Development and Validation of a Socio-scientific Issues Based Critical Thinking Test for Phase F Students on Buffer Solutions
DOI:
https://doi.org/10.47945/search.v5i1.3367Keywords:
Critical Thinking, Socio-scientific issues, Buffer solution, Test instrumentAbstract
Tuntutan pembelajaran abad ke-21 menekankan berpikir kritis sebagai keterampilan penting. Pembelajaran kimia perlu mendorong siswa untuk menganalisis informasi, mengevaluasi bukti, dan membuat keputusan yang beralasan. Isu Sosial-Ilmiah (IPM) menyediakan masalah nyata, kontekstual, kompleks, dan kontroversial yang dapat mendorong berpikir kritis melalui penerapan konsep kimia. Studi ini bertujuan untuk mengembangkan tes berpikir kritis kontekstual IPM pada bahan larutan buffer yang memenuhi kriteria yang ditetapkan dan sesuai untuk siswa Fase F di sekolah menengah atas. Studi Penelitian dan Pengembangan (R&D) ini mengikuti tahapan pengembangan instrumen yang diusulkan oleh Liu (2020). Instrumen awal terdiri dari 10 butir esai. Validitas isi dianalisis menggunakan Rasio Validitas Isi (CVR) dan Indeks Validitas Isi (CVI) berdasarkan evaluasi oleh lima Pakar Materi Pelajaran (SME). Pengujian empiris dilakukan dengan siswa di SMA Negeri 3 Bukittinggi menggunakan model Rasch dengan Ministep. Hasil menunjukkan nilai CVR 0,69–0,82 dan CVI keseluruhan 0,70, dikategorikan sangat valid. Analisis Rasch menunjukkan bahwa delapan item sesuai dengan model, dengan reliabilitas item 0,93 dan reliabilitas individu 0,68. Item-item tersebut bervariasi tingkat kesulitannya dari sangat mudah hingga sangat sulit dan dapat membedakan siswa menjadi sekitar tiga kelompok kemampuan. Dua item yang tidak sesuai tidak dipertahankan, sehingga menghasilkan instrumen delapan item yang sesuai untuk menilai pemikiran kritis dalam konteks SSI pada materi larutan penyangga untuk siswa Fase F.
References
Abell, T. N., & Sevian, H. (2021). Investigating How Teachers’ Formative Assessment Practices Change Across a Year. Journal of Chemical Education, 98(9), 2799–2808. https://doi.org/https://doi.org/10.1021/acs.jchemed.1c00356
Afifah, S. A., Sulistina, O., & Setyowati, I. (2025). Implementation of Guided Inquiry Learning with Socio-Scientific Issues Context to Students’ Critical Thinking Skills on Buffer Solution Material. UNESA Journal of Chemical Education, 14(3), 202–209. https://doi.org/https://doi.org/10.26740/ujced.v14n3.p202-209
Agustina, N., Sudarmina, Sumartia, S. S., & Addianib, A. K. (2018). Desain Instrumen Tes Bermuatan Etnosains untuk Mengukur Kemampuan Berpikir Kritis Siswa. Jurnal Inovasi Pendidikan Kimia, 12(2), 2159–2169. https://doi.org/https://doi.org/10.15294/jipk.v12i2.15475
Anggara, N., Rusmana, N., & Saripah, I. (2026). Adaptation of Student Interpersonal Relationship Measurements: Validity and Reliability of Instruments with the Rasch Model. G-COUNS: Jurnal Bimbingan Dan Konseling, 10(01), 766–776. https://doi.org/10.31316/g-couns.v10i01.6272
Anggraeni, P., Sunendar, D., Maftuh, B., Sopandi, W., & Puspita, R. D. (2022). Why 6 Cs? The Urgency of Learning at Elementary School. Proceedings of the 4th International Conference on Educational Development and Quality Assurance (ICED-QA 2021), 650, 35–41. https://doi.org/10.2991/assehr.k.220303.008
