pengembangan instrumen asesmen literasi kimia siswa … · 2020. 5. 20. · pengembangan instrumen...

PENGEMBANGAN INSTRUMEN ASESMEN LITERASI KIMIA

SISWA SMA PADA MATERI LARUTAN

TESIS

Diajukan untuk Memenuhi Sebagian dari

Syarat Memperoleh Gelar Magister Pendidikan

Program Studi Pendidikan Kimia

Oleh

HANIFAH KURNIA MUCHTAR

1706388

PROGRAM STUDI PENDIDIKAN KIMIA

SEKOLAH PASCASARJANA

UNIVERSITAS PENDIDIKAN INDONESIA

2019

PENGEMBANGAN INSTRUMEN ASESMEN LITERASI KIMIA SISWA SMA

PADA MATERI LARUTAN

Oleh

Hanifah Kurnia Muchtar

S.Pd. Universitas Pendidikan Indonesia 2016

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar

Magister Pendidikan (M.Pd.) pada Sekolah Pascasarjana Universitas Pendidikan

Indonesia

© Hanifah Kurnia Muchtar 2019

Universitas Pendidikan Indonesia

Juli 2019

Hak Cipta dilindungi undang-undang

Tesis ini tidak boleh diperbanyak seluruhnya atau sebagian,

dengan dicetak ulang, difotokopi, atau cara lainnya tanpa izin dari penulis.

Scanned by CamScanner

Hanifah Kurnia Muchtar, 2019 PENGEMBANGAN INSTRUMEN ASESMEN LITERASI KIMIA SISWA SMA PADA MATERI LARUTAN

Universitas Pendidikan Indonesia respository.upi.edu perpustakaan.upi.edu

i

ABSTRAK

Tujuan penelitian ini adalah menghasilkan instrumen asesmen literasi kimia yang berkualitas

pada materi larutan. Metode penelitian yang digunakan adalah Development and Validation

dengan partisipan sebanyak 108 siswa SMA kelas XI di kota Bandung. Parameter kualitas yang

diuji adalah validitas isi, validitas empirik, reliabilitas, keterbacaan, daya pembeda, tingkat

kesukaran dan keberfungsian distraktor. Instrumen penelitian yang digunakan dalam

penelitian, yaitu lembar uji validitas isi, lembar uji keterbacaan dan lembar analisis uji kualitas

butir soal. Hasil penelitian menunjukkan: nilai CVI soal pilihan berganda adalah 0,96,

sedangkan soal uraian dan skala sikap masing-masing 1. Dengan demikian, butir soal atau

pernyataan yang dikembangkan dikategorikan dapat mempresentasikan konsep atau aspek

sikap yang diujikan. Hasil analisis uji coba pengembangan menunjukkan:(1)terdapat 6 soal

pilihan berganda yang tidak valid dari 55 butir soal yang dikembangkan, sedangkan untuk

uraian semuanya valid dan untuk skala sikap terdapat 2 pernyataan yang tidak valid;

(2)keajegan soal pilihan berganda dan uraian termasuk kategori tinggi, sedangkan untuk skala

sikap keajegannya termasuk kategori sangat tinggi;(3)secara umum keterbacaan instrumen

asesmen literasi kimia yang dikembangkan hampir seluruh siswa dapat memahami instrumen

yang diberikan;(4)daya pembeda untuk soal pilihan ganda terdapat 20 soal termasuk kategori

sangat baik, 22 soal termasuk kategori baik dan 1 soal termasuk kategori cukup, sedangkan

untuk uraian seluruh soal termasuk kategori baik;(5)tingkat kesukaran untuk soal pilihan ganda

