Journal of Primary Education
8 (1) (2019) : 37 – 42
[Link]
Development of Evaluation Tool Based on Science Literacy
on Topics of Water Recycling
Rizki Nur Winastiti1 , Ani Rusilowati2 & Titi Prihatin2
1
Public Primary School Gisikdrono 02, Semarang, Indonesia
2
Universitas Negeri Semarang, Indonesia
Article Info Abstract
________________ ___________________________________________________________________
History Articles The aims of this research were to develop evaluation instrument based on
Received:
science literacy which was appropriate to be applied, comprehend and easily to
July 2018
Accepted: be learnt by the students, and functional to identify the capability of scientific
August 2018 literacy among students. The research methods used ADDIE design (Analysis,
Published: Design, Develop, Implement and Evaluate). The subjects of the research was the
April 2019
fifth degree students in Gisikdrono 02 Primary School Semarang. Validity test
________________
Keywords:
results indicated that the instrument has been valid. The reliability test result
evaluation tools, gained 0.83 with excelent criteria. The characteristics of evaluation instruments
literacy science, which had developed indicate that the instrument had a proportion of difficulty
water cycle level in number of 20% easy questions, 55% about moderate, and 25% difficult
____________________
questions. The results of the differentiation power analysis then combined with
DOI the level of difficulty and obtained 30 question items with good quality that can
[Link] be used. The scientific literacy capability profile tested by the developed
/jpe.v8i1.25130 instrument showed that the mastery of science literacy in moderate criteria.
© 2018 Universitas Negeri Semarang
Correspondence address: p-ISSN 2252-6404
Kumudasmoro RT.02/RW.05 Semarang, Jawa Tengah, 50149
e-ISSN 2502-4515
E-mail: rizkinurwinastiti92@[Link]
37
Rizki Nur Winastiti, Ani Rusilowati & Titi Prihatin
Journal of Primary Education 8 (1) (2019) : 37 – 42
INTRODUCTION Facts of the low ability of students in doing
science problems that contain the components of
Focus of Science education based on science literacy which usually in essay type, so it
(AAAS) American Association for the Advancement is necessary that in order to increase the science
of Science is science Literacy (Ridwan, et al. 2013). literacy for students, the tests are presented the
OECD (Organization for Economic Co-operation and form of multiple choice questions. Hartati (2015)
Development) defined science literacy as the ability stated that science literacy was important to be
to conclude and solve problems about nature and mastered by students in relation to the way
the interaction between nature and society students were able to understand the
(Rusilowati, 2015). PISA (Programme for environment, health, economics, and other
International Students Assessment) stated that problems faced by modern societies that rely
science literacy as a capacity to use scientific heavily on technology and progress, as well as the
knowledge and ability, identify questions and development of science.
draw conclusions based on books and data in In line with the research results, Fu'adah
order to make decisions about human interaction (2017) found that the students literacy profile was
with nature (Toharudin, 2011). Chiapetta (1991) still low which was indicated by the percentage of
revealed that there are four aspects of science mastery of science literacy under 60% for each
literacy that is science as a body of knowledge, category. They suggested that the development
science as a way of investigating, science as a way instruments based on science literacy to evaluate
of thinking and interaction between science, students' science literacy skills should be improve
technology, and society. so that students are familiar with science-based
Science literacy of Indonesian students is literacy matters. Mardhiyyah (2016) in her
under average and commonly on the low research indicates that the ability of science
international benchmark (Toharudin, 2011). This literacy of fourth grade students in all aspects of
is in accordance with the TIMSS (Trends in science literacy is still at low level. Sinaga (2015)
International Mathematics and Science Study) results stated that for the improvement of assessment
that Indonesia's scientific ranking in 2015 instruments on student teachers can develop a
dropped to 45th rank from 48 countries. model of the PISA model for integrated scientific
Competence of students' science becomes low learning. Based on the results of the research,
because students are not trained to express assessment instruments need to be developed
opinions or ideas, so when they were given the with an emphasis on the ability of science literacy
problem related to the meaning and relevance of aspects.
the material with the surrounding environment, Based on the background of the problem, it
students are unable to solve it (Mardhiyyah, is necessary to develop a evaluation instrument
2016). based on science literacy to measure students'
This is apparent at the time when the literacy skills. But in the research the topic arrised
research was conducted for initial test to students is water cycle materials, due to its commonsense
of grade five Gisikdrono 02 elementary school of to the students daily life activity.
