DEVELOPMENT OF CHEMISTRY LITERACY AND CRITICAL THINKING (CLCT) ASSESSMENT INSTRUMENTS ON SOLUBILITY MATERIALS AND SOLUBILITY PRODUCT CONSTANTS TO MEASURE CHEMICAL LITERACY AND CRITICAL THINKING SKILLS Harsono (a*), Nahadi (a), Heli Siti Halimatul Munawaroh (a)
a) Department of Chemistry Education, Faculty of Mathematics and Science Education, Indonesia University of Education, Bandung-Indonesia
*drharsono368[at]gmail.com
Abstract
Very rapid and global changes in various fields of science, technology, and information certainly require people to have good and critical knowledge literacy in solving various life problems. In this study, a tool for measuring students^ literacy and critical thinking skills in learning chemistry, solubility and KSP topics was developed, which was later named Chemistry, Literacy and Critical Thinking (CLCT). The CLCT assessment was developed using the Research and Development model of the Borg-Gall framework with the participants of 108 high school students in the city of Bandung. Assessment validity data were collected using instruments measuring content validity, empirical, reliability, readability, discriminating power, difficulty level and distraction function. The results showed a multiple choice CVI of 0,96, description and attitude scale 1. 6 multiple-choice indicators and a description of 4 indicators in accordance with the indicators of chemical literacy, critical thinking, and KD K-2013. Quality of questions and valid attitude statements- Reliability of high-category multiple choice, very high category description and attitude scale- The readability of CLCT is understandable- The distinguishing power of multiple choice 10 questions (very good) and 5 questions (good), description 10 questions (very good)- Multiple choice difficulty rates of 10% (moderate), 90% (easy) and 0% (difficult). As for the description of 50% (easy), 50% (medium) and 0% (difficult)- The functioning of the distractor works properly. Pearson correlation of chemical literacy with critical thinking of 0,674 is in the strong category. An R2 of 0,454 means that critical thinking contributes 45.4% to chemical literacy. The implication of this study is to identify chemical literacy and critical thinking as the development of CLCT instrument learning. In addition, it is a reference for conducting further research on the development of CLCT instruments on other chemicals.
Keywords: CLCT instrument, chemical literacy, critical thinking, research and development, solubility and solubility product constant (Ksp)
