Article Sidebar

Download
pdf
Statistic
Read Counter : 350 Download : 437

Downloads

Download data is not yet available.

Main Article Content

Abstract

Penelitian ini bertujuan untuk mengembangkan instrumen pengukuran literasi lingkungan siswa dengan menggunakan pendekatan model Rasch serta mengetahui gambaran secara umum tingkat literasi lingkungan siswa berdasarkan instrumen pengukuran yang dikembangkan. Jenis penelitian ini ialah penelitian  dan pengembangan dengan mengadaptasi model pengembangan Mark Wilson. Subjek ujicoba dalam penelitian ini ialah siswa Sekolah Menengah Atas Negeri kelas XI yang terdapat di Kabupaten Gowa sebanyak 350 responden yang tersebar dari 5 sekolah Negeri. Pemilihan sampel menggunakan teknik convenience sampling. Instrumen pengumpulan data dalam penelitian ini mencakup dua jenis yaitu lembar validasi ahli dan instrumen pengukuran yang dikembangkan. Teknik analisis adalah  analisis validitas isi menggunakan formula Aiken V dan analisis karakteristik butir menggunakan model Rasch. Hasil penelitian mengungkapkan bahwa dalam analisis validitas Aiken V terdapat 45 butir yang memiliki nilai indeks V > 0,60. Kemudian, dalam analisis karakteristik butir menggunakan model Rasch menunjukkan bahwa terdapat 38 butir yang fit. Pada ujicoba instrument  tes literasi lingkungan yang dikembangkan diketahui bahwa pada umumnya siswa berada pada pengelompokan abilitas yang rendah.  Kesimpulan, pengembangan instrumen layak digunakan untuk mengukur literasi lingkungan dan pada umumnya tingkat kecakapan literasi lingkungan siswa dikategorikan rendah. Temuan ini mengindikasikan perlunya upaya lebih lanjut kebijakan pendidikan untuk meningkatkan literasi lingkungan dan tanggung jawab di kalangan generasi muda.

Keywords

instrumen pengukuran literasi lingkungan model Rasch siswa SMA

Article Details

How to Cite
Dharma, S., Ilhamuddin, Jaelani, A. K., Ariah , F., & , S. (2024). Desain Instrumen Pengukuran Literasi Lingkungan Siswa SMA dengan Menggunakan Pendekatan Model Rasch . Jurnal Pendidikan Dan Kebudayaan, 9(2), 218 - 236. https://doi.org/10.24832/jpnk.v9i2.5126

