AKURASI KEMAMPUAN COMPUTATIONAL THINKING DENGAN FRAMEWORK THREE-DIMENSIONAL INTEGRATED ASSESSMENT

Rizki Hikmawan, Ayi Suherman, Nuur Wachid Abdul Majid, Suprih Widodo

Abstract


Computational Thinking (CT) merupakan salah satu kemampuan fundamental di abad 21, sedangkan assessment merupakan salah satu kegiatan terpenting dalam proses pembelajaran. Sangat disayangkan, sampai saat ini masih sedikit instrumen assessment yang terbukti efektif dalam mengukur ketercapaian CT, padahal CT merupakan fondasi untuk keterampilan "4Cs dari abad ke-21" yakni pemikiran kritis, kreativitas, kolaborasi dan komunikasi. Dalam penelitian ini, peneliti menggunakan framework Three-Dimensional Integrated Assessment (TDIA) untuk menentukan dan merancang instrumen penilaian yang paling efektif untuk mengukur tingkat kemampuan CT dari siswa. Dengan TDIA, peneliti dapat mengintegrasikan komponen penting dalam assessment (direction, openness, and process) dengan komponen dari CT (concept, practice, and perspective), sehingga menghasilkan 3 pasang tipe tes yang terdiri dari: (1) closed-forward dan closed-open, (2) semiopen-forward dan semiopen reverse, dan (3) open with process-report dan open without process-report. Selanjutnya, peneliti menggunakan metode penelitian pengembangan skema Akker, dikarenakan sifat penelitian bertujuan untuk mengembangkan dan memvalidasi produk yang digunakan dalam pendidikan, produk dalam penelitian adalah instrumen penilaian CT. Penelitian pengembangan juga merupakan sebuah metode yang dapat memutus kesenjangan antara penelitian dasar yang bersifat teoretis, dengan penelitian terapan yang bersifat praktis. Instrumen diujicobakan dengan sampel sebanyak 120 orang mahasiswa (51 Pria, 69 Wanita). Hasil penelitian menunjukan bahwa (a) seluruh butir tes dari instrumen yang dikembangkan terbukti valid dan reliabel melalui uji Content Validity Ratio dan Intraclass-correlation, (b) Skor rerata sampel tertinggi didapatkan dari soal dengan tipe closed sedangkan rerata terendah dari soal tipe semiopen, (c) Hasil pengujian hipotesis menunjukan bahwa kombinasi dimensi openness (closed-open) dengan direction (forward-reverse) tidak memperlihatkan perbedaan yang signifikan, (d) Pengujian hipotesis memperlihatkan perbedaan yang signifikan pada soal dengan dimensi process, dan (e) tidak ada perbedaan signifikan berdasarkan gender.


Keywords


computational thinking, learning evaluation

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DOI: http://dx.doi.org/10.36564/njca.v5i1.184

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