Development of an Integrated Instrument About Critical Thinking Skills and Chemical Literacy Inhydrolysis

Authors

  • Nur Khayati Yogyakarta State University

DOI:

https://doi.org/10.52634/mier/2018/v8/i2/1395

Keywords:

Integrated Instrument, Critical Thinking Skills, Chemical Literacy, HOTS, Salt Hydrolysis.

Abstract

This research study aimed to analyse the characteristics of integrated assessment instruments to measure critical thinking and chemical literacy skills in salt hydrolysis material by meeting the criteria of validity, reliability, and level of difficulty. This research utilised the 4-D approach, i.e. define, design, develop, and disseminate. An experimental test was conducted on 175 students. Data analysis was done by analysing the results of item validation, assumption test analysis with Rasch modelling and analysis of an instrument test result. The results of this study showed that there were 30 multiple choice items in the instrument that had been vetted by two experts and four practitioners of education and which yielded 28 valid questions. Based on the result of Rasch modelling assumption, it was found that from 28 items, i.e. 14 questions of code A and 14 questions of code B, only 9 items from code A and 11 items from code B were found to be fit with Partial Credit Model 1-Parameter Logistic (PCM 1-PL). The cronbach alpha reliability coefficients were also computed and were found to be high. . The difficulty level of the items included in code A and code B were also established.

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Published

2018-11-10

How to Cite

Nur Khayati. (2018). Development of an Integrated Instrument About Critical Thinking Skills and Chemical Literacy Inhydrolysis. MIER Journal of Educational Studies Trends and Practices, 8(2), 239–252. https://doi.org/10.52634/mier/2018/v8/i2/1395

Issue

Volume 8, Issue 2, November 2018

Section

Articles

License

Copyright (c) 2021 Nur Khayati

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