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Construct Validity and Reliability of Attitudes towards Chemistry of Science Teacher Candidates Woro Sumarni; Endang Susilaningsih; Yeri Sutopo
International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 1: March 2018
Publisher : Institute of Advanced Engineering and Science

Developing students' positive attitude toward learning is one of the important things, because some researchers mention that attitudes toward the subjects are related to academic achievement. Teachers, in the implementation of learning can evaluate attitudes toward the subjects, in order to know how students' attitude toward learning that is/has been going on. Therefore, an attitude assessment is required for valid, reliable and practical learning. The purpose of this research is to develop a Likert scale type questionnaire that can measure students' attitudes toward chemistry. In this study initially has been compiled as many as 43 items. The items in the present scale were adapted from the Test of Science-Related Attitudes (TOSRA) and Attitudes towards Chemistry Lessons Scale (ATCLS). After the contents validation of the questionnaire by the expert, the questionnaire is tested on 245 college students. Determination of construct validity which is conducted with exploratory factor analysis obtained 32 items valid question. The result of factor analysis shows that the scale has nine factors that explain 62.105% of the total variance. In addition, it shows the finding of 'reliability coefficient (Cronbach' alpha) of 0.91. The results obtained showed that it has obtained valid and reliable questionnaires as a measuring tool that can be used to determine student attitudes toward chemistry in chemistry foodstuffs lectures.

APPLICATION OF THE RASCH MODEL ON THE TEST INSTRUMENT TO ANALYZE THE PROBLEM-SOLVING ABILITY OF STUDENTS IN ACID-BASE SOLUTIONS MATERIALS Nurkintan Aprilia; Endang Susilaningsih; Sudarmin Sudarmin; Woro Sumarni; F. Widhi Mahatmanti; Naftalina Ulik Adhelia
EDUSAINS Vol 13, No 2 (2021): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v13i2.21375

APPLICATION OF THE RASCH MODEL ON THE TEST INSTRUMENT TO ANALYZE THE PROBLEM-SOLVING ABILITY OF STUDENTS IN ACID-BASE SOLUTIONS MATERIALSAbstractIn 21st century education, students are required to have high problem-solving skills. This study aims to reveal the quality of the test instrument with the Rasch model. Descriptive quantitative research is used with total of 38 students of class XI SMAN 2 Semarang became the subjects in this study. The data obtained in this study is from a combination of student response patterns on the product development diagnostic test instrument. The data analysis used was IRT Rasch. Rasch model analysis for summary statistics, item-fit, wright-map, item-measure, person-measure, person-fit dan item-DIF. The value of person reliability is 0.78(sufficient), and item reliability value is 0.8(good). Cronbach's alpha value is 0.82 (very good). Based on the analysis Rasch model, it was found that there were two students (12P and 37P) whose response patterns were not ideal. The results showed problem-solving ability profile of students in the very high category of 26%, high of 29%, average of 16%, low of 13%, and very low of 16%. The results of this study indicate that the test instrument can be used for further research in measuring student problem solving and the Rasch model contributes to teachers and schools in identifying students' abilities in more detail. AbstrakPada pendidikan abad-21, siswa dituntut harus memiliki keterampilan problem-solving yang tinggi. Penilaian keterampilan problem-solving dapat dilakukan secara online yang terintegrasi pada soal tes pengetahuan. Penelitian ini bertujuan untuk mengungkap kualitas instrumen tes dengan model Rasch. Penelitian kuantitatif deskriptif digunakan dalam penelitian ini. Total 38 siswa kelas XI SMAN 2 Semarang menjadi subjek dalam penelitian ini. Data yang diperoleh dalam penelitian ini adalah dari kombinasi pola respon jawaban siswa pada instrumen tes diagnostik produk pengembangan. Analisis data yang digunakan menggunakan Item Response Theory (IRT) model Rasch. Analisis model Rasch untuk summary statistics, item-fit, wright-map, item-measure, person-measure, person-fit dan item-DIF. Nilai person reliability didapatkan sebesar 0,78, kriteria cukup, dan nilai item reliability sebesar 0,85, kriteria bagus. Nilai alpha Cronbach sebesar 0,82, kriteria bagus sekali. Berdasarkan hasil analisis Rasch model ditemukan ada dua siswa yang pola responnya tidak ideal yaitu siswa 12P dan 37P. Hasil penelitian menunjukkan profil kemampuan problem-solving siswa dengan kategori sangat tinggi sebesar 26%, tinggi sebesar 29%, rata-rata sebesar 16%, rendah sebesar 13%, dan sangat rendah sebesar 16%. Hasil penelitian ini menunjukkan bahwa instrumen tes dapat digunakan untuk penelitian lanjutan dalam mengukur pemecahan masalah siswa dan model Rasch memberikan kontribusi kepada guru dan sekolah dalam mengidentifikasi kemampuan siswa lebih rinci

