Development Evaluation Model and Technical Evaluation Management Program Mahad Aly in The College of Islamic Religious Affairs (PTKIN) - Test Repository

ISSN: 2407-1501

PROCEEDING PROCEEDING

INTERNATIONAL CONFERENCE

  “Assessment for Improving Students' Performance” “Assessment for Improving Students' Performance” May 29 – 31 2016 Rectorate Hall and Graduate School

  

Organized by:

Study Program of Educational Research and Evaluation

  

Graduate School, Yogyakarta State University

  Proceeding

  International Conference on Educational Research and Evaluation (ICERE) 2016

  Publishing Institute

  Yogyakarta State University

  Director of Publication Prof. Djemari Mardapi, Ph.D. Board of Reviewers Prof. Djemari Mardapi, Ph.D.

  Prof. Dr. Badrun Kartowagiran Prof. Geoff Masters, Ph.D. Prof. Frederick Leung, Ph.D. Bahrul Hayat, Ph.D. Jahja Umar, Ph.D. Prof. Burhanuddin Tola, Ph.D Bambang Suryadi, Ph.D

  Editors Ashadi, Ed.D.

  Suhaini M. Saleh, M.A. Titik Sudartinah, M.A.

  Layout Rohmat Purwoko, S.Kom.

  Syarief Fajaruddin, S.Pd.

  Address

  Yogyakarta State University

  ISSN: 2407-1501 @ 2016 Yogyakarta State University All right reserved. No part of this publication may be reproduced without the prior written permission of Yogyakarta State University

  All artices in the proceeding of International Conference on Educational Research and Evaluation (ICERE) 2016 are not the official opinions and standings of editors. Contents and consequences resulted from the articles are sole responsibilities of individual writers.

  

Foreword of the Chairman

Assalamualaikum wr. wb.

  Good morning ladies and gentlemen. Praise be to Allah who has given abundant blessings so that we can hold this international conference.

  This conference is aimed at improving the quality of assessment implemented in schools and other institutions. The quality of assessment determines students’ ways of learning, so that it is hoped that the quality of education improves. Besides, this conference is a means of information exchanges in the forms of seminars dealing with results of research in educational assessment and evaluation. The expectation is that there is always improvement in educational assessment and evaluation methods, including in it is the instrument

• – both cognitive and noncognitive instruments.

  The participants of this conference are the lecturers and teachers who teach educational assessment and evaluation, practitioners of assessment and evaluation, and researchers of assessment and evaluation. This conference can be held in cooperation with the Graduate School, Yogyakarta State University, Association of Educational Evaluation of Indonesia (HEPI), and Centre for Educational Research, Ministry of Education and Culture of Indonesia, supported by the Australian Council for Educational Research (ACER), Intel, Intan Pariwara Publisher, and many other institutions. For this reason, on behalf of the Organizing Committee, I would like to thank the Rector of Yogyakarta State University, Prof. Dr. Rochmat Wahab, M.Pd., M.A., and the Director of Graduate School, Yogyakarta State University, Prof. Dr. Zuhdan Kun Prasetyo, M.Ed., and all other institutions for their assistance and contribution that have made this conference possible. I would like to thank HEPI’s Local Coordination Unit and all sponsors for supporting this conference and also all the audience for participating in this conference.

  To the committee members, both in Jakarta and Yogyakarta, I would like to thank them for the hard work they have performed and for the togetherness so that this conference can be held.

  Last but not least, we apologize for all the incoveniences you might encounter during this conference. Please enjoy the conference.

  Wassalamu’alaikum wr. wb.

  Prof. Djemari Mardapi, Ph.D.

  

Foreword of the Chairman of Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Assalamu’alaikum Wr. Wb.

  Indonesian Association for Educational Evaluation (HEPI) is a professional organization in education holding in the high esteem the principles of professionalism and knowledge development in the field of educational and psychological measurement, assessment, and evaluation. HEPI was established in November 19, 2000 in Yogyakarta, with a vision to become a professional organization that excels in the field of evaluation and measurement in education and psychology in Indonesia. Its mission is to develop up-to-date methodologies of evaluation, assessment, measurement, and data analysis in education and psychology, as well as studies of policies and technical implementation of the field for improving Indonesian education quality.

  As a professional organization, HEPI brings together experts, practitioners and interested persons in the field of evaluation, assessment, and measurement of education, psychology and other social sciences. HEPI is open to anyone who has the interest the field with no restriction in terms of educational background and working experiences. Hopefully, through HEPI, members of the association can sustainably develop themselves as professionals. The existence of HEPI is also expected to contribute to the improvement of the quality of national education through research, consultancy, seminar, conference, publication, and training for members of the organization and for public audiences.

