ISSN: 2320-5407 Int. J. Adv. Res.

6(6), 90-99

Journal Homepage: -www.journalijar.com

Article DOI:10.21474/IJAR01/7191
DOI URL: http://dx.doi.org/10.21474/IJAR01/7191

RESEARCH ARTICLE

THE DEVELOPMENT OF ASSESSMENT INSTRUMENT TOWARDS THE STUDENTS’ CRITICAL

THINKING ABILITY ON THE HIGH SCHOOL PHYSICS LESSON WITH THE CREATIVE
PROBLEM SOLVING MODEL.

EkaYuli Sari Asmawati1, Undang Rosidin2 and Abdurrahman2.

1. SMAN 1 Metro Lampung, Indonesia.
2. Lampung University, Indonesia.
……………………………………………………………………………………………………....
Manuscript Info Abstract
……………………. ………………………………………………………………
Manuscript History This research aims to describe the characteristics and implementation
as well asto describe the response of the teachers and the students
Received: 03 April 2018 towards the implementation of the assessment instrument on the
Final Accepted: 05 May 2018 students’ critical thinking ability with the learning model of Creative
Published: June 2018
Problem Solving. This research is a developmental research. The
Keywords:- results of this research are the characteristics of the assessment
assessment instrument, critical thinking, instrument which consist of two parts, namely an instrument to measure
high school physics lessons, creative the psychomotor and cognitive domain, specially designed to measure
problem solving. thestudents’ critical thinking ability using the learning model
of Creative Problem Solving(CPS). The use of assessment
instrumentsin learning is effective to improve the students’ critical
thinking ability. The response of the teachers and the students about the
assessment instrument that has been developed is good and worthy to
be used in the learning.
Copy Right, IJAR, 2018,. All rights reserved.
……………………………………………………………………………………………………....
Introduction:-
The twentyfirst century is the centenary in which science and technology havedeveloped veryfast. The rapid
development of science and technology has the effects on the challenges and the global competition faced by each
country, especially Indonesia. To be able to play a role in global world, every country should absolutely prepare the
generation that have twenty first century skills. The best way that can be done to make it happen is through
education. Rotherham & Willingham (2009) noted that the success of a learner depends on the twenty first century
skills.Thus,a learnermust learn to possess them. According to the National Education Association (2002), it stated
that there are 18 kinds of twenty first century skills that need to be supplied on each individual, where one of the
twenty first century skills is the Learning and Innovation Skill that consists of 4 aspects, namely critical thinking,
communication, collaboration, and creativity.

Critical thinking skills need to be developed in the students because through the critical thinking skills the students
can more easily understand the concept, able to apply the concepts in a different situation and more sensitive to the
problems they face. According to Tinio (2003), he states that one of the skills needed to face the future challenges
that will come is critical thinking skills. Based on this, critical thinking thus enables students to overcome the
problems of life encountered in an organized way, formulate innovative questions, and design solutions.

Corresponding Author:-EkaYuli Sari Asmawati. 90

Address:-SMAN 1 Metro Lampung, Indonesia.
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In the process of learning the students are trained to develop their critical thinking skills so that they are able to solve
the problem both individually or in groups, while the function of the teacher in developing critical thinking skills
only as a facilitator and motivator. According to Kartimi & Liliasari (2012), the roles of educators to develop critical
thinking skills to the students are such as the pusher, the facilitator, and the motivator.

In physics learning, critical thinking can be implemented by adjusting the indicators of critical thinking skills with
the characters in the subjects of physics, basically critical thinking skills, according to Ennis (in Costa, 1985: 54),
are developed into some indicators of critical thinking skills, whichconsist of five large groups namely: (1)
elementary clarification; (2) Basicsupport; (3) interference; (4) advanced clarification; (5) strategy and tactics.

The students’ability to think critically is still low because the teachers still tend to use the conventional learning
model, that is a learning that does not stimulate the students to think critically. To support students’ thinking skills,
there should necessarilybe the existence of physics lessons conducted based on the problem. According to Friedel et
al.(2008), he claimed that in order to teach using the problemsolving approach, the problemsolving process must
serve as the foundation of the lesson.

