<![CDATA[ABSTRAK Salah satu bentuk penelitian dan pengembangan ini bertujuan untuk memverifikasi validitas alat penilaian yang dikembangkan dan mengamati respons guru terhadapnya. Model pengembangan dimodifikasi dari model 4D dengan pendekatan define, design, dan develop. Penelitian ini melibatkan instrumen validitas untuk materi, bahasa, dan konstruksi, serta angket untuk mengumpulkan data dari guru. Lokasi pelaksanaan penelitian ini adalah SMP Negeri 1 Kerinci. Analisis data dilakukan secara kuantitatif dan kualitatif untuk mengevaluasi pengembangan Instrumen kemampuan bernalar kritis pada model problem based learning yang mengandung etnosains. Hasil pengujian validitas menunjukkan tingkat kategorisasi yang baik, yaitu aspek materi (71%), aspek konstruk (65%), dan aspek kebahasaan (77%). Respon positif dari guru terhadap alat penilaian instrumen kemampuan bernalar kritis yang dikonstruksi menunjukkan kualitas dan kepraktisan yang baik. Terbukti dengan penilaian baik pada aspek tampilan (80%), aspek kebahasaan (80%), aspek penggunaan dan penyajian (80%), serta kriteria penilaian berdasarkan kurikulum (80%). Dengan demikian, penelitian ini menunjukkan bahwa instrumen yang dikembangkan valid dan mendapat respon positif dari guru. Hal ini berpotensi memberikan kontribusi dalam meningkatkan kemampuan bernalar kritis siswa melalui pendekatan problem based learning yang bermuatan etnosains. Kata kunci— Instrumen Bernalar Kritis, Problem Based Learning, Etnosains. ABSTRACT This form of research and development aims to verify the validity of the developed assessment tool and observe teachers' responses to it. The development model was modified from the 4D model with the define, design, and develop approach. The research involved validity instruments for material, language, and construction, as well as a questionnaire to collect data from teachers. The location of this research was SMP Negeri 1 Kerinci. Data analysis was conducted quantitatively and qualitatively to evaluate the development of critical reasoning ability instruments in problem-based learning models that contain ethnoscience. The validity test results showed a good level of categorization, namely material aspects (71%), construct aspects (65%), and linguistic aspects (77%). Positive responses from teachers to the constructed critical reasoning skills instrument assessment tool showed good quality and practicality. It was proven by good assessment on the appearance aspect (80%), linguistic aspect (80%), use and presentation aspect (80%), and assessment criteria based on the curriculum (80%). Thus, this study showed that the instrument developed was valid and received positive responses from teachers. This has the potential to contribute to improving students' critical reasoning skills through a problem-based learning approach with ethnoscience content. Keywords— Critical Reasoning Instrument, Problem Based Learning, Ethnoscience]]>
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