  HEPI organizes annual workshop and conference in cooperation with the Regional Chapter of HEPI and universities. In 2016, for the first time HEPI organized International Conference on

  

Educational Research and Evaluation: Assessment for Improving Student's Performance in

  May 29-30 2016 in Yogyakarta. This conference is jointly organized by HEPI and Yogyakarta State University and supported by the Center for Educational Assessment the Ministry of Education and Culture, Australian Council for Educational Research (ACER), INTEL Indonesia, and Intan Pariwara Publisher.

  It is important to note that the choice of the HEPI 2016 conference theme is driven by the fact that the quality of our national education is still under expectation as shown by the results from School National Exam and international surveys conducted by some international agencies. HEPI believes that a number of factors contribu te to the low quality of national education, including low teacher’s knowledge and skills in classroom and school assessment. Therefore, improving the competence of teachers in classroom and school assessment is urgently required. In this context HEPI as a professional organization and individual members of the organization have to play an active role in improving teachers’ competence in quality learning assessment. In line with 2016 conference theme, HEPI invited two respected guest speakers , namely, Professor Geofferey Masters, Ph.D., Director of the Australian Council for Educational Research (ACER), who presented a paper on Assessment to Improve Student Competency and Professor Frederick Leung, Ph.D., from the University of Hong Kong, who delivered a paper on the International Assessment for Improving Classroom Assessment.

  As a tradition, in 2016 conference HEPI organized two pre-conference workshops. The first workshop is on the conceptual introduction of Rasch model by Jahja Umar, Ph.D., senior lecturer at the Faculty of Psychology, State Islamic University Jakarta and the second workshop was delivered by Heru Widiatmo, Ph.D., researcher at American College Testing (ACT) Iowa, United States on Measuring Higher Order Thinking Skills (HOTS). On behalf of HEPI, I would like to express my heartfelt gratitude to Rector of the Yogyakarta State University, invited speakers, resource persons, HEPI regional chapters, sponsors, speakers, participants, invited guests, and organizing committee who have worked hard in making this international coneference a success. Thank you very much for your participation and support and we are looking forward to seeing you in the next conference.

  Last but not least, we hope that all of us get much benefit from this conference for enhancing Indonesian quality education through quality assessment. Wassalamualaikum wr. wb. Chairman, BAHRUL HAYAT, Ph.D.

  Table of Contents Foreword of the Chairman

  i ii

  Foreword of the Chairman of Himpunan Evaluasi Pendidikan Indonesia (HEPI) Table of Contents

  iii

  Invited Speakers

  Assessment for Improving Student Performance

  Prof. Geoff Master, Ph.D.,

  International Assessment for Improving Classroom Assessment Prof. Frederick Leung, Ph.D. Educational Quality assurance For Improving Quality of Education Bahrul Hayat, Ph.D.

  Parallel Session Speakers

I. Sub Themes: Assessment Methods for Improving Student’s Performance

• Assessment Model for Critical Thinking in Learning Global Warming Scientific Approach

  1 Agus Suyatna, Undang Rosidin The Nationalism Attitude Assessment of Students of State Senior High School 1 Pakem

  8 Sleman

  Aman

  14 The Design of Formative Assessment by Inquiry Based Learning in Improving Students’ Self-Regulation

  Asih Sulistia Ningrum, Chandra Ertikanto

  Exploring the Use of One Meeting Theme-Based Extended Response A Practical Critical

  20 Thinking Assessment Tool for Classroom Practices

  Ayu Alif Nur Maharani Akbar, Rahmad Adi Wijaya

  Application of Instructional Model of Daily Assessment for Improvement of Processes

  25 Quality and Instructional Outcomes

  Benidiktus Tanujaya

  30 Assessing Student’s Pragmatics’ Knowledge at Islamic University of Riau

  Betty Sailun

  39 The Teacher’s Performance in Learning Process Management And Chemistry Learning Difficulties Identification

  Budi Utami, Sulistyo Saputro, Ashadi, Mohammad Masykuri, Nonoh Siti Aminah

  Components of Scientific Attitude for Teacher Observation in Physics Learning in Senior

  43 High School

  Elvin Yusliana Ekawati

  The Development of Psychomotor Competency Assessment on Physics Education

  48 Student of Palangka Raya University

  Enny Wijayanti

  Implementation of Authentic Assessment in Bahasa Indonesia Subject for Senior High

