PENGEMBANGAN INSTRUMEN PENILAIAN KETERAMPILAN BERPIKIR TINGKAT TINGGI MATERI SISTEM RESPIRASI DAN EKSKRESI

Abstract

Instrumen penilaian yang digunakan di sekolah SMA Negeri 1 Krangkeng belum berorientasi pada keterampilan berpikir tingkat tinggi. Hakikat dari biologi, tujuan pendidikan nasional dan perkembangan jaman menuntut keterampilan berpikir tingkat tinggi. Tujuan dari penelitian ini adalah untuk menganalisis instrumen penilaian di sekolah, mengembangkan instrumen penilaian untuk mengukur keterampilan berpikir tingkat tinggi, dan menguji efektivitas serta kepraktisan instrumen. Jenis penelitian ini adalah Research and development. Prosedur pengembangan produk melalui tahap penelitian pendahuluan dan pengembangan. Pada tahap pendahuluan terbagi menjadi dua, yaitu studi lapangan dan studi literatur. Tahap pengembangan, melalui beberapa bagian, yaitu 1) menyusun jenis instrumen, 2) validasi ke pakar, 3) ujicoba skala terbatas dan 4) ujicoba skala luas. Hasil dari penelitian ini adalah jenis instrumen yang digunakan di sekolah memiliki tingkatan taksonomi kognitif C1 sampai C2, kadang digunakan C3. Instrumen penilaian yang dikembangkan adalah tes esai analisis, lembar performa berpikir, dan tes problem solving. Instrumen dinyatakan valid, reliabel, dan praktis. Instrumen juga berpengaruh positif terhadap hasil belajar kognitif.

 

The type of assessment instruments used in the school were not oriented toward higher-order thinking skills. The nature of biology, national education goals and challenges of science and technology development of thinking skills require more than just the basic thinking. The purposes of this study were: 1) to analyze the assessment instruments used in the school, 2) to develop assessment instruments used to measure higher-order thinking skills, and 3) to test the effectiveness and practicality of the instrument. The type of study was Research and development. The procedure of product development were the preliminary research and development. In the preliminary research, the study was divided into two stages, they are the field of study, and literature study. The development stage started by constructing the type of instruments, validation of the expert,  limited testing  and extensive testing. The results of this study showed that the type of instruments used in the school were  in the range of cognitive taxonomy of C1 and C2 and sometimes used the C3 and concept-oriented. Assessment instrument developed were essay anlysis test, the sheet of students’ thinking performance, and problem solving test. The instruments were declared valid, reliable, and practical. The instruments were declared effective because it  showed positive impact on learning outcomes.