16% termasuk kategori sukar, 61% termasuk kategori sedang, dan 23% termasuk kategori

mudah, sedangkan untuk soal essai 9% termasuk kategori sukar, 75% termasuk kategori

sedang, dan 16% termasuk kategori mudah;(6)keberfungsian distraktor untuk soal pilihan

ganda terdapat 37 soal dari 42 soal yang perlu diperbaiki distraktornya. Hasil uji coba real

class menunjukkan:(1)seluruh soal dan pernyataan skala sikap yang dikembangkan valid;(2)

keajegan soal pilihan berganda termasuk kategori tinggi, sedangkan untuk soal uraian dan skala

sikap keajegannya termasuk kategori sangat tinggi;(3)secara umum keterbacaan instrumen

asesmen literasi kimia yang dikembangkan hampir seluruh siswa dapat memahami instrumen

yang diberikan;(4)daya pembeda untuk soal pilihan ganda terdapat 41 soal termasuk kategori

sangat baik dan 1 soal termasuk kategori baik, sedangkan untuk uraian 11 soal termasuk

kategori sangat baik dan 1 soal termasuk kategori baik;(5)tingkat kesukaran untuk soal pilihan

ganda 100% soal termasuk kategori sedang, sedangkan untuk uraian 23% termasuk kategori

mudah, 67% termasuk kategori sedang dan 10% termasuk kategori sukar;(6)keberfungsian

distraktor untuk soal pilihan ganda seluruh distraktornya telah berfungsi dengan baik. Dengan

demikian kualitas instrumen asesmen literasi kimia yang dikembangkan sudah baik.

Kata kunci: development and validation; instrumen asesmen literasi kimia; reliabilitas;

validitas

Hanifah Kurnia Muchtar, 2019 PENGEMBANGAN INSTRUMEN ASESMEN LITERASI KIMIA SISWA SMA PADA MATERI LARUTAN

Universitas Pendidikan Indonesia respository.upi.edu perpustakaan.upi.edu

ABSTRACT

The purpose of this research was to produce a high quality instrument to assess students’

chemical literacy on solution material. The research method used was Development and

Validation with participants were 108 high school students of class XI in Bandung city. The

quality parameters tested were content validity, empirical validity, reliability, readability,

distinguishing power, difficulty level and functioning of distractor. The instrument used in this

research were content validation sheet, readability test sheet and item test quality analysis

sheet. The results showed: CVI value of multiple choice was 0.96, while for essay and attitude

scale respectively was 1. Thus, items or statements developed were categorized to be able to

present concepts or attitude aspects being tested. Development test result showed: (1) there

were 6 invalid multiple choice item from 55 items developed, whereas for essay all items were

valid and for attitude scale there were 2 invalid statements; (2) reliability of multiple choice

and essay was high, while attitude scale was very high, (3) in general the readability of

chemical literacy assessment instruments developed almost all students could understand the

instruments given, (4) distinguishing power for multiple choice there were 20 item included

very good category, 22 item included good category and 1 item included sufficient category,

whereas for essay all item included good category, (5) the difficulty level for the multiple

choice item was 16% included difficult category, 61% included moderate category, and 23%

included easy category, while for essay 9% included difficult category, 75% included moderate

category, and 16% included easy category, (6) the functioning of distractor for multiple choice

item there were 37 item from 42 items that their distractor needed to be revised. Real class test

result showed: (1) all item of multiple choice, essay and statements of attitude scale which

were developed were valid, (2) reliability for multiple choice was high, while for essay and

attitude scale were very high, (3) in general the readability of chemical literacy assessment

instruments developed almost all students could understand the instruments given, (4)

distinguishing power for multiple choice questions there were 41 items included very good

category and 1 item included good category, while for essay 11 items included very good

category and 1 item included good category, (5) difficulty level for multiple choice questions

100% included moderate category, while for the essay 23% included easy category, 67%

included moderate category and 10% included difficult category, (6) the functioning of

distractor for multiple choice questions all distractors were functioning properly. Thus the

quality of the chemical literacy assessment instrument which was developed was good.