  55 School in West Sumbawa

  Eny Rusmaini

  59 Summative Assessment Design through the PjBL to Improve Students’ Higher-Order Thinking Skills

  Erlida Amnie

  Assessment Model Multiple Intelligences Learning Approach in Primary School

  67 Mathematics Subjects

  Helmiah Suryani, Badrun Kartowagiran

  Indicator Development of Learning Model Evaluation Instrument

  73 Herpratiwi, Tien Yulianti, Adil Fadlilah H, Bajawati Performance Assessment in Model of Learning Superflex®

  77 Huriah Rachmah The Identification of Teachers Difficulties in Implementing of 2013 Curriculum at

  84 Elementary Schools

  Ika Maryani, Sri Tutur Martaningsih

  Aerobic Gymnastics, Fitness, and Academic Grade of Health Diploma Students from

  91 Remote Areas In Indonesia

  Lucky Herawati, Maryana, Suharyono

  Analyzing the Authenticy of Authentic Assessment

  97 Luki Yunita, Salamah Agung, Eka Novi Design of Performance Assessment Based on Problem Based Learning in Improving 100 Students’ Self Regulation

  Luthfi Riadina, Agus Suyatna, Undang Rosidin

  Implementation of Performance Assessment to Increase Biology Learning Achievement 105 by Using Inquiry Model

  Murni Sapta Sari

  111 Teachers’ Belief in Implementing Feedback for Students’ Writing in ESP Classroom

  Nisrin Adelyna Darayani, Rini Amelia

  Comparison of Character Value Between Lower Class and Upper Class at Salman Al 115 Farisi 2 Elementary Integrated School

  Rosaria Irjanti, Farida Agus Setiawati

  Authentic Assessment in the Learning of Social Studies 122

  Rudy Gunawan

  The Implementation of Assessment Model Based on Character Building to Improve 129 Discipline and Student’s Achievement

  Rusijono

  136 The Design of Performance Assessment Based Guided Inquiry for Empowering Students’ Argumentation Skills

  Saiful Imam Ali Nurdin,Viyanti

  The Influence of Class Climate and Self Concept towards Achievement Motivation and 142 Physics Learning Result of Student at XI IPA Grade SMA Negeri 1 Kahu

  Satriani, Kaharuddin Arafah, Muris

  Assessment Cognitive for Physic: Development of Misconseption Physic Test for Junior 151 High School in Bangka Barat with Politomous Model (PCM)

  Sikto Widi Asta, Dedek Andrian

  158 Identifiying of Undergraduate’s Analitycal Ability about Electric Current in Transistor Using Isomorphic Assesment

  Sri Hartini, Dewi Dewantara, Misbah, Syubhan Annur

  A Performance-Based Assessment as a Current Trend in ELT: Investigating Its 162 Washback Effects on Secondary-School Student Learning

  Sumardi

  Developing an Authentic Assessment Science Process Skills, Creative Thinking Skills and 168 Manipulative Skills

  Supahar, Dadan Rosana, Zamzam F A, Ryani Andryani, Neviana Wijayanti

  Using of Self Assessment to Determine Science Process Skill and Concept Attainment 173 Through Inquiri Learning of 8th Grade Student on 21th Junior High School in Ambon

  Wa Nurlina, K. Esomar, I. H. Wenno

  Development Evaluation Model and Technical Evaluation Management Program Mahad 177 Aly in The College of Islamic Religious Affairs (PTKIN)

  Winarno

  The Development of Vocational Interest Instrumen for Career Exploration of Junior High 182 School Students

  Yudhi Satria Restu Artosandi, Sudji Munadi

  Self-Assessment of Teachers of Mathematics Vocational High School in Yogyakarta City 200 on the Performance Post-Certification

  Zuli Nuraeni

II. Sub Themes: The Use Of Psychometric Method for Majoring Student’s Competence

• The measurement Model of Historical Consciousness 206

  Aisiah

  Anbuso: Practical Software to Perform Item Analysis 215

  Ali Muhson, Barkah Lestari, Supriyanto, Kiromim Baroroh

  Estimating of Students Capability Growth in Vertical Equating with Rasch Model Test 221

  Anak Agung Purwa Antara

  Diagnostic Test Characteristics of Learning Difficulties in Mathematics for Science Class 225 12th Grader

  Apri Triana, Heri Retnawati

  Assessing Science Process Skills using Testlet Instrument 231

  Ari Syahidul Shidiq, Sri Yamtinah, Mohammad Masykuri

  The Effect of Multiple Choice Scoring Methods and Risk Taking Attitude toward Chemistry 235 Learning Outcomes (An Experiment at SMA Negeri 13 Kota Bekasi, West Java)

  Awaluddin Tjalla, Sari Fitriani

  Development of Personal Integrity Scale: Construct Validity 242

  Bambang Suryadi, Yunita Faela Nisa, Nenang Tati Sumiati

  Argument-based Validity of Situational Judgment Test for Assessing Teaching Aptitude 248

  Budi Manfaat

  Horizontal Equating in Accounting Vocational Theory Test Based on Mean/Mean Method 253 of Item Response Theory

