Instrument Development: Problem Solving, Independence, and Communication Skills, integrated with Bakpia Making in the Material on Quantity and Measurement

Nisya Indriyanti Irawan (Universitas Negeri Yogyakarta)
Ayu Mar'ati Barokatun Ni'mah
Edi Istiyono

Formatif : Jurnal Ilmiah Pendidikan MIPA
Vol. 15 No. 2 (2025): Formatif: Jurnal Ilmiah Pendidikan MIPA

Assessing 21st-century skills such as problem solving, independent learning, and communication poses a significant challenge, as traditional assessments often fail to measure them holistically. This study aims to fill this gap by developing and validating a set of integrated assessment instruments—cognitive, affective, and psychomotor—contextualized with the local wisdom of bakpia making. The goal is to produce valid and reliable instruments that meet modern psychometric standards and can be applied to high school students. This study uses a quantitative development method, adapting the Wilson, Oriondo and Antonio model. The process includes three main stages: instrument design (developing a framework and items based on relevant theory), expert validation, and field testing on 10th-grade students at a public high school in Yogyakarta. The data were analyzed using the Rasch Model (Model 1-PL for cognitive; Graded Response Model for affective and psychomotor) to evaluate item fit, reliability, difficulty index, and item discrimination. The results showed that all three instruments had consistently strong psychometric properties. The cognitive instrument (problem solving) was valid, with item INFIT MNSQ values ranging from 0.80 to 1.27. This instrument was also highly reliable (Cronbach's alpha = 0.78) and had a good difficulty level distribution. The affective instrument (learning independence) was also proven to be valid (INFIT MNSQ = 0.86–1.18) and highly reliable (Cronbach's alpha = 0.90). Similarly, the psychomotor instrument (communication) is valid with an INFIT MNSQ value of 0.82–1.19 and shows exceptional reliability (Cronbach's alpha = 0.95). The positive item discrimination values on all instruments further reinforce their quality. In conclusion, this study successfully developed a valid, reliable, and contextually relevant integrated assessment instrument to measure 21st-century skills. These findings provide a practical model for educators to implement culture-based holistic assessments, which offer a comprehensive evaluation of student competencies beyond factual knowledge.