Ardianti, D. L., Feronika, T., & Wardani, M. (2024). The Effect of Problem Based Learning Models Based on Socio- Scientific Issues on Students’ Critical Thinking Skills on Hydrocarbon Burning Materials. SPIN: JURNAL KIMIA & PENDIDIKAN KIMIA, 6(2), 135–148. https://doi.org/10.20414/spin.v6i2.10214
Ariadila, S. N., Silalahi, Y. F. N., Fadiyah, F. H., Jamaludin, U., & Setiawan, S. (2023). Analisis Pentingnya Keterampilan Berpikir Kritis Terhadap Pembelajaran Bagi Siswa. Jurnal Ilmiah Wahana Pendidikan, 9(20), 664–669. https://doi.org/https://doi.org/10.5281/zenodo.8436970
Arifah, M. N., & Suyanta. (2026). Pengaruh Model Discovery Learning Terintegrasi Socio Scientific Issues Terhadap Kemampuan Berpikir Kritis dan Efikasi Diri Peserta Didik pada Materi Larutan Penyangga. Dalton : Jurnal Pendidikan Kimia Dan Ilmu Kimia, 9(1), 91–100. https://doi.org/https://doi.org/10.31602/dl.v9i1.22948
Avinç, E., & Doğan, F. (2024). Digital literacy scale : Validity and reliability study with the rasch model. In Education and Information Technologies (Vol. 29, Issue 17). Springer US. https://doi.org/10.1007/s10639-024-12662-7
Ayuni, A. D., & Yuliani, G. (2025). Needs Analysis of An Integrated Assessment Instrument of Chemical Literacy and Critical Thinking Among Senior High School Students and Chemistry Teachers. Jurnal EDUCATIO (Jurnal Pendidikan Indonesia), 11(1), 555–572. https://doi.org/https://doi.org/10.29210/1202526177 Contents
Boone, W. J., Noltemeyer, A., Boone, W. J., & Noltemeyer, A. (2017). Rasch analysis : A primer for school psychology researchers and practitioners Rasch analysis : A primer for school psychology researchers and practitioners. https://doi.org/10.1080/2331186X.2017.1416898
Borg, W. R., & Gall, M. D. (1983). Educational Research: An Introduction (4 ed.) (New York). Longman,Inc.
Eliyah. (2019). Validitas Tes Sebagai Media Ukur Ketepatan Evaluasi Mengukur Pencapaian Tujuan Pembelajaran di SD/MI. Jurnal Edukatif, V(1), 43–49. https://doi.org/https://doi.org/10.37567/jie.v5i1.56
Ennis. (2011). Critical Thinking: Reflection and Perspective Part I. Inquiry: Critical Thinking Across the Disciplines, 26(2), 4–18. https://doi.org/https://doi.org/10.5840/inquiryctnews201126215
Febriyanto, Y., & Ikhsan, J. (2024). Development of Website-Based Learning Media Containing Socioscientific Issues on Buffer Solution Material. AIP Conference Proceedings, 2622(1). https://doi.org/https://doi.org/10.1063/5.0133308
Fullan, M., & Langworthy, M. (2014). A Rich Seam How New Pedagogies Find Deep Learning.
Haryanto. (2020). Evaluasi Pembelajaran (Konsep dan Manajemen) (I). UNY Press.
Kimberlin, C. L., & Winterstein, A. G. (2008). Validity and reliability of measurement instruments used in research. Am J Health-Syst Pharm, 65, 2276–2284. https://doi.org/10.2146/ajhp070364
Kusumaningtyas, P., Oktafiani, R., Nurhadi, M., & Sulistyaningwarni, S. (2020). Pengaruh Isu Sosiosaintifik dalam Model Discovery Learning Terhadap Keterampilan Berpikir Kritis Siswa pada Materi Asam Basa. Orbital: Jurnal Pendidikan Kimia, 4(1), 64–74. https://doi.org/https://doi.org/10.19109/ojpk.v4i1.5172
Lawshe, C. H. (1975). A Quantitative Approach To Content Validity. Personnel Psychology, 28(4), 563–575.
