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ABSTRAK
Indonesia menduduki peringkat ke-63 dari 64 negara peserta PISA 2012 yang menunjukkan literasi sains siswa masih sangat rendah. Pengujian soal NOSLiT menunjukkan bahwa dari 35 soal yang diteskan kurang dari 50% yang dapat menjawab lebih dari 17 soal. Analisis konten tes perlu dilakukan mengingat daerah di Indonesia yang luas dan beragam. Asesmen yang digunakan perlu disesuaikan dengan kondisi di Indonesia. Tujuan penelitian ini adalah mengembangkan asesmen modifikasi Nature of Science Literacy Test (NOSLiT) untuk mengukur literasi sains siswa SMA. Metode penelitian yang digunakan model prosedur Borg & Gall (1983) yang dimodifikasi yaitu: 1) penelitian dan pengumpulan informasi; 2) perencanaan; 3) pengembangan desain; 4) validasi desain; 5) revisi produk pertama; 6) uji coba terbatas; 7) revisi produk kedua; 8) tahap uji lapangan operasional, dan 9) revisi produk akhir. Sampel uji lapangan adalah 91 siswa dari SMAN 1 Ngawi, SMAN 3 Madiun dan SMAN 1 Magetan. Hasil penelitian menunjukkan bahwa karakteristik asesmen modifikasi NOSLiT dikembangkan berdasarkan framework asli NOSLiT yang terdiri dari: 1) scientific nomenclature; 2) intellectual process skills; 3) rules of scientific evidence; 4) postulate of science; 5) scientific disposition; 6) major misconception about science (Wenning, 2006). Kelayakan produk dijamin melalui validitas isi dengan kategori “baik”; validitas konstruk dengan kategori “baik”; validitas butir soal “rendah”, proporsi tingkat kesukaran 34,29% mudah; 40,00% sedang; dan 25,71% sulit, daya beda soal dengan interpretasi “kurang” hingga “baik”. Validitas eksternal asesmen modifikasi NOSLiT diperoleh indeks uji korelasi (r) sebesar 0,164 menunjukkan tidak adanya hubungan yang signifikan antara siswa mengerjakan asesmen modifikasi NOSLiT dengan PISA.
Kata kunci : literasi sains, tes literasi sains, asesmen modifikasi NOSLiT
ABSTRACT
Indonesia was ranked 63 out of 64 participating countries PISA 2012 which concluded that the average ability of students' scientific literacy is very low. Tests showed that the NOSLiT matter of 35 questions that tested was less than 50% were able to answer more than 17 questions. Analysis of the content and distribution of tests was needed considering the area in Indonesia is very wide and varied. Assessment that was used needs to be adjusted to the conditions in Indonesia. The aims of this research is develop of Nature of Science Literacy Test (NOSLiT) modification assessment to measure science literacy of senior high school students. The method used models procedure Borg and Gall (1983) that modified, which consists of nine stages, namely: 1) research and information collecting; 2) planning; 3) develop preliminary form of product; 4) preliminary field testing 5) main product revision; 6) main field testing; 7) operational product revision; 8) operational field testing; 9) final product revision. The sample of main field test were 91 students of SMAN 1 Ngawi, SMAN 3 Madiun and SMAN 1 Magetan. The results showed that the characteristics of the NOSLiT modification assessment developed based on the original framework NOSLiT that consist of six includes: 1) scientific nomenclature; 2) intellectual process skills; 3) rules of scientific evidence; 4) postulate of science; 5) scientific disposition; 6) major misconception about science (Wenning, 2006). The feasibility of the product was guaranteed through the content validity that categorized as "good"qualification; construct validity categorized as "good" qualification; the validity of the item is "low " category, the proportion of difficulty is 34.29 % is easy; 40.00 % is moderate; and 25.71 % is difficult, discrimination power categorized as " less" to "good" qualification. The external validity of NOSLiT modification assessment obtained correlation index (r) of 0.164 showed no significant relationship between students worked NOSLiT modification assessment with PISA.
Keywords : scientific literacy, scientific literacy test, NOSLiT modification assessment