References

  1. Adams, A., Calvo, E., Francis, H., Patel, H., Hartley, C., & Giofre, D. (2021). Characteristics of the preschool home literacy environment which predict writing skills at school. Reading and Writing, 34(9), 2203–2225. https://doi.org/10.1007/s11145-021-10133-w
  2. Altun, D., Tantekin, F., & Hartman, D. (2022). Preliterate Young Children’s Reading Attitudes: Connections to the Home Literacy Environment and Maternal Factors. Early Childhood Education Journal, 50(4), 567–578. https://doi.org/10.1007/s10643-021-01177-2
  3. Anggara, D. S., & Abdillah, C. (2023). Content validity analysis of literacy assessment instruments. Cakrawala Pendidikan, 42(2), 447–459. https://doi.org/10.21831/cp.v42i2.55900
  4. Angraeni, D., Suherman, A., & Guntara, Y. (2020). Aplikasi Rasch Model: Pengembangan Fluids Assessment (Fass) Berdasarkan Taxonomy of Introductory Physics Problems (TIPP). Jurnal Penelitian Pembelajaran Fisika, 11(2), 135–143. doi.org/10.26877/jp2f.v11i2.5903
  5. Azwar, S. (2019). Reliabilitas dan Validitas. Pustaka Pelajar.
  6. Berlian, M., Efendi, S., & Yuliastrin, A. (2023). Pemetaan Literasi Lingkungan Pada Materi Pencemaran Lingkungan. Jurnal Literasi, 14(1), 47–58.
  7. Bigozzi, L., Vettori, G., & Incognito, O. (2023). The role of preschoolers’ home literacy environment and emergent literacy skills on later reading and writing skills in primary school: A mediational model. Frontiers in Psychology, 14(1), 1–10. https://doi.org/10.3389/fpsyg.2023.1113822
  8. Bulut, O., Gorgun, G., & Yildirim, E. (2021). Estimating Explanatory Extensions of Dichotomous and Polytomous Rasch Models: The eirm Package in R. Psych, 3(3), 308–321. https://doi.org/10.3390/psych3030023
  9. Chan, S. W., Looi, C. K., & Sumintono, B. (2021). Assessing computational thinking abilities among Singapore secondary students: a Rasch model measurement analysis. Journal of Computers in Education, 8(2), 213–236. https://doi.org/10.1007/s40692-020-00177-2
  10. Che, N., Tasir, Z., & Jumaat, N. (2022). An Evaluation of The Online Social Learning Environment Instrument (OSLEI) Using Rasch Model Analysis. SAGE Open, 12(2), 1–16. https://doi.org/10.1177/21582440221104083
  11. Daniyarti, W. (2022). Pendidikan Literasi Lingkungan Sebagai Penunjang Pendidikan Akhlak Lingkungan. Tamaddun Journal of Islamic Studies, 1(2), 89–101. doi.org/10.55657/tajis.v1i2.43
  12. Davidowitz, B., & Potgieter, M. (2016). Use of the Rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry. International Journal of Science Education, 38(9), 1483–1503. doi.org/10.1080/09500693.2016.1196843
  13. Demir, S. (2023). Analysis of Peer and Self-Assessments Using the Many-facet Rasch Measurement Model and Student Opinions. Journal of Measurement and Evaluation in Education and Psychology, 14(3), 266–286. https://doi.org/10.21031/epod.1344196
  14. Dwiliesanti, W., & Yudiarso, A. (2022). Rasch Analysis of The Indonesian Version of Individual Work Performance Questionnaire (IWPQ). Jurnal Pengukuran Psikologi Dan Pendidikan Indonesia, 11(2), 153–167. doi.org/10.15408/jp3i.v11i2.24157
  15. Elsa, S., & Mardiana, E. (2022). Development of Test Instruments to Measure Middle School Students’ Creative Thinking Ability. EduMatika: Jurnal MIPA, 2(4), 167–171. https://doi.org/10.30596/jcositte.v1i1.xxxx
