Identifying And Evaluating Students^ Analytical Thinking Skills In Chemistry Learning
Budi Utami, Sulistyo Saputro, Mohammad Masykuri

Universitas Sebelas Maret Surakarta

Abstract

In the 21st century, skills such as Communication, Collaboration, Critical Thinking and Problem Solving and Creativity and Innovation (known as 4 C) are very important for students. According to Facione, critical thinking skills consist of interpretation, analysis, evaluation, inference, explanation and self regulation. This study aims to evaluate students^ analytical thinking skills in Chemical Equilibrium material during chemistry lessons and determine the suitability of the items of performance assessment in measuring students^ analytical thinking skills. A quantitative descriptive method was used and data analysis was carried out using the RASCH model. The participants of this study were grade XI science students in one of the high schools in Surakarta, Central Java, Indonesia. The results showed that the easiest and most difficult analytical thinking skills were based on conclusion and judgment. Therefore, appropriate learning models are needed to improve students^ analytical thinking skills. Furthermore, based on the results of the analysis using the RASCH model, it was seen that measurement for each item on the rubric of performance assessment is in the good category and can be used to measure students^ analytical thinking skills.

Keywords: analytical thinking skills, performance assessment, chemistry learning

Topic: Chemistry and Chemistry Education