Design of Chemo-entrepreneurship Oriented Teaching Materials to Analyze Students' Entrepreneurial Creativity Maula Najikh Wildana; Sri Susilogati Sumarti; Endang Susilaningsih; Nuryanto Nuryanto
Journal of Educational Chemistry (JEC) Vol 4, No 1 (2022)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2022.4.1.9612

Studying Chemistry is not about the concept but how to train the students' creativity. The learning outcomes are influenced by several factors, including learning models and materials. Teachers still use the books provided by the school, so teachers should develop learning materials that suit learning objectives and students' conditions. Teachers should analyze the students' cognitive ability and also creativity. Chemo-entrepreneurship-oriented learning materials would help to analyze students' cognitive ability and entrepreneurial creativity. This research used research and development with ADDIE method. Results were the validity of material instrument from three experts gave very valid with the scores of 49, 50, and 48. The learning materials got a very good category from teachers' responses with a score of 34 out of 40 and got a good category from students' responses with a score of 38.53 out of 48. Results from the analysis of students' entrepreneurial creativity showed that students had high entrepreneurial creativity. Students also actively discussed and made creative products. There were aromatherapy candles, banana nuggets, apple donuts, and crispy balado potatoes.

The scientific argumentative skill analysis reviewed from the science literacy aspect of pre-service teacher Fina Fakhriyah; Ani Rusilowati; Sunyoto Eko Nugroho; Sigit Saptono; Saiful Ridlo; Budinaini Mindyarto; Endang Susilaningsih
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22847

Scientific argumentative skills could encourage the critical thinking skill of college students about scientific phenomena. This research aimed to measure and describe the scientific argumentative skill of the primary school teacher candidates, reviewed from the scientific literacy. This research applied the quantitative method by using a survey typed cross-sectional design. The researchers selected the participants with convenience sampling. The results were 184 college students of even semester of 2020/2021. The applied instrument was the validity process. The data collecting techniques were test and questionnaire assisted with a Google Form. The test instrument consisted of four items. Then, the questionnaire item of the student’s perceptions about the argumentative scientific skills consisted of ten items. The researchers arranged the instruments with the indicators of science literacy-based scientific argumentative skills about biodiversity. The validity results showed that the test and questionnaire instruments were valid, relevant, and reliable to measure the skills. The researchers measured the argumentative scientific skills with Toulmin argumentative pattern (TAP) that was modified. The scientific argumentative skill profiles of the students showed that a percentage of 52% students was at level 3. However, there were no students reaching level 5. The students’ perceptions showed that they were interested in expressing their arguments and confidence while expressing their opinions. The results suggested the science educators prepare teacher candidates with argumentative scientific skills by developing learning innovation. The empowerment strategy by using scientific argumentation measurement is essential to apply to create better primary school teacher candidate with 4.0 century skills.

