<![CDATA[Measuring computational and critical thinking skills in elementary mathematics requires tests supported by both theoretical and empirical evidence. This study aimed to evaluate the theoretical feasibility, empirical validity, reliability, discrimination, and difficulty of two constructed-response tests on Grade V fractions. Each test consisted of six items developed from the respective construct indicators. Theoretical validation involved five expert and practitioner validators, while empirical testing involved 28 Grade V students at SDN Kepatihan 2 Jember. The analyses included validation percentages, item-total correlations, split-half reliability using the Spearman-Brown formula, discrimination indices, and item difficulty. The computational thinking test obtained validation scores of 80% for construct, 90% for content, 94% for language, and 77% for practitioner aspects. All items met the empirical validity criterion, with correlations ranging from 0.51 to 0.73, but its reliability coefficient was 0.78, below the 0.80 criterion. The critical thinking test obtained 80%, 90%, 98%, and 74%, respectively; five items met the empirical validity criterion, while Item 6 had a correlation of 0.24 and was classified as very difficult. Its reliability coefficient reached 0.89. The findings provide initial evidence of measurement quality, although further improvement is needed in specific aspects.]]>
Copyrights © 2026
