Pengembangan Asesmen Formatif Berbasis Problem Based Learning untuk Meningkatkan Keterampilan Berpikir Kritis: Need Assessment Study
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Keywords:
critical thinking, formative assessment, problem-based learning
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Abstract
Curriculum, learning, and assessment are the main keys to educational success. Formative assessment is an interactive strategy to identify what must be learned and how teaching is formulated according to educational needs. The questionnaire results show that chemistry teachers in schools still do not utilize formative assessments to measure the progress of the educational process. This research aims to collect information regarding the need for developing formative assessments for problem-based learning to improve students' critical thinking skills in the sub-material of vapor pressure reduction. A qualitative method was used in this research, involving 40 chemistry teacher participants in the province of North Sumatra, Indonesia. Participants were asked questions regarding their views on the need for assessment development through a questionnaire. Several of them were interviewed semi-structured to gain more in-depth information from the questionnaire answers. Data were analyzed using the Miles and Huberman model which consists of the steps: collection, reduction, display, and conclusion. The research results show that teachers agree that PBL-based formative assessments are needed to measure students' critical thinking skills. They suggest researchers choose Ennis's version of critical thinking indicators because they have good detail and warn researchers to practice Problem-Based Learning syntax correctly. Apart from that, it is hoped that successful learning in the classroom can be achieved through the use of products from the development of this formative assessment, namely test instruments and observation sheets.
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Fahmi, J., Nahadi, N., & Hernani, H. (2023). Pengembangan Asesmen Formatif Berbasis Problem Based Learning untuk Meningkatkan Keterampilan Berpikir Kritis: Need Assessment Study. Orbital: Jurnal Pendidikan Kimia, 7(2), 237-249. https://doi.org/10.19109/ojpk.v7i2.19922
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How to Cite
Fahmi, J., Nahadi, N., & Hernani, H. (2023). Pengembangan Asesmen Formatif Berbasis Problem Based Learning untuk Meningkatkan Keterampilan Berpikir Kritis: Need Assessment Study. Orbital: Jurnal Pendidikan Kimia, 7(2), 237-249. https://doi.org/10.19109/ojpk.v7i2.19922
References
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Dakabesi, D., Supiah, I. and, & Luoise, Y. (2019). The effect of problem based learning model on critical thinking skills in the context of chemical reaction rate. 13(3), 395–401. https://doi.org/10.11591/edulearn.v13i3.13887
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Laksono, P. J. (2019). Pengembangan Dan Penggunaan Instrumen Two-Tier Multiple Choice Pada Materi Termokimia Untuk Mengukur Kemampuan Berpikir Kritis. Orbital: Jurnal Pendidikan Kimia, 2(2), 80–92. https://doi.org/10.19109/ojpk.v2i2.2646
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Nafiah, Y., & Suyanto, W. (2014). Penerapan Model Pbm Untuk Meningkatkan Kinerja Dan Kemampuan Berpikir Kritis Siswa Sma. Jurnal Pendidikan Vokasi, 4(1), 125–143. https://doi.org/10.33369/diklabio.1.1.45-53
Nargundkar, Satish, and Subhashish Samaddar. 2014. “A Guided Problem-Based Learning ( PBL ) Approach : Impact on Critical Thinking.” Journal of Innovative Education 12 (2): 91–108.
Ni’mah, N. (2022). Analisis Indikator Berpikir Kritis Terhadap Karakter Rasa Igin Tahu dalam Kurikulum 2013 Analysis of Critical Thinking Indicators on The Character of Curiosity in 2013 Curriculum Abstrak. Anterior Jurnal, 22(Special-1), 118–125.
Ningrum, P. W., & Arty, S. I. (2018). Penerapan Model Pembelajaran Berpusat Siswa dalam Mengembangkan Keterampilan Proses Sains dan Pemecahan Masalah Siswa. Jurnal Pendidikan Kimia, 2(1), 28–36. https://core.ac.uk/download/pdf/267946784.pdf
Noviati, W. (2020). Pengembangan Assessment Formatif Berbasis Keterampilan Berpikir Kritis Siswa pada Mata Pelajaran Biologi SMA Negeri 4 Sumbawa Besar. 615–621.