  16. Erman, A., Karakaya, I., & Sata, M. (2020). Evaluation of university students’ rating behaviors in self and peer rating process via many facet rasch model. Eurasian Journal of Educational Research, 2020(89), 25–46. https://doi.org/10.14689/ejer.2020.89.2
  17. Farida, F., Alamsyah, Y., & Suherman, S. (2023). Assessment in Educational Context: The Case of Environmental Literacy, Digital Literacy, and its Relation to Mathematical Thinking Skill. Revista de Educacation a Distancia, 23(76), 2. doi.org/10.6018/red.552231
  18. Hanafi, Y., Aprilia, N., Nurusman, A., & Purwanto, A. (2021). Analisis Kebutuhan Pengembangan Instrumen Literasi Lingkungan Untuk Mahasiswa. Jurnal Ekstakta Pendidikan (JEP), 5(2), 174–180. doi.org/10.24036/jep/vol5-iss2/604
  19. Hariyadi, E., Maryani, E., & Kastolani, W. (2021). Analisis literasi lingkungan pada mahasiswa pendidikan geografi. Gulawentah:Jurnal Studi Sosial, 6(1), 1–16. doi.org/10.25273/gulawentah.v6i1.6685
  20. Hanafi, Y., Aprilia, N., Nurusman, A., & Purwanto, A. (2021). Analisis Kebutuhan Pengembangan Instrumen Literasi Lingkungan Untuk Mahasiswa. Jurnal Ekstakta Pendidikan (JEP), 5(2), 174–180. doi.org/10.24036/jep/vol5-iss2/604
  21. Hariyadi, E., Maryani, E., & Kastolani, W. (2021). Analisis literasi lingkungan pada mahasiswa pendidikan geografi. Gulawentah:Jurnal Studi Sosial, 6(1), 1–16. doi.org/10.25273/gulawentah.v6i1.6685
  22. Hartono, W., Hadi, S., Rosnawati, R., & Retnawati, H. (2022). Uji Kecocokan Model Parameter Logistik Soal Diagnosa Kemampuan Matematika Dasar. JNPM (Jurnal Nasional Pendidikan Matematika), 6(1), 125–136. https://doi.org/10.33603/jnpm.v6i1.5899
  23. Hayat, B., Dwirifqi, M., Putra, K., & Suryadi, B. (2020). Comparing Item Parameter Estimates And Fit Statistics Of The The Rasch Model From Three Different Traditions. Jurnal Penelitian Dan Evaluasi Pendidikan, 24(1), 39–50. https://doi.org/10.21831/pep.v24i1
  24. Hidayatullah, H., & Mufit, F. (2023). Five-Tier Multiple-Choice Instrument for Assessing Students’ Understanding of the Straight Motion. Indonesian Journal of Educational Research and Review, 6(2), 250–265. https://doi.org/10.23887/ijerr.v6i2.52366
  25. Hilmawan, H., Musthafa, B., & Agustin, M. (2022). Enhancing students’ literacy skills through social constructivism-based literacy learning environment model. Cypriot Journal of Educational Sciences, 17(10), 3614–3624. https://doi.org/10.18844/cjes.v17i10.7842
  26. Hudha, M., Vennita, E., Putri, R., & Kumala, F. (2021). Analysis of Student Understanding Related to Environmental Literature in Elementary School with Science Technology Community Approach. Jurnal Penelitian Pendidikan, 24(2), 144–160. https://doi.org/10.20961/paedagogia.v24i1.54232
  27. Isa, Z., & Azid, N. (2022). Multimedia constructivism instrument: Validity and reliability analysis. International Journal of Evaluation and Research in Education, 11(4), 1818–1824. https://doi.org/10.11591/ijere.v11i4.22730
  28. Jamaludin, J., Lay, Y. F., Khoo, C. H., & Leong, A. S. Y. (2021). Examining The STEM Science Achievement Test Using Rasch Dichotomous Measurement Model. Jurnal Pendidikan IPA Indonesia, 10(4), 571–584. https://doi.org/10.15294/jpii.v10i4.29405
  29. Ketut, S., Dantes, N., Arnyana, I., Suarni, N., Suartama, I., & Suranata. (2022). Developing testing instruments to measure science literacy of elementary school students. Cypriot Journal of Educational
