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PENGEMBANGAN INSTRUMEN ASESMEN LITERASI KIMIA
SISWA SMA PADA MATERI LARUTAN
TESIS
Diajukan untuk Memenuhi Sebagian dari
Syarat Memperoleh Gelar Magister Pendidikan
Program Studi Pendidikan Kimia
Oleh
HANIFAH KURNIA MUCHTAR
1706388
PROGRAM STUDI PENDIDIKAN KIMIA
SEKOLAH PASCASARJANA
UNIVERSITAS PENDIDIKAN INDONESIA
2019
PENGEMBANGAN INSTRUMEN ASESMEN LITERASI KIMIA SISWA SMA
PADA MATERI LARUTAN
Oleh
Hanifah Kurnia Muchtar
S.Pd. Universitas Pendidikan Indonesia 2016
Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar
Magister Pendidikan (M.Pd.) pada Sekolah Pascasarjana Universitas Pendidikan
Indonesia
© Hanifah Kurnia Muchtar 2019
Universitas Pendidikan Indonesia
Juli 2019
Hak Cipta dilindungi undang-undang
Tesis ini tidak boleh diperbanyak seluruhnya atau sebagian,
dengan dicetak ulang, difotokopi, atau cara lainnya tanpa izin dari penulis.
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Hanifah Kurnia Muchtar, 2019 PENGEMBANGAN INSTRUMEN ASESMEN LITERASI KIMIA SISWA SMA PADA MATERI LARUTAN
Universitas Pendidikan Indonesia respository.upi.edu perpustakaan.upi.edu
i
ABSTRAK
Tujuan penelitian ini adalah menghasilkan instrumen asesmen literasi kimia yang berkualitas
pada materi larutan. Metode penelitian yang digunakan adalah Development and Validation
dengan partisipan sebanyak 108 siswa SMA kelas XI di kota Bandung. Parameter kualitas yang
diuji adalah validitas isi, validitas empirik, reliabilitas, keterbacaan, daya pembeda, tingkat
kesukaran dan keberfungsian distraktor. Instrumen penelitian yang digunakan dalam
penelitian, yaitu lembar uji validitas isi, lembar uji keterbacaan dan lembar analisis uji kualitas
butir soal. Hasil penelitian menunjukkan: nilai CVI soal pilihan berganda adalah 0,96,
sedangkan soal uraian dan skala sikap masing-masing 1. Dengan demikian, butir soal atau
pernyataan yang dikembangkan dikategorikan dapat mempresentasikan konsep atau aspek
sikap yang diujikan. Hasil analisis uji coba pengembangan menunjukkan:(1)terdapat 6 soal
pilihan berganda yang tidak valid dari 55 butir soal yang dikembangkan, sedangkan untuk
uraian semuanya valid dan untuk skala sikap terdapat 2 pernyataan yang tidak valid;
(2)keajegan soal pilihan berganda dan uraian termasuk kategori tinggi, sedangkan untuk skala
sikap keajegannya termasuk kategori sangat tinggi;(3)secara umum keterbacaan instrumen
asesmen literasi kimia yang dikembangkan hampir seluruh siswa dapat memahami instrumen
yang diberikan;(4)daya pembeda untuk soal pilihan ganda terdapat 20 soal termasuk kategori
sangat baik, 22 soal termasuk kategori baik dan 1 soal termasuk kategori cukup, sedangkan
untuk uraian seluruh soal termasuk kategori baik;(5)tingkat kesukaran untuk soal pilihan ganda
16% termasuk kategori sukar, 61% termasuk kategori sedang, dan 23% termasuk kategori
mudah, sedangkan untuk soal essai 9% termasuk kategori sukar, 75% termasuk kategori
sedang, dan 16% termasuk kategori mudah;(6)keberfungsian distraktor untuk soal pilihan
ganda terdapat 37 soal dari 42 soal yang perlu diperbaiki distraktornya. Hasil uji coba real
class menunjukkan:(1)seluruh soal dan pernyataan skala sikap yang dikembangkan valid;(2)
keajegan soal pilihan berganda termasuk kategori tinggi, sedangkan untuk soal uraian dan skala
sikap keajegannya termasuk kategori sangat tinggi;(3)secara umum keterbacaan instrumen
asesmen literasi kimia yang dikembangkan hampir seluruh siswa dapat memahami instrumen
yang diberikan;(4)daya pembeda untuk soal pilihan ganda terdapat 41 soal termasuk kategori
sangat baik dan 1 soal termasuk kategori baik, sedangkan untuk uraian 11 soal termasuk
kategori sangat baik dan 1 soal termasuk kategori baik;(5)tingkat kesukaran untuk soal pilihan
ganda 100% soal termasuk kategori sedang, sedangkan untuk uraian 23% termasuk kategori
mudah, 67% termasuk kategori sedang dan 10% termasuk kategori sukar;(6)keberfungsian
distraktor untuk soal pilihan ganda seluruh distraktornya telah berfungsi dengan baik. Dengan
demikian kualitas instrumen asesmen literasi kimia yang dikembangkan sudah baik.
