PENGEMBANGAN INSTRUMEN TES FISIKA UNTUK MENGUKUR KETERAMPILAN BERPIKIR KRITIS SISWA SMA

YOGA BUDI BHAKTI, . (2026) PENGEMBANGAN INSTRUMEN TES FISIKA UNTUK MENGUKUR KETERAMPILAN BERPIKIR KRITIS SISWA SMA. Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini dilatarbelakangi oleh belum tersedianya alat ukur berupa tes fisika yang komprehensif dan terkalibrasi secara empiris untuk mengukur keterampilan berpikir kritis siswa SMA. Padahal, karakteristik materi fisika sangat erat kaitannya dengan proses kognitif tingkat tinggi. Tujuan utama penelitian ini adalah mengembangkan dan mengalibrasi instrumen tes fisika yang valid, reliabel, dan objektif dalam mengukur keterampilan berpikir kritis siswa SMA. Materi fisika yang diintegrasikan dalam instrumen ini meliputi Pengukuran, Vektor, Gerak Lurus, Gerak Parabola, Dinamika Rotasi, Elastisitas, Usaha dan Energi, Impuls dan Momentum, Fluida Statis, Fluida Dinamis, Suhu dan Kalor, Gelombang Bunyi, serta Gelombang Cahaya. Pengembangan instrumen mengacu pada indikator keterampilan berpikir kritis yang meliputi Interpretasi, Analisis, Evaluasi, Inferensi, dan Penjelasan Lanjut. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model pengembangan ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Instrumen diuji coba kepada 407 siswa SMA di Jakarta dan dikalibrasi menggunakan pemodelan Rasch untuk menjamin kualitas butir dan objektivitas pengukuran. Hasil penelitian menunjukkan bahwa instrumen dinyatakan sangat layak melalui validasi ahli instrumen dan penilaian sebesar 0,85 serta ahli materi sebesar 0,82. Kalibrasi empiris menghasilkan 18 butir soal pilihan ganda kompleks yang memenuhi kriteria fit model Rasch dengan nilai reliabilitas Cronbach’s Alpha sebesar 0,82, reliabilitas person 0,78, dan reliabilitas item 0,98. Analisis dimensionalitas mengonfirmasi terpenuhinya syarat unidimensialitas dengan nilai raw variance explained by measures sebesar 32,9%. Simpulan penelitian ini menunjukkan bahwa instrumen tes fisika yang dikembangkan layak dan efektif untuk mengukur keterampilan berpikir kritis siswa SMA. Hasil analisis Rasch Model menunjukkan nilai mean person sebesar +0,41 logit, yang mengindikasikan bahwa rata-rata kemampuan kognitif siswa berada di atas tingkat kesulitan soal. Hal ini menegaskan bahwa instrumen memiliki daya beda yang baik dalam memetakan potensi berpikir tingkat tinggi siswa, sehingga dapat digunakan sebagai alat evaluasi standar untuk meningkatkan kualitas penalaran ilmiah dalam pembelajaran fisika. (*****) This research is motivated by the lack of comprehensive and empirically calibrated physics assessment tools specifically designed to measure high school students' critical thinking skills. In fact, the characteristics of physics subject matter are closely related to higher-order cognitive processes. The primary objective of this study is to develop and calibrate a valid, reliable, and objective physics test instrument to measure the critical thinking skills of high school students. The physics topics integrated into this instrument include Measurement, Vectors, Linear Motion, Projectile Motion, Rotational Dynamics, Elasticity, Work and Energy, Impulse and Momentum, Static Fluids, Dynamic Fluids, Heat and Temperature, Sound Waves, and Light Waves. The instrument development is based on critical thinking indicators, including Interpretation, Analysis, Evaluation, Inference, and Advanced Clarification. The research method employed is Research and Development (R&D) using the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The instrument was piloted on 407 high school students in Jakarta and calibrated using Rasch modeling to ensure item quality and measurement objectivity. The results indicated that the instrument was declared highly feasible through validation by instrument and assessment experts with a score of 0.85, and by content experts with a score of 0.82. Empirical calibration yielded 18 complex multiple-choice items that met the Rasch model fit criteria, with a Cronbach’s Alpha reliability of 0.82, person reliability of 0.78, and item reliability of 0.98. Dimensionality analysis confirmed the fulfillment of the unidimensionality requirement with a raw variance explained by measures of 32.9%. The conclusion of this study indicates that the developed physics test instrument is feasible and effective for measuring the critical thinking skills of high school students. Rasch Model analysis results show a person mean value of +0.41 logits, indicating that the students' average cognitive ability exceeds the item difficulty level. This confirms that the instrument possesses good discriminating power in mapping students' higher-order thinking potential, making it a viable standardized evaluation tool for enhancing the quality of scientific reasoning in physics education.

Item Type:	Thesis (Doktor)
Additional Information:	1) Dr. Riyan Arthur, M.Pd.; 2) Prof. Dr. Yetti Supriyati, M.Pd
Subjects:	Pendidikan > Evaluasi Pendidikan Pendidikan > Teori, Penelitian Pendidikan Sains > Fisika
Divisions:	PASCASARJANA > S3 Penelitian Dan Evaluasi Pendidikan
Depositing User:	Yoga Budi Bhakti .
Date Deposited:	19 Aug 2026 07:46
Last Modified:	19 Aug 2026 07:46
URI:	http://repository.unj.ac.id/id/eprint/72140

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