The learning model that can be used to overcome the students’ critical thinking ability who are still low, is the
learning model of Creative Problem Solving (CPS) which is a variation of the problem learning models.Because
with the mentioned learning model,the students are be able to solve the problem they encounter, according to the
Susilo (2012). Through the problem based learning model, the students can solve the problems in such structured
and gradual ways so that the results are quickly and accurately obtained. Based on this matter, with the problem-
based learning modelthe students will thus be trained to identify, analyze and evaluate the problem carefully so that
they can develop their critical reasoning power to solve the problems they face.

In addition to the reasons above there are some researches that have proved that the problem solving based learning
modelcan improve thestudentssthinking skills as Friedel et al.,(2008) stated that the literature provided evidence that
problem-solving style, problem-solving level, and critical-thinking disposition each contributed to the employment
of critical-thinking skill level during the problem-solving process.This research used the learning model of Creative
Problem Solving (CPS) by 5 phasesas stated by Vidal (2010), namely: the five steps of the CPS approach are: (1)
fact finding; (2) problem finding; (3) idea finding; (4)solution finding; (5) acceptance finding.

In addition to the appropriate learning model, there is also necessarily the right assessment because it is an important
component in the implementation of education, as accordance with Mardapi’s statement (2008) that efforts to
improve the quality of education can be taken through the improvement of the learningquality and the quality of the
assessmentsystem. Evaluation (assessment) towards the process and learning outcomes is a part that is not an
inseparable part of the planning and implementation of the learning process done by the teacher. According to
Susetyo (2015), an assessment is the last part in the learning process, aimed at knowing its achievements of
determined purposes in the curriculum and takingthe decisions for all the students for the next learning stages.

Methods:-
This is a developmental research or Research and Development (R&D) with Borg and Gall development model
(1989), from the ten steps developed by Borg and Gall, this research implementation only reached until the steps to
seven, namely: (1) research analysis, needs assessment, and proof of concept; (2) product planning and design; (3)
preliminary product development; (4) preliminary field testing; (5) product revision; (6) main field testing; and (7)
operational product revision. This research used the trial design products with One-Group Pretest-Posttest method
design (Sugiyono; 2009). The effectiveness level of the products was seen from the results of the pretest and
posttest.

The samples of the research comprise of 32 students of science program in SMAN 1 Metro Lampung Indonesia.
There were 2 teachers from different schools providing the responses towards the instrument used and the responses
of the 32 students of assessment instrument representing a group of students from low, medium and high.

The questionnaires instrument was used for the data in this developmentalresearch to collectthe data about the
feasibility of the product, based on the suitability of the design and the contents of the product that has been
developed. The user response questionnaire instrument is used for the product legibility.

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To determine the dicrimination power, then the value used is r count which can be seen from the value of the pearson
correlation on the validity test. The dicrimination power classification was used based on the rules of
Supardi (2015), (1) dicrimination power between the lowest infection rate was from 0.00 - 0.30 interpretedas bad;
(2) dicrimination power between 0.31 - 0.40 as sufficient; (3) dicrimination power between 0.41 - 0.70 as good; (4)
dicrimination power between 0.71 –1.00 as very good interpretation; and (5) negative dicrimination
powerinterpretednot good are discarded. The data usedwas taken from the questions items with the interpretation
of good and very good.

A special test method was done to know the effectivenesslevel of the developed product. The research design used
was One-Group Pretest-Posttest Design. The data collected are the data about the results of the tests written by the
form of the question of explanation obtained on the implementation phase, which is in the form of the results of the
students’ score. The test data was used to know the influence of assessment instrument with the learning model
of Creative Problem Solving which was used to improve the students’ critical thinking ability.

The data collection of questionnaires was carried out when the external test on the stage of the tryout usage, done to
know the response of the teachers and students to the assessment instrument towards the students’ critical thinking
ability with the learning model of Creative Problem Solving. The responses weretaken from 2 teachers and 32
students representing the students of low ability, medium and high to get information directly from the teachers and
students who were involved as the subjects of research.