Keywords: chemical literacy assessment instrument; development and validation; reliability;

validation.

vi Hanifah Kurnia Muchtar, 2019 PENGEMBANGAN INSTRUMEN ASESMEN LITERASI KIMIA SISWA SMA PADA MATERI LARUTAN Universitas Pendidikan Indonesia respository.upi.edu perpustakaan.upi.edu

DAFTAR ISI

Halaman

ABSTRAK ..............................................................................................................i

ABSTRACT .......................................................................................................... ii

KATA PENGANTAR ........................................................................................ iii

UCAPAN TERIMAKASIH ................................................................................iv

DAFTAR ISI .........................................................................................................vi

DAFTAR TABEL ............................................................................................ viii

DAFTAR GAMBAR ............................................................................................. x

DAFTAR LAMPIRAN ...................................................................................... xii

BAB I PENDAHULUAN

1.1. Latar Belakang Penelitian ...................................................................... 1

1.2. Rumusan Masalah Penelitian .................................................................. 5

1.3. Pembatasan Masalah ............................................................................... 5

1.4. Tujuan Penelitian .................................................................................... 6

1.5. Manfaat Penelitian .................................................................................. 6

1.6. Penjelasan Istilah .................................................................................... 6

1.7. Struktur Organisasi Tesis ......................................................................... 7

BAB II KAJIAN PUSTAKA

2.1. Literasi Sains dan Literasi Kimia ......................................................... 8

2.2. Asesmen ............................................................................................... 13

2.3. Pengembangan Instrumen Asesmen Literasi Kimia ................................14

2.4. Kajian Penelitian Pengembangan Asesmen Literasi Kimia....................19

2.5. Ruang Lingkup Materi ...............................................................................25

BAB III METODE PENELITIAN

3.1. Metode Penelitian ............................................................................... 32

3.2. Subjek Penelitian ........................................................................................32

3.3. Partisipan .............................................................................................. 32

3.4. Prosedur Penelitian .....................................................................................33

3.5. Instrumen Penelitian ..................................................................................39

vii Hanifah Kurnia Muchtar, 2019 PENGEMBANGAN INSTRUMEN ASESMEN LITERASI KIMIA SISWA SMA PADA MATERI LARUTAN Universitas Pendidikan Indonesia respository.upi.edu perpustakaan.upi.edu

3.6. Teknik Pengumpulan Data ........................................................................42

3.7. Teknik Pengolahan Data ............................................................................44

BAB IV TEMUAN DAN PEMBAHASAN

4.1. Hasil Uji Kesesuaian Indikator terhadap Kompetensi Dasar dan Aspek

Literasi Kimia ......................................................................................... 52

4.2. Hasil Uji Validasi Isi ............................................................................. 55

4.3. Hasil Uji Coba Pengembangan.............................................................. 58

4.4. Hasil Uji Coba Real Class .................................................................... 76

BAB V SIMPULAN, IMPLIKASI DAN REKOMENDASI

5.1. Simpulan .............................................................................................. 97

5.2. Implikasi .............................................................................................. 97

5.3. Rekomendasi ........................................................................................ 97

DAFTAR PUSTAKA .......................................................................................... 99

RIWAYAT HIDUP ........................................................................................... 105

LAMPIRAN-LAMPIRAN ............................................................................... 106

99 Hanifah Kurnia Muchtar, 2019 PENGEMBANGAN INSTRUMEN ASESMEN LITERASI KIMIA SISWA SMA PADA MATERI LARUTAN Universitas Pendidikan Indonesia respository.upi.edu perpustakaan.upi.edu

DAFTAR PUSTAKA

Abu Hassan, K. & Tan, C. T. (2009). Understanding and application of acids and

bases concepts in daily life among form four science students in Johor Bahru.

Journal Sains dan Matematic, 1(1), 22–29.

Adams, W. K. & Wieman, C. E. (2010). Development and validation of instruments

to measure learning of expert like thinking. International Journal of Science

Education, 33 (9), 1 –24.

