Construction of Critical Thinking Skills Test Instrument Related The Concept On Sound Wave
Construction of Critical Thinking Skills Test Instrument Related The Concept On Sound Wave
Email: faiza@student.upi.edu
Abstract. This study aimed to construct test instrument of critical thinking skills of high school
students related the concept on sound wave. This research using a mixed methods with
sequential exploratory design, consists of: 1) a preliminary study; 2) design and review of test
instruments. The form of test instruments in essay questions, consist of 18 questions that was
divided into 5 indicators and 8 sub-indicators of the critical thinking skills expressed by Ennis,
with questions that are qualitative and contextual. Phases of preliminary study include: a)
policy studies; b) survey to the school; c) and literature studies. Phases of the design and
review of test instruments consist of two steps, namely a draft design of test instruments
include: a) analysis of the depth of teaching materials; b) the selection of indicators and sub-
indicators of critical thinking skills; c) analysis of indicators and sub-indicators of critical
thinking skills; d) implementation of indicators and sub-indicators of critical thinking skills;
and e) making the descriptions about the test instrument. In the next phase of the review test
instruments, consist of: a) writing about the test instrument; b) validity test by experts; and c)
revision of test instruments based on the validator.
1. Introduction
The main purpose of science education is to prepare students to understand the concept and improve
the skills of thinking.One form of quality thinking is critical thinking. According to Ennis (1991)
critical thinking is reflective thinking that is based on reasoning that is focused on deciding what to
believe or do. Someone who thinks critically reasoning is a skilled person and have a tendency to trust
and act in accordance with his reasoning. People who have the critical thinking skills to be able to
evaluate, discriminate, and determine whether information, ideas of others or his own mind it was
right or wrong. She will also be able to find alternative solutions to the problems encountered.
Critical thinking skills was developed in learning process with the assumption that most children
can achieve critical thinking and thinking skills in children is always evolving. Similarly, thinking
skills can be taught and learned. Based on a literature review of the results of previous studies, some
strategies/methods/learning model can be used to construct critical thinking skills of students, among
others learning based problem-solving[18],cooperative learning model of STAD (Student Teams
Achievement Division)[21], learning to use interactive multimedia/virtual simulation [20], the learning
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MSCEIS IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 812 (2017) 012056 doi:10.1088/1742-6596/812/1/012056
cycle (learning cycle)[23] and so on. So the selection of strategies/methods/ learning model will
greatly determine the success to construct critical thinking skills of students.
Efforts to assess the success of students in developing critical thinking skills must be supported by
a measuring instrument that can measure such capabilities.Measurement is an important factor in
education because through the measurement, teacher would be known exactly where students at one
time in an activity.
Based on previous research the availability of measurement tools that can be used as guidelines in
determining the level of critical thinking skills of students, especially in the subjects of physics is
rarely, whereas critical thinking skills test instrument need to be developed in all the subject of
physics. Previous research has developed a measuring tool critical thinking skills of students in the
teaching material temperature and heat [19]. Thus, the present study teaching materials that will be
developed is related to sound waves.
The learning process can construct critical thinking skills students will rely heavily on the use of
strategies/methods/learning model applied by the teacher. Selection strategies/methods/model will
greatly determine the final result of the increase in students' critical thinking skills. Thus, in this study
applied learning models that they were problem based learning model, 5E learning cycle model, and
the inquiry learning model.
Based on the above, it is necessary to develop the measurement tools of critical thinking skills
related to teaching material sound waves to determine the qualification of students' critical
thinking. The problems of the present study is, how to construct a critical thinking test instruments on
teaching material sound waves that will be tested on high school students grade XII. The purpose of
the present study is compiling test instruments critical thinking in teaching material sound waves that
will be tested on high school students grade XII.
2. Experimental Method
This study used qualitative descriptive method to examine the characteristics of critical thinking skills
instruments. This study tries to construct the critical thinking skills test instrument related the concept
on sound waves. This study used mixed method with sequential exploratory design. This strategy is
implemented with the aim to used the data and quantitative results to help interpreted qualitative
findings.Based on the design, procedure to construct test instrument in this study was expressed by
this chart below.
a. Prelimenary Study
c. Review of testinstrument
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MSCEIS IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 812 (2017) 012056 doi:10.1088/1742-6596/812/1/012056
Critical thinking skills test instrument was written in the form of open-ended with converging
pattern because it forms a comprehensive assessment and construction of indicators can capture
critical thinking skills [8], [15]. This essay test would be asked to students to express their response
and put forward ideas or insights that exist in their minds so as to give a describe of the level of
students' critical thinking skills. The level of difficulty that will be tested was varies according to the
indicators and sub-indicators of critical thinking skills.
This instrument of critical thinking skills would be tested on four public high schools in Bandung
city. Three schools was used learning methods and one school was used traditional method of
learning. The students who followed the test was XII grade in each school.
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MSCEIS IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 812 (2017) 012056 doi:10.1088/1742-6596/812/1/012056
Indicators and sub-indicators that have been analysed in order to know meaning of relationship
between indicators and sub-indicators. This phase is carried out so that the indicators and sub-
indicators of critical thinking skills that are general to be more specific and concrete that can be
measured. Descriptions of test questions are based on the analysis and implementation of indicators
and sub-indicators of critical thinking skills. Writing test questions refer to the description of the
questions that have been created.As an example of the results of test instrument design presented in
this below,
The review of test instrument is the validity of the test. Validity of test instrument was performed
with requested consideration by experts.Test instruments was validated by five experts consisting of
two physics education experts and three physics content experts. The results of the test instrument
validation of critical thinking skills presented in Table 2.
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MSCEIS IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 812 (2017) 012056 doi:10.1088/1742-6596/812/1/012056
All validators provide that there was no problems that could not be used. Furthermore, the test
instrument which consist of 18 items can be prepared to test and test of implementation to obtain the
test instruments critical thinking skillsafter it was revised. The recommendation from experts is used
to fix the test instrument that has been designed, so that the test instrument is really fit to be used in
testing and implementation phase.
4. Conclusion
In this study, it has been prepared 18 items of critical thinking skills test instruments of high school
students related concept on sound waves with five (5) indicators and eight (8) sub-indicators of critical
thinking expressed by Ennis. Based on the analysis by validator that there was no problem that could
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MSCEIS IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 812 (2017) 012056 doi:10.1088/1742-6596/812/1/012056
not be used, but some questions need to be improved. The test instrument will be used in testing and
implementation of test instruments, after it was revised.
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