50 students. Initial tests were adapted the TIMSS
problem for primary school with an average score METHODS
of 61.5. The results did not match the
expectations. Based on the observation results, The research method is R&D method. It is
the learning process was already included the used to produce a specific product and test the
ability of science literacy. The problem shown activity of a particular product (Sugiyono, 2012)
that the results were not in accordance with the and to develop new products or refine products
expectations in the Curriculum 2013 which is that already existed and could be accounted for
better education system shown by low student (Sukmadinata, 2012).
initial test result.
38
Rizki Nur Winastiti, Ani Rusilowati & Titi Prihatin
Journal of Primary Education 8 (1) (2019) : 37 – 42
This research developed evaluation tools This is in line with the research of
based on science literacy of water science Charmila (2016) which shown that the results of
materials. The instruments were given to a team the study and discussion concluded that the
of validators consisting of experts in the field of mathematical problems of the PISA model using
materials and evaluation experts. Both validators the Jambi context developed have been valid and
provide achieve-ment feasibility about evaluation practical.
to be used on research subject. Development
model in this research use model according to 2. Reliability
Branch (2010) which was consist of analyze, Table 2 shows the results of reliability test
design, develop, implement, and evaluate. analysis which obtained value of r11 of 0.83
The test subjects used in this study were greater than the rtabel of 0.279. So, it can be
124 students of grade five Gisikdrono 02 primary concluded that the problem is said to be reliable
school Semarang. Technique of data collecting in because the value of r11 > rtabel and has a very high
research of development of evaluation tool based reliability criteria.
on science literacy of water cycle topic. There
were 4 kinds of data collection method. They Table 2. Recapitulation of Reliability Test
were observation, test, questionnaire, and Result
document. The instrument test analysis was used n rvalue rtable Conclusion Criteria
40 0.83 0.279 Reliable Very high
to test on 40 questions in the water cycle matter
in grade 6 students of Gisikdrono 02 primary
Distinguishing power
school. Analysis of the instrument test were used
Table 3 shows the results of the
the validity, normality, difficulty index, and
distinguishing power of 40 test questions. There
different problem.
are 6 questions including excellent criteria, 8
questions including good criteria, 17 questions
RESULTS AND DISCUSSION
included in intermediate criteria and 9 questions
including poor criteria. So there are 30 questions
Feasibility of Evaluation Instrument Based
that are used for evaluation tools.
Science Literacy
Characteristics of evaluation instruments Table 3. Recapitulation of The Distinguishing
based science literacy developed includes
Power
validity, reliability, difficulty and distinguishing Number of Amount of
Criteria
power. question item question
Poor 9, 18, 19, 21, 26, 9
27, 34, 35, 38
1. Validity Intermediate 2, 3, 4, 5, 6, 12, 17
13, 15, 16, 17, 22,
Table 1 shows the result of validation of 25, 29, 30, 32, 33,
evaluation tool based science literacy by the 36
Good 7, 23, 24, 28, 31, 8
expert shows that the assessment covered 2 37, 39, 40
aspects of content component and content Excellent 1, 8, 10, 11, 14, 6
20
presentation components included in the
criterion is very valid. Expert validation results on
3. Difficulty Index
evaluation tools based science literacy in line with
Analysis of validity, reliability,
research Widiyanti (2017) which gained very
distinguishing power and difficulty index
high level of validity with 3.35 score.
