Developing An Authentic Assessment Science Process Skills, Critical Thinking Skills and Problemsolving Skills
Developing An Authentic Assessment Science Process Skills, Critical Thinking Skills and Problemsolving Skills
Developing An Authentic Assessment Science Process Skills, Critical Thinking Skills and Problemsolving Skills
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Keywords: authentic assessment, science process skills, critical thinking skills, problem
solving skills
I. INTRODUCTION
Natural Sciences is the mastery of facts, concepts, principles, and a process of discovery. The process
of discovery in learning the natural sciences in accordance with the Nature of Science (NOS) means that science
is a way of knowing. Lederman, et al. (2002:231), stating that "that science is a way of knowing and there are
values and beliefs inherent to the development of scientific knowledge". Based on these statements, NOS is
defined as the concept of complex natural sciences involves philosophy, sociology, and historical knowledge.
Natural Sciences is the mastery of facts, concepts, principles, and a process of discovery. Learning the
natural sciences is based on the contents of the standard form students who have a body of knowledge; standard
process will shape the students with scientific skills, thinking skills and strategy of thinking; the standard
scientific inquiry will form students capable of critical and creative thinking; as well as a standard assessment
evaluates students humanely.
Sheeba (2013: 109) defines the science process skills as a device suitable skills in the disciplines and
reflect behavioral scientists.Abungu, Okere, & Wachanga (2014: 359) states that the science process skills is an
activity the students to conduct scientific investigations to develop scientific knowledge and skills. Science
process skills include some skills in the students' activities. Types of science process skills according to Martin
(2006: 68) include: a) basic science process skills including observation, classification, communication,
measurement, inference and prediction; b) integrated science process skills include identifying and controlling
variables, formulate and test hypotheses, interpret data, define operational, conducting experiments and building
models.
Critical thinking is defined as the activity of the mental discipline to think reflectively and reasonable
to evaluate arguments or propositions to decide what to believe or do (Huitt, Ennis in Çimer, 2013).Critical
thinking is also a cognitive abilities and strategies that increase the likelihood of the expected results, thinking
that aim, reasoned, and goal-oriented. This thought includes solving problems, formulating conclusions,
calculated the odds and make a decision (Halpern in Frijtersat. al, 2008). Problem solving skills are an action to
resolve the problem or process that uses the power and benefits of mathematics in solving the problem, which is
also a method of discovery solutions through the stages of problem solving.According Arends (2008: 45)
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problem based learning is an approach to learning in which students work on authentic problems with a view to
construct their own knowledge.
The learning process is directed at the development of the third realm of knowledge, attitudes, and
skills should be implemented as a whole or holistically, meaning the development of one domain cannot be
separated from other domains. The question that still occurs in the process of learning one's current assessment
of the natural sciences still dominated the test form, which can only measure the realm of knowledge. The fact
that learning the natural sciences is not always judged by using an assessment form test to measure student
learning objectives. Assessment can be done by collecting information about students to give more accurate
information about the skills and attitudes of students. The assessment directive can also be done to measure the
learning process of students (Phopam 2008:6). That kind of assessment called the authentic assessment.
Mueller (2006: 1) said authentic assessment is an assessment of immediate or direct size so that the
assessment will be more obvious when votes directly to do with the granting of a task or project. Callison (1998:
1) provide broader understanding of the authentic assessment, namely:
Authentic assessment is an evaluation process that involves multiple forms of performance
measurement reflecting the student’s learning, achievement, motivation, and attitudes on
instructionally-relevant activities. Examples of authentic assessment techniques include
performance assessment, portfolios, and self-assessment.
O'Malley and Pierce also categorize common types of authentic assessment that must be observed and
documented as follows: (a) Project / Exhibition: Students work with other students as a team to create a project
that often involves the production of multimedia, oral and written presentations, and displays. (b) Experiment /
Demonstration: Students documenting a series of experiments, describing the procedure, perform the steps
required to complete the task, and document the results of the action. (c) Portfolio: A collection of work focused
students to demonstrate progress over time. (Callinson, 1998: 2-3)
Authentic assessment can be used to measure performance, achievement, motivation, and attitude of
students in relevant activities in learning. The results of the study are eligible to be used as a basis in
determining the kind of authentic assessment is (Stiggins, 1994:67): students ' ability against (1) the substance
of knowledge; (2) knowledge in doing the reasoning and solving problems; (3) skills in the mastery of
knowledge; (4) the making of a product; and (5) achievement attitude in applying knowledge. The basic types of
assessment methods offered by Stiggins (1994:83) include: (a) selected response assessment; (b) assessment
essay; (c) performance assessment; and (d) personal communication assessment.