The results analysis of the percentage of the students’ability to think critically was conducted to measure the
students’ critical thinking ability after learning with the learning model of Creative Problem Solving.

Table 1:-The Table of the Criteria for the Students’Critical Thinking

Your Score Criteria
89% < X ≤ 100% Very High
78% < X ≤ 89% High
64% < X ≤ 78% Moderate
55% < X ≤ 64% Low
0 percent < X ≤ 55% Very Low
Source: Pritasari (2012)

Indicators of success in this research is the students’ critical thinking ability in the science class SMA Negeri 1
Metro who were classified into the category of moderate, high or very high as 75% ≤ X ≤ 100%.

Results:-
Based on the result of the observation and needs analysis, it was obtained the information that the use of the learning
model and the assessment instrument to measure the students’ critical thinking abilitywas still rarely used. There
have been no visible physics teachers who never make the appropriateassessment to assess the students’ critical
thinking ability. The observation result on the document owned by the teachers of physics shows the following
matters: (1) very little critical thinking skills indicator that appears in the learning results indicator (2) most of the
testsonly measure the skills of low level. From the questionnaire,it was obtained the information that students and
teachers want a learning and assessment model which is appropriate to measure the students' critical thinking skills.

Based on the results of the research, this study compiled an assessment model to grow the students’ critical thinking
ability in understanding the physics lessons on the material of elasticity and Hooke law as presented in Figure 1.
There are five stages of Creative Problem Solving(CPS), namely fact finding, problem finding, idea finding, solution
finding, and acceptance finding, which were used to foster the ability to think critically. At the every stage of
learning, there are some indicators of critical thinking skills.

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Elasticity and Hooke Law

Indicator and Sub Indicator

towardsCritical Thinking Skills
Creative Problem Solving CPS)

(Fact finding) 1. Providing a Basic Explanation

Students read textbooks, articles, journals, or other  Questioning and answering challenging
relevant learning resourcesaboutelasticity and Hooke questions and clarifications
law  Focusing on questions

(Problem finding)
Students in each group work together to solve 2. Building Basic Skills
problems and experimentaboutelasticity and Hooke law  Observing and considering observation
results

3. Making Inferences / Summarize

(Idea finding)  Inducing and considering induced results
Students in groups express their opinions and answer
questionsaboutelasticity and Hooke law

4. Making Further Explanation

 Defining terms and considering
(Solution finding) definitions
Students in groups discuss all opinions and seek  Identifying assumptions
appropriate answers with regard to the outcome of the
discussion,and answer questionsaboutelasticity and Hooke
law
5. Strategydan Tactic
 Deciding an action

(Acceptance finding)
Students in clusters determine which strategy can be taken
to solve the problem, then apply it until it finds a solution Assessment
to the problemaboutelasticity and Hooke law  Written Test (Essay)
 Performance Test

Figure 1:-The Assessment Model to Cultivate Critical Thinking Skills in Understandingthe Material of Elasticity
and Hooke Law

At the every stage of learning, the assessment was done according to the indicators of the critical thinking skills by
using the technique and the test form adjusted with the indicators. The indicators of critical thinking about
the elasticity and the Hookelaw, namely discussing voltage, high yield-strain, modulus elastic material, analyzes the
nature of the elasticity of the ingredients, analyzing the implementation of elastic nature in daily life, determiningthe
spring constant through experiments Hookelaw, concluding the experiment Hooke law, analyzing the Hooke law on
the material elasticity, formulating the spring constants of the series arrangement and the parallel arrangement

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according to Hooke law, concluding the order trial of the series and the parallel structure of the spring, and
analyzing the implementation of Hooke Law in everyday life.

