Berkala Ilmiah Pendidikan Fisika ISSN 2337-604X (print) ISSN : 2549-2764 (online)
Vol 6 No 3 2018 https://ppjp.ulm.ac.id/journal/index.php/bipf 301-314
Development of Multi Representation Based Cognitive Instrument on Newton Law Material Ramlah, Mustika Wati, Sarah Miriam, Saiyidah Mahtari Physics Education Program, Faculty of Teacher Training and Education Universita Lambung Mangkurat
[email protected] DOI: 10.20527/bipf.v6i3.5294 Received : 10 September 2018
Accepted : 24 Oktober 2018 Published : 31 Oktober 2018
Abstract: Questions used in school have not been analyzed by the item and only in one representation. This study aims to produce quality multi-representation-based cognitive instruments on Newton's law material for junior high school students in Banjarmasin. This study specifically aims to describe (1) the validity of cognitive instruments, (2) the reliability of cognitive instruments, (3) the level of difficulty of cognitive instruments, and (4) the discrimination power of cognitive instruments based on multi-representation. The method used is the Research & Development (R & D) method by using the adaptation of the procedure models on Borg & Gall. Data were analyzed using classic formulas and through Rasch applications. The sample of the study was 204 eighth grade students from Public Junior High Schools 14 Banjarmasin, Public Junior High Schools 25 Banjarmasin, and Public Junior High Schools 28 Banjarmasin. The results showed that (1) the validity of cognitive instruments developed is considered valid, (2) the reliability of cognitive instruments developed is relatively reliable, (3) the level of difficulty of cognitive instruments developed is divided into two categories; very difficult and very easy, and (4) the discrimination power of cognitive instruments developed is divided into three categories; repaired, accepted but needs to be repaired, and accepted. It can be concluded that the multi-representation-based cognitive instrument on Newton's law material on eighth-grade students of junior high school in Banjarmasin is suitable for assessment of learning outcomes. So that the instruments developed can be used by teachers to assess student learning outcomes of the material of Newton's law. Keywords: cognitive instruments, multi-representation based. © 2018 Berkala Ilmiah Pendidikan Fisika
INTRODUCTION
paragraph 1 & 2; the assessment of
Indonesia Government Regulation
learning outcomes at the education level
No.19 of 2005 concerning National
using several assessment techniques
Education Standards explains that each
according to the competencies that must
education unit conducts the process,
be mastered. The assessment test is in the
implementation,
and
form of written tests, observations,
supervision of the learning process for
practice tests, oral test, performance test,
the implementation of effective and
portfolio,
efficient learning. The assessment is
sumative asessment, individual or group
regulated in Chapter IV article 22
assignments and so on (Arifin, 2009).
assessment,
301
formative
asessement,
Ramlah et al /Berkala Ilmiah Pendidikan Fisika 6 (3) 2018, 301-314
Learning outcomes can be grouped
Through interviews that were
into three domains; cognitive, affective,
conducted with science subject teachers
and
at
psychomotor
(Arikunto,
2013).
State
Junior
High
School
14
Cognitive domain is a domain that
Banjarmasin, State Junior High School
consists of the ability to remember,
25 Banjarmasin, and State Junior High
understand, apply, analyze, evaluate and
School 28 Banjarmasin about students'
create
cognitive
(Nurbudiyani,
2013).
assessment.
From
the
Measurement of learning outcomes can
interview, information obtained is that
be done using tests. The test can be
the cognitive assessment instrument used
classified into two which are summative
by the teacher was an instrument that
tests and formative tests. In general, the
came from the Dinas Pendidikan Kota.
test consists of several questions that
The instrument has no analysis of the
must be answered to find out the
item so the teacher does not know the
understanding
of
validity and quality of the instrument
concepts and material. These tests can be
used. From the analysis conducted on
made
of
midterm exam questions, the result
representation, because based on each
showed that only the C1 to C3 levels
format
is
were used. Cognitive instruments only
completed will provide information on
use words or descriptions and some
how far the student's mastery of each type
pictures. When students are given
of representation is presented (Aulia,
problems in different representations,
2015).
they will experience difficulties in
with the
and
the
various
mastery forms
representation
that
Multi representation is a way to
solving the problem. If the problem is not
express a concept in various ways and
addressed immediately, it will interfere
forms
Multi
with learning outcomes because of the
representation encourages the formation
low understanding of the concepts in the
of an understanding of information.
subjects given.
(Yusup,
2009).
Multi representation also helps students
Thus, using multi representation is
in describing problems and describing
expected to assist students in building a
sketches and physical situations of the
deeper understanding of concepts, so that
problem
to
they can solve physic problems in
understand information and knowledge
different forms of objects such as verbal,
to solve problems (Astuti, 2013).
image, graphic, or mathematical forms.
and
directing
students
When students are able to represent a
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Ramlah et al /Berkala Ilmiah Pendidikan Fisika 6 (3) 2018, 301-314
concept in the form of representation that
taxonomy
to
remembering,
is different from before it will help
understanding,
applying,
students in solving physical problems.
assessing, and creating (Gunawan &
Based on the description above, it is
Palupi, 2016).
necessary to develop instruments in
Multi
analyzing,
representation
can
be
assessing student learning outcomes. The
interpreted as several ways to express a
objective in this study was to produce
concept through different ways, forms, or
multi-representation-based
quality
formats (Astuti, 2013). Representation in
cognitive instruments on Newton Law
physics learning can be used to minimize
material for junior high school students in
difficulties experienced by students in the
Banjarmasin. In the matter of Newton's
process of learning physics. Multi
law allows many multi representations in
representation has three benefits, namely
learning.
