3 research outputs found
PENGEMBANGAN INSTRUMEN ASESMEN KETERAMPILAN BERPIKIR KRITIS MELIBATKAN INTERKONEKSI MULTIPEL REPRESENTASI PADA MATERI ASAM BASA
No full textRINGKASAN Dewi, Insani Mutiara. 2019. Pengembangan Instrumen Asesmen Keterampilan Berpikir Kritis Melibatkan Interkoneksi Multipel Representasi pada Materi Asam Basa. Skripsi, Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam. Pembimbing: (I) Dr. Hj. Hayuni Retno Widarti, M.Si (II) Dra. Dedek Sukarianingsih, M.Pd., M.Si. Kata Kunci: instrumen asesmen, keterampilan berpikir kritis, multipel representasi, asam basa Revolusi industri 4.0 telah mengubah cara kerja manusia menjadi digitalisasi melalui inovasi yang terus berkembang. Bekal utama agar bertahan pada era ini adalah dengan mempersiapkan keterampilan dan menambah semangat literasi salah satunya adalah keterampilan berpikir kritis. Keterampilan berpikir kritis adalah salah satu kecakapan hidup yang perlu dikembangkan melalui proses pendidikan. Kurangnya inovasi dan kreatifitas guru dalam pembuatan instrumen penilaian yang melibatkan keterampilan berpikir kritis menyebabkan rendahnya pemicu daya kritis dan kreatif siswa selama proses pembelajaran. Pemahaman yang mendalam dalam mempelajari ilmu kimia akan diperoleh apabila siswa dapat menjelaskan suatu fenomena melalui representasi makroskopik, submikroskopik, dan simbolik. Melatih serta mengukur keterampilan berpikir kritis dan pemahaman siswa terhadap materi kimia terutama materi asam basa membutuhkan suatu instrumen yang tidak hanya menilai hafalan tetapi juga instrumen yang melatih keterampilan berpikir kritis. Pengembangan ini dilakukan dengan tujuan 1) menghasilkan instrumen asesmen keterampilan berpikir kritis yang melibatkan interkoneksi multipel representasi pada materi asam basa untuk siswa SMA/MA; 2) mendeskripsikan spesifikasi instrumen asesmen yang dikembangkan; dan 3) mengetahui kelayakan instrumen asesmen yang dikembangkan. Pengembangan instrumen ini menggunakan model pengembangan Research and Development (R&D) menurut Borg dan Gall (1989). Tahapan-tahapan yang digunakan pada model ini sangat lengkap untuk memperoleh suatu produk yang layak. Model ini tersusun dari 10 tahapan pengembangan, karena keterbatasan waktu dan biaya maka penelitian ini hanya mengadopsi 7 dari 10 tahapan pengembangan, yaitu 1) penelitian dan pengumpulan data, 2) perencanaan, 3) pengembangan draf produk, 4) uji coba lapangan, 5) revisi hasil uji coba, 6) uji coba lapangan terbatas, dan 7) penyempurnaan produk hasil uji coba lapangan. Produk yang dihasilkan pada penelitian pengembangan ini adalah seperangkat instrumen asesmen keterampilan berpikir kritis yang melibatkan interkoneksi multipel representasi pada materi asam basa untuk siswa SMA/MA yang terdiri dari soal-soal dalam bentuk pilihan ganda dan esai yang dilengkapi dengan petunjuk penggunaan, kisi-kisi soal berdasarkan indikator berpikir kritis Robert H. Ennis (1985), kunci jawaban dan rambu-rambu jawaban untuk soal esai, serta pedoman pengolahan skor yang diperoleh oleh siswa. Hasil analisis validitas kelayakan tampilan dan isi, diperoleh rata-rata persentase sebesar 85% dan reliabilitas instrumen pilihan ganda dan esai masing-masing 0,773 dan 0,906 dengan katagori sangat layak. SUMMARY Dewi, Insani Mutiara. 2019. Development of Assessment Instruments for Critical Thinking Skills Involving Interconnections of Multiple Representations in Acid-Base Materials. Thesis, Department of Chemistry, Faculty of Mathematics and Natural Sciences. Advisor: (I) Dr. Hj. Hayuni Retno Widarti, M.Si (II) Dra. Dedek Sukarianingsih, M.Pd., M.Si. Keywords: assessment instruments, critical thinking skill, multiple representations, acid base The 4.0 industrial revolution has changed the way human work to be digitalized through ever-evolving innovation. The main provision to survive in this era is preparing skill and increase the spirit of literacy, one of them is critical thinking skills. Critical thinking skill is one of life skills that need to be developed through the educational process. However, the lack of innovation and creativity of teachers in making assessment instruments involving critical thinking skills leads to low triggers of students' critical and creative power during the learning process. In learning chemistry, a deep understanding will be obtained if students can explain a phenomenon through macroscopic, submicroscopic, and symbolic representations. Training and measuring