The characteristics of the assessment instrument with the model of Creative Problem Solving on the developed
material of elasticity and Hooke law, arewhich the assessment instrument consists of two parts, namely the
instrument for measuring the psychomotor domain in the form of performance assessment and measuring the
cognitive domain of written test consists of 7 description questions, the assessment instrument is designed
specifically to measure students' critical thinking skills which include building basic skills, making basic
explanation, making inference / concluding, making further explanation, as well as strategy and tactics.There are 5
stages on the assessment instrument of Creative Problem Solving (CPS),namelyfact finding, problem finding, idea
finding, solution finding, and acceptance finding. This assessment instrument is equipped with pictures/images and
tables that are colored so that they arouse students’ interest for working on the question of who created.The language
used in the assessment instrument is easily understood and does not cause a dual interpretation (ambiguous).The
formulation of the assessment instrument is equipped with grid or latticework and in accordance with the core
competence and basic competence that exist in the curriculum, the rules of writing assessment instruments have
been adapted to applicable rules, and the questions developed can measure the indicators of students' critical
thinking ability so that they can be used as a measuring tool for the achievement of learning objectives.

The test results compatibility, the ease of use and the benefit of products are presented in Table 2.

Table 2:-The Test Table Compatibility, the Ease of Use, and the Benefit of the Products
Test Type Psychomotor Assessment Cognitive Assessment
Percentage Criteria Percentage Criteria
Compatibility 83.75% Compatible 88.75% Compatible
Ease of Use 90.63% Very easy 84.38% Easy
Benefit 82.82% Useful 85.94% Useful

The data of the test result from the experts judgement on examining the assessment instrument with the model
of Creative Problem Solving in detail can be seen in table 3 below.

Table 3:-The Test Results on Experts Judgement towards the Assessment Instrument with the Model of Creative
Problem Solving
Test Type Psychomotor Assessment Cognitive Assessment
Material Test 71.43% 100%
Construction Test 72.73% 90.91%
Language Test 66.67% 100%

Based on the table 3, it is seen that assessment instrument that has been developed is worthy to be used; as
accordance with the interpretation of Mardapi (2012) namely 90%-100% criteria for very good, 80%-89% as good,
70%-79% as sufficient, and score < 70% as low.

From the test stages,the data readability was obtained from the questionnaire of students; responses to the
assessment instrument with the Creative Problem Solving model of elasticity and Hooke law which include 10
aspects,namely the language used is easy to understand, the images used are clear and interesting, the structure of
the sentence is clear, there are clear filling instructions, the steps of work in the assessment are easy to understand,
the terms contained in the assessment are easy to understand, learning is formulated clearly in the assessment, the
content of the assessment in accordance with the material being taught, the assessment can encourage students'
curiosity, and the assessment provides an opportunity for the students to write and communicate.From the existing
data obtained, the average percentage of students' answers was obtained 86% which categorized in good criterion.

The result of validity test of sig <0.05 indicates that the item is valid. Calculation of reliability test based on the
value of Cronbach's Alpha on Reliability Statistics table obtained value of 0.865 is a high reliability value exceeds
than 0.7. This is in accordance with the Supardi statement (2015) that the level of reliability Cronbach Alpha index
used 0.7 and above indicates that the reliability of tests made reliable or steady.

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Whether the test items have good quality or not, they can be determined from the degree of difficulty or difficulty
level possessed by each item.The recapitulation on the analysis result of the tryout questions towards the critical
thinking descriptioncan be seen in table 4.

Table 4:-The Recapitulation on the Analysis Result of the Tryout Questions towards the Critical Thinking
Description
No Validity DiscriminationPower Level of Difficulty
Score Criteria Score Criteria Score Criteria
1 0.000 Valid 0.662 Good 0.24 Difficult
2 0.000 Valid 0.742 Very good 0.28 Difficult
3a 0.002 Valid 0.529 Good 0.24 Difficult
3b 0.034 Valid 0.377 Sufficient 0.19 Difficult
3c 0.006 Valid 0.474 Good 0.28 Difficult
4a 0.016 Valid 0.421 Good 0.48 Moderate
4b 0.000 Valid 0.596 Good 0.23 Difficult
5a 0.001 Valid 0.579 Good 0.41 Moderate
5b 0.001 Valid 0.574 Good 0.45 Moderate
5c 0.000 Valid 0.742 Very good 0.30 Difficult
6a 0.000 Valid 0.797 Very good 0.34 hkd Moderate
6b 0.014 Valid 0.431 Good 0.38 Moderate
7a 0.000 Valid 0.662 Good 0.30 Difficult
7b 0.000 Valid 0.673 Good 0.23 Difficult
7c 0.003 Valid 0.514 Good 0.40 Moderate

The percentage of the critical thinking ability, in each indicator of critical thinking ability based on pretest and
posttest result, can be seen in table 5.

