RINGKASAN JURNAL A TEST OF ANALYTICAL THINKING AND CHEMICAL REPRESENTATION ABILITY ON 'RATE OF REACTION TOPIC
A TEST OF ANALYTICAL THINKING AND CHEMICAL REPRESENTATION ABILITY ON 'RATE OF REACTION' TOPIC
An analytical thinking skill is considering as an extension of understanding of phenomenon and as a prelude to evaluating or creating. These thinking ability make the students to break the things (situations, practices, problems, statements,ideas, theory, arguments) into their component parts and establish how each parts are related
each other and to an overall structure or objective (Anderson &Krathwohl, 2001; Thaneerananon, Triampo, &Nokkaew, 2016). The indicators of analytical thinking skill include cognitive process of differentiating (Anderson &Krathwohl, 2001; Areesophonpichet, 2013; Mayer, 2002; Ramirez &Ganaden, 2008; organizing (Anderson & Krathwohl, 2001; Areesophonpichet, 2013); and attributing (Areesophonpichet, 2013; Mayer, 2002; Ramirez &Ganaden, 2008). Analytical thinking leads the students to differentiate between facts and opinions, similarities and
differences, and causes and effects. After that, the students also have to compare and analyze the consistent and contrary or irrational information given. Then, students have to identify the key matters by summarize that relevant information
into one concept. Consequently, a learning which promote analytical thinking skill is a learning to determine the relevant or important parts of information, the ways in which the parts of an information are configured, and the underlying the purpose of those information
In the chemistry learning instruction, required a good students’ understanding of the chemistry concept. The students’ understanding of chemistry concept can be viewed by the multiple representation levels. Recent study showed that the use of multiple representation instruction leads the improving of students’concept understanding (Abdurrahman, Liliasari, Rusli, & Waldrip, 2011). The construction of a test based on multiple representation approaches is needed. It can use to explore deeply the students’ ability of chemical representation. Moreover, the study also construct the test based on aspects of analytical thinking as the part of higher order thinking skills. Hence, the test is more useful because has two dimensions to explore the students’ achievement. It will be the pilot study to construct alternative of assessment to support chemistry learning. Such a new assessment would first have to be demonstrated to be a valid and reliable measure of students’ achievement.
In addition, the instrument is using the polytomous scales, hence the item characteristics analysiswassuitable usingtheRasch model withPCM-1PL approach. Several test assumptions were calculated before using the Rasch model with PCM-1PL. The first was the uni-dimensionality test that aims to test
whether each item of the instrument is measure one variable or one ability only (Reckase, 1979). The uni-dimensionality assumption test also well-known as the construct validity of the instrument. If the uni-dimensionality test was fulfilled, so that the construct validity also fulfilled. The factor analysis was used to obtain the uni-dimensionality assumption test of the instrument. The objective of the factor analysis is to identify the relationship among variables by seeking the computational result on Eigen value in the matrix of intercultural variancecovariance.
Development of a good instrument is a long process by iterative procedure. The final version of TAT-MR has 22 items that fit with the Rash model. It is consisting of three aspects of analytical thinking skills and four levels of MR. The number of item on each analytical thinking skills aspects were well distributed on 8 items ofdifferentiateaspect, 9 items on organize aspect, and 5 items covering on attributed aspect. Meanwhile, the level of MR consisting the macroscopic level of 4 items, the sub-microscopic level spreading on 6 items, the symbolic level covering the 10 items, and also the mathematics level with 2 items.The reliability of person and item found in high and excellent category respectively. The item difficulty was well distributed on very easy, easy, medium, difficult,until very difficult category. According to IF test, it is indicating that the participants in this study who conducted the tests provide good information with the smallest measurement error done by the students who have the ability about 0 logit.Moreover, the result of this study showedthat the TAT-MR have a high validity in content, face and construct. This suggests that the TAT-MR is potential to be a useful instrument for chemistry teachers and researcher for measuring the students’ analytical thinking and students’ chemical representation in rate of reaction topi.
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