Developing the Instrument of Non-Cognitive Skill Assessment for Science at Junior High School Grade VII: A Conceptual Review

This research is a qualitative study based on the previous research, which will, apply and adapt the earlier findings to Indonesia’s education system. The particular focus of this study is the non-cognitive skills needed for the study of science subjects at junior high school grade VII, namely: accurateness; perseverance; conscientiousness; responsibility; critical thinking; innovation; open mindedness; sensitivity; empathy; and environmental awareness. This is based on non-cognitive skill construction involving: individual character; emotion; habit; and process. Those aspects can be developed into the syllabus and lesson plans, both evaluating and developing the students’ non-cognitive skills.

IC-HEDS 2019 competence and intellectual skill or general cognitive, if it is not connected to curriculum or study program, then it is considered as a distinctive result of postsecondary education [3]. According to King, the development of cognitive skill covers various construction and approach [4]. From those two opinions, cognitive skill is a skill which needs high analysis from students; the students have to have good comprehension to be able to explain based on scientific fact obtained. Besides cognitive skill, the students also need non-cognitive skill to support the success of their learning. There are number of researches showing that the factors of non-cognitive skills can support student's academic achievement, such as: there is a strong relation between achievement, selfefficacy, and self-concept in learning mathematics in the age of 15; self-concept and self-efficacy are strong predictors as the passing grade to enter higher education at the end of high school; self-efficacy and self-concept on mathematics are significant predictors to enter university and post graduate in science, technology or mathematics major. The students who have high self-concept in academic have better academic work [5,6]. The taxonomy of non-cognitive construction in general covers: 1) attitude and believe, 2) social and emotional quality, 3) habit and process, 4) individual character [7]. The dimension used is formed from the analysis of basic competence of science subject at junior high school grade VII.
A research on the effect of non-cognitive skill has been conducted in Indonesia, among others: a research by Ahmad (2015) shows that the influence of critical thinking ability on the achievement of science learning, student's self-concept of learning achievement, ability of critical thinking on science learning achievement are indirectly significant, the critical thinking ability has direct significance on self-concept, [8]. A research shows that motivation on achievement directly influences mathematic learning result and critical thinking [9]. Those researches have not resulted in standard instrument which can be used by the teacher, supervisor, or professional who want to study more about student's psychology. In science subject there are several non-cognitive skills which are needed to be aroused (emphasized on students) in order to form scientific habits which are useful in the future. In the level of junior high school, the students will learn to have greater responsibility, at the time the non-cognitive skills are needed to be applied earlier in the learning so the students are accustomed to know themselves and have self-concept for academic achievement and life in the future. The application on learning besides science subject is also needed so the teacher knows the students' tendency in learning a particular subject.

Methods
This research used qualitative approach with non interactive inquiry type which is also called as analytic research [10]. The researchers collect, identify, analyze, synthesize the data, then interpret the concept, policy, and event which can be directly or indirectly observed. The source of the data is in the form of document.

Equipment
The document used in the data analysis is the document in the form of articles in national and international journal, printed media which can be traced through digital record, books referring the base concept which relevant for this research. This concept analysis is the analyses of important concepts which are interpret by the users or executors so it raised much confusion. To avoid such confusion, the researchers adjust the concept which can be used in Indonesia (relevant to Indonesian curriculum from the researchers' point of view).

Results
The analysis of basic competence resulted can be seen in

Accurateness
Accurateness in kbbi.web.id means carefulness, precision. Accurateness in English is also called "accuracy". According to Menditto, Patriarca, & Magnusson (2006), accuracy is the characteristic of qualitative performance which reveals the closeness of agreement between the result of the measurement and the measured value. The quantitative prediction from the result accuracy is very important in determining the level of reliability and validity of the decision made based on that result. It means that qualitative and quantitative accuracy is compatibility between result and measured value. The difference is that quantitative accuracy needs reliability and validity level from the result of the accuracy [11]. This explanation shows that the suitability between IC-HEDS 2019 to have such quality is that the students do not tend to hurry in doing an activity so they can produce a precise product.