Table 5:-The Comparison of the Percentage on the Value of Pretest and Posttest towards Each Indicator of the
Students’ Critical Thinking Skills
Indicator Pretest Posttest
Percentage Category Percentage Category
Providing Basic Explanation 32,81% Very Low 74,06% Moderate
Building Basic Skills 35,38% Very Low 76,25% Moderate
Creating an Explanation with More Information 38,54% Very Low 79,58% High
The Strategy and the Tactics 35,00% Very Low 76,00% Moderate

Based on the result of data processing on questionnaire about the teachers’ response about the clarity of guidance on
the use of assessment procedure, students’ response, objective, language, construction, systematics and practicality
of the assessment instrument towardsthe students critical thinking ability, with the average of Creative Problem
Solving model is 86,61% with good criterion, which can be seen in Figure2.

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90.00% 89.29%
89.00%
88.00%
87.00%
86.00%
Teacher 1
85.00%
83.93% Teacher 2
84.00%
83.00%
82.00%
81.00%
Teacher 1 Teacher 2
Figure 2:-The teachers’ Response towards the Assessment Instrument with the model of Creative Problem Solving

For the student questionnaire responses, all statements are in good criteria, the first statement is onthe students’
interest and enthusiasm; the second statement is that the assessment instruments are very important and useful for
training the students critical thinking; the third statement is that the assessment instruments make the students more
enthusiastic to follow the learning process; the fourth statement is that the assessment rubrics can help students in
carrying out the learning process correctly, the fifth statement is that the students’ learning motivation has increased,
the sixth statement is that the students’ knowledge and skills have also increased. To more clearly see the results of
the student responses to the existence of assessment instruments with Creative Problem Solving model which can be
seen in Figure 3.

91.00%
89.84%
90.00% 89.06% 89.06%
89.00% 88.28%
88.00%
86.72%
87.00%
85.94% percetage persentase
86.00%
85.00%
84.00%
83.00%
1 2 3 4 5 6
Figure 3:-Thestudents’ response to the existence of theassessment instrument with the model of Creative Problem
Solving

Discussion:-
The results of this study show that the assessments that have been developed can be used to assess students' ability
in learning, the assumption in accordance with the opinion of Suyatna & Rosidin (2016) assessment should be able
to measure all aspects that students know and students do. Based on this it shows that the assessment used in the
learning process succeeded in accordance with the statement (Mueller, 2005; Shwartz, 2006; Lombardi, 2008) that
evaluation is an assessment of student learning process that can show the success of learning.

Assessment instruments with Creative Problem Solving model of the development results are easy to use, in
accordance with Uliana's opinion (2009: 2) that evaluation instruments are said to be easy to use if they have
features: easy administration, easy to apply in judgment, complete rubric (scoring guide) equipped with clear
instructions, and does not demand a lot of equipment when using it.Assessment benefit test does not provide
suggestions for improvement, nor criticism of the one-on-one test questionnaires that have been given by the
researcher at the time of tryout test, meaning that the assessment instrument is useful, and it is in line with the

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opinion of Sudjana (2011), the nature of the assessment is that the assessment should be able to assess the
students’learning process and outcomes. The use of the assessment instruments with the Creative Problem Solving
model of development outcomes in Physics learning for psychomotor assessment (performance assessment) is
useful, in accordance with the opinion of Hutabarat (2004: 16) that performance appraisal is more useful if it can be
used to assess students' ability to present oral, problem solving in a group, the participation of students in a learning
activity, and the ability of students in using laboratory equipment and the students' ability to operate a tool or an
appliance.

