A formative assessment model of critical thinking in mathematics learning in junior high school
This study aims to obtain a valid and reliable formative evaluation model of critical thinking. The method used in this research was the research and development by integrating Borg & Gall's model and Plomp's development model. The ten steps Borg & Gall’s model were modified into...
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| Format: | Article |
| Language: | English |
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Universitas Negeri Yogyakarta
2015-12-01
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| Series: | REID (Research and Evaluation in Education) |
| Subjects: | |
| Online Access: | https://journal.uny.ac.id/index.php/reid/article/view/6472 |
| _version_ | 1797285383625506816 |
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| author | R Rosnawati Badrun Kartowagiran Jailani Jailani |
| author_facet | R Rosnawati Badrun Kartowagiran Jailani Jailani |
| author_sort | R Rosnawati |
| collection | DOAJ |
| description | This study aims to obtain a valid and reliable formative evaluation model of critical thinking. The method used in this research was the research and development by integrating Borg & Gall's model and Plomp's development model. The ten steps Borg & Gall’s model were modified into five stages as the stages in the Plomp's model. The subjects in this study were 1,446 students of junior high schools in DIY, 14 mathematics teacher, and six experts. The content validity employed was expert judgment, the empirical validity and reliability used were loading factor, item analysis used PCM 1PL, and the relationship between disposition and critical thinking skill used was structural equation modeling (SEM). The developed formative evaluation model is the procedural model. There are five aspects of critical thinking skill: mathematic reasoning, interpretation, analysis, evaluation, and inference, which entirely composed of 42 items. The validity of the critical thinking skill instruments achieves a significance degree as indicated by the lowest and the highest loading factors of 0.38 and 0.74 subsequently, the reliability of every aspect in a good category. The average level of difficulty is 0.00 with the standard deviation of 0.45 which is in a good category. The peer assessment questionnaire of critical thinking disposition consists of seven aspects: truth-seeking, open-minded, analysis, systematic, self-confidence, inquisitiveness, and maturity with 23 items. The critical thinking disposition validity achieves the significance degree as indicated by the lowest and the high factor loading of 0.66 and 0.76 subsequently, and the reliability of every aspect in a good category. Based on the analysis of the structural equation model, the model fits the data. |
| first_indexed | 2024-03-07T18:02:23Z |
| format | Article |
| id | doaj.art-2350a54220204d58a954b980a712e985 |
| institution | Directory Open Access Journal |
| issn | 2460-6995 |
| language | English |
| last_indexed | 2024-03-07T18:02:23Z |
| publishDate | 2015-12-01 |
| publisher | Universitas Negeri Yogyakarta |
| record_format | Article |
| series | REID (Research and Evaluation in Education) |
| spelling | doaj.art-2350a54220204d58a954b980a712e9852024-03-02T10:23:56ZengUniversitas Negeri YogyakartaREID (Research and Evaluation in Education)2460-69952015-12-011218619810.21831/reid.v1i2.64726403A formative assessment model of critical thinking in mathematics learning in junior high schoolR Rosnawati0Badrun Kartowagiran1Jailani Jailani2Yogyakarta State UniversityYogyakarta State UniversityYogyakarta State UniversityThis study aims to obtain a valid and reliable formative evaluation model of critical thinking. The method used in this research was the research and development by integrating Borg & Gall's model and Plomp's development model. The ten steps Borg & Gall’s model were modified into five stages as the stages in the Plomp's model. The subjects in this study were 1,446 students of junior high schools in DIY, 14 mathematics teacher, and six experts. The content validity employed was expert judgment, the empirical validity and reliability used were loading factor, item analysis used PCM 1PL, and the relationship between disposition and critical thinking skill used was structural equation modeling (SEM). The developed formative evaluation model is the procedural model. There are five aspects of critical thinking skill: mathematic reasoning, interpretation, analysis, evaluation, and inference, which entirely composed of 42 items. The validity of the critical thinking skill instruments achieves a significance degree as indicated by the lowest and the highest loading factors of 0.38 and 0.74 subsequently, the reliability of every aspect in a good category. The average level of difficulty is 0.00 with the standard deviation of 0.45 which is in a good category. The peer assessment questionnaire of critical thinking disposition consists of seven aspects: truth-seeking, open-minded, analysis, systematic, self-confidence, inquisitiveness, and maturity with 23 items. The critical thinking disposition validity achieves the significance degree as indicated by the lowest and the high factor loading of 0.66 and 0.76 subsequently, and the reliability of every aspect in a good category. Based on the analysis of the structural equation model, the model fits the data.https://journal.uny.ac.id/index.php/reid/article/view/6472formative evaluationcritical thinkingmathematics learning |
| spellingShingle | R Rosnawati Badrun Kartowagiran Jailani Jailani A formative assessment model of critical thinking in mathematics learning in junior high school REID (Research and Evaluation in Education) formative evaluation critical thinking mathematics learning |
| title | A formative assessment model of critical thinking in mathematics learning in junior high school |
| title_full | A formative assessment model of critical thinking in mathematics learning in junior high school |
| title_fullStr | A formative assessment model of critical thinking in mathematics learning in junior high school |
| title_full_unstemmed | A formative assessment model of critical thinking in mathematics learning in junior high school |
| title_short | A formative assessment model of critical thinking in mathematics learning in junior high school |
| title_sort | formative assessment model of critical thinking in mathematics learning in junior high school |
| topic | formative evaluation critical thinking mathematics learning |
| url | https://journal.uny.ac.id/index.php/reid/article/view/6472 |
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