PENGEMBANGAN INSTRUMEN DIAGNOSTIC KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK DALAM PEMBELAJARAN FISIKA PADA SOCIO-SCIENTIFIC ISSUE (SSI).

Dewi, Tri Wulandari (2025) PENGEMBANGAN INSTRUMEN DIAGNOSTIC KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK DALAM PEMBELAJARAN FISIKA PADA SOCIO-SCIENTIFIC ISSUE (SSI). Journal Corner of Education, Linguistics, and Literature, 5 (1). pp. 94-112. ISSN 2807- 355X 2807-3568

PDF Restricted to Repository staff only Download (6MB)

Abstract

ABSTRACT This study aims to develop and test the feasibility of a diagnostic instrument for assessing students' critical thinking skills on socio-scientific issues (SSI) in physics education with the topic of global warming. This objective is motivated by the lack of valid, reliable, and contextually appropriate assessment instruments based on Socio-Scientific Issues (SSI) in physics education at the secondary school level, amid the low critical thinking competencies of Indonesian students as indicated by the 2018 PISA survey, and the need for an SSI approach as an effective strategy. The research method employs a research and development (R&D) design using the ADDIE model. The instrument was developed in the form of 20 essay questions based on SSI contexts and its validity was reviewed by experts and tested on 75 students from two high schools in rural and urban areas. Data were analyzed using Rasch modeling with the assistance of WINSTEPS software. Expert validation results showed that the instrument was categorized as ―Highly Suitable.‖ Rasch model analysis confirmed the instrument's unidimensionality (raw variance explained by observed measures: Received: August 2, 2025 Revised: August 8, 2025 Accepted: August 11, 2025 Published: August 12, 2025 2 30.9%). The analysis results showed that all items were deemed fit (Outfit MNSQ: 0.78–1.28; ZSTD:–1.51 to 1.81; and PTMEA Corr: 0.26– 0.68). The instrument's reliability is high, with a Cronbach's alpha of 0.81, person reliability of 0.80, and item reliability of 0.91, using a structurally valid rating scale. However, significant DIF based on gender and region was found, indicating the need for further revision to ensure measurement fairness. This instrument is deemed valid and reliable for use as a diagnostic tool for critical thinking skills in SSI-based physics learning. Keywords: critical thinking; diagnostic instruments; socio-scientific issues; physics learning INTRODUCTION Education is the main foundation in shaping superior human resources who are adaptive to the challenges of the times. Law Number 20 of 2003 on the National Education System states that education is a conscious and planned effort to create an active learning environment so that students can develop their full potential, both in the spiritual, intellectual, and life skills domains (David & Budianto, 2021). In the context of the 21st century, marked by technological advancements and globalization, education is not only required to transmit knowledge but also to develop higher-order thinking skills, particularly critical thinking skills (Agustihana & Suparno, 2019; Scott et al., 2021; Thornhill-Miller et al., 2023). Critical thinking skills are a key element in the 4C competency framework (critical thinking, creativity, collaboration, communication) that students must possess to address the complex challenges of the Fourth Industrial Revolution (González-Pérez & Ramírez-Montoya, 2022; Prayogi, 2020; Silber‐Varod et al., 2019). These skills include the ability to analysis arguments, evaluate information, and make decisions based on evidence and logic (Albano 3 & Umberto Dello Iacono, 2019; Paul & Elder, 2019). Unfortunately, the results of the 2018 PISA survey by the Organisation for Economic Co-Operation and Development (OECD) show that Indonesia still ranks low in critical thinking competencies among students (Solihin et al., 2024). One pedagogical approach proven to enhance critical thinking skills is the Socio-Scientific Issue (SSI) approach Jamil et al. 2024; L pez-Fern ndez et al. 2022; Putri et al., 2024). This approach places students in real-world contexts that integrate scientific and social issues, enabling them to analysis, evaluate, and make decisions about contemporary issues in a reflective and scientifically informed manner (Fihani et al., 2021; Khoiri, Affandi, 2023). In physics education, the integration of SSI not only bridges abstract concepts with social reality but also builds stronger and more meaningful scientific literacy (Dewi et al., 2023; Febriani et al., 2023; Jusup et al., 2022). The SSI approach in developing critical thinking skills cannot be accurately measured without valid, reliable, and contextual assessment instruments (Fita et al., 2021; Fitriyani et al., 2025). Diagnostic instruments play a crucial role in assessing students' critical thinking skills in physics education (Putra et al., 2023; Rapi et al., 2022). These instruments are designed to measure critical thinking skills, not only understanding of physics concepts but also the ability to analysis, evaluate, and apply knowledge critically, thereby promoting deeper learning and problem-solving skills (Bhakti et al., 2023; Pirinen et al., 2023). Based on a preliminary study conducted in two high schools in Lampung, it was found that the critical thinking assessment applied was not sufficiently varied and had not systematically integrated the SSI context. Survey results showed that 59% of students experienced difficulty in applying physics concepts to social issues. This fact underscores the urgent need for a diagnostic instrument capable of measuring students' critical thinking skills in the context of SSI-based physics learning. Previous studies have confirmed that most teachers experience difficulties in developing valid and reliable assessment instruments to measure critical thinking skills (Ekawati et al., 2024; Payan-Carreira et al., 2022; Sari et al., 2024). Additionally, previous research has 4 shown that the use of SSI-based instruments in chemistry education can enhance students' analytical and evaluative skills (Rahayu & Rosawati, 2023). Based on this previous research, it can be seen that research specifically developing diagnostic instruments for critical thinking skills in SSI-based physics learning is still unavailable. This gap indicates an urgent need for conceptual, valid, and reliable assessment instruments to support physics learning that focuses not only on cognitive outcomes but also on strengthening students' scientific reasoning and critical thinking skills. Therefore, this study was designed with the aim of developing and testing the feasibility of a diagnostic instrument in physics learning on Socio-Scientific Issues (SSI). SSI is designed to measure students' critical thinking skills in physics learning. METHOD Sample The sample in this study consisted of 75 students (20 male and 55 female) in grade 11 from two areas between the village and the city. The village area was from SMA N 1 Adiluwih with 41 students, and the city area was from SMA Perintis 2 Bandar Lampung with 34 students. The instrument was tested in the odd semester of 2025/2026 in both schools. All students who were part of the sample in this study had received lessons on global warming. Development Model This study is a development study using a research and development (R&D) approach. The development process adopts the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) developed by Robert Maribe Branch, which consists of five development steps (Branch & Varank, 2009). This model was chosen because it provides a systematic, easy-to-understand framework suitable for designing products, including assessment instruments (Umami et al., 2021).

Item Type:	Article
Subjects:	Pendidikan Fisika
Divisions:	Fakultas Tarbiyah dan Keguruan > Pendidikan Fisika
Depositing User:	LAYANAN PERPUSTAKAAN UINRIL REFERENSI
Date Deposited:	25 Nov 2025 08:07
Last Modified:	25 Nov 2025 08:28
URI:	https://repository.radenintan.ac.id/id/eprint/41740

Actions (login required)

View Item