PENGEMBANGAN INSTRUMEN ASESMEN LITERASI KIMIA SISWA SMA PADA MATERI LARUTAN

• Main Author: Hanifah Kurnia Muchtar, - (Author)
• Format: Book
• Published: 2019-08-20.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/39018/1/T_KIM_1706388_Tittle.pdf; http://repository.upi.edu/39018/2/T_KIM_1706388_Chapter1.pdf; http://repository.upi.edu/39018/3/T_KIM_1706388_Chapter2.pdf; http://repository.upi.edu/39018/4/T_KIM_1706388_Chapter3.pdf; http://repository.upi.edu/39018/5/T_KIM_1706388_Chapter4.pdf; http://repository.upi.edu/39018/6/T_KIM_1706388_Chapter5.pdf; http://repository.upi.edu/39018/7/T_KIM_1706388_Appendix.pdf
• Keywords: L Education (General); QD Chemistry

ABSTRAK Tujuan penelitian ini adalah menghasilkan instrumen asesmen literasi kimia yang berkualitas pada materi larutan. Metode penelitian yang digunakan adalah Development and Validation dengan partisipan sebanyak 108 siswa SMA kelas XI di kota Bandung. Parameter kualitas yang diuji adalah validitas isi, validitas empirik, reliabilitas, keterbacaan, daya pembeda, tingkat kesukaran dan keberfungsian distraktor. Instrumen penelitian yang digunakan dalam penelitian, yaitu lembar uji validitas isi, lembar uji keterbacaan dan lembar analisis uji kualitas butir soal. Hasil penelitian menunjukkan: nilai CVI soal pilihan berganda adalah 0,96, sedangkan soal uraian dan skala sikap masing-masing 1. Dengan demikian, butir soal atau pernyataan yang dikembangkan dikategorikan dapat mempresentasikan konsep atau aspek sikap yang diujikan. Hasil analisis uji coba pengembangan menunjukkan:(1)terdapat 6 soal pilihan berganda yang tidak valid dari 55 butir soal yang dikembangkan, sedangkan untuk uraian semuanya valid dan untuk skala sikap terdapat 2 pernyataan yang tidak valid; (2)keajegan soal pilihan berganda dan uraian termasuk kategori tinggi, sedangkan untuk skala sikap keajegannya termasuk kategori sangat tinggi;(3)secara umum keterbacaan instrumen asesmen literasi kimia yang dikembangkan hampir seluruh siswa dapat memahami instrumen yang diberikan;(4)daya pembeda untuk soal pilihan ganda terdapat 20 soal termasuk kategori sangat baik, 22 soal termasuk kategori baik dan 1 soal termasuk kategori cukup, sedangkan untuk uraian seluruh soal termasuk kategori baik;(5)tingkat kesukaran untuk soal pilihan ganda 16% termasuk kategori sukar, 61% termasuk kategori sedang, dan 23% termasuk kategori mudah, sedangkan untuk soal essai 9% termasuk kategori sukar, 75% termasuk kategori sedang, dan 16% termasuk kategori mudah;(6)keberfungsian distraktor untuk soal pilihan ganda terdapat 37 soal dari 42 soal yang perlu diperbaiki distraktornya. Hasil uji coba real class menunjukkan:(1)seluruh soal dan pernyataan skala sikap yang dikembangkan valid;(2) keajegan soal pilihan berganda termasuk kategori tinggi, sedangkan untuk soal uraian dan skala sikap keajegannya termasuk kategori sangat tinggi;(3)secara umum keterbacaan instrumen asesmen literasi kimia yang dikembangkan hampir seluruh siswa dapat memahami instrumen yang diberikan;(4)daya pembeda untuk soal pilihan ganda terdapat 41 soal termasuk kategori sangat baik dan 1 soal termasuk kategori baik, sedangkan untuk uraian 11 soal termasuk kategori sangat baik dan 1 soal termasuk kategori baik;(5)tingkat kesukaran untuk soal pilihan ganda 100% soal termasuk kategori sedang, sedangkan untuk uraian 23% termasuk kategori mudah, 67% termasuk kategori sedang dan 10% termasuk kategori sukar;(6)keberfungsian distraktor untuk soal pilihan ganda seluruh distraktornya telah berfungsi dengan baik. Dengan demikian kualitas instrumen asesmen literasi kimia yang dikembangkan sudah baik. Kata kunci: development and validation; instrumen asesmen literasi kimia; reliabilitas; validitas ABSTRACT The purpose of this research was to produce a high quality instrument to assess students' chemical literacy on solution material. The research method used was Development and Validation with participants were 108 high school students of class XI in Bandung city. The quality parameters tested were content validity, empirical validity, reliability, readability, distinguishing power, difficulty level and functioning of distractor. The instrument used in this research were content validation sheet, readability test sheet and item test quality analysis sheet. The results showed: CVI value of multiple choice was 0.96, while for essay and attitude scale respectively was 1. Thus, items or statements developed were categorized to be able to present concepts or attitude aspects being tested. Development test result showed: (1) there were 6 invalid multiple choice item from 55 items developed, whereas for essay all items were valid and for attitude scale there were 2 invalid statements; (2) reliability of multiple choice and essay was high, while attitude scale was very high, (3) in general the readability of chemical literacy assessment instruments developed almost all students could understand the instruments given, (4) distinguishing power for multiple choice there were 20 item included very good category, 22 item included good category and 1 item included sufficient category, whereas for essay all item included good category, (5) the difficulty level for the multiple choice item was 16% included difficult category, 61% included moderate category, and 23% included easy category, while for essay 9% included difficult category, 75% included moderate category, and 16% included easy category, (6) the functioning of distractor for multiple choice item there were 37 item from 42 items that their distractor needed to be revised. Real class test result showed: (1) all item of multiple choice, essay and statements of attitude scale which were developed were valid, (2) reliability for multiple choice was high, while for essay and attitude scale were very high, (3) in general the readability of chemical literacy assessment instruments developed almost all students could understand the instruments given, (4) distinguishing power for multiple choice questions there were 41 items included very good category and 1 item included good category, while for essay 11 items included very good category and 1 item included good category, (5) difficulty level for multiple choice questions 100% included moderate category, while for the essay 23% included easy category, 67% included moderate category and 10% included difficult category, (6) the functioning of distractor for multiple choice questions all distractors were functioning properly. Thus the quality of the chemical literacy assessment instrument which was developed was good. Keywords: chemical literacy assessment instrument; development and validation; reliability; validation.