questions used in this study is a valid and reliable
question. As for the level of difficulty and
Table 1. Recapitulation of Validation Results of
different points of the matter, it is seen that the
Evaluation Tools Based Science Literacy
composition is between difficult, medium and
Validator Score Percentage (%) Criteria
Matter 9 90 Very valid easy. The composition of the problem that has
Evaluation 9 90 Very valid distinguishing power is very good, good,
39
Rizki Nur Winastiti, Ani Rusilowati & Titi Prihatin
Journal of Primary Education 8 (1) (2019) : 37 – 42
intermediate and poor. The result of the 3. Student Cognitive Learning Outcomes
calculation show that the worthy items to use The students' cognitive learning outcomes
were 30 problem while the less worth item were in working on evaluation tools based science
10 problem. literacy consist of small-scale, small-scale and
large-scale test scores. The evaluation tool based
Tabel 4. Recapitulation of Difficulty Index science literacy consists of 30 questions consisting
Result of 16 aspects of knowledge, 8 aspects of the
Criteria
Number of Amount of process, 3 aspects of thinking and 3 aspects of the
question questions
Difficult 8, 10, 33 3
relationship of science, technology and society.
Moderate 6, 7, 9, 11, 12, 13, 17 Small-scale trials were conducted with the
14, 15, 17, 18, 22,
25, 28, 29, 30, 34,
subject of 8 students of grade five in Gisikdrono
36 02 primary school. The limited trial subjects
Simple 1, 2, 3, 4, 5, 16, 19, 20
20, 21, 23, 24, 26,
consisted of 28 class Five D students and a large-
27, 31, 32, 35, 37, scale trial consisting of 100 five A, five B and five
38, 39, 40
C class in Gisikdrono 02 primary school students.
The students' cognitive learning outcomes in
The Practical of Evaluation Tool Based on
doing evaluation tool based science literacy
Science Literacy
presented in Table 5.
1. Questionaire of Student’s Feedback
Questionaire of student’s feedback was
Table 5. Cognitive Learning Outcomes of The
given to students who have been working on
Science Literacy-Based Evaluation Tool
evaluation tools based on literacy of water science
Trial Average
matter. Any student who has worked on Small scale 65.83
evaluation tools based science literacy is provided Limited scale 71.52
Large scale 80
with a student response questionnaire to be filled
in accordance with the student's response to Table 5 shows that the value of small,
evaluation tool based science literacy. limited-scale, and large-scale pilot trials are
The results of a large-scale student increasing. The empirical study supporting this
response of grade five in Gisikdrono 02 primary research is Astuti's research (2012) which
school on evaluation tools based science literacy developed the literacy-based assessment of
of 100 students. There is one aspect that got 97% science matter of development stage secretion
that is on aspect 1. In addition there is one aspect began with validation by showing that the
that 98% that is on aspect 10. There are 2 aspects assessment instrument is very suitable to be used.
that got 99% on the aspects of 5 and 6 and there The results of small-scale trials also show that
are 6 aspects that 100%. effective assessment instruments improved
student learning outcomes and are practically
2. The Questionaire of Teacher’s Feedback used based on student and teacher response
Questionnaire of teacher’s feedback is a outcomes.
questionnaire given to teachers to analyze the Sudiatmika (2010) stated that junior high
practicalities of evaluation tools based science school teachers in Bali still make assessment or
literacy on science learning water cycle matter. assessment that only emphasizes the cognitive
Teacher's responses questionnaire on aspect. Saad (2012) explained the relationship
large-scale trials to 4 teachers of grade five in between knowledge and practice of teaching in
Gisikdrono 02 primary school to evaluation tools the classroom. This could be anticipated by the
based science literacy from 10 aspects that asked socialization of the making and use of
3 aspects that got score 15 or 93.75% that is on instruments, so that teachers become accustomed
aspect 2, 3 and 8. In addition there are 7 aspects to using assessment instruments.
that got the number of 16 or 100% score that is
aspect 1, 4, 5, 6, 7, 9 and 10.
40
Rizki Nur Winastiti, Ani Rusilowati & Titi Prihatin
Journal of Primary Education 8 (1) (2019) : 37 – 42
The students' science literacy profile is seen A Project 2061 Report. New York: Oxford
from the range of score scores obtained by the University Press.
students. The results obtained by the students in Branch, R. M. (2010). Instructional Design: The ADDIE
Approach (The ADDIE). Athens, USA:
the large-scale trial are listed in Table 6.
