PENGEMBANGAN INSTRUMEN PENUNJANG ASESMEN KOMPETENSI MINIMUM (AKM) PADA MATERI LARUTAN PENYANGGA

• Main Author: Jaeni Aripin, - (Author)
• Format: Book
• Published: 2021-08-16.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/65045/1/S_KIM_1507503_Title.pdf; http://repository.upi.edu/65045/2/S_KIM_1507503_Chapter1.pdf; http://repository.upi.edu/65045/3/S_KIM_1507503_Chapter2.pdf; http://repository.upi.edu/65045/4/S_KIM_1507503_Chapter3.pdf; http://repository.upi.edu/65045/5/S_KIM_1507503_Chapter4.pdf; http://repository.upi.edu/65045/6/S_KIM_1507503_Chapter5.pdf; http://repository.upi.edu/65045/7/S_KIM_1507503_Appendix.pdf
• Keywords: L Education (General); QD Chemistry

Penelitian ini bertujuan untuk menghasilkan instrumen penunjang asesmen kompetensi minimum (AKM) yang dapat digunakan untuk mengukur literasi membaca dan literasi numerasi peserta didik pada materi larutan penyangga. Metode penelitian yang digunakan mengacu dan memodifikasi metode pengembangan dan validasi. Partisipan yang terlibat adalah 8 ahli pada bidang pendidikan kimia sebagai validator; serta peserta didik kelas XI sebanyak 32 orang di dua SMA di Bandung, dan 27 orang di salah satu SMA di Yogyakarta sebagai responden. Produk yang dihasilkan yaitu instrumen penunjang AKM literasi membaca dan AKM literasi numerasi. Pada AKM literasi membaca dihasilkan 23 butir soal yang tersebar pada 2 teks berbeda, dengan hasil uji menunjukkan: (1) validitas isi dinyatakan valid; (2) reliabilitas internal soal objektif dinyatakan reliabel; sedangkan soal non-objektif dinyatakan tidak reliabel; (3) daya pembeda butir-butir soal pada kategori baik, cukup dan kurang jumlahnya hampir sama; serta proporsi tingkat kesukaran butir soal yaitu 58% kategori sedang, 39% kategori sukar, dan 3% kategori mudah. Adapun pada AKM literasi numerasi dihasilkan 26 butir soal yang tersebar pada 3 teks berbeda, dengan hasil uji menunjukkan: (1) validitas isi dinyatakan valid; (2) reliabilitas internal soal objektif dan non-objektif dinyatakan reliabel; (3) daya pembeda butir-butir soal pada kategori baik, cukup dan kurang jumlahnya hampir sama; serta proporsi tingkat kesukaran butir soal yaitu 63% kategori sedang, 25% kategori sukar, dan 12% kategori mudah. Hal tersebut menunjukkan bahwa instrumen penunjang asesmen kompetensi minium (AKM) yang dikembangkan belum memenuhi kriteria baik seluruhnya. This research aimed to obtain a supporting instruments for minimum competency assessment (AKM) that can be used to measure student's reading literacy and numeration literacy on buffer solution. The research method referred and modified the development and validation method. The participants were 8 chemistry education experts as validators; also 32 secondary students in two high schools in Bandung, and 27 secondary students in high school in Yogyakarta as testees. The products of this research were the supporting instrument for AKM on reading literacy and AKM on numeration literacy. In the supporting instrument for AKM on reading literacy, 23 items were produced which spread over in 2 different texts, with the results were: (1) the validity of the contents were declared valid; (2) the internal reliability of the objective items were declared reliable; while the non-objective items were declared unreliable; (3) the discriminating power of items in a good, sufficient and less categories were almost the same; and the proportion of difficulty level of items were 58% in the medium category, 39% in the difficult category, and 3% in the easy category. As for the supporting instrument for AKM on numeration literacy, 26 items were produced which spread over 3 different texts, with the results were: (1) the validity of the contents were declared valid; (2) the internal reliability of the objective and non-objective items were declared reliable; (3) the discriminating power of items in a good, sufficient and less categories were almost the same; and the proportion of difficulty level of items were 63% in the medium category, 25% in the difficult category, and 12% in the easy category. Those results showed that the supporting instruments for AKM which were developed have not good criteria entirely.