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All Journal Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) FONDATIA Pelita Eksakta PAKAR Pendidikan Hydrogen: Jurnal Kependidikan Kimia JagoMIPA: Jurnal Pendidikan Matematika dan IPA Jurnal Pijar MIPA Journal of Educational Sciences Chimica Didactica Acta : Journal of Chemistry and Chemistry Education
Aini, Faizah Qurrata
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Religion Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Other

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Journal : Journal of Educational Sciences

 1 
Development of Test Instruments to Test Students' Understanding of Macroscopic, Sub-Microscopic and Symbolic Levels in Acid-Base Titration Material Using the Rasch Model Febi Edinda Putri, Febi Edinda Putri; Aini, Faizah Qurrata
Journal of Educational Sciences Vol 7. No. 2. April 2023
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.2.p.269-281

Abstract

This study created a test instrument that can test students' understanding of the macroscopic, sub-microscopic and symbolic levels in acid-base titration material that has been tested for validity, reliability, difficulty index and differential power of the questions . This development research uses the Rasch model. The subjects of this study were four lecturers, two high school chemistry teachers and 35 students of SMA N 2 Padang. The object is the quality of the test instrument that meets the criteria of validity, reliability, difficulty index and discriminatory power . Data analysis used the MiniFac and Ministep programs. This study has 10 stages, namely: (1) Defining the construct, (2) Identifying the construct, (3) Designing the items, (4) Testing the product, (5) Analyzing the data, (6) Reviewing the results of the analysis, (7) Reviewing the map wright, (8) Repeat steps 4-7, (9) Claim product quality, (10) Develop documentation. The results showed that the suitability of validation by experts using the MiniFac program was the exact agreement and expected agreement values were very close, namely 95.8% and 95.4%, this indicated that the results of this analysis fit the model and its estimation. Likewise testing of students using the Ministep program. Each item can be said to be valid because it meets the criteria of the MNSQ, ZSTD and PtMean Corr. The instrument is also claimed to be reliable because it has a value of 0.92 . The difficulty index and discriminating power of the items also varied from the easiest to the most difficult .
Development of Test Instrument to Assess Students' Understanding on Macroscopic, Sub-Microscopic, and Symbolic Levels of Acid-Base Topics Using Rasch Model Sulvianti, Arifah; Aini, Faizah Qurrata
Journal of Educational Sciences Vol 7. No. 2. April 2023
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.2.p.282-295

Abstract

Students' conceptual understanding on acid-base topic has not been assessed comprehensively in multiple representation. The test instrument is needed to determine levels of students' understanding on acid-base topic comprehensively. This research developed an instrument to asses students' understanding on acid-base concept based on macroscopic, sub-microscopic and symbolic levels that is claimed valid, reliable, had good difficulty index and discriminatory item. This research is Research and Development (R&D) using Rasch model. The research procedure adopted ten stages by Wei, et al in 2012. The research instrument is questionnaire sheet given to subjects from chemistry lecturers and chemistry teacher. The data were analyzed using Rasch model assisted by minifacet and ministep software. The exact agreement value is 89,2% which have small range from the expect agreement with a percentage of 89,5%. It’s mean that, there is a fit between the results of expert's agreement and the results of estimated model. The pilot test results showed that all items have reached valid criteria based on the MNSQ, ZSTD, and Pt-Mean Corr. The reliability value is 0,80 in the good category. Difficulty index has variations of easy, medium, and difficult items. The discriminatory item is able to distinguish three levels of student ability.
Design of Science Process Skills Instruments Reaction Rate Material: Rasch Model Approach Apriyani, Difva; Aini, Faizah Qurrata
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.157-172

Abstract

The assessment process conducted by teachers tends to focus on understanding chemistry rather than the students' science process skills. This is because there are no available assessment instruments to measure students' science process skills, resulting in the chemistry learning outcomes in the independent curriculum not being fully achieved. This research aims to develop an assessment instrument that can measure students' science process skills on the topic of reaction rates. This instrument was developed using ten stages of the Rasch model and consists of 24 multiple-choice questions based on the aspects of science process skills in the independent curriculum. Field test results were analyzed using Ministep software, and it was found that all questions were declared valid because they met the MNSQ, ZSTD, and Pt Mean Corr criteria. The reliability value of 0.84 falls into the good category, and it also has good difficulty and discrimination indices according to the Rasch model. The results of the study indicate that the developed science process skills assessment instrument is suitable for use.
Development of Scientific Process Skill Assessment Instrument on Stoichiometry Using Rasch Model in the Merdeka Curriculum Pertiwi, Nadia; Aini, Faizah Qurrata
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.241-255

