Developing of a problem solving essay test ınstrument (PSETI) in an ınstruction of basic science concepts in ethno science context for preservice elementary school teachers: Research Article

Winarto Winarto; S Sarwi; Edy  Cahyono; Woro  Sumarni

doi:10.36681/tused.2022.108

Authors

Winarto Winarto Peradaban University https://orcid.org/0000-0001-5029-5327
S Sarwi
Edy Cahyono
Woro Sumarni

DOI:

https://doi.org/10.36681/tused.2022.108

Keywords:

Test development, PSETI , ethnoscience context, preservice teachers

Abstract

Assessment of problem-solving skills for preservice teachers is important in science instruction. The purpose of this study is to discover; (a) How are the characteristics of the Problem-Solving Essay Test Instrument (PSETI); (b) How is the validity based on experts assessment; (c) how are the validity and reliability based on trials. The research method is research and development. The study covers three stages, those are (1) planning the test, (2) trying out the test, (3) determining the validity, and the reliability. The sample of this study was 80 preservice elementary school teachers of basic science concepts. The PSETI is in the form of an essay test, consisting of 19 items. The essay test contains ethnoscience problems. Content validity based on the Aiken index is 0.84 with a good validity level. The results of the development of the PSETI instrument show 19 items met the validity and reliability of the 21 items/ compiled. The PSETI is an essay test with the scoring which is using a partial credit model based on the three categories in the polytomous data. Instrument reliability was 0.77 and it was concluded that the instruments were good to measure problem-solving skills of preservice teachers in science learning context ethnoscience.

Downloads

Download data is not yet available.

References

Aboyi, O. S. (2002). Effects of ethnoscience-based instructional package on students‘ interest in science. Journal of the Science Teachers Association of Nigeria, 37(1 & 2), 60–68.

Adams, R. J., & Khoo, S. T. (1996). Quest (program komputer). The interactive test analysis system. Victoria: ACER

Adeyemo, S. A., Babajide, F. T., & Amusa, J. O. (2013). The relationship among teachers‘ problem solving abilities students‘ learning styles and students‘ achievement in Physics Department of Science and Technology Education, University of Lagos. Lagos Nigeria Australian Journal of Basic and Applied Sciences, 7(4), 654–660.

Aksoy, G. (2005). Create a button science education scientific method processbased learning products, the effect of UNMEE [Unpublished Master's Thesis]. Zonguldak Karaelmas University.

Ardichvili, A., Cardozo, R., & Ray, S. (2003). A theory of enterpreneurial opportunity identification and development. Journal of Business Venturing, 18(1), 105–123.

Arikunto, S. (2016). Research procedure: A practical approach. Rineka Cipta.

Aristiawan, & Istiyono, E. (2020). Developing Instrument of Essay Test to Measure the ProblemSolving Skill in Physics. Jurnal Pendidikan Fisika Indonesia, 16(2), 72–82.

Azwar, S. (2013). Research method. Pustaka Pelajar.

Bahtiyar, A., & Can, B. (2016). An investigation of problem-solving skills of preservice science teachers. Educational Research and Reviews Academic Journal, 11(23), 2108–2115.

Baig, M., Ali, S. K., Ali, S., & Huda, N. (2014). Evaluation of Multiple Choice and Short Essay Question Items in Basic Medical Sciences. Pakistan Journal Medical Science, 30(1), 3–6. https://doi.org/10.12669/pjms.301.4458

Bashooir, K., & Supahar. (2018). Validitas dan reliabilitas instrumen asesmen kinerja literasi sains pelajaran fisika berbasis STEM. Jurnal Penelitian Dan Evaluasi Pendidikan, 22(2), 168–181. https://doi.org/https://doi.org/10.21831/pep.v22i2.20270

Bond, T. G., & Fox, C. M. (2007). Applying The Rasch Model: Fundamental Measurement in The Human Sciences (2nd ed.). Lawrence Erlbaum.

Busyairi, A., & Sinaga, P. (2015). The profile of problem solving skills creatively of senior high school students in the main discussion of dynamic electricity. In The Proceeding of Physics National Seminar (E-Journal) (pp. 23–28).

