Development of a socioscientific issues-based instrument for measuring critical thinking

Lusy Fatika Sari; Sri Latifah; Yani Suryani

doi:10.64014/jik.v22i4.206

Development of a socioscientific issues-based instrument for measuring critical thinking

Lusy Fatika Sari ^{Universitas Islam Negeri Raden Intan Lampung,} , Sri Latifah ^{Universitas Islam Negeri Raden Intan Lampung,} , Yani Suryani ^{Universitas Islam Negeri Raden Intan Lampung,} ,

28 November 2025 · Vol. 22 No. 4 (2025): Inovasi Kurikulum, November 2025 · Articles

Downloads

Download PDF (English) Download PDF (Bhs Indonesia)

Abstract

The development of 21st-century education requires students to possess critical thinking skills to cope with the complexity of modern life problems. However, various studies have shown that students’ critical thinking skills in science learning remain relatively low because current learning processes do not yet emphasize analysis and reflection. Therefore, a valid and reliable assessment instrument is needed to measure and foster critical thinking skills effectively. This study aims to develop a Socioscientific Issues (SSI)-based assessment instrument to measure students’ critical thinking skills regarding heat and temperature. The development employed the ADDIE model and involved 70 eleventh-grade students. The instrument covers three domains: cognitive, affective, and psychomotor, which were validated by experts and tested using the Rasch model. The study's results showed that the instrument was very suitable for the material, media, and evaluation. Both item and person reliability were in the good category, while teachers’ and students’ responses showed very positive results. The developed SSI-based instrument is considered valid, reliable, and feasible for comprehensively assessing students’ critical thinking skills.

Abstrak

Perkembangan pendidikan abad ke-21 menuntut murid memiliki kemampuan berpikir kritis untuk menghadapi kompleksitas permasalahan kehidupan modern. Namun, berbagai penelitian menunjukkan bahwa kemampuan berpikir kritis murid dalam pembelajaran sains masih tergolong rendah akibat proses belajar yang belum menekankan analisis dan refleksi. Oleh karena itu, diperlukan instrumen penilaian yang valid dan reliabel untuk mengukur serta menumbuhkan kemampuan berpikir kritis secara efektif. Penelitian ini bertujuan mengembangkan instrumen penilaian berbasis Socioscientific Issues (SSI) guna mengukur kemampuan berpikir kritis murid pada materi suhu dan kalor. Pengembangan dilakukan menggunakan model ADDIE dengan melibatkan 70 murid kelas XI. Instrumen mencakup tiga aspek penilaian, yaitu kognitif, afektif, dan psikomotorik, yang divalidasi oleh ahli serta diuji menggunakan model Rasch. Hasil penelitian menunjukkan bahwa instrumen dinyatakan sangat layak untuk materi, media, dan juga evaluasi. Nilai reliabilitas item dan person berada pada kategori baik, sedangkan respons guru dan murid menunjukkan hasil sangat baik. Instrumen berbasis SSI yang dikembangkan dinyatakan valid, reliabel, dan layak digunakan untuk mengukur kemampuan berpikir kritis murid secara komprehensif.

Kata Kunci: berpikir kritis; Rasch model; Socioscientific Issues; SSI; suhu dan kalor

Keywords : critical thinking , heat and temperature , Rasch model , Socioscientific Issues , SSI

References

Afikah, A., Rohaeti, E., & Jumadi, J. (2024). Measuring critical thinking skills in science learning: Students’ perception versus actual performance. TEM Journal, 13(4), 3266-3275.

Ahmad, N. Q., Arthur, R., Rahayu, W., & Rahmadhani, E. (2025). Pengembangan instrumen kemampuan pemecahan masalah Matematika siswa menggunakan model Rasch. Juring (Journal for Research in Mathematics Learning), 8(1), 61-74.

Arifin, Z., Sukarmin, Saputro, S., & Kamari, A. (2025). The effect of inquiry-based learning on students’ critical thinking skills in science education: A systematic review and meta-analysis. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), 1-24.

Arjaya, I. B. A., & Surata, S. P. K. (2024). A systematic review: Trends socioscientific issues in climate change materials. Jurnal Santiaji Pendidikan (JSP), 14(1), 52-65.

Avinç, E., & Doğan, F. (2024). Digital literacy scale: Validity and reliability study with the rasch model. Education and Information Technologies, 29(17), 22895-22941.