  30. Khalid, N., Yusof, I., Latif, A., & Jani, M. (2023). Psychometric properties of teacher classroom assessment literacy instrument using Rasch model analysis. International Journal of Evaluation and Research in Education, 12(2), 638–646. https://doi.org/10.11591/ijere.v12i2.23607
  31. Lukman, H., Setiani, A., & Agustiani, N. (2022). Pengembangan Instrumen Tes Kemampuan Pemecahan Masalah Matematis Berdasarkan Teori Krulik dan Rudnick: Analisis Validitas Konten. Jurnal Cendekia : Jurnal Pendidikan Matematika, 7(1), 326–339. https://doi.org/10.31004/cendekia.v7i1.1761
  32. Madzlan, N., Rus, R., Mustafa, M., & Yassin, S. (2022). Validity and Reliability of Survey Items in Employer Perspective Construct on the Quality of ECCE: Rasch Measurement Model Analysis. World Journal of English Language, 12(2), 288–293. https://doi.org/10.5430/wjel.v12n2p288
  33. Maesaroh, S., Bahagia, B., & Kamalludin, K. (2021). Strategi Menumbuhkan Literasi Lingkungan Pada Siswa. Jurnal Basicedu, 5(4), 1998–2007. https://doi.org/10.31004/basicedu.v5i4.1048
  34. Mardapi, D. (2018). Teknik Penyusunan Instrumen Tes dan Nontes. Parama Publishing.
  35. Martinah, A., Mubarok, V., Miarsyah, M., & Ristanto, R. (2022). Pengembangan Instrumen Tes Literasi Sains Berbasis Kontekstual pada Materi Pencemaran Lingkungan. Bioedusiana: Jurnal Pendidikan Biologi, 6(2), 192–218. doi.org/10.37058/bioed.v6i2.3251
  36. Mu, J., Bayrak, A., & Ufer, S. (2022). Conceptualizing and measuring instructional quality in mathematics education: A systematic literature review. Frontiers in Education, 7(1), 20-32. https://doi.org/10.3389/feduc.2022.994739
  37. Muktamar, A., Yani, M., & Lipu, A. (2023). Tantangan Implementasi Asesmen dalam Kurikulum Merdeka. Journal of Education Dan Islamic Research, 1(1), 55–65. doi.org/https://doi.org/10.5281/92kmbj90
  38. Muntazhimah. (2023). Model Rasch:Pengembangan Instrumen Penelitian Pendidikan. Deepublish.
  39. Nabil, N., Wulandari, I., Yamtinah, S., Ariani, S., & Ulfa, M. (2022). Analisis Indeks Aiken untuk Mengetahui Validitas Isi Instrumen Asesmen Kompetensi Minimum Berbasis Konteks Sains Kimia. Paedagogia : Jurnal Penelitian Pendidikan, 25(2), 184–194. https://doi.org/10.20961/paedagogia.v25i2.64566
  40. National Science Teachers Association. (2008). Resources for Environmental Literacy: Five Teaching Modules for Middle and High School Teachers. Natl Science Teachers Assn.
  41. Nursakiah, N., Arriah, F., & Dharma, S. (2022). Developing mathematical literacy test with context of Bugis-Makassar local wisdom for junior high school students. Jurnal Elemen, 8(1), 16–28. https://doi.org/10.29408/jel.v8i1.4049
  42. Nuryanti, S., Masykuri, M., & Susilowati, E. (2019). Analisis Iteman dan model Rasch pada pengembangan instrumen kemampuan berpikir kritis peserta didik sekolah menengah kejuruan. Jurnal Inovasi Pendidikan IPA, 4(2), 224–233. doi.org/10.21831/jipi.v4i2.21442
  43. Priatna, N. (2021). Model Rasch Untuk Analisis Instrumen. UPI Press
  44. Purwaningsih, K. (2022). Manajemen Program Gerakan Literasi Sekolah (GLS) di SMA Negeri 1 Purworejo dan SMA Negeri 6 Purworejo. Media Manajemen Pendidikan, 4(3), 508–219. https://doi.org/10.30738/mmp.v4i3.8695
  45. Qudratuddarsi, H., Hidayat, R., Raja, M., Nasir, N., & Imami, M. (2022). Rasch Validation of Instrument Measuring Gen-Z Science, Technology, Engineering, and Mathematics (STEM) Application in Teaching during the Pandemic. International Journal of Learning, Teaching and Educational Research, 21(6), 104–121. https://doi.org/10.26803/ijlter.21.6.7
