Assessment: The Quality of Instrument to Measure Student’s Scientific Attitude (SSA) based on Content Validity and Empirical Testing
DOI:
10.29303/jppipa.v9iSpecialIssue.6816Published:
2023-12-25Downloads
Abstract
This research aims to determine the questionnaire quality based on: (1) content validity, and (2) empirical testing. The research was research and development using the 4-D model (defining, designing, developing, and disseminating stage). The instrument validation was conducted by an instrument expert, two physics teachers, and five peer reviewers. The subject of empirical testing was 206 students of class XII IPA SMAN 6 Yogyakarta in the 2019/2020 school year. The research instrument was a questionnaire of student’s scientific attitude (SSA) that consists of 20 statement items. The data were analyzed using the raw scale for content validity of the SSA questionnaire, and Product Moment Pearson for empirical testing validation using SPSS 16, and Cronbach’s Alpha value to determine the reliability. The results show that (1) all items of the SSA questionnaire meet content validity with raw scale score between 3.75 and 4, which means on excellent category; (2) the SSA questionnaire meet empirical validity with Product Moment Pearson r between 0.186 and 0.595; all r > rtable: 0.138 (n=206; α = 0.05), and meet reliability with Cronbach’s Alpha value between 0.724 and 0.756; all value > 0.60; which means the SSA questionnaire are feasible to use based on empirical testing
Keywords:
assessment physics questionnaire scientific attitudeReferences
Ahuja, A. (2017). Study of Scientific Attitude in relation to Science Achievement Scores among Secondary School Students. Educational Quest- An International Journal of Education and Applied Social Sciences, 8(1), 9. https://doi.org/10.5958/2230-7311.2017.00002.2
Ananda, P. D., Haryanto, & Atmojo, S. E. (2022). The Impact of the Discovery Learning Model on Problem-Solving Ability and Scientific Attitude of Elementary School Teacher Education Students. International Journal of Elementary Education, 6(2), 259–267. https://doi.org/10.23887/ijee.v6i2.47684
Ardiansyah, A., & Arda, A. (2020). Peran Orang Tua dalam Belajar Anak di Masa Pandemi Covid-19 dalam Menumbuhkan Sikap Ilmiah. Musawa: Journal for Gender Studies, 12(1), 140–164. https://doi.org/10.24239/msw.v12i1.592
Astuti, R. A., Aminah, N. S., & Sukarmin. (2016). Pengembangan Modul IPA Terpadu berbasis Empat Pilar Pendidikan dengan Tema Pantai untuk Meningkatkan Sikap Ilmiah Siswa Kelas VII SMP / MTs. Jurnal Inkuiri, 5(2), 40–51. https://media.neliti.com/media/publications/65845-ID-none.pdf
Baran, M. (2016). An Analysis on High School Students’ Perceptions of Physics Courses in Terms of Gender (A Sample from Turkey). Journal of Education and Training Studies, 4(3), 150–160. https://doi.org/10.11114/jets.v4i3.1243
Borg, W. R., Gall, M. D., & Gall, J. P. (2007). Educational research: an introduction (8th ed.). Boston: Pearson Education, Inc.
Ekawati, E. Y. (2017). Preface: International Conference on Recent Trends in Physics (ICRTP 2016). Journal of Physics: Conference Series, 795(1). https://doi.org/10.1088/1742-6596/755/1/011001
Eralita, N., Ashadi, & Saputro, S. (2015). Pembelajaran Kimia Menggunakan Metode Inkuiri Terbimbing dan Learning Cycle 5E Ditinjau dari Sikap Ilmiah dan Kemampuan Berpikir Kritis pada Materi Kelarutan dan Hasil Kali Kelarutan Kelas XI SMA N Kebakkramat Tahun Ajaran 2013 / 2014. Jurnal Inkuiri, 4(2), 29–35. https://doi.org/https://doi.org/10.20961/inkuiri.v4i2.9546
Fathayati, S., Isnaeni, W., & Marianti, A. (2022). Scientific Attitude Assessment Instruments Using Self-Assessment in Project-Based Learning Development. Journal of Innovative Science Education, 11(1), 108–114. https://journal.unnes.ac.id/sju/index.php/jise/article/view/49985/19945
Guritno, T. A. M. R., Masykuri, M., & Ashadi, A. (2015). Pembelajaran kimia melalui model pemecahan masalah dan inkuiri terbimbing ditinjau dari keterampilan proses sains (KPS) dasar dan sikap ilmiah siswa. Jurnal Inkuiri, 4(2), 1–9. https://doi.org/10.20961/inkuiri.v4i2.9530
Halliday, & Resnick. (2015). Fundamental of Physics 10th Edition. In Wiley (Vol. 1). https://doi.org/10.1017/CBO9781107415324.004
Hasbiyati, H., Haque, A., & Afidati, N. I. (2022). Students’ Scientific Attitude in Science Learning Using Discovery Learning-Based Environmental Pollution Digital Book. Jurnal Penelitian Pendidikan IPA, 8(4), 2181–2187. https://doi.org/10.29303/jppipa.v8i4.1975
Hendracipta, N. (2016). Menumbuhkan Sikap Ilmiah Siswa Sekolah Dasar Melalui Pembelajaran Ipa Berbasis Inkuiri. Jurnal Pendidikan Sekolah Dasar, 2(1), 109–116. https://doi.org/http://dx.doi.org/10.30870/jpsd.v2i1.672
Hikmawati, H., Suastra, I. W., Suma, K., Sudiatmika, A. A. I. A. R., & Rohani, R. (2021). Effect of Problem-Based Learning Integrated Local Wisdom on Student Hots and Scientific Attitude. Jurnal Penelitian Pendidikan IPA, 7(SpecialIssue), 233–239. https://doi.org/10.29303/jppipa.v7ispecialissue.1118