Nurdini, Y. (2016) Penerapan Asesmen Formatif Formal dengan Oral Feedback untuk Meningkatkan Penguasaan Konsep Siswa tentang Pencemaran dan Pelestarian Lingkungan Universitas Pendidikan Indonesia | repository.upi.edu
Nurhijah, S. S., Wulan, A. R., & Diana, S. (2020). Implementation of formative assessment through oral feedback to develop 21st century critical thinking skills of student on plantae learning. Journal of Physics: Conference Series, 1521(4). https://doi.org/10.1088/1742-6596/1521/4/042021
Nurhijah, S. S., (2016). Penerapan Asesmen Formatif Formal dengan Written Feedback untuk Meningkatkan Penguasaan Konsep Siswa Tentang Ekosisitem pada Model Pembelajaran Predict-Observe-Explain (POE), Universitas Pendidikan Indonesia repository.upi.edu
Pusparini, Septiwi. T, Feronika, Tonih, and Bahriah, E. S. (2018). Pengaruh Model Pembelajaran Problem Based Learning (PBL) Terhadap Kemampuan Berpikir Kritis Siswa Pada Materi Sistem Koloid. Jurnal Riset Pendidikan Kimia ARTICLE, 8(1), 35–42.
Rosnawati, R., Kartowagiran, B., & Jailani. (2015). A formative assessment model of critical thinking in mathematics learning in junior high school. Research and Evaluation in Education Journal, 1(2), 186–198.
Roza, S., & Siregar, A. P. (2022). Implementasi Pembelajaran Case Method dalam Meningkatkan Keterampilan Berpikir Kritis pada Mata Kuliah Pemasaran Jasa. Jurnal Ilmiah Universitas Batanghari Jambi, 22(3), 1795–1799. https://doi.org/10.33087/jiubj.v22i3.3022
Sari, S. Y., Sundari, P. D., & Jhora, F. U. (2020). Studi Hasil Bimbingan Teknis Pengembangan Perangkat Pembelajaran Berbasis Keterampilan Abad-21 dalam Rangka Penerapan Program Merdeka Belajar JEP | Volume 4 | Nomor 2 | November 2020 | Page 189-196. 4(November).
Satwika, Y. W., Laksmiwati, H., & Khoirunnisa, R. N. (2018). Penerapan Model Problem Based Learning untuk Meningkatkan Kemampuan Berfikir Kritis Mahasiswa. Jurnal Pendidikan (Teori Dan Praktik), 3(1), 7. https://doi.org/10.26740/jp.v3n1.p7-12
Siregar, W., & Lubis, A. W. (2022). Penggunaan E – Modul Problem Based Learning ( Pbl ) Terhadap Hasil Belajar Siswa Pada Materi Sifat Koligatif Larutan the Use of Problem Based Learning ( Pbl ) E – Modul on Student Learning Outcomes in Colligative. Journal of Chemistry, Education, and Science, 1(6), 60–65.
Sugiyono. (2019). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, R&D, dan Penelitian Tindakan Kelas). Bandung: Alfabeta.
Tracy, S. (2013). Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact. Chichester: Wiley-Blackwell A John Wiley & Sons, Ltd, Publications.
Setyorini dan Sukiswo. (2011). Penerapan Model Problem Based Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas V Sd. Jurnal Pendidikan Fisika Indonesia, 35(1), 52–56. https://doi.org/10.24246/j.sw.2019.v35.i1.p33-41
Widiastuti, F., Amin, S., & Hasbullah, H. (2022). Efektivitas Metode Pembelajaran Case Method dalam Upaya Peningkatan Partisipasi dan Hasil Belajar Mahasiswa pada Mata Kuliah Manajemen Perubahan. Edumaspul: Jurnal Pendidikan, 6(1), 728–731. https://doi.org/10.33487/edumaspul.v6i1.3034.
Zaroh, I., Muntholib, M., & Joharmawan, R. (2022). Implementasi Instrumen Asesmen Argumentasi Ilmiah Materi Laju Reaksi. Orbital: Jurnal Pendidikan Kimia, 6(1), 78–90.
Azwar, Khairul, Yusrizal, and AR Murniati. (2015). “pengaruh sertifikasi dan kinerja guru terhadap peningkatan hasil belajar siswa.” Jurnal Administrasi Pendidikan 3 (2): 138–47.
Birgili, B. (2015). Creative and Critical Thinking Skills in Problem-based Learning Environments. Journal of Gifted Education and Creativity, 2(2), 71–80. https://doi.org/10.18200/JGEDC.2015214253
Cahyani, D. Mutiara, and A. Tania Gusman. (2023). “Desain Dan Uji Validitas E-Modul Perkuliahan Kimia Fisika Berbasis Problem Based Learning.” Orbital: Jurnal Pendidikan Kimia 7 (1): 117–25.