  Dian Normalitasari Purnama, Sigit Santoso

  The Effect of Number of Common Items on the Accuracy of Item Parameter Estimates 259 with Fixed Parameter Calibration Method

  Dina Huriaty

  Analysis of Inter-Rater Consistency in Assessment Final Project Fashion Study Program 265

  Emy Budiastuti

  Using Fuzzy Logic to Select Item Test in Computerized Base Testing 269

  Haryanto

  An Application of the Generalized Logistic Regression Method in Identifying DIF (Analysis 276 of School Examination in Soppeng)

  Herwin

  Effects of Complexity Matter and Grouping Students of the Statistics Analysis Capabilities 284

  Ismanto

  Construct Validity of the TGMD-2 in 7 289

• –10-Year-Old Surakarta Children with Mild Mental Disorder

  Ismaryati

  Measurement of the Quality of Mathematics Conceptual Understanding through Analysis 296 of Cognitive Conflict with Intervention

  Iwan Setiawan HR, Ruslan, Asdar

  Modification of Randomized Items Selection and Step-Size Based on Time Response 302 Model to Reduce Item Exposure Level of Conventional Computerized Adaptive Testing

  Iwan Suhardi

  Characterics of an Instrument of Vocational Interest Scales 310

  Kumaidi

  Rasch Model Analysis for Problem Solving Instrument of Measurement and Vector 315 Subject

  Mustika Wati, Yetti Supriyati, Gaguk Margono

  Analysis of Mathematical Reasoning Ability of Elementary School Students Using Timss 320 Test Design

  Noening Andrijati

  326 The Accuracy of Testees’ Ability Estimation of The Essay Test and Testlets in Mathematics Through The Graded Response Model (GRM) Application

  Purwo Susongko, Wikan Budi Utami

  The Comparison of Logistics Model on Item Response Theory: 1 Parameter (1pl), 2 333 Parameters (2pl), And 3 Parameters (3pl)

  Rida Sarwiningsih, Heri Retnawati

  Validity and reliability examination of indicators development materials instruction at 342 Elementary School base on Curriculum 2013

  Rochmiyati

  Analisys Item Information Function on the Test of Mathematics 348

  Rukli

  Misuses Cronbach Alpha On Achievement Tests 355

  Satrio Budi Wibowo

  Item Discrimination of Two Tier Test on Hydrolysis of Salt 360

  Sri Yamtinah, Haryono, Sulistyo Saputro, Bakti Mulyani, Suryadi BU

  An Analysis of Test Quality by Using ITEMAN 366

  Tia Nur Istianah, Desrin Lebagi

  An Analysis of Person Fit Using Rasch Model 372

  Yessica Mega Aprita, Yolandaru Septiana

  Detecting Students Learning Difficulties Using Diagnostic Cognitive Tests 380

  Yuli Prihatni

III. Sub Themes:

• Developing Instruments of Educational Assessment Development and Implementation of Higher Order Thinking Skills Instruments in Physics 385 Education

A. Halim, Yusrizal

  Developing Picture Series and Vocabulary to Increase English Speaking Skill 390

  Agustina Ellyana, Ketut Martini and Agus Risna Sari

  Indonesian Adaptation Scale of Zung Self-Rating Anxiety Scale (SAS) 394

  Alfiannor Luthfi Hasain

  Development Hypothetical Model Resources Management Studies Teachers of Hindu 399 Religion

  Aris Biantoro, I Made Sutharjana, Wayan Sukarlinawati

  Indonesian Adaptation of Organizational Commitment Questionnaire from Meyer & Allen, 406 2004

  Baqiyatul Auladiyah

  Creativity Problems Test Form Students Complete Description of Learning Connection 411 with Learning Outcomes Counting Mathematics in Primary

  Darmiyati

  Effectiveness Guided Discovery Aprroachment Through Cooperative Learning Think Pair 418 Share (TPS) Type in Terms of Students’ High Order Thinking Skill (HOTS)

  Deny Sutrisno

  Indonesian Adaptation on Scale of Readiness for Organizational Change 421

  Dharan Atasya Rakhmat

  Developing Achievement Tests in Physics For Classroom Assessment 427

  Dhien Astrini, Kumaidi

  The Development of Evaluation Model Education Life Skill Program Out of School 434 Education

  Edi Subarkah

  Development of Performance Assessment in Guided Inquiry Learning to Improve 440 Metacognitive Skills and Student’s Achievement

  Endah Handayani, Sunarmi, Murni Saptasari

  Design Student Development Work Sheet (Learning Cycle) 5E to Improve Student 445 Learning Outcomes High School Class X

  Feryco Candra, Chandra Ertikanto

  Development of Vocational Interest Scale: A preliminary study of the psychometrics 449 properties*

