Analysis of chemical literacy assessment instruments quality on solution materials in the development test
Hanifah Kurnia Muchtar(a*), Nahadi(b), Hernani(b)
a)Departemen Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia.
b)Departemen Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
Abstract
The purpose of this study was to produce information about assessment instruments quality to assess chemical literacy of high school students in solution material developed by researcher. Research method used was descriptive with quality parameters tested were empirical validity, reliability, readability, distinguishing power, difficulty level and distractors function. Research participants were 26 high school students class XI in Bandung. Chemical literacy assessment instrument that were tested consisted of 42 multiple choice items, 12 essay items and 26 attitude scale statements. Study results showed: (1)Empirical validity values of multiple choice questions, essays and attitude scale respectively in range 0.11-0.87, 0.4-0.8, 0.1-0.74; (2)Reliability values for multiple choice questions, essays and attitude scales respectively 0.93, 0.87, 0.94; (3)Readability test scores for multiple choice questions, essays and attitude scales respectively 97%, 99%, 100%; (4)Results of distinguishing power test for multiple choice questions and essays were in range 0.07-0.85, 0.3-0.8; (5)Difficulty level test results for multiple choice questions were 16% difficult category, 61% moderate category, and 23% easy category while for essay questions were 9% difficult category, 75% moderate category, and 16% easy category; (6)Distractor function test results for multiple choice questions were distractors of 12 questions that need to be fixed.
Keywords: Chemical literacy assessment instruments; Difficulty level; Distinguishing power; Distractors function; Empirical validity; Readability; Reliability
Topic: Chemistry Education