Kata kunci: development and validation; instrumen asesmen literasi kimia; reliabilitas;
validitas
Hanifah Kurnia Muchtar, 2019 PENGEMBANGAN INSTRUMEN ASESMEN LITERASI KIMIA SISWA SMA PADA MATERI LARUTAN
Universitas Pendidikan Indonesia respository.upi.edu perpustakaan.upi.edu
ABSTRACT
The purpose of this research was to produce a high quality instrument to assess students’
chemical literacy on solution material. The research method used was Development and
Validation with participants were 108 high school students of class XI in Bandung city. The
quality parameters tested were content validity, empirical validity, reliability, readability,
distinguishing power, difficulty level and functioning of distractor. The instrument used in this
research were content validation sheet, readability test sheet and item test quality analysis
sheet. The results showed: CVI value of multiple choice was 0.96, while for essay and attitude
scale respectively was 1. Thus, items or statements developed were categorized to be able to
present concepts or attitude aspects being tested. Development test result showed: (1) there
were 6 invalid multiple choice item from 55 items developed, whereas for essay all items were
valid and for attitude scale there were 2 invalid statements; (2) reliability of multiple choice
and essay was high, while attitude scale was very high, (3) in general the readability of
chemical literacy assessment instruments developed almost all students could understand the
instruments given, (4) distinguishing power for multiple choice there were 20 item included
very good category, 22 item included good category and 1 item included sufficient category,
whereas for essay all item included good category, (5) the difficulty level for the multiple
choice item was 16% included difficult category, 61% included moderate category, and 23%
included easy category, while for essay 9% included difficult category, 75% included moderate
category, and 16% included easy category, (6) the functioning of distractor for multiple choice
item there were 37 item from 42 items that their distractor needed to be revised. Real class test
result showed: (1) all item of multiple choice, essay and statements of attitude scale which
were developed were valid, (2) reliability for multiple choice was high, while for essay and
attitude scale were very high, (3) in general the readability of chemical literacy assessment
instruments developed almost all students could understand the instruments given, (4)
distinguishing power for multiple choice questions there were 41 items included very good
category and 1 item included good category, while for essay 11 items included very good
category and 1 item included good category, (5) difficulty level for multiple choice questions
100% included moderate category, while for the essay 23% included easy category, 67%
included moderate category and 10% included difficult category, (6) the functioning of
distractor for multiple choice questions all distractors were functioning properly. Thus the
quality of the chemical literacy assessment instrument which was developed was good.
Keywords: chemical literacy assessment instrument; development and validation; reliability;
validation.
vi Hanifah Kurnia Muchtar, 2019 PENGEMBANGAN INSTRUMEN ASESMEN LITERASI KIMIA SISWA SMA PADA MATERI LARUTAN Universitas Pendidikan Indonesia respository.upi.edu perpustakaan.upi.edu
DAFTAR ISI
Halaman
ABSTRAK ..............................................................................................................i
ABSTRACT .......................................................................................................... ii
KATA PENGANTAR ........................................................................................ iii
UCAPAN TERIMAKASIH ................................................................................iv
DAFTAR ISI .........................................................................................................vi
DAFTAR TABEL ............................................................................................ viii
DAFTAR GAMBAR ............................................................................................. x
DAFTAR LAMPIRAN ...................................................................................... xii
BAB I PENDAHULUAN
1.1. Latar Belakang Penelitian ...................................................................... 1
1.2. Rumusan Masalah Penelitian .................................................................. 5
1.3. Pembatasan Masalah ............................................................................... 5
1.4. Tujuan Penelitian .................................................................................... 6
1.5. Manfaat Penelitian .................................................................................. 6
1.6. Penjelasan Istilah .................................................................................... 6
1.7. Struktur Organisasi Tesis ......................................................................... 7
BAB II KAJIAN PUSTAKA
2.1. Literasi Sains dan Literasi Kimia ......................................................... 8
2.2. Asesmen ............................................................................................... 13
2.3. Pengembangan Instrumen Asesmen Literasi Kimia ................................14
2.4. Kajian Penelitian Pengembangan Asesmen Literasi Kimia....................19
2.5. Ruang Lingkup Materi ...............................................................................25
BAB III METODE PENELITIAN
3.1. Metode Penelitian ............................................................................... 32
3.2. Subjek Penelitian ........................................................................................32
3.3. Partisipan .............................................................................................. 32
3.4. Prosedur Penelitian .....................................................................................33
3.5. Instrumen Penelitian ..................................................................................39
vii Hanifah Kurnia Muchtar, 2019 PENGEMBANGAN INSTRUMEN ASESMEN LITERASI KIMIA SISWA SMA PADA MATERI LARUTAN Universitas Pendidikan Indonesia respository.upi.edu perpustakaan.upi.edu
3.6. Teknik Pengumpulan Data ........................................................................42
3.7. Teknik Pengolahan Data ............................................................................44
BAB IV TEMUAN DAN PEMBAHASAN
4.1. Hasil Uji Kesesuaian Indikator terhadap Kompetensi Dasar dan Aspek
Literasi Kimia ......................................................................................... 52
4.2. Hasil Uji Validasi Isi ............................................................................. 55
4.3. Hasil Uji Coba Pengembangan.............................................................. 58
4.4. Hasil Uji Coba Real Class .................................................................... 76
BAB V SIMPULAN, IMPLIKASI DAN REKOMENDASI
5.1. Simpulan .............................................................................................. 97
5.2. Implikasi .............................................................................................. 97
5.3. Rekomendasi ........................................................................................ 97
DAFTAR PUSTAKA .......................................................................................... 99
RIWAYAT HIDUP ........................................................................................... 105
LAMPIRAN-LAMPIRAN ............................................................................... 106
99 Hanifah Kurnia Muchtar, 2019 PENGEMBANGAN INSTRUMEN ASESMEN LITERASI KIMIA SISWA SMA PADA MATERI LARUTAN Universitas Pendidikan Indonesia respository.upi.edu perpustakaan.upi.edu
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