  Firmanto Adi Nurcahyo

  Contextual Approach Using Pictures as a Media Increased Result and Motivation of 455 Mathematical Learning (Mathematical Learning of Fractional Addition by Equalizing the Denominator)

  Ihsana El Khuluqo, Ningrum Rosyidah

  The Content Validity of the Evaluation Model in the Affective Domain in Islamic Education 461 Instruments

  Iskandar Tsani

  Developing Science Process Skill Instrument of Islamic Senior High Schools 467

  Kadir, Sri Wahyuningsih, Abd. Rahman A. Ghani

  Online Exam Model of Item Response Theory Based Cat Using Moodle Learning 473 Management System

  Khairawati

  Developing an Accreditation Model of Secondary School 483

  Marjuki, Djemari Mardapi, Badrun Kartowagiran

  Developing an Instrument for Assessing the Performance of High School Physics Teacher 490

  Nurul Fitriyah Sulaeman, Badrun Kartowagiran

  Analysis Instruments Test Reading for Academic Purpose Students of English Education 496 Unisnu Jepara

  Nusrotus Sa’idah, Hayu Dian Yulistianti

  Learning Evaluation Model Design with Multiple Choice Tests for Field Studies Exact 502 Sciences

  Nyenyep Sriwardani

  Bhagavad Gita Video for Hinduism Education Lampung 506

  Nyoman Siti, I Komang Arteyasa, Ni Made Indrayani

  Development of Authentic Assessment Instrument at Grade Four Elementary School in 511 Malang

  Puri Selfi Cholifah, Muhardjito, Eddy Sutadj

  Model Employee Performance Evaluation of Economics Graduate Degree in Bali 517

  Putri Anggreni

  Hypothetical Model Development of Electrical Torso Learning Media Circulation System 523 for Students Skill Formation of Critical Thinking and Scientific Attitude Senior High School in Lampung Timur

  Ririn Noviyanti, Sisca Puspita Sari Nasution

  Developing a Creative Thinking Assessment Model for Kindergarten Teachers 531

  Risky Setiawan

  Indonesian Adaptation Scale for Job Content Questionnaire (JCQ) 539

  Sandra Jati Purwantari

  Development of Assessment Instruments of Art Painting Production Integrated With 546 Character for Assessing Learners’ Field Work Practice in Vocational High School

  Trie Hartiti Retnowati, Djemari Mardapi, Bambang Prihadi

  Analyzing the Quality of English Test Items of Daily, Mid Semester and Final School 556 Examinations in Bandar Lampung: (Assessment and Evaluation in Language Teaching)

  Ujang Suparman

  Developing A Pedagogical Commitment Instrument 567

  Wasidi

  Adaptation and Construct Validation of the Indonesian Version of the Utrecht Work 574 Engagement Scale

  Yulia

IV. Sub Themes:

• Program Evaluation for Improving Quality of Education The Effectiveness of The Boarding Teacher Professional Development Program: an 579 Approach of Process Evaluation

  Friyatmi

  The Effect of Formative Test Types and Attitudes toward Mathematics on Learning 584 Outcomes

  Hari Setiadi, Sugiarto, Rini

  An Evaluation Model of Character Education in Senior High School 591

  Hari Sugiharto, Djemari Mardapi

  An Evaluation on the Implementation of Lesson Plans for Early Childhood Education 598 Center (PAUD) Located Around IAIN Surakarta

  Hery Setiyatna

  The Effect of Cooperative Learning Model Type Group Investigation with Self Assessment 602 Reinforcement and Learning Interest toward the Physics Learning Result of Students at Grade Xi SMA Negeri 1 Watubangga Kolaka

  I Gede Purwana Edi Saputra, H.M. Sidin Al

  Effect of Cognitive and Emotif Techniques in Counseling Rational Emotif Behavior 611 Therapy toward Tendency Aggressive Behavior Based on Type of Personality Among Students of SMP Negeri 4 Denpasar

  I Wayan Susanta

  THE EVALUATION OF THE SCHOLARSHIP DEGREE PROGRAM FOR THE ISLAMIC 617 RELIGIOUS EDUCATIONAL TEACHERS AT SCHOOL

  Ju’subaidi

  The Influence of Teacher Pedagogical Competence and Emotional Intelligence towards 624 Motivation and Physics Learning Result of Student at XI IPA Grade SMA Negeri 1 Watansoppeng

  Kaharuddin Arafah, Adnani Yuni, Muris

  Evaluating Policy Implementation Indicators in Decentralized Schools 633

  Lilik Sabdaningtyas, Budi Kadaryanto

  Identification Critical Thinking Skills of SMA Muhammadiyah 1 Banjarmasin Students to 641 the Matter Dynamic Electricity

