IDENTIFIKASI KETERAMPILAN BERPIKIR KRITIS MELALUI ANALISIS INSTRUMEN PENILAIAN PADA PROGRAM STUDI MAGISTER PENDIDIKAN IPA UNIVERSITAS MATARAM - Andayani, Yayuk; Hakim, Aliefman; Savalas, L.R.Telly (Universitas Mataram, 2014)
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