels. The results of expert validation analysis using Aiken's V method for each aspect are classified as valid with a value of 0.79. The instrument developed can be used as a valid and reliable measure of critical thinking ability.

Need analysis of basketball tactical instrument: A literature review

This study was conducted to analyse the need for a basketball tactical knowledge instrument. This study used a literature study or literature review, analysing 8 scientific journals which were published in Scopus-indexed publications and published no later than 2015 and most recently 2023. This study was conducted by making analyses and conclusions on journals related to research objectives. Several studies which were analysed in this study show the importance of tactical skills in basketball and the strengths and weaknesses of previous existing tactical skill instruments. It can be concluded that an accurate and easy-to-use instrument to measure tactical knowledge is needed. A practical instrument which related to game performance and can adjust all levels of basketball play is an important aspect of tactical knowledge identification and players’ development. This study is expected to be the foundation for future research related to instruments that can measure the tactical ability of basketball athletes without restrictions on age and level of play.

The Development Instrument of High Order Thinking Skills Assessment for the Elementary Student

The main objective of this research is to provide High Order Thinking Skills (HOTS) instrument assessment at elementary school. The development model used some phases: develop blueprint test, write the item test, verify the item test, tryout 1, analyses/ revision, tryout 2, analyze test result, and finalize the instrument. Analysis technique for content and construct validity using index Grogery formula at ≥ 0,75 index for relevancy (validity). For empirical validity Karl-Pearson correlation formula, and reliability using coefficient α (Cronbach Alpha). The research result shows that HOTS instrument assessment is valid and reliable, so that it can be used in teaching – learning activities to assess HOTS of the students at elementary school.

Basic Volleyball Technical Skills for Students: Validity and Reliability

Study purpose. The goal of this project is to provide a basic volleyball skill exam for Universitas Muhammadiyah Surakarta students enrolled in the Sports Education study program. Materials and methods. This work employed experimental techniques. They are testing the reliability and validity of fundamental volleyball skills for students between 18 and 24. For objectivity and validity, personal correlations are employed in data analysis, while reliability coefficients between classes are used in data analysis for reliability. The population and sample consisted of 114 students studying sports education in the first and third semesters, including 64 males and 50 females. Results. The validity value, r = 0.653, was highly significant. Additionally, the researcher’s score with tester 1’s assistance is r = 0.759, with tester 2’s assistance is r = 0.651, and the correlation coefficient between the results of assistant testers one and two is a high r = 0.686. The objectivity value of the result score for the volleyball skill instrument was r = 0.787 for the researcher and examiner one and r = 0.705 for examiner two. The correlation coefficient between assistant examiners one and two was high at r = 0.706. The motion reliability score for volleyball skills was high (r = 0.652). The volleyball skill reliability score had a very high result score of r = 0.872. Conclusions. Based on the study findings, it is clear that the accuracy test of fundamental skills is highly effective and efficient and merits being used as a benchmark instrument to assess the skills of volleyball. To improve volleyball playing abilities, further research involving various factors, including social environment, psychosocial factors, and physical condition factors by student characteristics, is necessary. However, caution is required due to the small sample sizes used in this study and the need to consider other variables.

Feedback Versus Compliments Versus Both in Suturing and Knot Tying Simulation: A Randomized Controlled Trial

IntroductionSuturing is an expected skill for students graduating from health professions programs. Previous studies investigated student experience with teaching sessions utilizing constructive feedback versus compliments but did not investigate the combination of both. MethodsIn this parallel, randomized controlled trial, participants were divided into three groups: feedback (F), compliments (C), or feedback and compliments (FC). Participants received standardized instruction on simple interrupted suturing and two-handed knot-tying, and were videotaped performing this skill before and after the intervention. Performance was evaluated using a validated Objective Structured Assessment of Technical Skills (OSATS) instrument. Participants completed a preintervention and postintervention survey rating their task enjoyment and self-assessment of performance. Analysis was performed to determine differences between and within the groups using Kruskal–Wallis, Wilcoxon rank-sum, and Mann–Whitney U tests. ResultsA total of 31 students participated: 11 in C, 10 in F, and 10 in FC. The groups had similar preintervention OSATS scores. The F and FC groups demonstrated significant improvement in OSATS score after intervention, group C was not significantly different: F median of 11.25-19.75 points (P = 0.002); FC median of 11.75-21 points (P = 0.002); C median of 13-14 points (P = 0.2266). Between the groups FC and F both had significant performance improvement compared with C (P < 0.001 and P = 0.001 respectively). The FC group had a significantly higher rating of their enjoyment of the task on the postintervention survey compared with both the C and F groups with a median rating of 10 compared with 8 and 8 (P = 0.0052 and P = 0.0126, respectively). ConclusionsThe combination of feedback and compliments was associated with improvement in performance on suturing and knot-tying similar to the feedback-only group. The FC group rated a higher level of enjoyment of the activity compared to feedback or compliments alone.