  Misbah, Saiyidah Mahtari, Sayid Muhammad Hasan

  The Influence of the Socio-Cultural-Based Learning Device to Student Academic 645 Performance

  Muhammad Nur Wangid, Ali Mustadi

  The Influence of Teacher Professional Competence and Interpersonal Intelligence 651 Towards Motivation and Physics Learning Result of Student at XI MIA Grade Sma Negeri

  1 Pangkajene

  Murniaty M, Kaharuddin Arafah, Subaer

  Evalution Study to Career Guidance Service-Program of Vocational High Schools in 660 Banjarmasin

  Nina Permatasari, Djaali , Ma’ruf Akbar

  Cipp Evaluation of The Learning in Cultural Dialogue During Unsoed Intercultural 666 Summer-Camp

  Oscar Ndayizeye, Agrégé TEFL

  Evaluating Basic English Test Items for Non-English Students from Teachers 673 Perspectives

  Prihantoro

  Is the German Language Text Too Short for the Senior High School Students? 679

  Ryan Nuansa Dirga, Primardiana Hermilia Wijayati

  Evaluation of Managerial Leadership Ability of Senior High School Headmasters in 686 Sleman

  Sabar Budi Raharjo, Lia Yuliana

  Evaluation of Social Attitude Core Competence (KI-2) Implementation in State Elementary 691 School in Yogyakarta

  Siti Aminah, Yulian Sari

  The Evaluation of The Foreign Language Intensification Program for the Students of UIN 696 Allauddin Makassar

  Sitti Mania

  Evaluation of the Civilizing Moral Character Implementation in Elementary School 701

  Sulthoni

  The Evaluation of 2013 Curriculum Implementation on Thematic Integrative toward Math 706 Subject for Elementary School In East Lombok

  Syukrul Hamdi

  

IN LEARNING GLOBAL WARMING SCIENTIFIC

APPROACH

Agus Suyatna, Undang Rosidin

  PhysicsEducation Post graduate Study Program, University of Lampu asuyatna@yahoo.com

  Abstract

  — Global warming may have an impact on food shortages, natural disasters, floods, economic disruption, massive migration, can even trigger a war. Learning and assessment of global warming is essential implemented to provide an understanding of the causes and impact of global warming on the life. Critical thinking assessment needed to foster the idea of solving the problem of global warming and its impact on life in the future. This study aims to: describe the students' understanding of the causes and effects of global warming for life, describing the need of critical thinking assessment, designing the critical thinking assessment on global warming learning using scientific approach that can foster the idea of solving the problem of global warming. Data were collected using a written test on the j u n i o r a n d s e n i o r high school students and a questionnaire to teachers of physics in Lampung province. The data analysis includes qualitative and quantitative analysis. Design assessment conducted through literature review and expert validation. The results showed: (1) the students' understanding of the causes and effects of global warming for life is still low, (2) teachers of physics require a model assessment of learning global warming using scientific approach to foster the idea of solving the problem of global warming, (3) critical thinking assessment on learning global warming using scientific approach, measure all indicators of critical thinking on every component of scientific approach using techniques and test forms adapted to the indicator.

  

Keywords: assessment , critical thinking, global warming, scientific approach

I.

  I NTRODUCTION Carbon emissions continue to rise will cause the thick of greenhouse gases in the atmosphere. This layer will forward the heat coming from the sun but will retain heat in the earth's surface is called the greenhouse effect. The greenhouse effect is very much needed by all living things on earth, because without it, the planet would be very cool. However, if the gases are excessive in the atmosphere, will lead to global warming (1). One of the most critical environmental subjects of 21th century is Global warming (2). Intergovernmental Panel on Climate Change (IPCC) has concluded that most of the increase in global average temperature is most likely caused by increased concentrations of greenhouse gases due to human activities. Global warming may have an impact on food shortages, natural disasters, floods, economic disruption, massive migration, can even trigger a war (3). Rising global temperatures are expected to cause other changes such as rising sea levels, increased intensity of extreme weather phenomena, as well as changes in the amount and pattern of precipitation. The effects of global warming include agricultural output, loss of glaciers and the extinction of various animal species (2). Greenhouse gases (water vapor, carbon dioxide, methane, etc) existing in the atmosphere, trapping sunrays and making earth’s atmosphere warmer. Whereas some of these gases are naturally found in the atmosphere, human activity increases the amount of particular gases (4-6). There are two main approaches to slow the increase in greenhouse gases. First, protecting trees and planting more trees. Second, reduce the production of greenhouse gases, by reduce the burning of fossil. Both ways this can be done if there is an awareness of the community about the impact of global warming.