Cowden, Chapel D, and Manuel F Santiago. (2016). “Interdisciplinary Explorations: Promoting Critical Thinking via Problem-Based Learning in an Advanced Biochemistry Class.” Journal of Chemical Education 3 (93): 464–69. https://doi.org/10.1021/acs.jchemed.5b00378.
Creswell, JW. (2013). Research Design Qualitative, Quantitative, and Mixed Methods Approaches-Third Edition, Terjemahan Achmad Fawaid. Yogyakarta: Pustaka Pelajar.
Dakabesi, D., Supiah, I. and, & Luoise, Y. (2019). The effect of problem based learning model on critical thinking skills in the context of chemical reaction rate. 13(3), 395–401. https://doi.org/10.11591/edulearn.v13i3.13887
Gautama, M., & Emirensia, J. (2018). Peningkatan Keterampilan Memecahkan Masalah melalui Model Pembelajaran Problem Based Learning (PBL) pada Mata Pelajaran Kimia. Jurnal Pendidikan Kimia Indonesia, 2(1), 1–10.
Hidayanti, U., Rosilawati, I., & Suyono. (2018). Pengembangan E-book Interaktif Berbasis Representasi Kimia pada Materi Larutan Penyangga. Jurnal Pendidikan Dan Pembelajaran Kimia, 7(1), 1–12.
Indarta, Y., Jalinus, N., Samala, A. D., Riyanda, A. R., & Adi, N. H. (2022). edukatif : jurnal ilmu pendidikan Relevansi Kurikulum Merdeka Belajar dengan Model Pembelajaran Abad 21 dalam Perkembangan Era Society 5 . 0. 4(2), 3011–3024.
Jufriadi, A., Huda, C., Aji, S. D., Pratiwi, H. Y., & Ayu, H. D. (2022). Analisis Keterampilan Abad 21 melalui Implementasi Kurikulum Merdeka Belajar Kampus Merdeka 21 st Century Skills Analysis through The Implementation of Merdeka Belajar Kampus Merdeka Curriculum. 7, 39–53. https://doi.org/10.24832/jpnk.v7i1.2482
Komariyah, S., Fatmala, A., & Laili, N. (2018). Pengaruh kemampuan berpikir kritis terhadap hasil belajar matematika. Jurnal Penelitian Pendidikan Dan Pengajaran Matematika, 4(2), 55–60.
Laksono, P. J. (2019). Pengembangan Dan Penggunaan Instrumen Two-Tier Multiple Choice Pada Materi Termokimia Untuk Mengukur Kemampuan Berpikir Kritis. Orbital: Jurnal Pendidikan Kimia, 2(2), 80–92. https://doi.org/10.19109/ojpk.v2i2.2646
Mairisiska, T., Sutrisno, S., & Asrial, A. (2014). Pengembangan Perangkat Pembelajaran Berbasis TPACK pada Materi Sifat Koligatif Larutan untuk Meningkatkan Keterampilan Berpikir Kritis Siswa. Edu-Sains: Jurnal Pendidikan Matematika Dan Ilmu Pengetahuan Alam, 3(1). https://doi.org/10.22437/jmpmipa.v3i1.1764
Martyn, J., Terwijn, R., Kek, M. Y. C. A., & Huijser, H. (2014). Nurse Education Today Exploring the relationships between teaching , approaches to learning and critical thinking in a problem-based learning foundation nursing course. YNEDT, 34(5), 829–835. https://doi.org/10.1016/j.nedt.2013.04.023
Nafiah, Y., & Suyanto, W. (2014). Penerapan Model Pbm Untuk Meningkatkan Kinerja Dan Kemampuan Berpikir Kritis Siswa Sma. Jurnal Pendidikan Vokasi, 4(1), 125–143. https://doi.org/10.33369/diklabio.1.1.45-53
Nargundkar, Satish, and Subhashish Samaddar. 2014. “A Guided Problem-Based Learning ( PBL ) Approach : Impact on Critical Thinking.” Journal of Innovative Education 12 (2): 91–108.
Ni’mah, N. (2022). Analisis Indikator Berpikir Kritis Terhadap Karakter Rasa Igin Tahu dalam Kurikulum 2013 Analysis of Critical Thinking Indicators on The Character of Curiosity in 2013 Curriculum Abstrak. Anterior Jurnal, 22(Special-1), 118–125.