Student Learning Independence Through Flipped Classroom In Inclusive Elementary School Khafidhotul Khasanah; Farid Ahmadi; Endang Susilaningsih
Journal of Primary Education Vol 11 No 2 (2022): June 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v11i2.65797

This study aims to describe the learning independence of fifth grade students of Inclusive Elementary School through flipped classroom learning model. The research method used is qualitative method. Data were collected using triangulation techniques and the results of the study put more emphasis on the results of data generalizations obtained from the results of questionnaires, observations, interviews, and field notes. Based on the research results, it can be concluded that 3 out of 16 learners (19%) have high learning independence, 7 out of 16 learners (44%) have moderate learning independence, and 3 out of 17 learners (19%) have low independence. Flipped classroom is quite effective to support the implementation of differentiated learning in inclusive classrooms since it helps teachers in dividing the time to provide differentiated learning for students with special needs while regular learners carry out deeper learning via activities. Providing learning tasks at home also helps to be efficient in teaching material in class and can increase parental involvement to actively help their children carry out independent learning tasks in pre-class activities. This is expected to increase students' learning independence in inclusive elementary school. .

Implementation of Problem-Based Learning Model to Enhance Critical Thinking Skills on Force Material in Fourth Grade Elementary School. Reza Maulana; Endang Susilaningsih; Bambang Subali
Journal of Primary Education Vol 11 No 2 (2022): June 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v11i2.71738

Learning about force material in natural science can be challenging for elementary school-age children due to its abstract nature. This poses a problem in the learning process, as force is essentially a concept that exists only in the human mind. The purpose of this study was to investigate the impact of the Problem-Based Learning (PBL) model on enhancing critical thinking skills in fourth-grade elementary school students, specifically in the context of force material. The study employed a quantitative experimental method (quasi-experimental) and involved a total sample of 50 students from SDN Tipar Bogor. The independent variable in this study was the utilization of the Problem-Based Learning model, while the dependent variables were the students' critical thinking ability and mastery of the minimum competency in force material. In this study, the data collection techniques were tests and observation. The results of the study revealed a significant difference in the average critical thinking ability of the experimental class, which was found to be 85.06. This indicates that the students in the experimental class successfully met the specified target, surpassing the minimum completeness criterion of 70. Based on the findings, it can be concluded that the implementation of the Problem-Based Learning (PBL) model significantly improved students' critical thinking skills in the context of force material. The control class achieved an average score of 75.08, meeting the minimum mastery criterion of 70. This indicates that the PBL model was effective in enhancing students' critical thinking abilities. The N-Gain results demonstrated a substantial increase of 0.75 in the experimental class, which falls under the high gain category. The obtained results can serve as a valuable reference for implementing the Problem-Based Learning (PBL) model in science education, particularly in teaching force material to elementary school students. The study suggests using the Problem-Based Learning (PBL) model for teaching force material to elementary school students. It effectively enhances critical thinking skills and is recommended for science education in elementary schools.

Systematic Review: Asesmen Metakognisi dalam Pembelajaran Sains Didi Nur Jamaludin; Ani Rusilowati; Wiyanto Wiyanto; Endang Susilaningsih; Sigit Saptono; Aditya Marianti
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Metakognisi merupakan keterampilan berfikir yang penting untuk pengembangan profesionalisme calon guru dan guru pada era 5.0. Tujuan penelitian untuk mengetahui berbagai jenis asesmen metakognisi melalui systematic review. Metode penelitian menggunakan proses seleksi mengikuti panduan Preferred Reporting of Items for Systematic Reviews and Meta Analyses (PRISMA) dengan menggunakan scientific databases atau search engine. Berbagai penggunaan instrumen penilaian metakognitif seperti menggunakan Metacognitive Awareness Inventory (MAI), Metacognitive Awareness Inventory for Teachers (MAIT), Metacognition Learning Inventory-Science (SEMLI-S), dan Metacognitive Problem Solving Skill. Instrumen penilaian lain menggunakan interview dan tes. Sampel penelitian dalam jumlah banyak biasanya untuk mengukur kesadaran metakognitif, sementara itu sampel paling sedikit untuk melakukan wawancara tentang metakognitif. Keterampilan metakognisi tersebut diperlukan oleh guru dan siswa untuk pembelajaran yang lebih mudah, efektif dan efisien dengan menguatkan kegiatan reflektif, pengaturan diri, pengaturan kognisi, dan strategi yang tepat. Guru yang memiliki kesadaran metakognitif dan kemampuan metakognitif akan menguntungkan dalam pembelajaran. Siswa belajar dengan menggunakan strategi metakognitif efektif untuk pencapaian akademik dan membuat pilihan terbaik.