Each of the learning activities in the assessment instrument with the model of creative problem solving, consists of
five main activities done by the students, namely fact discovery, clarification issues, expressing opinion, evaluation
and the selection as well as implementation of the lessons like this, will encourage and train the students (learning
outcome) in improving the students’critical thinking skills. This is as revealed by Linn, et al (2006) when the
students get involved in the investigation and learn to integrate their ideas; they are ready to apply what they learn in
class in order to be applied outside of the classroom.

Based on the response of the teachers(seen infigure 2), researchers get the information that the assessment on
cognitive assessment, i.e.essay, can be used because it had to meet the criteria of a good question in terms of the
substance of the construction and appropriate language, as in line with Rosidin’s statement (2016: 51) that the
development of the questions need to pay attention on the rules of the writing of the items about which covers the
substance/materials, construction, and languages. The teachers agree with the use of the assessment instrument
with the model of creative problem solving by the lessons of elasticity and Hooke law. This is because the
assessment instrument developed can be used for assessment in learning, and it is in line with the statement of
Suyatna & Rosidin (2016) that evaluationhas various purposes, such as assessment for learning, assessment of
learning and assessment to learning.

The assessment instrument developed also meets the criteria of good assessment, according to the statement of
thunder (2013:99) that the main condition assessment is acquired by the data on the measurement result with a high
accuracy rate in accordance with the competence, sub competencies and performance criteria that have been
assigned. Based on the teachers’ opinion, the assessment instrument developed can be used to identify the students,
according to the opinion of Wulan (2007:381) that a standard assessment is required to identify clearly what should
students know and that should be the students can do in the use of performance assessment. The teachers also feel
really helped with the existence of this instrument because it is accompanied with the rubric, in accordance with the
opinion of Sudria & Siregar (2009:224) who state that the assessment of performance in practice should be carried
out by using the task and the rubric.

The response of the students to the assessment instrument with the model of Creative Problem Solving as the
development results (seen infigure 3) , the students are more interested and enthusiastic in the use of assessment
instruments with the model of Creative Problem Solving for assessment of knowledge and skills.It is in line with the
opinion of Totiana & Redjeki (2013) thatusing the model of Creative Problem Solving hashigher learning activities
than the students who are taught using the conventional method. The evaluation on the assessment instrument with
the model of Creative Problem Solving is very important and useful to train the students’critical thinking. It is
congruent with Hariawan, et al (2014) that the learning model of Creative Problem Solving may increase the activity
and creative thinking students and critical thinking in the process of learning. The evaluation on the assessment
instrument with the model of Creative Problem Solving makes the students more passioned to follow the learning
process. The rubric assessment can help the students in implementing the learning process correctly, and it is in line
with the statement of Rosidin (2016: 20) that by using the rubric a teacher can assess whether the studenthas done
his/her work with the remark "not good", "good", or "very good" on an organization (or work settings) and
distinguish how good or how carefully learners do analysis.

Based on the student responses, it indicates that the students agree with the use of assessment instruments
towardsthe model of Creative Problem Solving by the lessons of elasticity and Hooke law. This is because before
the implementation of learning, they know about what to do, the aspects to be assessed as well as the scores that
students will get in accordance with what the students actually do on learning activities, so that they get a fair
assessment.This assumption is supported by the Slater’s statement (1993) that one of the stages in the performance
appraisal is to inform students about what to expect and what performance should be shown by the students during
the learning. In addition, students are more motivated to learn when assessing teacher's judgment in accordance with

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existing assessment instruments. It motivates the students to develop better and the students become more
enthusiastic, as congruence to the research revelation of Zainul (2001) that by knowing the criteria that will be used
to measure and assess the success of the learning process, the students will openly and actively seek to achieve the
success.

Conclusion:-
Based on the results of the research, it can be concluded that the characteristics of the assessment
instrument consist of two parts, namely an instrument to measure the psychomotor and cognitive domain,especially
designed to measure the students’ critical thinking ability by using the model of teaching Creative Problem
Solving (CPS). The use of assessment instruments with the model of teaching Creative Problem Solving in learning
is effective to improve the students’ ability to think critically. The teachers’ and the students’ response about the
assessment instrument that has been developed is good and worthy to be used in the learning to improve the
students’ critical thinking ability.

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