DEVELOPMENT OF CRITICAL THINKING QUESTION INSTRUMENTS INTEGRATED WITH TRADITIONAL MARBLE GAMES ON MOMENTUM, IMPULSE, AND COLLISION MATERIAL
Keterampilan abad 21 penting dimiliki peserta didik untuk menghadapi tantangan global yang kompleks. Salah satu kompetensi utama adalah keterampilan berpikir kritis, yaitu kemampuan berpikir tingkat tinggi yang mencakup identifikasi asumsi, penggunaan pengetahuan sebelumnya, penalaran, serta pengambilan kesimpulan. Penelitian ini bertujuan mengembangkan instrumen soal berpikir kritis yang terintegrasi permainan tradisional kelereng dan mengidentifikasi profil berpikir kritis peserta didik pada materi momentum, impuls, dan tumbukan. Penelitian menggunakan model ADDIE dan melibatkan angket validasi, angket respons, wawancara, serta tes berpikir kritis. Uji coba dilakukan pada mahasiswa Pendidikan Fisika UNESA dan peserta didik SMA Ta’miriyah Surabaya. Hasil validitas logis menunjukkan kesesuaian 100% pada isi, 96,55% pada konstruksi, dan 92,31% pada kebahasaan. Dari 20 soal, 12 dinyatakan valid secara empiris dengan reliabilitas 0,529 (kategori sedang). Respons dan wawancara menunjukkan tanggapan positif. Profil berpikir kritis peserta didik menunjukkan 5% sangat tinggi, 23% tinggi, 57% sedang, 11% rendah, dan 4% sangat rendah. Dengan demikian, instrumen ini dinyatakan layak digunakan untuk mengukur keterampilan berpikir kritis.
21st century skills are essential for students to face increasingly complex global challenges. One of the core competencies is critical thinking, a higher-order thinking skill that involves identifying assumptions, utilizing prior knowledge, reasoning, and drawing conclusions. This study aims to develop a critical thinking test instrument integrated with the traditional marble game and to identify students' critical thinking profiles on the topics of momentum, impulse, and collisions. The research employed the ADDIE development model, which includes analysis, design, development, implementation, and evaluation stages. Data collection was conducted through validation questionnaires, student response questionnaires, interviews, and critical thinking tests. The instrument was tested on 35 Physics Education students at Universitas Negeri Surabaya and implemented with 56 students from classes XI-2 and XI-3 at SMA Ta’miriyah Surabaya. Logical validity results showed 100% agreement in content, 96.55% in construction, and 92.31% in language. Empirical validity showed that 12 out of 20 items were valid, with a reliability score of 0.529 (moderate category). The response and interview data indicated positive feedback from students. The critical thinking profile revealed that 5% of students were in the very high category, 23% high, 57% moderate, 11% low, and 4% very low. Therefore, the developed instrument is deemed appropriate for measuring students’ critical thinking skills.