Ningrum, P. W., & Arty, S. I. (2018). Penerapan Model Pembelajaran Berpusat Siswa dalam Mengembangkan Keterampilan Proses Sains dan Pemecahan Masalah Siswa. Jurnal Pendidikan Kimia, 2(1), 28–36. https://core.ac.uk/download/pdf/267946784.pdf
Noviati, W. (2020). Pengembangan Assessment Formatif Berbasis Keterampilan Berpikir Kritis Siswa pada Mata Pelajaran Biologi SMA Negeri 4 Sumbawa Besar. 615–621.
Nurdini, Y. (2016) Penerapan Asesmen Formatif Formal dengan Oral Feedback untuk Meningkatkan Penguasaan Konsep Siswa tentang Pencemaran dan Pelestarian Lingkungan Universitas Pendidikan Indonesia | repository.upi.edu
Nurhijah, S. S., Wulan, A. R., & Diana, S. (2020). Implementation of formative assessment through oral feedback to develop 21st century critical thinking skills of student on plantae learning. Journal of Physics: Conference Series, 1521(4). https://doi.org/10.1088/1742-6596/1521/4/042021
Nurhijah, S. S., (2016). Penerapan Asesmen Formatif Formal dengan Written Feedback untuk Meningkatkan Penguasaan Konsep Siswa Tentang Ekosisitem pada Model Pembelajaran Predict-Observe-Explain (POE), Universitas Pendidikan Indonesia repository.upi.edu
Pusparini, Septiwi. T, Feronika, Tonih, and Bahriah, E. S. (2018). Pengaruh Model Pembelajaran Problem Based Learning (PBL) Terhadap Kemampuan Berpikir Kritis Siswa Pada Materi Sistem Koloid. Jurnal Riset Pendidikan Kimia ARTICLE, 8(1), 35–42.
Rosnawati, R., Kartowagiran, B., & Jailani. (2015). A formative assessment model of critical thinking in mathematics learning in junior high school. Research and Evaluation in Education Journal, 1(2), 186–198.
Roza, S., & Siregar, A. P. (2022). Implementasi Pembelajaran Case Method dalam Meningkatkan Keterampilan Berpikir Kritis pada Mata Kuliah Pemasaran Jasa. Jurnal Ilmiah Universitas Batanghari Jambi, 22(3), 1795–1799. https://doi.org/10.33087/jiubj.v22i3.3022
Sari, S. Y., Sundari, P. D., & Jhora, F. U. (2020). Studi Hasil Bimbingan Teknis Pengembangan Perangkat Pembelajaran Berbasis Keterampilan Abad-21 dalam Rangka Penerapan Program Merdeka Belajar JEP | Volume 4 | Nomor 2 | November 2020 | Page 189-196. 4(November).
Satwika, Y. W., Laksmiwati, H., & Khoirunnisa, R. N. (2018). Penerapan Model Problem Based Learning untuk Meningkatkan Kemampuan Berfikir Kritis Mahasiswa. Jurnal Pendidikan (Teori Dan Praktik), 3(1), 7. https://doi.org/10.26740/jp.v3n1.p7-12
Siregar, W., & Lubis, A. W. (2022). Penggunaan E – Modul Problem Based Learning ( Pbl ) Terhadap Hasil Belajar Siswa Pada Materi Sifat Koligatif Larutan the Use of Problem Based Learning ( Pbl ) E – Modul on Student Learning Outcomes in Colligative. Journal of Chemistry, Education, and Science, 1(6), 60–65.
Sugiyono. (2019). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, R&D, dan Penelitian Tindakan Kelas). Bandung: Alfabeta.
Tracy, S. (2013). Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact. Chichester: Wiley-Blackwell A John Wiley & Sons, Ltd, Publications.
Setyorini dan Sukiswo. (2011). Penerapan Model Problem Based Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas V Sd. Jurnal Pendidikan Fisika Indonesia, 35(1), 52–56. https://doi.org/10.24246/j.sw.2019.v35.i1.p33-41
Widiastuti, F., Amin, S., & Hasbullah, H. (2022). Efektivitas Metode Pembelajaran Case Method dalam Upaya Peningkatan Partisipasi dan Hasil Belajar Mahasiswa pada Mata Kuliah Manajemen Perubahan. Edumaspul: Jurnal Pendidikan, 6(1), 728–731. https://doi.org/10.33487/edumaspul.v6i1.3034.
Zaroh, I., Muntholib, M., & Joharmawan, R. (2022). Implementasi Instrumen Asesmen Argumentasi Ilmiah Materi Laju Reaksi. Orbital: Jurnal Pendidikan Kimia, 6(1), 78–90.