Butterworth, J., & Thwaites, G. (2013). Thinking skills: Critical thinking and problem solving (2nd ed.). Cambrige University Press.

Chang, C.-Y. (2010). Does problem solving = prior knowledge + reasoning skills in earth science? an exploratory study. Res. Sci. Educ, 40(2), 103–116.

Cheng, V. M. Y. (2011). Infusing creativity into Eastern classroom: Evaluations froms students perspectives. Journal of Thinking Skills and Creativity, 6(1), 67–68.

Crebert, G., Patrick, C.-J., Cragnolini, V., Smith, C., Worsfold, K., & Webb, F. (2011). Ethical behaviour and social responsibility toolkit. http://www.griffith.edu.au/ data/assets/pdf_file/0009/290691/Ethicalbehaviour.pdf

Davis, D. D., McDuffi., A. R., Drake., C., & Seiwell., A. . (2019). Teachers‘perceptions of the official curriculum: Problem solving and rigor. International Journal of Educational Research, 93, 91–100. DeMars, C. (2010). Item Response Theory. Oxford University Press.

Dixon, R. A., & Brown, R. A. (2012). Transfer of learning: Connecting concepts during problem solving. Jounal of Technology Education, 24(1), 2–17.

Dogru, M. (2008). The application of problem solving method on science teacher trainees. Journal of Environmental & Science Education, 3(1), 9–18.

Dostal, J. (2015). Theory of problem solving. Procedia: Social and Behavioral Sciences, 174, 2798–2805.

Greiff, S., Stadler, M., Sonnleitner, P., Wolff, C., & Martin, R. (2015). Sometimes less is more: Comparing the validity ofcomplex problem solving measures. Intelligence, 50, 100–113.

Haeruddin, H., Prasetyo, Z. K., & Supahar, P. (2020). The development of a metacognition instrument for college students to solve physics problems. International Journal of Instruction, 13(1), 767–782.

https://doi.org/https://doi.org/10.29333/iji.2020.13149a

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate Data Analysis (7th ed.). Upper Saddle River: Prentice Hall.

Haladyna, T. M., & Rodriguez, M. C. (2013). Developing and Validating Test Items. Routledge.

Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of Item Response Theory Library. Sage.

Heller, P., & Heller, K. (2010). Problem solving labs, in cooperative group problem solving in physics. Research Report. University of Minnesota.

Henderson, C., Heller, K., Heller, P., Kuo, V., & Yerushalmi, E. (2001). Instructors’ ideas about problem solving setting goals. In Physics Echration Research Conference (pp. 2–5).

Hidayat, S. ., Setyadin, H. A., Hermawan, Kaniawati, I., Suhendi, E., Siahaan, P., & Samsuih, A. (2017). Pengembangan Instrumen Tes Keterampilan Pemecahan Masalah Pada Materi Getaran, Gelombang, dan Bunyi. Jurnal Penelitian Dan Pengembangan Pendidikan Fisika, 3(2), 2461–1433.

Istiyono, E., Mustakim, S. ., Suranto, Widihastuti, & Mukti, T. . (2019). Measurement of physics problem-solving skills in female and male students by phystepross. JPII, 8(2), 170–176.

Istiyono, E., Widihastuti, Supahar, Hamdi, S. (2020). Measuring creative thinking skills of senior high school male and female students in physics (CTSP) using the IRT-based PhysTCreTS. Journal of Turkish Science Education, 17(4), 578-590.

Jonassen, D. (2011). Supporting problem solving in PBL. Interdisciplinary Journal of Problem-Based Learning, 5(2), 95–119.

Joseph, M. . (2010). Etnhoscience and problem of method in the social scientific study of religion. Oxford Journal, 39(3), 241–249.

Karatas, I., & Baki, A. (2013). The effect of learning environments based on problem solving on students’ achievements of problem solving. Journal of Elementary Education, 5(3), 249–268.