Perseverance
Perseverance means diligence. According to Merriman (2017), perseverance is a human quality related to great leader in various domains. The general tendency of perseverance or grit has been shown to predict individual achievement in various situations even after considering the cognitive ability and particular individual trait related to work like IC-HEDS 2019 conscientiousness [12]. This opinion means that perseverance can predict an individual cognitive ability in working achievement because perseverance is related to carefulness. Duckworth, Peterson, Matthews, & Kelly (2007) defined grit as perseverance and passion for a long time [13]. Perseverance is a part of grit. Perseverance in this case is done by the students continuously. Based on that study, the researchers define perseverance as the student's effort in getting individual achievement in various fields especially in learning.

Conscientiousness
Conscientiousness is awareness or carefulness. According to Levin (2012), conscientiousness is individual trait which is efficient and organized instead of easygoing and careless [14]. An individual who has conscientiousness is characterized by a person who is clean and neat, works hard, follows the social rules and has politeness in socialize, thinks before act and organized [15].

Responsibility
According to Lichtenberg, Pollock, & Mawr (1967) in their article, "responsible" is one of the words used in America which can be connected to the thing that can be accountable  for as the main factor, motive, or agent responsible for something. Responsibility is also related to the individual trait of conscientiousness [19]. The dependence side of conscientiousness reflects how far someone is organized, deliberately, methodically, and can be dependable for a task and someone's responsible [20]. Two main domains identified from conscientiousness are self-control and responsibility. Responsibility is indentified on most previous studies. At the moment, highest responsibility reflects the tendency to follow-up a promise that has been made to someone and follow the rule that has been agreed with social group so the work can be run well. Responsible can also be identified as agreeableness aspect and is very high correlated. Thus, its placement is changeable based on the content of the action used in this aspect [21].Related to the previous definition mentioned, the definition of responsibility used by the researchers is that the students can be responsible for their explanation and thought about science subject. This case has an effect on life in the future that the student will tend to be responsible toward scientific knowledge, action, and statement. A person who tends to be responsible will not be easier to neglect something that has been agreed with other, he will try to fulfill it.

Critical Thinking
Critical thinking is a component of both cognitive ability and non-cognitive ability (personality trait). The theory initiator of critical thinking which involves disposition and ability is Ennis (1985). According to him, critical thinking has two components. Disposition component covers open minded, paying attention to the total situation, seeking reasons, and trying to be well informed. All those dispositions are included in self-explanatory.
There are general settings of main ability in critical thinking, they are: the ability related to clarity -is loosely divided into two rules, namely basic and advanced, the ability related to inference, the ability related to build a strong basic of inference, and the ability to be involved in decision making that is orderly and useful, which is called as problem solving [22]. According to Rimiene (2002), critical thinking is defined as a cognitive process, assessment of self-arrangement which is directed and has two components, namely cognitive component (interpretation, analysis, inference, evaluation, explanation and self-arrangement); and motivation component (disposition toward critical thinking) [23]. Those two opinions strengthen that critical thinking is not only purely cognitive ability, but also influenced by someone's individual trait. teaching which is dynamic [24]. From those theories, the researchers define critical thinking as the student's ability in processing knowledge obtained and supported with new knowledge, then accompanied by some good motivation inside and outside the student's self. So, critical thinking is individual's trait which is innate and can be trained using cognitive ability which is obtained during learning.

Power to Innovative
Power to innovative consists of 2 words intended as the individual trait owned by a student in learning. The word 'innovative' itself frequently emerges in economics deals with a company that will launch a new product. Innovative which is intended by the researchers in here is the student's ability in processing and reviewing the product by a consumer [27]. Innovative process can be trained through the increase of experience and learning, but innovative trait is owned by every individual based on its processing.

