Pengembangan Instrumen Penilaian untuk Mengukur Kemampuan Berpikir Kritis Siswa SMP pada Materi Pencemaran Lingkungan

Development of Assessment Instruments to Measure Critical Thinking Skills of Junior High School Students on Environmental Pollution Material 

Penelitian ini bertujuan untuk mengembangkan instrumen penilaian untuk melatih kemampuan berpikir kritis pada materi pencemaran lingkungan. Penelitian ini menggunakan model pengembangan ADDIE dengan langkah  1) Analyze, 2) Design, 3) Develop, 4) Implement, dan 5) Evaluate. Pengambilan sampel dilakukan menggunakan teknik purposive sampling pada 65 siswa SMP. Instrumen penilaian yang dikembangkan berupa 30 butir soal pilihan ganda. Instrumen dinyatakan sangat layak dengan dengan rerata validitas instrumen aspek materi 83,5%, aspek konstruksi soal 89,3%, dan aspek bahasa 84,7%. Berdasarkan analisis Classical Theory Test (CTT) menyatakan bahwa  90% butir soal valid dan 10% butir soal tidak valid. Sedangkan berdasarkan analisis Rasch model diperoleh nilai raw variance explanined by measures 20,1 %. Kesesuaian butir soal berdasarkan item fit order menyatakan bahwa 93% butir soal valid dan 7% tidak valid. Instrumen penilaian berpikir kritis dinyatakan reliabel berdasarkan analisis Classical Theory Test (CTT) dengan nilai Alpha Cronbach sebesar 0,817 dalam kategori tinggi. Sedangkan reliabilitas dengan analisis Rasch model terdapat nilai item reliability 0,8 dan person reliability 0,80 dengan kategori cukup, serta nilai Alpha Cronbach 0,82 yang artinya hubungan anatra keduanya tinggi. 

This study aims to develop an assessment instrument to train critical thinking skills on environmental pollution material. This research uses the ADDIE development model with steps 1) Analyze, 2) Design, 3) Develop, 4) Implement, and 5) Evaluate. Sampling was conducted using purposive sampling technique on 65 junior high school students. The assessment instrument developed was in the form of 30 multiple choice questions. The instrument was declared very feasible with an average instrument validity of 83.5% material aspect, 89.3% question construction aspect, and 84.7% language aspect. Based on the Classical Theory Test (CTT) analysis, 90% of the items were valid and 10% of the items were invalid. Meanwhile, based on Rasch model analysis, the raw variance value explained by measures is 20.1%. The suitability of items based on item fit order states that 93% of items are valid and 7% are invalid. The critical thinking assessment instrument is declared reliable based on the Classical Theory Test (CTT) analysis with a Cronbach Alpha value of 0.817 in the high category. While reliability with Rasch model analysis there is an item reliability value of 0.8 and person reliability of 0.80 with a sufficient category, and an Alpha Cronbach value of 0.82 which means that the relationship between the two is high.