Pengembangan instrumen penilaian portofolio berbasis multiple intelligence untuk mengukur kemampuan berpikir kritis dan sikap ilmiah

Nindi Mediartika; Nurfina Aznam

doi:10.21831/jipi.v4i1.9973

Pengembangan instrumen penilaian portofolio berbasis multiple intelligence untuk mengukur kemampuan berpikir kritis dan sikap ilmiah

Nindi Mediartika, Universitas Islam Negeri Mataram, Indonesia
Nurfina Aznam, Universitas Negeri Yogyakarta, Indonesia

10.21831/jipi.v4i1.9973

Abstract

Penelitian ini bertujuan untuk mengetahui karakteristik, kelayakan, dan efektivitas penggunaan instrumen penilaian portofolio berbasis multiple intelligence untuk mengukur kemampuan berpikir kritis dan sikap ilmiah siswa SMA/MA. Prosedur pengembangan menggunakan model 4-D yang dikemukakan oleh Thiagarajan, yaitu define, design, develop, dan disseminate. Hasil penelitian: (1) karakteristik instrumen memiliki tingkat kesukaran pada kisaran -2,00 sampai +1,41 dengan reliabilitas pada kisaran 0,00 sampai 0,97; (2) instrumen dikatakan layak ditinjau dari validitas isi, empiris, dan reliabilitas; (3) hasil pengukuran kemampuan berpikir kritis siswa SMAN 4 Yogyakarta berada pada kategori sedang dan tinggi dengan kisaran sebesar 34,7% - 65,3% dan 72,2% - 78,8%, dapat dikatakatan instrumen efektif untuk mengukur kemampuan berpikir kritis siswa; (4) hasil pengukuran sikap ilmiah siswa berada pada kategori sedang dan tinggi dengan kisaran sebesar 36% - 66% dan 71% - 94%, dapat dikatakan instrumen efektif untuk mengukur sikap ilmiah siswa.

Developing portfolio assessment based on multiple intelligence instrument for measuring critical thinking skills and scientific attitudes

Abstract

This development research aims to find out characteristics, feasibility, and effevtiveness of portfolio assessment based on multiple intelligence instrument for measuring critical thinking skills and scientific attitudes. This developmental study refers to the model suggested by Thiagarajan which is define, design, develop, and disseminate. The results show that: (1) the characteristics of instrumen have good difficulty level -2,00 untill +1,41 and reliability 0,00 untill 0,97; (2) instrumen is feasible in terms of the contents and empirical validity, and reliabily; (3) the measurement of students’s critical thinking skills are in the medium and high category 34,7% - 65,3% and 72,2% - 78,8%, so that an effective instrument used to measure students’s critical thinking skills; (4) the measurement of students’s scientific attitudes are in the medium and high category 36% - 65,3% and 71% - 94%, so that an effective instrument used to measure students’s scientific attitudes.

Keywords

instrumen penilaian portofolio; multiple intelligence; kemampuan berpikir kritis; sikap ilmiah; portfolio assessment instrument; multiple intelligence; critical thinking skills; scientific attitude

Full Text:

FULLTEXT PDF

References

Al-Onizat, S. H. (2016). Measurement of multiple intelligences among sample of students with autism, and intellectual disability using teacher estimation and its relationship with the variables: The type and severity of disability, gender, age, type of center. International Journal of Education ISSN, 8(1), 107–128. https://doi.org/10.5296/ije.v8i1.8268

Arseculeratne, S. (2014). Education in medicine as a component of modern science; restoring the balance. Anuradhapura Medical Journal, 8(2), 45. https://doi.org/10.4038/amj.v8i2.7526

Azwar, S. (2003). Penyusunan skala psikologi. Yogyakarta : Pustaka Pelajar . https://doi.org/2003

Azwar, S. (2015). Reliabilitas dan validitas. Yogyakarta: Pustaka Pelajar.

