DEVELOPMENT OF A THREE-TIER MULTIPLE-CHOICE INSTRUMENT TO MEASURE THE UNDERSTANDING OF SCIENCE AND MATHEMATICS IN BUFFER SOLUTION MATERIALS

Ayuni Nindya Putri, Sri Mulyani, Endang Susilowati

Abstract

The development of three-tier multiple-choice instruments for measuring science and mathematics understanding in support solution materials, which aims to: 1) Describe the stages of developing a question instrument to measure measuring science and mathematics understanding in support solution materials, 2) Determine the feasibility of a question instrument to measuring science and mathematics understanding in support solution materials of Prembun Public Senior High School 1 student on the buffer solution material in terms of validity, reliability, level of difficulty and distinguishing feature. The research method used was Research and Development (R&D). The instrument was developed using a formative Research type development model initiated by Tessmer, consisting of 4 stages. The validity, reliability, distinguishing feature, and difficulty level results were analyzed using the Winstep application using the Rasch method. The results showed that: (1) The stages of developing a question instrument to measure the science and mathematics understanding of students consisted of 4 stages, namely the preliminary stage, the self-evaluation stage, and the formative evaluation (prototyping) stage, which included expert reviews and one-toone (low resistance to revision) and small group and field test stage (high resistance in revision). (2) The instrument to measure STEM literacy (Science, Technology, Engineering, Mathematics) that was developed was declared eligible to meet the criteria as a good question instrument with a question validity of 0.91 (valid), construct validity has met the minimum requirements with a raw variance value explained by measures > 20%, item reliability value 0.91 (outstanding category), effective discrimination and difficulty level.

Keywords

The development of the three-tier multiple choice instrument measuring science and mathematics understanding, Buffer Solution

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DOI: https://doi.org/10.20961/jpkim.v12i2.65089

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