Liu, X. (2020). Using and Developing Measurement Instruments in Science Education: A Rasch Modeling Approach 2nd edition. In Science and Engineering Education Sources. Age Publishing Inc.
López-Fernández, M. del M., González-García, F., & Franco-Mariscal, A. J. (2022). How Can Socio-scientific Issues Help Develop Critical Thinking in Chemistry Education? A Reflection on the Problem of Plastics. Journal of Chemical Education, 99(10), 3435–3442. https://doi.org/10.1021/acs.jchemed.2c00223
Nahadi, M. S. (2026). Asesmen Kimia Berorientasi Kompetensi Abad ke-21. PT Becreative Media Talenta.
Pratiwi, Y. N., Rahayu, S., & Fajaroh, F. (2016). Socioscientific Issues (SSI) in Reaction Rates Topic and its Effect on the Critical Thinking Skills of High School Students. Jurnal Pendidikan IPA Indonesia, 5(2), 164–170. https://doi.org/10.15294/jpii.v5i2.7676
Qodir, A. (2017). Evaluasi dan penilaian pembelajaran. Penerbit K-Media.
Raharjo, Solihatin, E., Maiwan, M., & Kardiman, Y. (2023). Development of Controversial Issues Learning Models in Improving Student ’ s Critical Thinking Skills. Studies in Learning and Teaching (SiLeT), 4(3), 490–498. https://doi.org/https://doi.org/10.46627/silet.v4i3.226
Raymond, M. R., & Grande, J. P. (2019). A practical guide to test blueprinting. Medical Teacher, 41(8), 2–8. https://doi.org/10.1080/0142159X.2019.1595556
Rushiana, R. A., Sumarna, O., & Anwar, S. (2023). Efforts to Develop Students ’ Critical Thinking Skills in Chemistry Learning : Systematic Literature Review. 9(3), 1425–1435. https://doi.org/10.29303/jppipa.v9i3.2632
Sadler, T. D. (2004). Informal Reasoning Regarding Socioscientific Issues : A Critical Review of Research. JOURNAL OF RESEARCH IN SCIENCE TEACHING, 41(5), 513–536. https://doi.org/10.1002/tea.20009
Sireci, S., & Benítez, I. (2023). Evidence for Test Validation : A Guide for Practitioners. Psicothema, 35(3), 217–226. https://doi.org/https://doi.org/10.7334/psicothema2022.477
Sirmayeni, Rery, R. U., & Anwar, L. (2024). Development of Socio-Scientific Issues-Based Worksheets to Increase Learning Interest and Critical Thinking Skills of Students on Buffer Solution Material. Journal of Natural Science and Integration, 7(1), 39–55. https://doi.org/10.24014/jnsi.v7i1.24402
Sumintono, B. (2016). Penilaian Keterampilan Berpikir Tingkat Tinggi: Aplikasi Pemodelan Rasch pada Asesmen Pendidikan. KNOVA - Knowledge Nexus and Open Vision Access. https://doi.org/https://knova.um.edu.my/research_publications_2016_2020/1059
Sumintono, B., & Widhiarso, W. (2014). Aplikasi Model Rasch untuk Penelitian Ilmu-Ilmu Sosial (Issue November).
Sumintono, B., & Widhiarso, W. (2015). Aplikasi Pemodelan Rasch pada Assessment Pendidikan.
Tesio, L., Caronni, A., Simone, A., Kumbhare, D., & Scarano, S. (2024). Interpreting results from Rasch analysis 2 . Advanced model applications and the data-model fit assessment. Disability and Rehabilitation, 46(3), 604–617. https://doi.org/10.1080/09638288.2023.2169772
Wijaya, U. R. B., Sumarni, W., & Haryani, S. (2017). Pengembangan Instrumen Penilaian Berpikir Kritis pada Pembelajaran Kimia Berpendekatan SETS (Science, Environment, Technology, and Society). Chemistry in Education, 6(2), 35–41.
Zeidler, D. L., & Nichols, B. H. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education, 21(2), 49–58. https://doi.org/10.1007/bf03173684
