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Journal : Jendela ASWAJA

PROFIL LITERASI SAINS SISWA SMA KELAS X PADA MASA PANDEMI COVID-19 Fanni Zulaiha; Nurcahya Meisadewi
Jendela ASWAJA Vol. 3 No. 01 (2022): Maret
Publisher : LPPM UNU CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (606.878 KB)

Abstract

Pandemi Covid-19 menyebabkan banyak perubahan yang terjadi termasuk di sektor pendidikan. Pemerintah mengeluarkan status darurat dengan kebijakan siswa belajar dari rumah yang mengharuskan kegiatan belajar dilaksanakan secara daring. Selain itu, dalam rangka mengantisipasi makin melebarnya dampak yang terjadi dalam pembelajaran masa pandemi terhadap ketertinggalan pembelajaran (learning loss) dan kesenjangan pembelajaran (learning gap), Pemerintah mengeluarkan Keputusan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 719/P/2020 Tentang Pedoman Pelaksanaan Kurikulum Pada Satuan Pendidikan Dalam Kondisi Khusus. Tujuan penelitian ini adalah memberikan gambaran literasi sains siswa SMA Kelas X di Kota Cirebon selama masa pandemi Covid-19. Penelitian ini menggunakan metode deskriptif-kuantitatif. Teknik sampel yang digunakan yaitu teknik sampel jenuh. Instrumen penelitian yang digunakan mengadopsi instrument literasi sains OECD PISA assessment tahun 2018. Berdasarkan hasil penelitian dan analisis data didapatkan bahwa sebanyak 17% siswa berada dalam kategori cukup dan 83% siswa berada dalam kategori sangat rendah.
Konstruksi Instrumen Tes Kemampuan Proses Sains Mata Pelajaran IPA SD Dewika, Erna; Zulaiha, Fanni; Suganda, Mikkey Anggara
Jurnal Jembatan Efektivitas Ilmu dan Akhlak Ahlussunah Wal Jama'ah Vol 6 No 2 (2025): Juni
Publisher : LPPM UNU CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52188/jeas.v6i2.1432

Abstract

This study aims to develop a Science Process Skills (SPS) test instrument for elementary school science subjects that meets the criteria of validity and reliability. The background of this research is the low level of students’ SPS, which has not been adequately facilitated due to the limited availability of appropriate evaluation instruments. The research employed a test construction and validation approach, involving fourth-grade students as the trial sample. The instrument was designed in the form of multiple-choice two-tier test items covering eight aspects of SPS: observing, classifying, interpreting data, formulating hypotheses, designing experiments, communicating, measuring, and drawing conclusions. Content validity was examined through expert judgment and readability testing, while empirical validity was analyzed using SPSS. Reliability was measured using Cronbach’s Alpha coefficient. The results showed that out of 32 developed items, 20 items (62.5%) were valid, while 12 items (37.5%) were eliminated. The instrument reliability reached a Cronbach’s Alpha value of 0.659, indicating an adequate level of internal consistency. Thus, the developed instrument can be considered feasible to consistently measure students’ science process skills. This research provides a significant contribution to the availability of authentic evaluation instruments and supports teachers in designing more targeted science learning. Future research is recommended to apply the Item Response Theory (IRT), involve larger and more diverse samples, and integrate the instrument into digital platforms to make it more adaptive to the demands of 21st-century learning.