Adeleke, A. A., & Joshua, E. O. (2015). Development and validation of scientific

literacy achievement test to assess senior secondary school students' literacy

acquisition in physics. Journal of Education and Practice, 6(7), 28-42.

Ad’hiya, E & Laksono E.W. (2018). Development and validation of an integrated

assessment instrument to assess students’ analytical thinking skills in chemical

literacy. International Journal of Instruction, 11 (4), 241 – 256.

Andrews, A. S. (1968). Multiple choice and esai tests. Improving College and

University Teaching, 16(1), 61-66.

Arifin, Z. (2013). Evaluasi Pembelajaran,Prinsip, Teknik, Prosedur. Bandung: PT

Remaja Rosdakarya.

Arikunto, S. (2012). Dasar-dasar Evaluasi Pendidikan Edisi 2. Jakarta: PT Bumi

Aksara.

Artdej, R, Ratanaroutai, T & Coll R.K. (2010). Thai grade 11 students’ alternative

conceptions for acid–base chemistry. Research in Science & Technological

Education, 28(2), 167-183.

Barlia, L. (2016). Patterns of conceptual change process in elementary school

students' learning of science. Journal of Turkish Science Education, 13(2), 49-

60.

Barnea, N., Dori, Y. J., & Hofstein, A. (2010). Development and implementation

of inquiry based and computerized-based laboratories: reforming high school

chemistry in Israel. Chemistry Education Research Practice, 11(3), 218-228.

Bond, D. (1989). In pursuit of chemical literacy: A place for chemical reactions.

Journal of Chemical Education, 66(2), 157-160.

Broman, K., & Parchmann, I. (2014). Students' application of chemical concepts

when solving chemistry problems in different contexts. Chemistry Education

Research and Practice, 15(4), 516-529.

100

Hanifah Kurnia Muchtar, 2019 PENGEMBANGAN INSTRUMEN ASESMEN LITERASI KIMIA SISWA SMA PADA MATERI LARUTAN Universitas Pendidikan Indonesia respository.upi.edu perpustakaan.upi.edu

Bybee, R., & McCrae, B. (2011). Scientific literacy and student attitudes:

perspectives from PISA 2006 science. International Journal of Science and

Education, 33(1), 7-26.

Cam, A & Geban O. (2013). Effectiveness of case-based learning instruction on

students’ understanding of solubility equilibrium concepts. Hacettepe

University Journal of Education, 44, 97-108.

Celik, S. (2014). Chemical literacy levels of science and mathematics teacher

candidates. Australian Journal of Teacher Educationi, 39(1), 1-15.

Chang, R. (2005). Kimia Dasar Konsep-Konsep Inti Edisi Ketiga. Jakarta:

Erlangga.

Chang,S.N.Chiu, M.H.(2005). The development of authentic assessments to

investigate ninth graders’ scientific literacy: In the case of scientific cognition

concerning the concepts of chemistry and physics. International Journal of

Science and Mathematics Education,3(1),117-140.

Cigdemoglu, C., & Geban, O. (2015). Improving students’ chemical literacy levels

on thermochemical and thermodynamics concepts through a context-based

approach. Chemistry Education Research and Practice, 16(2), 302-317.

Cigdemoglu, C., Arslan, H. O., & Cam, A. (2017). Argumentation to foster pre-

service science teachers’ knowledge, competency, and attitude on the domains

of chemical literacy of acids and bases. Chemistry Education Research and

Practice, 18(2), 288-303.

Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests.

psychometrika, 16(3), 297-334.

Damanhuri, M. I. M., Treagust, D. F., Won, M., & Chandrasegaran, A. L. (2016).

High school students’ understanding of acid-base concepts: an ongoing

challenge for teachers. The International Journal of Environmental and

Science Education, 11 (1), 9-27.

DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and

contemporary meanings and its relationship to science education reform.