as a complement to information, limiting interpretation,
LITERATURE REVIEW
Some important reasons for using
includes the activities of collecting,
multi
analyzing, interpreting the information
helping
things that become principles in an
reasoning
b) assessment is a reflection of real world
types
of
in
abstract
mathematical
types include, among others, 1) verbal
that are appropriate, d) it is holistic which
descriptions are used to define a concept.
covers all aspects of learning (Supranato,
2) Images / diagrams are used to visualize
learning
something that is abstract. Diagrams that
outcomes into three, namely cognitive,
are often used in physics, namely motion
affective, and psychomotor. A domain
diagrams, object free diagrams, field line
that emphasizes the development of
diagrams, electric circuit diagrams, light
intellectual abilities and skills is called Anderson
other
of representations can be used. These
using various sizes, methods, and criteria
2001,
construct
representations. In physics, many types
problems rather than the school world, c)
In
multi-
reasoning, and are used for quantitative
is an integral part of the learning process,
cognitive.
are;
representations, are useful for qualitative
assessment are, a) the assessment process
classifies
representation
intelligence, visualization of the brain,
used to make conclusions. Some of the
Bloom
understanding
builders (Widianingtiyas & Fauzi, 2015).
Assessment is a systematic way that
2012).
and
diagrams, wavefront diagrams, and state
and
energy diagrams. 3) Graphs are used to
Krathwohl made a revision of Bloom's
explain a concept that has a long
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Ramlah et al /Berkala Ilmiah Pendidikan Fisika 6 (3) 2018, 301-314
explanation and 4) mathematics is used to
adaptation of the procedure model from
solve quantitative problems (Yusup,
Borg and Gall (Gall, Gall, & Borg, 2003).
2009).
The development procedure carried out
Item Response Theory (IRT) or
in this study with the following steps, 1)
commonly referred to as modern test
potential and problems by analyzing the
theory is a review of items using the
needs to know the instruments used by
answer theory of the item. This theory is
the teacher in learning, 2) data collection
a theory that uses the function of
with interviews with teachers in schools,
mathematics
between
3) product design by designing a product
opportunities to answer correctly a scale
in the form of development multi-
with students' abilities (Fatkhudin, Bayu,
representation-based
& Agus, 2014). One of the main
instrument of description questions by
advantages of IRT compared to classical
adjusting competency standards, basic
test theory is in the concept of IRT where
competencies, and indicators based on
problem statistics such as the level of
KTSP curriculum syllabus, 4) design
difficulty, distinguishing power lies in
validation
the same scale as the measured ability of
product designs made based on rational
students (Alwi, 2012).
thought by validators, 5) improvement of
to
connect
provides
cognitive
assessment
of
One of the advantages of IRT is the
design by improving products that have
probability that the subject to answer the
been made and perfecting products
item correctly depends on the subject's
developed before the product is tested, 6)
skills and the characteristics of the item
product trials by testing to students on a
(Rosidah, 2018). The test score on the
small scale to find out the problem
IRT has a value when compared to the
received and questions that need to be
characteristics of the item and the
omitted, 7) revision of the product by
performance of a participant can be
correcting the questions received so that
predicted by a set of factors (Ridho,
they can be tested for use, 8) trial of usage
2007). The IRT has the ability to predict
by testing on a wide scale to assess the
lost data based on individual response
products that have been developed are
patterns (Amelia & Wati, 2018).
feasible and have advantages, 9) revision of the final product by refining the
METHOD
product that has been developed and in
This research is a Research &
accordance with the conditions that exist
Development (R & D) using the
in the field based on the results of the
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Ramlah et al /Berkala Ilmiah Pendidikan Fisika 6 (3) 2018, 301-314
usege trial so that it can be known which
scale design trials is calculated using the
questions are suitable for use.
product moment formula with rough
The subject of this study is a
numbers.
cognitive instrument based on multi
The results of the reliability analysis
representation. Research was conducted
on product trials, adjusted to the criteria
from January to November 2017.
based on (Ratumanan & Laurens, 2011).
The data collection techniques in
After a large-scale usage trial, an analysis
this study were in the form of tests and
of the validity of the question was done
non-tests. Non-test technique is in the
using the Rasch program. The validity of
form of interviews, and test techniques
an item depends on the Outfit Mean
are in the form
of a validation
Square (MNSQ) value, the Z-Standard
questionnaire and giving a test in the
Outfit value (ZTSD), and the correlation
form of a description problem.
of the resulting measurements. The value
Data analysis used in this study is by
can be said as suitable as long as there is
using classical theory in small-scale
no MNSQ value, ZSTD value, and
product trials and Rasch modeling with
correlation measurement value that is
item response theory in wide-scale usage
outside the criteria simultaneously. In
trials. Analysis of the results of validation
addition to MNSQ values and ZTSD
is the average score obtained from the
values, correlation measurement values
assessment of experts and practitioners
are
and adjusted to the criteria based on
(Sumintono & Widhiarso, 2015). The
(Widoyoko, 2009).
criteria for accepted MNSQ Outfit is 0.5
Table 1 Instrument Reliability Criteria Reliability Coeficient 0,80 ≤ r
0.4
-
0.85
value is -2.0