Development of Digital-based Minimum Competency Assessment (AKM) Type Test Instruments to Analyze Student Problem-Solving Nurkintan Aprilia; Sigit Priatmoko; Endang Susilaningsih; Sudarmin Sudarmin; Noor Rifaan
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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The Covid-19 pandemic has given a new nuance to the world of education, learning which is usually done face-to-face has become based on digital technology. However, online learning has an unfavorable effect in improving students' literacy and numeracy skills. Both abilities are needed by students to be able to solve problems well. The purpose of this study was to develop a two-tier multiple choice complex test, Minimum Competency Assessment type, including digital-based literacy and numeracy indicators, for analyzing problem-solving students’ level 11 in reaction rate topic. This research is an R&D research with ADDIE model. The test subjects 54 students of class XI High School 1 Welahan. The instrument has been tested for content validity, construct, and reliability. Content validity tested by six expert validators, with a score of 40.83 out of a total of 44, very valid. The construct validity, and reliability were tested using Rasch model analysis. The results show, from the 20 items developed, there are 3 items that are not valid, namely number 13, 12 and 19. The reliability test showed very good results, with index value of 0.91. Digital-based test instruments are considered more practical than paper-based tests, because they make it easier to assess and provide feedback. The results of the practicality test obtained as many as 92% (50 of 54) students gave a positive response. The existence of this test instrument makes it easier for teachers to train students' problem-solving processes and analyze problem-solving abilities more quickly through the analysis of the Rasch.

How Are The Portrays And Perceptions Of Students In Physics Experiment? Maria Agatha Hertiavi; Saiful Ridlo; Budi Naini Mindyarto; Endang Susilaningsih; Wiyanto Wiyanto; Suharto Linuwih; Sri Wardani
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract. Science learning is inseparable from practice activities or experiments. A laboratory is a facility to promote these activities. During distance learning, laboratory activities could be promoted at home. This research aims to portray the students' activities during the laboratory practice and to find out the students’ perceptions about the laboratory practice and take-home laboratory practice. The applied method was a survey followed by 80 physics education students of Universitas Pattimura. This research also interviewed three lecturers of the program. Before distributing the questionnaire, the question items were validated in terms of the content. Then, the researchers also examined the reliability of the questionnaire. The findings showed that students did the laboratory practice as they frequently did. They started by having a pretest and ended with a posttest. They also created temporal reports and practical reports for the following meetings. The students were interested in the practice activities because they believed these activities could make them having various skills. Some students recognized the term, take-home practice, by using any surrounding tools and materials. However, most students still considered that laboratory activities should have been done in the laboratory.

Profile of Metacognitive Awareness and Motivation of Biological Education Students of Riau Islamic University in Online Learning During the Covid-19 Pandemic Yeyendra Yeyendra; Saiful Ridlo; Endang Susilaningsih; Budi Naini Mindyarto
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstrak. This study aims to determine the profile of metacognitive awareness and motivation of biology education students at the Islamic University of Riau. This type of research is survey research. The research population is all students of biology education at the Islamic University of Riau as a hypothetical population. The research sample amounted to 83 students. 27 students 2 semester, 15 students 4 semester and 41 students 6 semester. Data collection used a metacognitive awareness scale and an intrinsic motivation scale. The results showed that the metacognitive awareness of Biology Education Study Program students from the survey data showed that most or 49.39% of students were in the Still Very At Risk (MSB) category. There are no more students who fall into the category of underdeveloped metacognitive awareness (BBB). As many as 18.07% of Biology Education students have entered the category of starting to develop (MB). As many as 24.09% have well developed metacognitive abilities so that they are in the Well Developed (OK) category, and 8.43% are in the very well developed (super) category. Student motivation of Biology Education Study Program from survey data shows that a small percentage or 1.20% of student motivation is still in the very poor category. A total of 33.73% are still in the less category. Most or 39.76%. student motivation is still in the sufficient category. A total of 21.69% were in the good category and 3.62% had motivation in the very good category.

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