The use of virtual patients for breaking bad news: A rapid review.

Breaking bad news is an imperative skill for clinical practice that health care professionals struggle with. Virtual patients have been adopted as a new teaching aide in medical education and have shown efficacy in teaching clinical skills; however, there is limited research for use in communication skills. Virtual patients are especially well-suited for difficult communication skills, as students can practice without risk to patients. This rapid review aimed to review literature observing the potential of virtual patients as an effective means to teach breaking bad news. A systematic search strategy was applied for papers published between November 2012 and November 2022 on Medline and Embase databases. Following the application of inclusion criteria, three studies were included. The Medical Education Research Study Quality Instrument and Critical Appraisal Skills Programme checklist were used for quality appraisal of the studies. Tabular and narrative synthesis was used to present the findings. The findings of the studies suggest that when teaching breaking bad news, virtual patients are valuable compared with no intervention and are not inferior compared with simulated patients. An unexpected benefit of virtual patients was videotaping. A barrier to learning was the lack of affect and interaction. More research into the design of virtual simulations and its integration into existing curricula is required. Virtual patients are a valuable educational tool for breaking bad news; however, they are yet to replace existing educational approaches. There is a need for more large-scale, homogeneous studies to inform instructional design and curriculum integration.

Construct validity of the instrument of digital skill literacy

This research is descriptive research that is conducted by quantitative approach to find out the validity and reliability of an instrument. The population in this research is all active college students at the State University of Semarang in nine faculties, taking sample is conducted by probability-sampling that means all population has the same chance to be a research subject. The number of samples in this research is 300 of people. The technique of data analysis on the validity verification in this research used Confirmatory Factor Analysis (CFA) technique. Meanwhile, for the estimation of reliability, the researcher used the formula of Cronbach’s Alpha. The data analysis is supported by JAMOVI program. The result of research shows that a) the instrument of digital skill literacy has fulfilled the criteria of goodness of fit with the result; 1) x2 = 162 dan df = 143; 2) p-value = 0,133; 3) RMSEA 0,021; 4) SRMR = 0,026; 5) and CFI = 0,99; b) the result of CFA shows 20 items that is divided by the indicator such as functional skill beyond, creativity, collaboration, communication, the ability to find select information, critical thinking and evaluation, cultural and social understanding, E-Safety have fulfilled valid criteria with the average score of loading factor is 0.80. c) the reliability of literacy digital skill instrument shows the estimation value which is 0.943 or very reliable.

Assessment of Soft Skill Learning Model Instruments in Interpersonal Relations of Economic Education Students

The purpose of this research and development was to produce a product of Soft Skills Model Assessment Instruments regarding interpersonal relationships of economic education students and to know the characteristics of the soft skills learning model assessment instruments related to interpersonal relationships. The feasibility of the Soft Skills Model assessment instrument is assessed based on the level of validity of the experts regarding the draft soft skills instrument of economics students. The data collection instruments used included expert validation sheets, student response questionnaires, assessment sheets and observation sheets. The research method used in the development of the Soft Skills Model Assessment Instrument regarding the interpersonal relationships of economic education students was research and development referring to the ADDIE model developed by Lee and Owen. Several stages that will be carried out in this research and development are (1) Needs Analysis, (2) Soft skill instrument development design, (3) Soft Skill instrument development, (4) Soft skill instrument evaluation model implementation, (5) and Model Evaluation Soft skill assessment instrument for economic education students. The findings of this research and development from instrument experts on the assessment instrument for the soft skills learning model of economic education students concluded the validation of the experts who stated that it was very valid with an average percentage score of 86.36%. Then it is also shown that the results of small groups and student responses of 86.52% are included in the very good category.