  46. Rahim, A., & Haryanto, H. (2021). Journal of Educational Research and Evaluation Implementation of Item Response Theory (IRT) Rasch Model in Quality Analysis of Final Exam Tests in Mathematics Article Info. Journal of Educational Research and Evaluation, 10(2), 57–67. https://doi.org/10.15294/jere.v10i2.51802
  47. Rokhmah, Z., & Fauziah, A. (2021). Analisis Literasi Lingkungan Siswa SMP Pada Sekolah Berkurikulum Wawasan Lingkungan. Pensa E-Jurnal : Pendidikan Sains, 9(2), 176–181.
  48. Santiani, S., Rusilowati, A., Sudarmin, S., & Ngabekti, S. (2023). Fit-Model Sustainable Competencies of Palangka Raya Indonesia Peat Lands in the Environmental Literacy (P-PSEL) Questionnaire for Teacher-Candidates. Polish Journal of Environmental Studies, 32(2), 1781–1788. https://doi.org/10.15244/pjoes/157496
  49. Santoso, R., Roshayanti, F., & Siswanto, S. (2021). Analisis Literasi Lingkungan Siswa SMP. Jurnal Penelitian Pendidikan Sains), 10(2), 2549–1597. doi.org/10.26740/jpps.v10n2.p1976-1982
  50. Sugiyono. (2019). Metode Penelitian dan Pengembangan (Research & Development). Alfabeta.
  51. Suhirman, S. (2020). Hubungan Pembelajaran Berbasis Masalah dengan Keterampilan Berpikir Kritis dan Literasi Lingkungan. Jurnal Pendidikan Ilmu Sosial, 4(1), 334–342. doi.org/10.58258/jisip.v4i1.1241
  52. Sukri, A. (2023). Enculturation of Lombok Coastal Local Wisdom in PBL as A Conservation Learning Strategy to Improve Students’ Environmental Literacy. Jurnal Penelitian Pendidikan IPA, 9(8), 6733–6741. https://doi.org/10.29303/jppipa.v9i8.5744
  53. Susanti, W., & Hayatu, N. (2022). Environmental Literacy Profile Analysis of Middle School Students in Science Learning. Report of Biological Education, 3(1), 11–19. https://doi.org/https://doi.org/10.37150/rebion.v3i1.1608
  54. Susantini, E., Kartowagiran, B., Hamdi, S., Hadi, S., & Laliyo, L. (2022). Developing Competency Evaluation of Pre-service Science Teachers in Industrial Revolution 4.0: Revealing Pedagogic and Professional Competencies. International Journal of Educational Methodology, 8(2), 347–362. https://doi.org/10.12973/ijem.8.2.347
  55. Unesco. (2017). Education for Sustainable Development Goals: Learning Objectives. Unesco Publishing.
  56. Vavid, A., Ying, L., & Sayama, H. (2021). A comprehensive review of Rasch measurement in language assessment: Recommendations and guidelines for research. Language Testing, 38(1), 23–40. doi.org/10.1177/0265532220927487
  57. Wilsa, A., Rusilowati, A., Susilaningsih, E., Jaja, J., & Nurpadillah, V. (2023). Validity, reliability, and item characteristics of cell material science literacy assessment instruments. Jurnal Penelitian Dan Evaluasi Pendidikan, 27(2), 177–188. https://doi.org/10.21831/pep.v27i2.61577
  58. Wisman, Y., Effrata, E., & Tutesa, T. (2021). Penerapan Konsep Instrumen Evaluasi Hasil Belajar. Jurnal Ilmiah Kanderang Tingang, 12(1), 1–9. https://doi.org/10.37304/jikt.v12i1.105
  59. Wolfs, Z., Brand, S., & Boshuizen, H. (2023). Assessing Tonal Abilities in Elementary School Children: Testing Reliability and Validity of the Implicit Tonal Ability Test Using Rasch Measurement Model. SAGE Open, 13(3), 1–14. https://doi.org/10.1177/21582440231199041
  60. Yuliastrin, A., Vebrianto, R., & Ilhami, A. (2023). Hubungan Literasi Lingkungan dan Kemampuan Berpikir Kritis pada Materi Pencemaran Lingkungan. Jurnal Basicedu, 7(6), 4226–4233. doi.org/10.31004/basicedu.v7i6.5204