Using scientific reasoning test as assessment tool differentiated science learning for grade VIII junior high school

Afida Nurul Sabilla, Purwo Susongko, Muriani Nur Hayati

Abstract


The process of learning science in class VIII junior high school teachers only provide direct observation of a problem to students, so that the level of scientific reasoning of students is low. This study evaluates the efficacy of junior high school students' grade VIII scientific reasoning test as a measure of differentiated science instruction. A quantitative exploratory descriptive study was conducted. Scientific reasoning instrument tests based on rudimentary, basic, and intermediate levels are being collected using Google Forms. The conclusions were formulated from the data obtained from the instrument test. Research data is analyzed using tests for construct, psychometric, and content validity. The outcomes demonstrated that the scientific reasoning test was deemed practical for use in evaluating differentiated science learning based on psychometric tests and content validity. Construct validity test on item suitability obtained 28 questions said to be in accordance with the scientific reasoning test and 4 questions said to be inappropriate. 1 out of 252 students did not have the ability to answer the scientific reasoning test on the measurement of person fit statistics, and the dominant students answered at the rudimentary level number 10 and basic number 11.

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DOI: http://dx.doi.org/10.21043/thabiea.v7i2.28625

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