Penelitian ini bertujuan untuk mengembangkan model soal pilihan Ganda disertai argumentasi bebas untuk mengukur kemampuan berpikir kritis.
Penelitian ini dilaksanakan dengan menggunakan desain pengembangan Sugiyono (2017) yang mengadopsi model pengembangan Borg and Gall (1989) yang terdiri dari 10 tahap pengembangan, namun yang digunakan hanya 6 tahap yaitu tahap potensi dan masalah, pengumpulan data, desain produk, validasi desain, revisi desain produk, dan uji coba produk. Dari proses diperoleh hasil (1) Memperhatikan jawaban siswa setelah mengerjakan soal dan hasil wawancara dengan guru, model soal pilihan ganda pada ujian semester dan USBN tidak mampu mengukur ketrampilan berpikir kritis (2) Melalui hasil analisis soal ujian semester dan USBN, model soal pilihan ganda pada ujian semester dan USBN didominasi oleh konstruksi soal yang hanya mengukur level kognitif tingkat rendah yaitu C1 dan C2 (3) Melihat jawaban siswa setelah mengerjakan soal, Siswa sering menebak untuk menjawab soal pilihan ganda (4) Melalui penyekoran argumentasi siswa, model soal pilihan ganda disertai argumentasi bebas mampu mengurangi efek menebak jawaban(5) Melalui beberapa tahap penyekoran berdasarkan 12 indikator berpikir kritis, model soal pilihan ganda disertai argumentasi bebas mampu mengukur kemampuan berpikir kritis (6) Berdasarkan hasil validasi dan uji coba produk, model soal pilihan ganda disertai argumentasi bebas dinyatakan layak untuk digunakan sebagai instrument penilaian hasil belajar.
Berdasarkan proses tahapan pengembangan, dapat disimpulkan bahwa model soal pilihan ganda disertai argumentasi bebas dapat dipergunakan dalam penilaian hasil belajar untuk mengukur kemampuan berpikir kritis siswa.
Kata-kata kunci: Soal Pilihan Ganda Disertai Argumentasi Bebas, Kemampuan Berpikir Kritis
This study aims to develop multiple choice questions with free arguments to measure critical thinking skills.
This research was carried out using the development design of Sugiyono (2017) which adopted the development model of Borg and Gall (1989) consisting of 10 stages of development, but which used only 6 stages, namely potential and problem stages, data collection, product design, design validation, revision product design, and product testing. From the process obtained results (1) Paying attention student answers after working on the questions and the results of interviews with the teacher, the multiple choice questions on the semester exam and USBN are unable to address critical thinking skills (2) Through the results of semester exam questions and USBN, the multiple choice questions on the semester exam and USBN are dominated by the construction of questions that only measure low level cognitive levels, namely C1 and C2 (3) Seeing the answers of students after working on the questions, Students often guess to answer MCQs (4) Through scoring student arguments, multiple choice models accompanied by free arguments can reduce the guessing effect of answers (5) Through several stages of scoring based on 12 indicators of thinking critical, the multiple choice model accompanied by free argumentation is able to measure critical thinking skills (6) Based on the results of product validation and testing, the multiple choice model accompanied by free arguments is declared feasible to be used as an instrument of assessment of learning outcomes.
Based on the process of development stage, it can be concluded that the multiple choice model with free arguments can be used in the assessment of learning outcomes to measure students' critical thinking skills.
keyword: Multiple Choice Questions Accompanied by Free Argumentation , Critical Thinking Ability