Open Journal Systems


Autor(s): Agus Ramdani, A. Wahab Jufri, Gunawan Gunawan, Saprizal Hadisaputra, Lalu Zulkifli
DOI: 10.29303/jppipa.v5i1.221


This study aims to develop learning devices, especially in the evaluation section of science learning in junior high school, which in turn after being implemented in the classroom is expected to develop 21st century skills of students. In particular, this study aims to, 1) identify science learning evaluation tools made by teachers so that they obtain a clear picture of the profile of the evaluation tool, 2) develop a junior high school science learning evaluation tool that supports 21st century skills. This research includes development research in four stages, namely: decide, design, develop, and evaluate. The results of this study indicate that the tools developed by the teacher are in complete category, the learning objectives are clear, although the stages in part still need to be improved. Learning evaluation instruments developed by the teacher have met the principles of assessment, the presentation is in accordance with the curriculum, the sentence in the question is quite communicative, uses good and correct language and does not cause multiple interpretations. However, the majority of questions made by teachers still measure low-level thinking skills. This is because teachers have not been trained in developing questions that measure high-level thinking skills. An evaluation tool that was then developed together with the teacher was intended to perfect the shortcomings of the previous evaluation tool

Keywords: 21st Century Skills, Learning Evaluation Tools, Middle School Science

Full Text:



Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., & Rumble, M. 2010. Defining 21st century skills. Assessment and teaching of 21st century skills draft white paper. The University of Melbourne.

Brookhart, S. M. 2010. How to assess higher-order thinking skills in your classroom. ASCD.

Collins, R. 2014. Skills for the 21st Century: teaching higher-order thinking. Curriculum & Leadership Journal, 12(14).

Darling-Hammond, L. 2012. Policy Frameworks for New Assessments., dalam Grifin, P., Care, E., & McGaw, B. (Eds), Assessment and Teaching of 21st Century Skills (pp 301-339). London: Springer.

Greenstein, L. 2012. Assessing 21st Century Skills. A Guide to Evaluating Mastery and Authentic Learning. United State of America: SAGE Publication.

Gunawan, G., Sahidu, H., Harjono, A., & Suranti, N. M. Y. (2017b). The Effect of Project Based Learning with Virtual Media Assistance on Student's Creativity in Physics. Cakrawala Pendidikan, 36 (2)

Kemdikbud. 2017. Implementasi Pengembangan Kecakapan Abad 21 dalam Perencanaan Pelaksanaan Pembelajaran (RPP). Jakarta: Direktorat Pembinaan SMA Direktorat Jenderal Pendidikan Dasar dan Menengah.

Kemdikbud. 2016. Panduan Penilaian oleh Pendidik dan Satuan Pendidikan. Jakarta: Direktorat Pembinaan SMP Direktorat Jenderal Pendidikan Dasar dan Menengah.

Kunandar. 2015. Penilaian Autentik (Penilaian Hasil Belajar Peserta Didik Berdasarkan Kurikulum 2013). Jakarta: PT Rajagrafindo Persada.

Lai, E.R., & Viering M. 2012. Assessing 21st Century Skills: Integrating Research Findings. Vancouver, B.C: National Council on Measurement in Education.

Lombardi, M. M. 2007. Authentic learning for the 21st century: An overview. Educause learning initiative, 1(2007), 1-12.

NC State University. 2014. Higher-order Skills in Critical and Creative Thinking. USA: North Carolina State Quality Enhancement Plan.

Partnership for 21st Century Skills. 2009. Assessment: A 21st Century Skills Implementation Guide.

Pratiwi, I. H. (2015). Kemampuan Guru Mata Pelajaran Ipa Dalam Pembuatan Soal HOT (Higher Order Thinking) Dan Kesesuaian Penulisan Soal Di Smp Negeri 1 Kragan Rembang (Doctoral dissertation, Universitas Muhammadiyah Surakarta).

Pratiwi, U., & Fasha, E. F. 2015. Pengembangan Instrumen Penilaian HOTS Berbasis Kurikulum 2013 Terhadap Sikap Disiplin. Jurnal Penelitian dan Pembelajaran IPA, 1(1), 123-142.

Rahman, M. H. (2013). Pedagogical CompetenceJunior High School Science Teacher. In Proceedings of the 2nd International Seminar on Quality and Affordable Education (ISQAE 2013) (pp. 383-388).

Sahidu, H., Gunawan, G., Rokhmat, J., & Rahayu, S. 2018. Pengembangan Perangkat Pembelajaran Fisika Berorientasi Pada Kreativitas Calon Guru. Jurnal Pendidikan Fisika dan Teknologi, 4(1), 1-6.

Wade, C. 1995. Using Writing to Develop and Assess Critical Thinking. Teaching of Psychology, 22 (1): 24-28.

Widodo, G., & Joko, J. 2015. Pengembangan Dan Implementasi Perangkat Pembelajaran Berbasis Proyek. Innovation of Vocational Technology Education, 11(1).

Yuniar, M., Rakhmat, C. R., & Saepulrohman, A. 2015. Analisis HOTS (High Order Thinking Skills) pada Soal Objektif Tes dalam Mata Pelajaran Ilmu Pengetahuan Sosial (IPS) Kelas V SD Negeri 7 Ciamis. PEDADIDAKTIKA: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 2(2), 187-195.


  • There are currently no refbacks.