Holubova, R. (2013). Physics and Everyday Life--New Modules to Motivate Students. US-China Education Review. https://files.eric.ed.gov/fulltext/ED540488.pdf
Hunaepi, H. (2017). Kajian Literatur tentang Pentingnya Sikap Ilmiah. Prosiding Seminar Nasional Pusat Kajian Pendidikan Sains Dan Matematika Tahun 2016, November 2017, 548–550. https://doi.org/10.31227/osf.io/mpueg
Isnaeni, W., & Kumaidi, K. (2015). Evaluasi Implementasi Pkp Dalam Pembelajaran Biologi Di Sman Kota Semarang Menggunakan Pendekatan Mixed-Method. Jurnal Penelitian Dan Evaluasi Pendidikan, 19(1), 109–121. https://doi.org/10.21831/pep.v19i1.4561
Israfiddin, Gani, A., & Saminan. (2016). Penerapan Model Problem Based Learning untuk Meningkatkan Sikap Ilmiah dan Hasil Belajar Peserta Didik pada Materi Gerak di SMP Negeri 2 Delima. Jurnal Pendidikan Sains Indonesia, 4(2), 36–44. https://media.neliti.com/media/publications/121704-ID-penerapan-model-problem-based-learning-u.pdf
Kinay, I., & Bagceci, B. (2016). The Investigation of the Effects of Authentic Assessment Approach on Prospective Teachers’ Problem-Solving Skills. International Education Studies, 9(8), 51. https://doi.org/10.5539/ies.v9n8p51
Kira, E. S., & Nchunga, A. (2015). Improvisation in teaching physics concepts: Teachers’ experiences and perceptions. International Journal of Research Studies in Educational Technology, 5(1). https://doi.org/10.5861/ijrset.2016.1380
Kurnianto, A. A., & Mundilarto. (2021). Validity & Reliability : Developing Instrument of Assessment to Measure Critical Thinking Skills in High School Physics. IOSR Journal of Research & Method in Education (IOSR-JRME), 11(1), 41–47. https://doi.org/10.9790/7388-1101074147
Kusherawati, L., Windyariani, S., & Setiono, S. (2020). Profil sikap ilmiah siswa kelas VIII SMP, melalui model pembelajaran guided inquiry laboratory experiment method (gilem). Biodik, 6(2), 168–175. https://doi.org/10.22437/bio.v6i2.9307
Nursakinah, S., & Suyanta, S. (2023). Influence of Models Discovery Learning to Critical Thinking Ability and Scientific Attitude of Students. Jurnal Penelitian Pendidikan IPA, 9(10), 8879–8889. https://doi.org/10.29303/jppipa.v9i10.4792
Olasehinde, K. J., & Olatoye, R. A. (2014). Scientific Attitude, Attitude to Science and Science Achievement of Senior Secondary School Students in Katsina State, Nigeria. Journal of Educational and Social Research, 4(1), 445–452. https://doi.org/10.5901/jesr.2014.v4n1p445
Olatoye, R. A., & Aderogba, A. A. (2012). Harnessing the Power of Emotional Intelligence, Scientific Literacy, and Problem-Solving Skills for Successful Living. The Pacific Journal of Science and Technology, 13(1), 403–417. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=edda433b6e94ba97b593aad9744d9de7e8951735
Putra, G. D., Milama, B., & Saridewi, N. (2018). Scientific Attitude Profile of Student Through Guided Inquiry by Experiment Method. 115(Icems 2017), 191–195. https://doi.org/10.2991/icems-17.2018.37
Raja, V. (2016). Scientific Attitude among Secondary School Students. Research Demagogue, III(I), 133–134. https://doi.org/10.22183/23501081
Revati, N., & Meera, D. K. P. (2017). An Investigation of Scientific Attitude among Secondary School Students in Kottayam District of Kerala. IOSR Journal of Research & Method in Education (IOSRJRME), 07(01), 63–66. https://doi.org/10.9790/7388-0701036366
Rohmani, S., Sunarno, W., & Siti Aminah, N. (2015). Pembelajaran Fisika Menggunakan Model POE (Prediction, Observation, and Explanation) Melalui Metode Eksperimen dan Proyek Ditinjau dari Kreativitas dan Sikap Ilmiah Siswa. Inkuiri, 4(4), 10–15. https://doi.org/https://doi.org/10.20961/inkuiri.v4i4.9564
Saleh, S. (2014). Malaysian students’ motivation towards Physics learning. European Journal of Science and Mathematics Education, 2(4), 223–232. https://files.eric.ed.gov/fulltext/EJ1107653.pdf
Srivastava, S. (2014). Achievement in Science as Predictors of Students’ Scientific Attitude. European Academic Research, 2(2), 2879–2893.
Sutopo, Masykuri, M., & Cari. (2016). Pembelajaran Fisika Dengan Model Inkuiri Terbimbing dan Inkuiri Bebas Termodifikasi ditinjau dari Kreativitas dan Sikap Ilmiah Siswa. Jurnal Inkuiri, 5(1), 122–132. https://doi.org/https://doi.org/10.20961/inkuiri.v5i1.9520
Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. Center for Innovation in Teaching the Handicap, 194. https://doi.org/10.1016/0022-4405(76)90066-2
Tural, G. (2013). The functioning of context-based physics instruction in higher education. Asia-Pacific Forum on Science Learning and Teaching, 14(1), 1–23. https://www.eduhk.hk/apfslt/download/v14_issue1_files/tural.pdf
Zitzewitz, P. W. (2011). The Handy Physics Answer Book. In Booklist (Vol. 107, Issue 21).
License
Copyright (c) 2023 Alexander Andi Kurnianto, Mundilarto Mundilarto
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