Kastner, M., & Stang, B. (2011). Multiple choice and constructed response tests: Do test format and scoring matter? Procedia Social and Behavioral Sciences, 12, 263–273.

Kennedy, I. G., Gloria, L., & Hélia, J. (2016). Education skills for 21st century teachers: Voices froma global online educators‘ forum. Springer Briefs in Education.

Kourmousi, N., Xythali, V., Theologitou, M., & Koutras, V. (2016). Validity and reliability of the problem solving inventory (PSI) in a nationwide sample of Greek educators. Journal Soc. Sci., 5(25), 1–11.

Kubiszyn, T., & Borich, G. D. (2013). Educational Testing and Measurement: Classroom Application and Practise (10th ed.). Willey

Kurniawan, B., & Taqwa, A. R. (2018). Pengembangan instrumen tes kemampuan pemecahan masalah fisika pada materi listrik dinamis. Jurnal Pendidikan, 3(11), 1451–1457.

Kutlu, N., & Gökdere, M. (2015). The effect of Purdue model based science teaching on creative thinking. International Journal of Education and Research, 3(3), 589–599.

Lestari, P. E., Purwanto, A., & Sakti, I. (2019). Pengembangan instrumen tes keterampilan pemecahan masalah pada konsep usaha dan energi. Jurnal Kumparan Fisika, 2(3), 161–168.

Lissitz, W., & Samuelsen, K. (2007). Further clarification regarding validity and education. Educational Researcher, 36(8), 282–484.

Mardhapi, D. (2012). Measurement of Educational Assessment and Evaluation. Nuha Medika.

Mauke, M., & Sadia, I. W. (2013). The effect of contextual teaching model and learning towards the understanding of concepts and problem solving skills in a physics-science instruction at MTs Negeri Negara. Jurnal Pendidikan IPA, 3(1281–293).

Mukhopadhyay, R. (2013). Problem solving in science learning-some important considerations of a teacher. http://www.iosrjournals.org/iosr-jhss/papers/Vol8-issue6/C0862125.pdf

Nadapdap, A., & Istiyono, E. (2017). Developing physics problem-solving skill test for grade X students of senior high school. REiD (Research and Evaluation in Education), 3(2), 114-123. doi:http://dx.doi.org/ 10.21831/reid.v3i2.14982

Novia, N., & Kamaluddin. (2015). Penalaran kausal dan analogi berbasis etnosains dalam memecahkan masalah fisika. In Prosiding Simposium Nasional Inovasi dan Pembelajaran Sains (pp. 445–448).

Nurita, T., Hastuti., P. W., & Sari., D. A. (2017). Problem solving ability of science students in optical wave course. Jurnal Pendidikan IPA Indonesia, 6(2), 341–345.

OECD. (2003). The PISA 2003 assessment framework – mathematics, reading, science and problem solving, knowledge and skills. OECD.

Oriondo, L. L., & Dallo-Antonio, E. M. (1998). Evaluating Educational Outcome. Rex.

Piirto, J. (2011). Creativity for 21st century skills: How to embed creativity into the curriculum. Sense.

Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory Into Practice, 48(1), 4–11.

Purwandari, P., & Yusro, A. (2018). Pembelajaran fisika menggunakan inkuiri terbimbing dengan metode eksperimen dan proyek ditinjau dari kreativitas dan kemampuan berpikir kritis siswa. Jurnal Momentum: Physics Education Journal, 2(1), 39–46.

Reiner, C. M., Bothell, T. W., Sudweeks, R. R., & Wood, B. (2002). Preparing Efective Essay Questions A Self-directed Workbook for Educators. New Forums Press.

Retnawati, H. (2014). Teori Respon Butir dan Penerapannya. Nuha Medika.

Retnawati, H. (2016). Validitas Reliabilitas dan Karakteristik Butir. Nuha Medika.

Risnita, R.& Bashori, B. (2020). The effects of essay tests and learning methods on students’ chemistry learning outcomes. Journal of Turkish Science Education, 17(3), 332–341.

