Analysis of Students Critical Thinking Skills Using Partial Credit Models (PCM) in Physics Learning
Analysis of Students Critical Thinking Skills Using Partial Credit Models (PCM) in Physics Learning
复制标题
物理学习中使用部分学分模型(PCM)分析学生批判性思维能力
DOI:
10.24331/ijere.518068
复制
发表时间:
2019
期刊:
影响因子:
--
通讯作者:
H. Kuswanto
中科院分区:
文献类型:
--
作者:
D. S. Asysyifa;Jumadi;I. Wilujeng;H. Kuswanto
The ability to think is divided into low-order thinking skills (LOTS) and high-order thinking skills (HOTS). The abilities expected by the learners through physics learning is the ability to think critically. Therefore, in the assessment of physics learning outcomes of learners, should contain items that are intended to measure the ability. This study aims to analyze the critical thinking skills of learners using the response theory item (Item Response Theory / IRT), with Partial Credit Models (PCM) approach. The form of test used is two tier multiple choice (TTMC) according to the scoring polytomous. TTMC was chosen because have reasoning option to analyze critical thinking skills. PCM was chosen because it corresponds to the characteristics of the test response, namely the form of a polytomous. The subjects were sciences senior high school students. The result of parameter estimation of critical thinking ability of learners shows that there are no students who have highest critical thinking ability, 1.67% of students have high critical thinking ability, 60% of students have average critical thinking ability, 1.67% learners have low critical thinking skills, and 3.33% of learners who have lowest critical thinking skills. Thus, the critical thinking skills of learners in physics lessons still need to be developed.