Satya Sadhu|Eka Ad’hiya|Endang Widjajanti Laksono
Exploring and Comparing Content Validity and Assumptions of Modern Theory of an Integrated Assessment: Critical Thinking-Chemical Literacy Studies
Yogyakarta State University|Sriwijaya University|Yogyakarta State University
development chemical literacy well critical thinking prominent objective science education become essential skills 21st century stress given measurement skills together chemistry content high school another problem shows developing instrument teachers often know whether content construct developed tool measure skill supposed measured first step teacher studying content validity instrument constructed also psychometric testing needed hence addressed exploring content validity evidence even assumptions modern theory integrated assessment measuring students chemical literacy critical thinking also comparing result content validity assumptions modern theory know mandatory research instrument initial integrated assessment consists 37 items content validity first piloted review six experts also 133 participants involved determine assumptions modern theory integrated assessment study confirmed development integrated assessment content validity used measure 13 integrated skills chemical literacy also critical thinking chemical equilibrium assumption modern theory met standard valid instrument general know quality items test using sophisticated statistical analysis integrated assessment appropriate measuring bigscale paperpencil test outcome research help teacherlecturer analysis quality assessment used students evaluation