Assessment Instruments for Critical Thinking Ability in Basic Work Lessons of Industrial Engineering Class

Aam Amaningsih Jumhur; Imam Mahir; Ratu Amilia Avianti; Risa Susilawati

doi:10.23887/jere.v5i3.33861

Authors

Aam Amaningsih Jumhur Undergraduate Program in Mechanical Engineering Education, State University of Jakarta, Jakarta, Indonesia
Imam Mahir Undergraduate Program in Mechanical Engineering Education, State University of Jakarta, Jakarta, Indonesia
Ratu Amilia Avianti Undergraduate Program in Mechanical Engineering Education, State University of Jakarta, Jakarta, Indonesia
Risa Susilawati Undergraduate Program in Mechanical Engineering Education, State University of Jakarta, Jakarta, Indonesia

DOI:

https://doi.org/10.23887/jere.v5i3.33861

Keywords:

Critical Thinking Skills, Assessment Instruments, Vocational High School

Abstract

The quality of education for the improvement is inseparable from the application of appropriate assessments to measure the final result and a quality measuring instrument is needed so that the assessment instruments used by educational units must meet the requirements, one of which has evidence of empirical validation. This research was conducted to produce a valid and reliable assessment instrument for critical thinking skill. The research method used is Research and Development, using methods.4D development, namely 1) observation and study of literature, 2) expert validation test, 3) testing for students, 4) ready-to-use product. The results of this study obtained. the result of that type. research instrument. which is developed feasible. used with analysis indicators, interpretation, inference, evaluation, explanation, Induction, deduction. The assessment instrument developed was PG (Multiple Choice). The difficulty test shows that of the 40 questions made have a difficulty level of 0.27 to 0.44, which is in the difficult and moderate criteria, on the test results 5 questions are stated as good, 17 questions are stated as sufficient, and 18 questions are said to be bad. The instrument for assessing critical thinking skills in basic mechanical engineering subjects was declared valid for 30 out of the 40 questions made and the reliability value was 0.82, then it was declared as realistic. Conclusion, the instrument for assessing critical thinking skills in the basic engineering work course is feasible.

References

Aji, B. S., & Winarno, M. E. (2016). Pengembangan Instrumen Penilaian Pengetahuan Mata Pelajaran Pendidikan Jasmani Olahraga dan Kesehatan (PJOK) Kelas VIII Semester Gasal. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(7), 1449–1463. http://journal.um.ac.id/index.php/jptpp/article/view/6594.

Al Anshari, A. F. (2019). Manajemen Program Bimbingan Dan Konseling Di Sekolah Menengah Kejuruan (SMK) (Studi Deskriptif pada Sekolah Menengah Kejuruan). Visipena, 10(1), 66–77. https://doi.org/10.46244/visipena.v10i1.491.

Amri, & Tharihk, A. J. (2018). Pengembangan perangkat asesmen pembelajaran proyek pada materi pencemaran dan kerusakan lingkungan. Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi, 2(2), 103–112. https://jurnal.um-palembang.ac.id/dikbio/article/view/1283.

Antara, I. G. W. S., Sudarma, I. K., & Dibia, I. K. (2020). The Assessment Instrument of Mathematics Learning Outcomes Based on HOTS Toward Two-Dimensional Geometry Topic. Indonesian Journal Of Educational Research and Review, 3(2), 19–24. https://doi.org/ijerr.v3i2.25869.g15588.

Arikunto, S. (2013). Dasar-Dasar Evaluasi Pendidikan. Bumi Aksara.

Badriyah, N. L., Thamrin, A., & Nurhidayati, A. (2019). Analisis Instrumen Penilaian Hasil Belajar Mata Pelajaran Gambar Teknik Siswa Kelas X Sekolah Menengah Kejuruan Program Keahlian Bangunan. Indonesian Journal Of Civil Engineering Education, 4(2), 93–102. https://doi.org/10.20961/ijcee.v4i2.27780.

Bhattacharjee, B., & Deb, K. (2016). Role of ICT in 21st Century ’ s Teacher Education. International Journal of Education and Information Studies, 6(1), 1–6. http://www.ripublication.com/ijeis16/ijeisv6n1_01.pdf.

Bialik, M., & Fadel, C. (2015). Skills for the 21st centuty: What should studenst learn? In Center for Curriculum Redesign (Issue May).