Journal of Research in Science Teaching, 37(6), 582–601.

Ding, L., & Beichner, R. (2009). Approaches to data analysis of multiple-choice

questions. Physical Review Special Topics-Physics Education Research, 5(2),

1-17.

Domyancich, J. M. (2014). The development of multiple-choice items consistent

with the AP chemistry curriculum framework to more accurately assess deeper

understanding. Journal of Chemical Education, 91(9), 1347–1351.

101


Doran, R. L. (1980). Basic Measurement and Evaluation of Science Instruction.

Washington DC: National Science Teachers Association.

Endang Mulyatiningsih. (2012). Metode Penelitian Terapan Bidang Pendidikan.

Bandung: Alfabeta

Firman, H. (2018). Asesmen Pembelajaran Kimia. Bandung: Program Studi S2

Pendidikan Kimia Sekolah Pascasarjana Universitas Pendidikan Indonesia.

Gilbert, J. K. (2005). Chemical Literacy: An Approach Through Models and

Modelling. Ljubljana, Slovenia, 15-29.

Gilbert, J. K., & Treagust, D. F. (2009). Towards a coherent model for macro,

submicro and symbolic representations in chemical education. In Multiple

representations in chemical education (pp. 333-350). Springer, Dordrecht.

Gliem, J. A., & Gliem, R. R. (2003). Calculating, Interpreting, and Reporting

Cronbach’s Alpha Reliability Coefficient for Likert-Type Scales. Midwest

Research to Practice Conference in Adult, Continuing, and Community

Education (pp. 82–88).

Gormally, C., Brickman, P., & Lutz, M. (2012). Developing a test of scientific

literacy skills (TOSLS): Measuring undergraduates’ evaluation of scientific

information and arguments. CBE-Life Sciences Education, 11(4), 364-377.

Gräber, W., Nentwig, P., Becker, H. J., Sumfleth, E., Pitton, A., Wollweber, K., &

Jorde, D. (2001). Scientific literacy: From theory to practice. In Research in

Science Education-Past, Present, and Future (pp. 61-70). Springer, Dordrecht.

Grounlund, N.E. & Linn, R. L. (1996). Measurement and evaluation in teaching.

New York: Macmillan Publishing Company.

Hahn, I., Schöps, K., Rönnebeck, S., Martensen, M., Hansen, S., Saß, S., Dalehefte,

I.M., & Prenzel, M. (2013). Assessing scientific literacy over the lifespan-a

description of the NEPS science framework and the test development. Journal

for educational research online, 5(2), 110-138.

Hernani, Saefulloh, & Mudzakir, A. (2017, Agustus). The first year pre-service

teachers’ chemical literacy in individual learning case using the fuel cell

technology based-chemical enrichment book. In AIP Conference Proceedings

(Vol. 1868, No. 1, p. 030007). AIP Publishing.

Hernani, Ulum, L. L., & Mudzakir, A. (2017, Agustus). Artificial muscles’

enrichment text: Chemical literacy profile of pre-service teachers. In AIP

Conference Proceedings (Vol. 1868, No. 1, p. 030005). AIP Publishing.

Holbrook, J., & Rannikmae, M. (2007). The nature of science education for

enhancing scientific literacy. International Journal of Science Education,

29(11), 1347-1362.

102


Huang, C. I. (2010). A multilevel analysis of scientific literacy: the effects of

student sex, students’ interest in learning science, and school characteristics.

(Unpublished master’s thesis). University of Victoria, Greater Victoria, BC

Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what

they seem. Journal of computer assisted learning, 7(2), 75-83.

Kementrian Pendidikan dan Kebudayaan. (2013). Kurikulum 2013 kompetensi

dasar Sekolah Menengah Atas (SMA)/Madrasah Aliyah (MA).

Koentjaraningrat. (1997). Metode-Metode Penelitian Masyarakat. Jakarta:

PT.Gramedia Pustaka Utama.

Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel

Psychology, 28 (1), 563–575.

McMillan, J.H. (2007). Classroom Assessment: Principles and Practice for

Effective Standard-Based Instruction. Boston, MA: Pearson Edition

Millar, R. (2006). Twenty first century science: Insights from the design and

implementation of a scientific literacy approach in school science.

International Journal of Science Education, 28(13), 1499-1521.

Missen, R. W., & Smith, W. R. (1989). A question of basic chemical literacy?.

Journal of Chemical Education, 66(3), 217-218.

Moje, E. B. (1992). Literacy in the chemistry classroom: An ethnographic study of

effective teaching. Paper presented at the 42nd Annual Meeting of the National

Reading Conference, San Antonio, Texas.

Mozeika, D., & Bilbokaite, R. (2010). Teaching and learning method for enhancing

15-16 years old students' knowledge as one of scientific literacy aspect in

chemistry: Results based on research and approbation. The International

Journal of Educational Researchers, 3(1), 1-16

OECD. (2013). PISA 2012 Assessment and Analytical Framework: Mathematics,

Reading, Science, Problem Solving and Financial Literacy, OECD Publishing.

Oludipe, D., & Awokoy, J. O. (2010). Effect of cooperative learning teaching

strategy on the reduction of students' anxiety for learning chemistry. Journal

of Turkish science education, 7(1), 30-36.

Orgill, M., & Sutherland, A. (2008). Undergraduate chemistry students’

perceptions of and misconceptions about buffers and buffer problems.

Chemistry Education Research and Practice, 9(2), 131-143.

Orwat, K, Bernard, P & Mikuli, A.M. (2017). Alternative conceptions of common

salt hydrolysis among upper-secondary-school students. Journal of Baltic

Science Education. 16(1), 64-76.

103


Petrucci, R.H., Herring, F.G., Madura, J.D., & Bissonnette, C. (2007). Kimia Dasar

Prinsip-Prinsip dan Aplikasi Modern Edisi Kesembilan Jilid 2. Jakarta:

Penerbit Erlangga.

Polit, D.F., Beck, C.T & Owen, S.V. (2007). Is the CVI an acceptable indicator of

content validity? appraisal and recommendations. Wiley Inter Science. 30, 459-

467.

Prastiwi, M. N. B. & Laksono, E. W, (2018). The ability of analytical thinking and

chemistry literacy in high school students learning. IOP Conference Series:

Journal of Physics (Vol. 1097, No. 012061, p. 1-8). IOP Publishing.

Rahayu, S., (2017, Oktober). Mengoptimalkan aspek literasi dalam pembelajaran

kimia abad 21. Prosiding Seminar Kimia Universitas Negeri Yogyakarta,

Yogyakarta.

Raviolo, A. (2001). Assessing students' conceptual understanding of solubility

equilibrium. Journal of Chemical Education, 78(5), 629-631.

Sadhu, S & Laksono E.W. (2018). Development and Validation of an Integrated

Assessment for Measuring Critical Thinking and Chemical Literacy in

Chemical Equilibrium. International Journal of Instruction, 11 (3), 557 – 572.

Senocak, E., Samarapungavan, A., Aksoy, P., & Tosun, C. (2013). A Study on

development of an instrument to determine turkish kindergarten students'

understandings of scientific concepts and scientific inquiry processes.

Educational Sciences: Theory and Practice, 13(4), 2217-2228.

Serhat, Ý. R. E. Z., & Çakir, M. (2006). Critical reflective approach to teach the

nature of science: A rationale and review of strategies. Journal of Turkish

Science Education, 3(2), 8-23.

Shwartz, Y., Ben‐Zvi, R., & Hofstein, A. (2005). The importance of involving high‐school chemistry teachers in the process of defining the operational meaning

of ‘chemical literacy’. International Journal of Science Education, 27(3), 323-

344.

Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2006a). Chemical literacy: What does

this mean to scientists and school teachers?. Journal of Chemical Education,

83(10), 1557-1561.

Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2006b). The use of scientific literacy

taxonomy for asssessing the development of chemical literacy among high-

school students. Chemistry Education Research and Practice, 7(4), 203–225.

Silberberg, M.S. (2007). Principles Of General Chemistry. New York: The

McGraw-Hill Companies.

104


Sujana, A., Permanasari, A., Sopandi, W., & Mudzakir, A. (2014). Literasi kimia

mahasiswa PGSD dan guru IPA sekolah dasar. Jurnal Pendidikan IPA

Indonesia, 3(1), 5-11.

Sumarni, W., Sudarmin, Wiyanto, & Supartono. (2016). Preliminary analysis of

assessment instrument design to reveal science generic skill and chemistry

literacy. International Journal of Evaluation and Research in Education, 5(4),

331-340.

Sunarya, Y. (2012). Kimia Dasar 2 Berdasarkan Prinsip-Prinsip Kimia Terkini.

Bandung: Yrama Widya.

Sunarya, Y., & Setiabudi, A. (2009). Mudah dan Aktif Belajar Kimia Untuk Kelas

X Sekolah Menengah Atas/Madrasah Aliyah. Jakarta: Pusat Perbukuan

Kementrian Pendidikan Nasional.

Thummathong, R., & Thathong, K. (2016). Construction of a chemical literacy test

for engineering students. Journal of Turkish Science Education, 13(3), 185-

198.

Thummathong, R., & Thathong, K. (2018). Chemical literacy levels of engineering

students in NortheasternThailand. Kasetsart Journal of Social Sciences, 39,

478-487.

Tien, L.T., Teichert, M.A. & Rickey, D. (2007). “Effectiveness of MORE

laboratory module in prompting student to revise their molecular-level ideas

about solutions”. Journal of Chemical Education, 84 (1), 175-177.

Towns, M. H. (2014). Guide to developing high-quality, reliable, and valid

multiple-choice assessments. Journal of Chemical Education, 91(9), 1426–

1431.

Tsaparlis, G. (2000). The states-of-matter approach (SOMA) to introductory

chemistry. Chemistry Education Research and Practice, 1(1), 161-168.

Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st century

skills through scientific literacy and science process skills. Procedia-Social

and Behavioral Sciences, 59, 110-116.

Whitten. (2004). General Chemistry Seventh Edition. Amerika: BrooksCole.

Widarti, H. R., Permanasari, A & Mulyani, S. (2017). Students’ misconceptions on

titration. IOP Conference Series: Journal of Physics (Vol. 812, No. 012016, p.

1-6). IOP Publishing.

Wiersma, W., & Jurs, S.G. (2009). Research Methods in Education an Introduction.

Boston, MA: Pearson International Edition.

Wijayanto, P.A., Allifah, A. & Amirrudin, A. (2016). Evaluasi kualitas instrument

tes dalam pembelajaran geografi di MAN 2 Kota Batu. Jurnal Geografi

Universitas Negeri Semarang, 13(2), 103-112.

105


Witte, D., & Beers, K. (2003). Testing of chemical literacy (Chemistry in Context

in the Dutch National Examinations). Chemical Education International, 4(1),

1-15.

Yuriza, P.E, Adisyahputra & Sigit D.V. (2018). Correlation between higher-order

thinking skills and level of intelligence with scientific literacy on junior high

school students. Biosfer: Jurnal Pendidikan Biologi, 11(1), 13-20.

Yusmaita, E., & Nasra, E. (2017). Perancangan assesmen literasi kimia dengan

menggunakan model of educational reconstruction (MER) pada tema air

sebagai pelarut universal. Jurnal Eksakta Pendidikan, 1(2), 49-55.

pengembangan instrumen asesmen literasi kimia siswa … · 2020. 5. 20. · pengembangan instrumen...

Documents