<![CDATA[Abstrak. Penelitian ini bertujuan untuk mengetahui jenis-jenis keterampilan berpikir
kritis yang dikembangan melalui instrumen penilaian pada Program studi
Magister Pendidikan IPA Universitas Mataram. Instrumen penilaian yang dikembangkan
oleh dosen- dosen pengampu matakuliah Program Studi Magister Pendidikan
IPA (PSMIPA) Program Pascasarjana Universitas Mataram dicocokkan
dengan indikator keterampilan berpikir kritis yang dikembangkan oleh Ennis
(1985). Respon dosen- dosen pengampu matakuliah PSMIPA Program Pascasarjana
Universitas Mataram terhadap hasil analisis instrumen penilaian dan indikator
berpikir kritis dijaring melalui FGD. Dalam kegiatan FGD juga diidentifikasi
pola dan strategi pembelajaran yang dapat mengembangkan keterampilan
berpikir kritis di PSMPIPA Unram. Hasil penelitian menunjukkan sub indikator
keenam keterampilan berpikir kritis yaitu keterampilan membuat deduksi dan
mempertimbangkan hasil deduksi sebanyak 26,7% dan sub indikator kedua yaitu
menganalisis argumen sebanyak 32,2% merupakan sub indikator paling banyak
digunakan dalam instrumen penilaian PSMIPA Program Pascasarjana Universitas
Mataram. Dari hasil FGD disimpulkan bahwa instrumen penilaian yang dikembangkan
harus lebih mendorong mahasiswa untuk berpikir kritis dari katagori
yang sederhana menuju ke kompleks dan instrumen dapat berupa penugasan atau
ujian yang sifatnya open books atau take home.
Kata kunci: Keterampilan berpikir kritis, instrumen penilaian
Abstract: The purpose of this study is to determine the kinds of critical thinking
skills which are developed through assessment instruments in Science Education
Program, Graduate School University of Mataram. Assessment instruments were
developed by lecturers of Science Education Program, Graduate School University
of Mataram that were matched with indicators of critical thinking skills Ennis
(1985). Lecturer responses on the study results were captured through Focus
Group Discussion (FGD). FGD also identified the patterns and learning strategies
that can develop critical thinking skills in Science Education Program, Graduate
School University of Mataram. The results showed that the sub-indicators of
made deduction and deduction considered (26.7%) and sub-indicator of analyzed
arguments (32.2%) were the most widely used in the assessment instruments of
Science Education Program, Graduate School University of Mataram. FGD results
concluded that the assessment should be developed to encourage students to
think critically from the simple category to complex category, and the instrument
can be an assignment or examination which is conducted an open books or take
home.
Keywords: Critical thinking skills, assessment instruments, Master of Science
Education]]>