Churri, M., & Agung, Y. (2013). Pengembangan Materi Dan Media Pembelajaran Mata Pelajaran Dasar Kompetensi Kejuruan Teknik Audio Video Untuk Smk Negeri 7 Surabaya. Jurnal Pendidikan Teknik Elektro, 2(2), 803–809 https://core.ac.uk/download/pdf/230721799.pdf.

Erfianti, L., Istiyono, E., & Kuswanto, H. (2019). Developing Lup Instrument Test to Measure Higher Order Thinking Skills ( HOTS ) Bloomian for Senior High School Students. International Journal of Educational Research Review, 4(3), 320–329. https://dergipark.org.tr/en/pub/ijere/issue/45614/573863.

Erwinta, E. S., Isnaini, M., & Purmadi, A. (2018). Pengembangan Instrumen Assessment Keterampilan Proses Sainspada Materi Hukum Newton Di Man 2 Model Kota Mataram. Pendekar : Jurnal Pendidikan Berkarakter, 1(1), 174. https://doi.org/10.31764/pendekar.v1i1.356.

Fatimah, L. U., & Alfath, K. (2554). Analisis Kesukaran soal, Daya pembeda dan fungsi distraktor. Jurnal Komunikasi Dan Pendidikan Islam, 8(2), 37–64. https://journal.staimsyk.ac.id/index.php/almanar/article/view/115.

Fityana, I. N., Sarwanto, & Sugiarto. (2017). Pengembangan Instrumen Penilaian Autentik Pada Pembelajaran IPA Berbasis Proyek Untuk Siswa SMP / MTs Kelas VII. Jurnal Materi Dan Pembelajaran Fisika (JMPF), 7(2), 23–27. https://jurnal.uns.ac.id/jmpf/article/view/31458.

Imron, I. (2019). Analisa Pengaruh Kualitas Produk Terhadap Kepuasan Konsumen Menggunakan Metode Kuantitatif Pada CV. Meubele Berkah Tangerang. Indonesian Journal on Software Engineering (IJSE), 5(1), 19–28. https://doi.org/10.31294/ijse.v5i1.5861.

Mukti, T. S., & Istiyono, E. D. I. (2018). Instrumen Penilaian Kemampuan Berpikir Kritis Peserta Didik SMA Negeri Mata Pelajaran Biologi Kelas X Instrument for Assessing the Critical Thinking Ability of X Grade High School Students on Biology Learning. UIN Malang, 11, 107–112. http://repository.uin-malang.ac.id/6363/.

Putri, O. D., Nevrita, N., & Hindrasti, N. E. K. (2019). Pengembangan Instrumen Penilaian Keterampilan Berpikir Kritis Siswa Sma Pada Materi Sistem Pencernaan. BIOEDUKASI (Jurnal Pendidikan Biologi), 10(1), 14. https://doi.org/10.24127/bioedukasi.v10i1.2004.

Risqiyain, L. H., & Purwanta, E. (2019). Pengembangan Multimedia Interaktif Informasi Karier untuk Meningkatkan Kematangan Karier Siswa Sekolah Menengah Kejuruan. Jurnal Kajian Bimbingan Dan Konseling, 4(3), 88. https://doi.org/10.17977/um001v4i32019p088.

Setiadi, H. (2019). Tantangan Revolusi Industri 4.0 : Pembelajaran Abad 21 Di Smk. Prosiding Seminar Nasional Teknologi Pendidikan Pascasarjana UNIMED, 3(5), 395–401. http://digilib.unimed.ac.id/38811/3/ATP 48.pdf.

Sugiyono. (2014). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Alfabeta.

Widiana, I. W. (2016). Pengembangan Asesmen Proyek dalam Pembelajaran IPA di Sekolah Dasar. JPI (Jurnal Pendidikan Indonesia), 5(2), 147–157. http://dx.doi.org/10.23887/jpi-undiksha.v5i2.8154.

Yuslita, H., Zulfan, Z., & Arifin, A. (2016). Analisis Tingkat Kesukaran Soal Dan Daya Pembeda Soal Mata Pelajaran Sejarah Kelas Xi Semester Ganjil Di Sma Negeri 5 Banda Aceh Tahun Pelajaran 2015-2016. JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah, 1(1). http://www.jim.unsyiah.ac.id/sejarah/article/view/1784.

Zubaidah, S. (2019). Pendidikan Karakter Terintegrasi Keterampilan Abad Ke-21. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 3(2), 1. https://doi.org/10.36312/e-saintika.v3i2.125.