The material has different characteristics of natural sciences so not all matter natural sciences can be
taught with the same method. Thus, the assessment instrument used of course will also be different, because if
the instruments used are the same for all natural sciences material then there will be some aspects which cannot
be measured. The selection of basic competence (KD) should be conducted to determine the appropriate type of
assessment. In the development of this research material class VIII natural sciences which KD 2.4 can be used
kind of an assessment portfolio. The assessment of the project can be used on a KD 3.11. with learning that
directs students to solve problems by doing project work to resolve the issue. In addition, KD 3.9. can be used to
measure the performance assessment science process skills students in doing the experiment.
Referring to the problems outlined, then researchers trying to develop authentic assessment instrument
can measure a few skills students i.e. science process skills, critical thinking skills and problem solving skills on
some of the KD in the natural sciences learning in junior high school.
II. METHODOLOGY
A. Type of Research
This research included in the classification of research development. The products developed in this
research in the form of instrument performance assessment, portfolio and project. Research development
uses a five-step development instrument non test.
B. Research Time
Development of instrument in authentic assessment was conducted in October 2015 until January
2016.
C. Development Procedure
Procedure of development following the stages of the development of non-test instrument. Stages of
the development of authentic assessments include (1) determining of the instrument specification, conduct an
analysis of the specification of the instrument being developed include the analysis of students, needs
analysis, analysis of curriculum, selecting the shape and format of the instrument, determine the indicators,
making the latticework of instruments; (2) writing the instrument,writingof authentic assessment was
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PROCEEDING OF3 INTERNATIONAL CONFERENCE ON RESEARCH,
IMPLEMENTATION AND EDUCATION OF MATHEMATICS AND SCIENCE
YOGYAKARTA, 16 – 17 MAY 2016
developed based on the lattice that have been created and then draw up the details of the statement; (3)
determining the instrument scale, the scale of the instrument that was used in the development of this
authentic assessment instrument in the form of scales with a scale of 1 to 4; (4) determining the scoring
system, a system of scoring in this authentic assessment instrument refers to the scale of use that is the scale
of 1 to 4 to the emergence of student activities provided by the observer; and (5) beating out the instrument,
perform the validation material, expert assessment and teacher.
D. Data Analysis Techniques
Analysis of the validation of the content of the descriptive and quantitative basis. Quantitative
analysis using Aiken’s V analysis (Azwar, 2014:113) by the following formula:
Ʃ
V= ( )
Description:
s = r – lo
n = number of panels of assessors
lo = lowest validity assessment
c = highest validity assessment
r = the numbers given by an assessor
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TABLE 2. INDICATORS OF SCIENCE PROCESS SKILLS, CRITICAL THINKING SKILLS, AND PROBLEM SOLVING
SKILLS
Types of Skills Indicators
Science process prediction, measurement, experimentation, observation, communication, and inference
skills
Critical thinking gives a simple explanation, generalize, infer, gave further explanations, and perform strategic
skills steps
Problem-solving to understand and define the problem, formulate alternative solutions, planning/define and
skills implement a strategy, and evaluating
3. WritingInstruments
Writing instruments are carried out taking into account the aspect of material, construction, and
language. The assessment instruments developed contain: title, usage instructions, scoring guidelines,
e.g. scoring, and the observation sheet.
4. Determinethe Scale of the Instrument and Scoring System
The instrument was developed using a scale of 1-4. Scoring is determined in accordance with the scale
used. The highest score of each indicator is 4 and the lowest is 1.
5. ReviewingInstruments
Authentic assessment instruments developed were investigated by seven rater.Two ratersare a matter
experts and expert lecturers and five-rater else are a science teacher.
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PROCEEDING OF3 INTERNATIONAL CONFERENCE ON RESEARCH,
IMPLEMENTATION AND EDUCATION OF MATHEMATICS AND SCIENCE
YOGYAKARTA, 16 – 17 MAY 2016
IV. CONCLUSION
Conclusion of this study are as follows: (1) The procedure of the authentic assessment development follows the
stages of research and development. The stages include pre-survey research, problem analysis, analysis of
curriculum, research studies, experts’ consultation, and drafting an instrument. The stages of development
include experts’ validation. (2) The quality of the developed products the developed authentic assessment has a
valid criterion as an instrument, in terms of aspects of the construct, substance, and language. All these aspects
meet a very good criterion and can be used with revisions.
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