Abstract

The achievement of learning outcomes in the Merdeka Curriculum with respect to the assessment of scientific process skills remains unobservable. Teachers frequently conduct assessments that focus primarily on students' knowledge, while assessments targeting scientific process skills are rarely implemented. This is concerning because scientific process skills is part of the learning outcomes expected in the Merdeka Curriculum. Furthermore, there is a lack of assessment instruments in the form of tests that could assist teachers in measuring students' scientific process skills. This study used a research and development method using the Rasch model. The assessment instrument consisted of 24 multiple choice questions. The study involved three chemistry lecturers from the FMIPA at Universitas Negeri Padang, two chemistry teachers, and students from SMA Negeri 5 Padang as research subjects. Field test results were analyzed using Ministep software, which demonstrated that all items met the criteria for validity (based on outfit MNSQ, ZSTD, and Pt Mean Corr), reliability, varied difficulty levels (ranging from very difficult to very easy), and good item discrimination indices.
Analysis of Merdeka Curriculum Chemistry Textbooks on Atomic Structure Based on Multirepresentation of Chemistry Nafisah, Aura Zahra; Aini, Faizah Qurrata
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.274-287

Abstract

Atomic structure is a basic topic in chemistry learning that is very important as a foundation for other materials. Understanding this concept requires representations that are able to describe abstract concepts more concretely, with textbooks acting as the main learning resource. Textbooks help learners understand abstract concepts through various forms of representation. However, the chemistry textbooks of the Merdeka Curriculum still show shortcomings, such as the use of inappropriate representations and sourced from the internet. This study analyzes how the representation in the two Merdeka Curriculum chemistry textbooks used in SMA/MA Padang city, with an analysis based on Gkitzia's criteria. The results of this study indicate that chemistry textbooks A and B are dominated by 44% sub-microscopic and 36% macroscopic aspects (C1), in books A and B the surface features of the representations are generally explicit (C2), the representations of books A and B show that they are completely related and linked to the text (C3), in book A the no caption of the representation, while in book B the are existence of problematic caption (C4), books A and B the degree of correlation between representations comprising a multiple one is generally insufficiently linked (C5).
Description of Chemical Multirepresentation on Acid-Base Material in Merdeka Curriculum Chemistry Textbooks Septiani, Anggi; Aini, Faizah Qurrata
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.352-365

Abstract

The concept of acid-base is an essential and complex material because it is abstract. Textbooks play an important role in helping students' understanding through the use of representations to describe chemical phenomena that can make it easier for students to understand the material, especially on difficult material. However, the representations in the merdeka curriculum chemistry textbooks are generally sourced from websites or platforms that cannot be trusted. This study aims to analyze multirepresentation on acid-base material in the chemistry textbooks of the merdeka curriculum, using the method developed by Gkitzia. The data source in this study is the merdeka curriculum chemistry textbook which is generally used in SMA / MA Padang City. The results of this study show that textbook A and textbook B are dominant in the type of symbolic representation 64% and 50% (C1), book A and book B are generally explicit (C2), the relatedness to text, in book A is generally completely related and linked, book B is completely related and unlinked (C3), in book A and book B there is generally no caption (C4), the relationship between representations in book B is generally not quite related (C5).
Study of Chemical Multirepresentation on Chemical Bonding Material in Independent Curriculum Chemistry Textbooks Fadila, Iffa; Aini, Faizah Qurrata
Journal of Educational Sciences Vol. 9 No. 3 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.3.p.1137-1152