  People's knowledge about global warming is still low. This is demonstrated by the behavior and activities of the people who contributed to the thick greenhouse gases. Most of these greenhouse gases produced by animal husbandry, burning of fossil fuels in motor vehicles,

  ICERE 2016 - 1

ASSESSMENT MODEL FOR CRITICAL THINKING

  2 - ICERE 2016

  modern factories, farms, Nitrogen Oxide (NO) from fertilizers, and the gases used in refrigerators and air conditioners (CFC), as well as plants electricity. The destruction of forests which should serve as storage of CO

  2 is also a contributor to greenhouse gases because trees that die will

  release the CO

  2 stored in their tissues into the atmosphere. Forest fires are also the largest contributor to greenhouse gases in Indonesia.

  The public's understanding of the causes of global warming and its impact on life and the environment is very important. An understanding of this is expected to be able to form a disapproval of the behavior that can lead to global warming and foster the ideas to solving the impact of global warming. Therefore, people need to be educated about the causes of global warming and its impact on life and the environment. Learning communities can be started at high school students who are part of the community. As students are among the most trainable stratums of the society, it is essential to discover their knowledge and perception of greenhouse effect to prepare the best kind of educational program for them (7).

  One of the educational efforts that can be done is applying critical thinking assessment on learning the scientific approach. Critical thinking assessment needed to foster the idea of solving the problem of global warming and its impact on life in the future. Critical thinking in very simply stated, the ability to analyze and evaluate information. Critical thinkers raise vital questions and problems, formulate them clearly, gather and assess relevant information, use abstract ideas, think open-mindedly, and communicate effectively with others. Critical thinking is an important and necessary skill because it can help you deal with mental and spiritual questions, and it can be used to evaluate people, policies, and institutions, thereby avoiding social problems (8).

  They are involved in dialog, debate, writing, and problem solving,” as well as higher-order thinking, such as analysis, synthesis, and evaluation. The encouragement of critical thinking can be accomplished in any content area by modification of lectures and the incorporation of simple active learning techniques (9). Indicators of critical thinking skills are the skill of asking and answering questions, consider whether the source is reliable or not, identifying terms and consideration of a definition, determines the action to be taken, and the skills to make a conclusion (10). This indicator will be used to design assessment of global warming with a scientific approach

  Assessments have various purposes such as assessment for learning, assessment of learning and assessment to learning. To assess the critical thinking skills needed authentic assessment. Authentic assessment is defined as a real assessment. Which measures the ability of students from all aspects. Authentic assessment is defined as an actual vote. It is necessary for assessment using a variety of techniques. A variety of assessment methods should be able to measure all aspects of a students knows and the students did. Authentic assessment based on scientific literacy is a form of assessment of real, meaningful for the students, are able to develop high-level thinking skills and scientific literacy containing dimensions (concepts, processes, and context) (11). Development of scientific literacy assessment instrument is based on an understanding of the concepts and methods of science, technology and the impact of science on the environment (12). The essence of this form of assessment is that the assessment is based on several sources. Some things that clearly characterize the application of authentic assessment is to measure all aspects of learning, including the process, performance and product (13). Benefits of using authentic assessment, as stated is as follows. First, the use of authentic assessment allows direct measurement of the performance of students. Second, authentic assessment give an opportunity to the students to construct learning results. Third, authentic assessment allows the integration of the activities of teaching, learning and assessment activities into one integrated package. Fourth, authentic assessment gives students the chance to show the results of their study, work performance, in a way that is considered the most (11).

  Good planning should also be applied in the assessment activities that are part of the learning activities. Steps to be taken in the development of authentic assessment in global warming learning, which cover three aspects: (1) the assessment of the attitude that includes self- assessment techniques and journals; (2) an assessment of knowledge using written test with a form of multiple choice questions and essay; (3) The skills assessment includes an assessment of performance, project, and portfolio. Valuation techniques are selected according to indicators of critical thinking on global warming learning using scientific approach.

  This study aims to: describe the students' understanding of the causes and effects of global warming for life, describing the need of critical thinking assessment, designing the critical thinking

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  assessment on global warming learning using scientific approach that can foster the idea of solving the problem of global warming impact.

  RESEARCH METHOD II. The sample consisted of teachers and students. Sample of students taken from 11 senior high school and 7 junior high school spread over the district in the Province of Lampung.

  Students who become the sample are students who have studied the topic of global warming and which have not. Details about the sample presented in Table 1. The total sample of teachers as many as 15 people become from 3 senior high school.

  Table 1. THE BACKGROUND OF THE STUDENT SAMPLE School and grade Already studying N global warming

  Senior High School grade 11 yes 196 Senior High School grade 10 no 126 Junior High School grade 8 yes 165

  Junior High School grade 7 no

  86 Total 573 Data were collected using a written test about global warming knowledge in the form of an objective test consisting of 15 questions. Each question has three choices, true, false, and do not know. Before using, the instruments validity and reliability tested first. Data were analyzed using independent sample t-test, one way ANOVA, and multiple comparison.