Openness Minded
Openness minded is frequently connected to openness to experience. But the two phrases are actually different in meaning. Openness to experience (shortly called as "openness") is generally considered as one of the big five individual dimensions and connected to the adjectives like smart, original, curious, has wide thought, artistically sensitive and introspective [28]. According to Rothmann & Coetzer (2003), openness to experience covers active imagination, esthetical sensitivity, caring on inner feelings, preference on variation, intellectual curiosity, and independent assessment. A person who has low score on openness tends to behave conventionally and conservatively, want to question authority, and are ready to entertain new ethical, social, and political ideas [29].

IC-HEDS 2019
Prior to Hare (2011), open-mindedness involves a strong intention not to ignore, except, or hide a relevant proof and needs a readiness to revise our belief if in the next investigation stage it is shown that they are wrong or incomplete [30]. Someone who is openness minded should really follow the proof and the existing truth, and put aside his personal opinion. After reviewing some experts' opinions, the researchers define openness minded as a trait involving big intellectual curiosity, wide thought, strong willingness to collect as many proof as possible (to support knowledge), aptitude to receive others opinion and proof which is more correct. In here, the students are expected to have such trait.

Sensitivity
Sensitivity is sensibility of someone toward something. In individual trait, it is called as "sensory processing sensitivity" (SPS). According to Aron & Aron (1997), sensitivity is related to social introversion and connected to emotion [31]. Its emphasis is on the sensitivity toward great passion or sense sensitivity. Basically, sensitivity is the basic attribution of nerve system. Prior to Aron, Aron, & Jagiellowicz (2012), SPS is conceptualized to involve the deeper stimulus processing in various and wide situations, and supported by greater response toward positive and negative stimulus that can motivate learning and direct to more success response in the same situation in the future [32]. SPS is individual trait which is indicated with sensitivity toward internal and external stimulus, including social and emotional signal [33]. An individual who is very sensitive tends to see softer stimulus in the environment and easier to be stimulated, besides he can even response toward the lower threshold stimulus [34]. From the review, the researchers define sensitivity as an innate trait of human in general. This trait is processed along with the experience obtained. Sensitivity is the individual trait connected to emotional and social. Sensitivity is needed to make the students become sensitive toward the problems and issues of science in the future.

Empathy
According to Davis (1983), empathy in general sense refers to a reaction of one person toward an experience of other person. Empathy is classified into 2 response groups, namely: cognitive response and affective response (emotional reaction, visceral, etc) [35]. According to Choi & Watanuki (2014), empathy is the essential ability needed for human social activity [36].

Environmental Awareness
According to Le Roux in Komane (2005), environment included but is not limited on: plant and animal; soil, air, and water; people; interaction; political and economical power; human system, culture, and social [38]. In his research, Komane (2005)  Mei, Wai, & Ahamad (2016) argued that the higher the cognitive level of an individual toward environmental problem and its cause and effect scheme, the higher the deliberated environmental behavior [40]. Referring to those references, the researchers define environmental awareness in the scope of this research as the student's sensibility toward surrounding environment (including air, soil, water, animal, plant, and all biotic and abiotic organisms) and toward environmental problems including popular environmental issue which needs serious handling. It is expected that the environmental awareness can influence the students' behavior in taking take the surrounding environment.

Conclusion
Several arguments in this research are strong references used by the researchers. The research assumption is made based on books and articles' review. The assumption which can be concluded in this research is that the study on competence standard of science subject of junior high school at grade VII in Indonesia has its own scope of individual trait which needs to be observed, namely: accurateness, perseverance, conscientiousness, responsibility, critical thinking, power to innovative, openness minded, sensitivity, empathy, environmental awareness. Those non-cognitive skills are analyzed with the construction scope in the form of: individual trait, emotion, habit, and process.
The next researcher can use this non-cognitive skill construction which is based on the other expert's opinion and can implement it on other subject.