Abstract

Textbooks are one of the teaching materials that have an important role in understanding student representation. A meaningful approach can provide understanding to students by using images or visuals to illustrate different levels of representation in chemical phenomena contained in textbooks. One of the chemical materials that requires the role of chemical representation to provide a more realistic visualization for students about abstract chemical concepts is chemical bonding material. The concept in chemical phenomena that emphasizes three levels of chemical representation can provide a complete understanding if it is able to link the three levels of representation. The representations presented in the textbooks that were analyzed generally came from websites that were not scientifically trusted. This study aims to analyze the multi-representation of independent curriculum chemistry textbooks on chemical bonding material using five criteria developed by Gkitzia et al. (2011). The data sources in this study were six chemistry textbooks for the Independent Curriculum for SMA/MA which were compared with standard books. The results of this study indicate that the six textbooks generally have the following types of representation: (C1) multiple typology, but no mixed representation, (C2) explicit typology, (C3) fully related and related typology, (C4) typology of the existence of appropriate information, and (C5) fairly related typology.
Development of Test Instruments to Test Students' Understanding of Macroscopic, Sub-Microscopic and Symbolic Levels in Acid-Base Titration Material Using the Rasch Model Putri, Febi Edinda; Aini, Faizah Qurrata
Journal of Educational Sciences Vol. 7 No. 2 (2023): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.2.p.269-281

Abstract

This study created a test instrument that can test students' understanding of the macroscopic, sub-microscopic and symbolic levels in acid-base titration material that has been tested for validity, reliability, difficulty index and differential power of the questions . This development research uses the Rasch model. The subjects of this study were four lecturers, two high school chemistry teachers and 35 students of SMA N 2 Padang. The object is the quality of the test instrument that meets the criteria of validity, reliability, difficulty index and discriminatory power . Data analysis used the MiniFac and Ministep programs. This study has 10 stages, namely: (1) Defining the construct, (2) Identifying the construct, (3) Designing the items, (4) Testing the product, (5) Analyzing the data, (6) Reviewing the results of the analysis, (7) Reviewing the map wright, (8) Repeat steps 4-7, (9) Claim product quality, (10) Develop documentation. The results showed that the suitability of validation by experts using the MiniFac program was the exact agreement and expected agreement values were very close, namely 95.8% and 95.4%, this indicated that the results of this analysis fit the model and its estimation. Likewise testing of students using the Ministep program. Each item can be said to be valid because it meets the criteria of the MNSQ, ZSTD and PtMean Corr. The instrument is also claimed to be reliable because it has a value of 0.92 . The difficulty index and discriminating power of the items also varied from the easiest to the most difficult .
Development of Test Instrument to Assess Students' Understanding on Macroscopic, Sub-Microscopic, and Symbolic Levels of Acid-Base Topics Using Rasch Model Sulvianti, Arifah; Aini, Faizah Qurrata
Journal of Educational Sciences Vol. 7 No. 2 (2023): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.2.p.282-295

Abstract

Students' conceptual understanding on acid-base topic has not been assessed comprehensively in multiple representation. The test instrument is needed to determine levels of students' understanding on acid-base topic comprehensively. This research developed an instrument to asses students' understanding on acid-base concept based on macroscopic, sub-microscopic and symbolic levels that is claimed valid, reliable, had good difficulty index and discriminatory item. This research is Research and Development (R&D) using Rasch model. The research procedure adopted ten stages by Wei, et al in 2012. The research instrument is questionnaire sheet given to subjects from chemistry lecturers and chemistry teacher. The data were analyzed using Rasch model assisted by minifacet and ministep software. The exact agreement value is 89,2% which have small range from the expect agreement with a percentage of 89,5%. It’s mean that, there is a fit between the results of expert's agreement and the results of estimated model. The pilot test results showed that all items have reached valid criteria based on the MNSQ, ZSTD, and Pt-Mean Corr. The reliability value is 0,80 in the good category. Difficulty index has variations of easy, medium, and difficult items. The discriminatory item is able to distinguish three levels of student ability.
Co-Authors Apriyani, Difva Desyafrianti, Vanny F, Fina Afrihany Fadila, Iffa Fauzana Gazali Febi Edinda Putri, Febi Edinda Putri Fitri, Bali Yana Hasanah, Hasnatul Kurnia, Reni Nafisah, Aura Zahra Naibaho, Sriwahyuni Oktavianti, Femi Pangestuti, Annisa Dewi Pebriani, Nur Indah Pertiwi, Nadia Putri, Febi Edinda Rindiany, Nindy Aprillia Salsabila, Diva Septiani, Anggi Sulvianti, Arifah Suryani, Okta Wandyka, Ayu Yerimadesi Yerimadesi