critical thinking skills and students' understanding of chemical materials, especially acid-base material requires an instrument that not only assesses memorization but also instruments that train critical thinking skills. This development was carried out with the aim of 1) to produce an assessment instrument for critical thinking skills that involved interconnecting multiple representations of acid-base material for high school students; 2) describe the specifications of the assessment instrument developed; and 3) knowing the feasibility of the assessment instruments developed. The development of this instrument used the Research and Development (R&D) model according to Borg and Gall (1989). The stages used in this model are very complete to obtain a feasible product. This model is composed of 10 stages of development but due to time and cost constraints, this study only adopted 7 out of 10 stages of development, including 1) research and data collection, 2) planning, 3) product draft development, 4) field trials, 5) revision of the results of the trial, 6) limited field trials, and 7) product improvements resulting from field trials. The product of this development research is a set of assessment instruments for critical thinking skills that involve interconnection of multiple representations in acid-base material for high school students consisting of multiple choice questions and essays and equipped with instructions for use, question grid based on Robert H. Enniss’ (1985) critical thinking indicators, answer keys and answer signs for essay questions, as well as guidelines for processing scores obtained by students. Based on the results of the feasibility validity analysis of the display and content, the average percentage was 85% and the reliability of multiple choice and essays instruments were 0.773 and 0.906 respectively with very feasible categories
Peran Suri Tauladan Guru Dalam Pembinaan Akhlak Siswa Sekolah Menengah Pertama Islam Terpadu
Get PDFThis research aims to (1) Describe the role of teacher role models at SMP IT Mutiara Insani Delanggu (2) Describe the role of teacher role models in student moral training (3) Describe the factors inhibiting teacher role models. This research is field research. The approach used by the author in this research is a qualitative descriptive approach. Data collection was carried out using interviews, observation and documentation methods. The results of the research show that (1) the role of teacher role models at SMP IT Mutiara Insani is very influential on the formation of student morals because morals themselves are a commendable trait that is highly prioritized in schools (2) teacher role models in student moral training are influential and can have a positive effect on development students (3) factors inhibiting teacher role models, namely the lack of totality in providing moral training to students, parents at home in giving direction to their children, social factors and environmental factors which are very influential in forming good character
TRUST as A Pillar of Religious Moderation in Islamic Education: A Multicultural Approach to Diversity
Get PDFThis study explores the strategic role of Islamic education in promoting religious moderation through a multicultural approach. Responding to the increasing diversity in Indonesian society, the research seeks to answer how Islamic education integrates the values of tolerance, inclusivity, and social harmony into learning. Using a meta-synthesis method, 25 relevant journal articles published between 2020–2024 were analyzed to identify the patterns of implementation, challenges, and strategies in promoting religious moderation. The study finds that religious moderation is practiced through curriculum integration, dialogical pedagogy, and role modeling by educators. A multicultural approach—encompassing inclusive, critical, and humanistic perspectives—enhances empathy and social understanding. However, challenges such as political interference, exclusivist resistance, and pedagogical limitations remain significant. To address these, the study proposes the TRUST model (Tolerance, Respect, Understanding, Solidarity, Togetherness) as a conceptual and practical framework to reinforce harmony in Islamic educational settings. This model bridges Islamic teachings with multicultural values, offering a relevant paradigm for contemporary education.
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