Development of Communication and Creativity Competency Assessment Instruments in The Chempreneurship Course

This study aims to develop and produce an instrument for assessing students' communication skills and creativity in the Chempreneurship course. This research is a development research that uses the 4D model. This assessment instrument contains a theoretical description, a lattice of communication and creativity skills assessment instruments and communication and creativity skills assessment sheets that have been validated by experts and tested. The results of this study are a communication skills and creativity research instrument that is feasible to use, valid, and reliable. The instrument is declared fit for use if the results of the expert appraisal test with CVI obtain a score of ≥ 0.8. The results of the expert appraisal test for communication instruments with CVI obtained a score of 0.88 and a creativity instrument of 0.90. The results of the development testing of the communication skills instrument obtained 16 items, which were declared valid and reliable with a reliability value of 0.891. The results of the development testing of the creativity instrument show that all items are declared valid and reliable with a reliability value of 0.854. The result of the development instrument is feasible to measure communication skills and creativity.

Analysis of Creative Thinking Skill Instrument Test (CreaTSIT) on renewable energy topic for senior high school student using Rasch model

This study aims to analyze an instrument that measures the creative thinking abilities of high school students regarding renewable energy. The research model used is the ADDIE model, which consists of analysis, design, development, implementation, and evaluation. CreaTSIT was tested on 27 high school students in Bandung using a targeted sampling technique. Analysis of the Rasch model shows that the overall component of creative thinking skill is reliable and valid in the “very good” category, with a Cronbach alpha score of 0.83. A personal credibility score of 0.82 is in the “good” category. An item reliability score of 0.81 is included in the “good” category. Students’ creative thinking skills must be enhanced through models, methods, and media supporting them. CreaTSIT can be used to assess students’ creative thinking skills. We hope this research can contribute to the Indonesian educational community, especially physics teachers and educational researchers.

The Development of HOTS Instruments In Biology Learning

This study aims to produce valid and reliable Higher Order Thinking Skills instruments in learning the biology of ecology and environment material. The research is a Research and Development study with the ADDIE model. The research was conducted at SMA Negeri Kerinci. The sample in the study came from 2 biology education lecturers and 3 biology teachers. The instruments in this study were a 20-item multiple-choice HOTS test sheet and a validation questionnaire. Data collection techniques are tests and validation questionnaires. Indicators of Higher Order Thinking Skills are the ability to analyze, evaluate and create. Data analysis is quantitative and qualitative data analysis with the help of the SPSS version 16 application. The results showed that the Higher Order Thinking Skills instrument had a validation value of 0.724 with decent criteria and reliability of 0.972 with high criteria. These findings explain that the Higher Order Thinking SSkills(HOTS) instrument is very valid and reliable for use in ecology and environmental materials.

Development and Validation of Worksheets in Physics Based on Science Process Skills at HSSC Level

Science process skills (SPS) are necessary skills that should be acquired in the 21st century. Assessment of student’s competency level in science process skills is a major challenge for teachers. It is necessary to have a validated science process skills instrument that could measure the level of competency for science process skills among science students. This study focused on developing a valid and reliable instrument to measure students' competency level in science process skills. This research study is based on the research and development process. The researcher followed a systematic method based on the 4D instructional development model used by Thiagarajan et al. (1974). This model splits the instructional development process into four phases: define, design, develop, and disseminate. In the first phase, the physics curriculum was critically analyzed at the higher secondary school certificate level to select the four experiments in the subject of physics that were based on science process skills. The construction of item indicators, i.e., the aspects of SPS, were selected in this phase. The second stage was designed in which the researcher developed four worksheets for four experiments. In this stage, items were constructed. In the third stage, items were revised in the light of the expert’s judgment. In the fourth stage, the research instruments passed through a field trial after validation. The subject of the field trial was 60 Physics students of grade XII of two top-level colleges in the city of Rawalpindi. The third phase was the evaluation phase, in which scoring rubrics for worksheets were developed. The validation yielded 22 items for the worksheet of Experiment I, 22 items for the worksheet of Experiment II, 19 items for the worksheet of Experiment III, and 15 items for the worksheet of Experiment IV. The reliability coefficient of Worksheet I is 0.79; it was 0.88 for Worksheet II. For worksheet III, it was 0.71, and 0.82 for worksheet IV. The statistical values confirmed that all four worksheets were empirically valid and reliable for assessing science process skills.