PENGEMBANGAN DAN VALIDASI INSTRUMEN KETERAMPILAN PEMECAHAN MASALAH BERBASIS SOCIO-SCIENTIFIC ISSUE TERINTEGRASI METAKOGNITIF MENGGUNAKAN RASCH MODEL
DOI:
https://doi.org/10.23969/jp.v11i03.62997Keywords:
Problem-solving skills, Socio-Scientific Issues (SSI), metacognition, Rasch Model, work and energy.Abstract
Problem-solving skills are essential twenty-first-century competencies that students need to develop. However, assessment instruments commonly used in schools primarily focus on learning outcomes and have not comprehensively measured students' thinking processes and metacognitive regulation. This study aimed to develop a Socio-Scientific Issue (SSI)-based problem-solving skills assessment instrument integrated with metacognitive aspects on the topic of work and energy, as well as to examine its validity, reliability, item difficulty, discriminating power, and students' problem-solving skills profile. This study employed a Research and Development (R&D) approach using the ADDIE model. The limited trial involved 33 students, while the large-scale trial involved 103 tenth-grade students of SMA YPM 2 Sukodono Sidoarjo. The data were analyzed using the Percentage of Agreement (PoA), the Rasch Model with the assistance of Winsteps software, and descriptive analysis. The results indicated that the developed instrument possessed excellent validity, with PoA values of 97.67% for content validity, 100% for construct validity, and 97.22% for language validity. Sixteen out of twenty items were empirically validated. The instrument satisfied the unidimensionality requirement, with a Raw Variance Explained by Measures value of 69.5%, and demonstrated excellent reliability, with a Cronbach's Alpha of 0.88, Person Reliability of 0.86, and Item Reliability of 0.96. The instrument also exhibited varied levels of item difficulty, good discriminating power, and indicated that students' problem-solving skills were generally at a moderate level. Therefore, the developed instrument is suitable for assessing SSI-based problem-solving skills integrated with metacognitive aspects.
Downloads
References
Aulia, L. I., & Murtiyasa, B. (2023). Analisis Profil Metakognisi Peserta didik dalam Pemecahan Masalah Matematis Ditinjau dari Gender pada Pembelajaran Matematika. Jurnal Cendekia: Jurnal Pendidikan Matematika, 07(2), 1545–1557. https://doi.org/https://doi.org/10.31004/cendekia.v7i2.2302.
Disyacita, A. (2025). Pengaruh Model Pembelajaran Socio Scientific Issue (SSI) Terintegrasi Stem Terhadap Literasi Sains Peserta Didik pada Materi Larutan Penyangga. https://repository.uinjkt.ac.id/dspace/handle/123456789/80363.
Febrina, E., & Mukhidin. (2019). Metakognitif sebagai Keterampilan Berfikir Tingkat Tinggi pada Pembelajaran Abad 21. Jurnal Ilmu Pendidikan Dan Pengajaran, 6(1), 27–29. https://ejournal.upi.edu/index.php/edusentris/article/view/73844.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906
Ilahi, D. P., Festiyed, Utami, L., & Ratih, A. (2024). Pengembangan dan Validitas Instrumen Metakognitif Peserta didik pada Pembelajaran Fisika SMA. Jurnal Pendidikan Biologi, 9(2), 1087–1098. https://doi.org/https://doi.org/10.30605/biogenerasi.v9i2.3903.
Junaidi, I., & Fitriani, W. (2025). Pemecahan Masalah dan Metakognisi dalam Proses Transfer Pengetahuan. J-CEKI: Jurnal Cendikia Ilmiah, 4(2), 1587–1592. https://doi.org/https://doi.org/10.56799/jceki.v4i2.6910.
Lestari, W., Selvia, F., & Layliyyah, R. (2019). Pendekatan Open-Ended Terhadap Kemampuan Metakognitif Peserta didik: Alternatif Pembelajaran Di Kurikulum 2013. 93–106.
Miranda, C., Nasir, M., & Rahmad, M. (2023). Analisis Metakognitif Dalam Memecahkan Masalah Pada Materi Hukum Termodinamika Kelas XI SMAN 1 Tambang. Silampari Jurnal Pendidikan Ilmu Fisika, 5(1), 88–102. https://doi.org/10.31540/sjpif.v5i1.2140.
Nasir, M. (2021). Pengembangan Instrumen Metakognisi untuk Mengukur Metakognisi Pengetahuan Peserta didik Sehubungan dengan Konsep Pernyataan Fisika. Cendekia (Jurnal Pendidikan Dan Pengajaran), 6(2), 95–107. https://doi.org/https://doi.org/10.65708/cendekia.v6i2.124.
OECD. (2023). PISA 2022 assessment and analytical framework. OECD Publishing.
Polya, G. (1973). How to solve it (2nd ed.). Princeton University Press.
Rahayu, S. (2019). Socioscientific Issues : Manfaatnya dalam Meningkatkan Pemahaman Konsep Sains, Nature of Science (NOS) dan Higher Order Thinking Skills (HOTS). https://doi.org/https://doi.org/10.13140/RG.2.2.16332.16004.
Setyarsih, W., Azninda, H., & Jatmiko, B. (2018). Identifikasi Awal Kemampuan Pemecahan Masalah Fisika Mahapeserta didik Pendidikan Unesa, Kemampuan Metakognisi Fisika, Sikap dan Strategi Pemecahan Masalahnya. 249–259. https://proceeding.unesa.ac.id/index.php/snf/article/view/4310.
Suartini, K., Tjalla, A., & Mahdiyah, M. (2023). The Influence of Students Self-Efficacy on Classic Mechanics Problem Solving Ability With the Polya Model. Journal of Teaching and Learning Physics, 8(1), 48–53. https://doi.org/10.15575/jotalp.v8i1.23356.
Taqwa, M. R. A., Purwaningsih, E., & Sulur, S. (2020). Pengembangan Instrumen Tes Kemampuan Pemecahan Masalah Mahapeserta didik pada Topik Usaha dan Energi. Jurnal Penelitian Pembelajaran Fisika, 11(2), 149–156. https://doi.org/10.26877/jp2f.v11i2.6239.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