  Data collected from the teachers using questioner about how teachers teach global warming, teaching problem, and the need for teachers to global warming learning program. This data was analyzed qualitatively.

  AND DISCUSSION

  III. RESULTS

  A. Results The results of the written test the understanding of global warming are presented in Table 2.

  Knowledge about global warming of student in Lampung Province was low. The average of score 3.6 of 10 scale. The average student only able to answer questions correctly as much as 36%. The highest average score obtained by the student of grade 11 who have learned about global warming.

  Table 2. STUDENT SCORE OF GLOBAL WARMING KNOWLEDGE School and level Already studying N average global warming

  Senior High School grade 11 yes 196

  4.1 Senior High School grade 10 no 126

  3.6 Junior High School grade 8 yes 165

  3.5 Junior High School grade 7 no

  86

  3.2 Average

  3.6 The learning experience of global warming influence have effect on test scores. This is indicated by one-way ANOVA test results, there was significant difference (p = 0.000 < 0.05) in scores obtained knowledge of global warming.

  The results of a further test for the average difference in test results between grade and learning experiences of global warming are presented in Table 3. Average scores were significantly different that students grade 11 with grade 10, grade 8, and grade 7. otherwise there

• .16333 .023 -.8883 -.0465 3 .1254 .15113 .840 -.2640 .5148 4 .4194 .18502 .107 -.0573 .8961
• .16333
• .16923
• .20008

• .16923
• 1.0289 -.1568 4 .2940 .19024 .411 -.1962 .7842
• .20008
• 1.4023 -.3713 3 -.2940 .19024 .411 -.7842 .1962
• gender

  a. R Squared = .041 (Adjusted R Squared = .029)

  Corrected Total 1205.610 572

  3.518 3 1.173 .573 .633 Error 1156.038 565 2.046 Total 8848.530 573

  Learning experience

  Learning experience 37.582 3 12.527 6.123 .000 gender .634 1 .634 .310 .578

  7 7.082 3.461 .001 Intercept 6560.369 1 6560.369 3206.303 .000

  a

  Source Type III Sum of Squares df Mean Square F Sig. Corrected Model 49.572

  Table 4. STUDENT TESTS OF BETWEEN-SUBJECTS EFFECTS Dependent Variable: Score

  4. Junior High School grade 7, global warming has not learned Further testing is done to determine the effect of gender differences and interaction between the learning experience by gender using Two Way ANOVA. The test results showed no difference in learning outcomes due to differences in gender and no interaction between the learning experience of global warming by gender (Table 4).

  3. Junior High School grade 8, already studying global warming

  2. Senior High School grade 10, global warming has not learned

  1. Senior High School grade 11, already studying global warming

  Note: *. The mean difference is significant at the 0.05 level.

  4 2 -.4194 .18502 .107 -.8961 .0573 1 -.8868

  .000

  .003

  3 2 -.1254 .15113 .840 -.5148 .2640 1 -.5928

  .3713 1.4023

  .000

  .1568 1.0289 4 .8868

  .003

  .0465 .8883 3 .5928

  .023

  1 2 .4674

  2 1 -.4674

  Lower Bound Upper Bound

  Difference (I-J) Std. Error Sig. 95% Confidence Interval

  Table 3. . MULTIPLE COMPARISONS OF STUDENT (I) Class (J) Class Mean

  was no significant difference. It shows that global warming learning at the senior high school make differences in learning outcomes, while at the junior high school level is not.

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  ICERE 2016 - 5 B.

   Discussion

  From the first question, about global warming is a natural event that there are 68% of students answered that the events of global warming is not a natural event means that human intervention in it. Question number 2 and 3 are questions to dig information about gases triggers the greenhouse effect, 23% of students confirmed that hydrogen, helium and neon are greenhouse gases and 13% stated that animals such as cows produce greenhouse gases. It shows most students do not understand the gases triggers the greenhouse effect. Question 7 regarding ozone obtained information that 81% of students believe that the holes in the ozone layer of the earth will increase the greenhouse effect, this is a misconception of the greenhouse effect. Question number 14 regarding the result of the greenhouse effect, as many as 58% of students stated skin cancers are caused by the greenhouse effect, in fact, skin cancer is caused by depletion of the ozone layer.

  Based on the results of tests analysis and interviews with students, it can be seen the following matters. Student understanding on global warming can be grouped into three part: causes, impacts and solutions of global warming. Among the three sections, most do not understand is the cause and determine the solution. They are generally difficult to link the causes, impacts and solutions.