Analysis of test results based on the development of inquiry indicators on hydrostatic pressure material P S Dewi (1, 2*), A Widodo (1), D Rochintaniawati (3), and E C Prima (3)
1 Science Education, School of Postgraduate Studies, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
2 Primary Education, Universitas Lampung, Jl. Prof. Sumantri Brojonegoro No. 1, Bandar Lampung 35144, Indonesia
3 International Program on Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
Abstract
The study involved 30 questions consisting of 6 themes of hydrostatic pressure material, the questions were made by researchers through a process of expert guidance and then tested on 17 intermediate students. The purpose of the study was to identify the level of students^ understanding of the questions of inquiry, with different stimuli according to the theme through indicators developed by the researcher. The question instrument has been validated by 3 raters, using the ANOVA F-test method to determine the strength of the agreement on the intraclass correlation coefficients, the results are categorized as good because there are only 2 inadequate items. Furthermore, these results are aligned with Cronbach^s Alpha reliability testing and the internal consistency of each question is calculated using the product-moment correlation, the test results show 4 invalid questions. The implication of the overall results reinforces that students need science questions that encourage inquiry thinking to raise curiosity about investigative activities with stimulus questions that are by everyday science phenomena. For this reason, more optimal teacher training is needed in teaching how to deliver inquiry competencies for each phase of their activities, so that students get feedback that can be applied in their lives.
Keywords: science test questions- inquiry- indicator development
