Development of Critical Thinking Skills and Argumentation Skills Assessment Instruments Towards 21st-Century Skills Based on Non-Routine Problems
- 10.2991/aer.k.211215.066How to use a DOI?
- Critical thinking skills; Argumentation; Non-routine problems
This is development research that aims to produce a set of instruments for assessing student teachers’ critical thinking and argumentation skills on chemistry. The instruments were developed through the stages of conceptualization, development of tests, and trials. Results indicate that the instrument was tested for theoretical validity by 3 expert chemists and empirical validity by 47 student teachers from Chemistry Education program. Using SPSS 23 test results data were analyzed for empirical validity with Pearson correlation and test reliability with Cronbach alpha. The results showed that assessment instruments of the critical thinking and argumentation skills developed were considered very valid theoretically and based on the results of respondents’ responses. The assessment instruments of argumentation skills are all valid and have low reliability. The results of the self-observation questionnaire show that in general students were aware of their inability to solve critical thinking and argumentation skills questions, so they are challenged to think hard in solving answers and are motivated to learn further.
- © 2021 The Authors. Published by Atlantis Press International B.V.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Rusmini Rusmini AU - Suyono Suyono AU - Rudiana Agustini PY - 2021 DA - 2021/12/16 TI - Development of Critical Thinking Skills and Argumentation Skills Assessment Instruments Towards 21st-Century Skills Based on Non-Routine Problems BT - Proceedings of the International Joint Conference on Science and Engineering 2021 (IJCSE 2021) PB - Atlantis Press SP - 382 EP - 389 SN - 2352-5401 UR - https://doi.org/10.2991/aer.k.211215.066 DO - 10.2991/aer.k.211215.066 ID - Rusmini2021 ER -