Rokhmat, J., Marzuki, Wahyudi, & Putrie, S. D. (2019). A strategy of scaffolding development to increase students’ problem-solvingabilities: The case of physics learning with causaliticthinking approach. Journal of Turkish Science Education, 16(4), 569-579.

Sarwi, A., S, F., & Subali, B. (2020). The analysis of ethnoscience-based science literacy and character development using guided inquiry model. Journal of Physics: Conference Series, 1567, 1–6.

Selcuk, G. S., Çalışkan, S., & Erol, M. (2008). The effect of problem solving instruction on physics achievement, problem solving performance and strategy use. Latin America Journal Physics Education, 2(3), 151–166.

Şener, N., Türk, C., & Taş, E. (2015). Improving science attitude and creative thinking through science education project: A design, implementation and assessment. Journal of Education and Training Studies, 3(4), 57–67.

Snively, G., & Corsiglia. (2011). Discovering indigenous science: Implications for science education. Science Education, 85(1), 7–34.

Solso, R. L., MacLin, M. K., & MacLin, O. H. (2010). Cognitive Psychology (8th ed.). Pearson Education.

Sternberg, R. J. (2003). A broad view of intelligence: The theory of successful intelligence. Consulting Psychology Journal: Practice and Research, 55(3), 139–154.

Subali, B. (2012). Prinsip Asesmen & Evaluasi Pembelajaran. UNY.

Subali, B., & Suyata, P. (2012). Pengembangan Item Tes Konvergen dan Divergen: Penyelidikan Reabilitasnya Secara Empiris. Diandara Pustaka Indonesia.

Sumarni, W. (2018). The influence of ethnoscience-based learning on chemistry to the chemistry’s literacy rate of the prospective teachers. Unnes Science Education Journal, 7(2), 198–205.

Sumarni, W., & Kadarwati, S. (2020). Ethno-Stem project-based learning: Its impact to critical and creative thinking skills. Jurnal Pendidikan IPA Indonesia, 9(1), 1–11.

Suprapto,E., Saryanto, Sumiharsono, R.& Ramadhan, S. (2020). The analysis of instrument quality to measure the students’ higher order thinking skill in physics learning. Journal of Turkish Science Education, 17(4), 520-527.

Supriyadi, S., Haeruddin, H., & Nurjannah, N. (2016). Peningkatan kemampuan memecahkan masalah antara model penalaran kausal berbasis etnosains dan sains modern. JRKPF UAD, 3(2), 164–172.

Suratno, S., Wahono, B., Chang, C-Y., Retnowati, A., & Yushardi, Y. (2020). Exploring a Direct relationship between students’ problem-solving abilities and academic achievement: a stem education at a coffee plantation area. Journal of Turkish Science Education, 17(2), 211-224

Sutarno, S., Setiawan, A., Suhandi, A., Karniawati, I., & Putri, D. H. (2017). Keterampilan pemecahan masalah mahasiswa dalam pembelajaran bandul fisis menggunakan model problem solving virtual laboratory. Jurnal Pendidikan Fisika Dan Teknologi, 3(2), 164–172.

Temel, S. (2015). The problem-solving skills of the teachers ın various branches. Educational Research and Reviews, 10(5), 641–647.

Ulger, K. (2018). The effect of problem-based learning on the creative thinking and critical thinking disposition of students in visual arts education. Interdisciplinary Journal of Problem-Based Learning, 12(1), 3–6.

Warsono, D., Nursuhud, P. I., Darma, R. S., & Supahar, P. (2020). Empirical analysis of diagramatic representation test instruments using partial credit model in realizing learning outcomes. International Journal of Instruction, 13(3), 617–632.

Wetzel, E., & Carstensen, C. H. (2014). Reversed thresholds in partial credit models: A reason for collapsing categories. Assessment, 21(6), 765–774.

Yusuf, I. & Widyaningsih, S. W. (2018). Implementasi pembelajaran fisika berbasis laboratorium virtual terhadap keterampilan proses sains dan persepsi mahasiswa. Berkala Ilmiah Pendidikan Fisika, 6(1), 18–28.