Springer USA.
Chiappetta, E. L., Fillman, D. A., & Sethna, G. H.
Tabel 6. The Result of Assesment that Obtained (1991). A Method to Quantify Major Themes
by Students of Scientific Literacy in Science Textbooks.
Student’s score Journal of Research in Science Teaching, 28(8),
Range of score Literal level
average
0 ≤ x ≤ 40 16 Nominal 713-725.
40 < x ≤ 98 65 Funcional [Link]
98 < x ≤ 154 15 Conceptual Fu’adah, H., Rusilowati, R. & Hartono. (2017).
154 < x ≤ 160 4 Multidimentional
Pengembangan Alat Evaluasi Literasi Sains
untuk Mengukur Kemampuan Literasi Sains
Based on the data presented in Table 6, it
Siswa Bertema Perpindahan Kalor dalam
can be concluded that the students' science Kehidupan. Jurnal Lembaran Ilmu Kependidikan,
literacy profile obtained by students is in 46(2), 51-59.
functional level. At this functional level students [Link]
have the ability to understand the concepts of K/article/view/11350
science but students have not been able to apply Mardhiyyah, L. A., Rusilowati, A., & Linuwih, S.
science in society and technology and students (2016). Pengembangan Instrumen Asesmen
can recognize problems that can be scientifically Literasi Sains Tema Energi. Journal of Primary
Education, 5(2), 147-154.
investigated.
[Link]
The importance of students' understanding
e/article/view/12905
of the concept of the water cycle to scientific OECD (Organization for Economic Co-operation and
literacy abilities, so students are wiser to use Development). (2003). Philantropic New
water in their daily lives. Haristy, et al (2013: 3) Directions. DAC Journal, 4(3).
stated that students have difficulty in getting [Link]
meaning and using science to solve various [Link]
problems that occur in everyday life that actually Rusilowati, A., Nugroho, S. E., & Susilowati, S. M. E.
requires a good understanding of science in his (2015). Developing Of Science Textbook Based
On Scientific Literacy For Seventh Grade Of
lives.
Secondary School. International Conference on
Mathematics, Science, and Education 2015
CONCLUSION (ICMSE 2015).
[Link]
Evaluation tools based on the literature of content/uploads/2016/03/89_SE.pdf
water cycle science matter are considered feasible Saad, R. & Bounjaoude, S. (2012). The Relationship
and practical to use based on the assessment of between Teachers Knowledge and Beliefs
experts who meet criteria very valid on the about Science and inquiry and Their Classroom
Practice. Eurasia Journal of Mathematics, Science
material, construction and language aspects used.
& Technology Education, 8(2), 113-128.
Evaluation tools based science literacy can
[Link]
measure the science literacy level of grade V
Sudiatmika, R. (2010). Pengembangan Alat Ukur Tes
elementary school students. The scientific literacy Literasi Sains Siswa SMP Dalam Konteks Budaya
ability profiles obtained by students are at a Bali. Bandung: Universitas Pendidikan
functional level. Indonesia.
Sugiyono. (2012). Metode Penelitian Pendidikan
REFERENCES Pendekatan Kuantitatif, Kualitatif dan R&D.
Bandung: Alvabeta.
American Association for the Advancement of Science Sukmadinata, N. S. (2012). Metode Penelitian
[AAAS]. (1993). Benchmarks for Science Literacy: Pendidikan. Bandung: Remaja Rosdakarya.
41
Rizki Nur Winastiti, Ani Rusilowati & Titi Prihatin
Journal of Primary Education 8 (1) (2019) : 37 – 42
Toharudin, U., Hendrawati, S., & Rustaman, A. Widiyanti, I. S. R., Winata, A. & Cacik, S. (2017).
(2011). Membangun Literasi Sains Peserta Didik. Pengembangan Perangkat Penilaian Literasi
Bandung: Humaniora. Sains Berorientasi Programme for
International Student Assessment (PISA).
Education and Human Development Journal, 2(1),
19-25.
[Link]
on/article/view/253
42