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

Cerruti, C. (2013). Building a functional multiple intelligences theory to advance educational neuroscience. Frontiers in Psychology, 4, 950. https://doi.org/10.3389/fpsyg.2013.00950

Delgoshaei, Y., Kharrāzi, K., & Talkhabi, M. (2012). The impact of portfolio evaluation method on the development of children’s reading skills. Procedia - Social and Behavioral Sciences, 32, 356–360. https://doi.org/10.1016/J.SBSPRO.2012.01.053

Ekahitanond, V. (2013). Promoting university students’ critical thinking skills through peer feedback activity in an online discussion forum. Alberta Journal of Education Research, 59(2). Retrieved from http://www.ajer.ca/

Genç, M. (2015). The effect of scientific studies on students’ scientific literacy and attitude. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 34(1), 141–152. https://doi.org/10.7822/OMUEFD.34.1.8

Huang, J. (2012). The implementation of portfolio assessment in integrated english course. English Language and Literature Studies, 2(4), 15. https://doi.org/10.5539/ells.v2n4p15

Kumar, S. R. (2016). Evaluation of scientific attitude among student teachers. Indian Streams Research Journal, 6(1). Retrieved from http://oldisrj.lbp.world/Article.aspx?ArticleID=9206

Mangiante, E. S. (2013). Planning science instruction for critical thinking: Two urban elementary teachers’ responses to a state science assessment. Education Science, 3, 222–258. https://doi.org/10.3390/educsci3030222

Mapeala, R., & Siew, N. M. (2015). The development and validation of a test of science critical thinking for fifth graders. SpringerPlus, 4(1), 741. https://doi.org/10.1186/s40064-015-1535-0

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. Retrieved from http://www.mcser.org/journal/index.php/jesr/article/view/1862

Patil, G. V. (2011). A comparative study os scientific attitude about secondary and higher secondary level students. International Referred Research Journal, II.

Savage, M. P., & Wehman, T. L. (2014). Assessing the impact of international experiential education on the critical thinking skills and academic performance of college students. International Journal of Arts & Sciences, 7(1), 1.

Singh, C. K. a/p S., & Samad, A. A. (2012). The use of portfolio as an assessment tool in the Malaysian L2 classroom. International Journal of English Language Education, 1(1), 94–108. https://doi.org/10.5296/ijele.v1i1.2851

Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Journal of Research in Business Education, 50(2), 90.

Soleimani, H., Moinnzadeh, A., Kassaian, Z., & Ketabi, S. (2012). The effect of instruction based on multiple intelligences theory on the attitude and learning of general English. English Language Teaching, 5(9), 45. https://doi.org/10.5539/elt.v5n9p45

Sumintono, B., & Widhiarso, W. (2015). Aplikasi pemodelan rasch pada assessment pendidikan. Cimahi: Trim Komunikata.

Tabatabaei, O., & Assefi, F. (2012). The effect of portfolio assessment technique on writing performance of EFL learners. English Language Teaching, 5(5), 138. https://doi.org/10.5539/elt.v5n5p138

Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. Blomington: may be ordered from the Council for Exceptional Children.

Thomas, C., Britt, P., Blackbourn, J. M., Blackbourn, R., Papason, B., Tyler, J. L., & Williams, F. K. (2005). Portfolio assessment: a guide for teachers and administrators. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 23(4), 1–8. Retrieved from http://www.nationalforum.com/Electronic Journal Volumes/Thomas, Conn-Portfolio Assessment A Guide For Teachers And Administrator.pdf

Widayati, S., & Widijati, U. (2008). Mengoptimalkan 9 zona kecerdasan majemuk anak. Yogyakarta: Luna Publisher.

Widoyoko, S. E. P. (2013). Evaluasi program pembelajaran: panduan praktis bagi pendidik dan calon pendidik. Yogyakarta: Pustaka Pelajar. https://doi.org/2013

DOI: https://doi.org/10.21831/jipi.v4i1.9973