Darman, D. R., Suhandi, A., Kaniawati, I., Samsudin, A., & Wibowo, F. C. (2024). Development and validation of Scientific Inquiry Literacy Instrument (SILI) using rasch measurement model. Education Sciences, 14(3), 1-28.

Fihani, N., Hikmawati, V. Y., & Mu’minah, I. H. (2021). Pendekatan Socio-Scientific Issue (SSI) untuk meningkatkan keterampilan berpikir kritis siswa SMA pada konsep Virus. Prosiding Seminar Nasional Pendidikan, 3(3), 186-192.

Fitroty, I. Y., Wahyuni, E. A., Ahied, M., Hartiningsih, T., & Rakhmawan, A. (2023). Pembelajaran problem based learning berpendekatan socio-scientific issue berbantuan buletin untuk meningkatkan berpikir kritis siswa. Jurnal Natural Science Educational Research, 6(3), 1-11.

García-Carmona, A. (2023). Scientific thinking and critical thinking in science education. Science and Education, 34(1), 227-245.

Hara, A. K., Astiti, K. A., & Lantik, V. (2023). Analisis penguasaan konsep Fisika pada materi suhu dan kalor pasca pembelajaran online di kelas XI SMA Negeri 12 Kota Kupang. Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara, 14(2), 118-126.

Imania, K. A., & Bariah, S. K. (2019). Rancangan pengembangan instrumen penilaian pembelajaran berbasis daring. Jurnal Petik, 5(1), 31-47.

Kafii, M. S., & Dwikoranto, R. S. (2023). Analisis validitas instrumen tes keterampilan berpikir kritis siswa pada materi gelombang berjalan dan gelombang stasioner. Inovasi Pendidikan Fisika. IPF, 12(3), 111-118.

Lestari, H., Sopandi, W., Sa'ud, U. S., Musthafa, B., Budimansyah, D., & Sukardi, R. R. (2021). The impact of online mentoring in implementing RADEC learning to the elementary school teachers’ competence in training students’ critical thinking skills: A case study during COVID-19 pandemic. Jurnal Pendidikan IPA Indonesia, 10(3), 346-356.

Macalalag Jr, A. Z., Kaufmann, A., Van Meter, B., Ricketts, A., Liao, E., & Ialacci, G. (2024). Socioscientific issues: Promoting science teachers’ pedagogy on social justice. Disciplinary and Interdisciplinary Science Education Research, 6(1), 1-16.

Mappalesye, N., Sari, S. S., & Arafah, K. (2021). Pengembangan instrumen tes kemampuan berpikir kritis dalam pembelajaran Fisika. Jurnal Sains dan Pendidikan Fisika, 17(1), 69-82.

Noperi, H., Wiliyanti, V., Yanti, F. A., Syamsuri, M. M. F., & Yusandika, A. D. (2024). Validasi instrumen literasi sains dengan model Rasch untuk socio-scientific issues. Natural: Jurnal Ilmiah Pendidikan IPA, 11(2), 63-75.

Ochildinovna, N. D. (2024). The importance of critical thinking in modern education. World Bulletin of Social Sciences, 34(1), 127-131.

Pitaloka, D. A. E., Kusuma, I. Y., Pratiwi, H., & Pradipta, I. S. (2023). Development and validation of assessment instrument for the perception and attitude toward Tuberculosis among the general population in Indonesia: A Rasch analysis of psychometric properties. Frontiers in Public Health, 11(1), 1-10.

Prabayanti, E., Usman, U., Khaeruddin, K., & Setiawan, T. (2024). Analysis of students' critical thinking abilities in physics learning: A case study at SMAN 5 Sidrap. Jurnal Pendidikan Fisika, 12(3), 141-151.

Rahmawati, S., Junaenah, S., Alfiyyah, A. A., & Nugraha, E. (2024). Problematika menilai ranah kognitif, afektif, dan psikomotorik pada mata pelajaran IPAS kurikulum merdeka. Pedadidaktika: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 11(4), 613-622.

Rosmayuni, A. A. A. P., Suma, K., & Suja, I. W. (2024). E-Modul pembelajaran IPA berbasis isu-isu sosial sains untuk meningkatkan literasi sains dan literasi sosial peserta didik kelas VIII. Indonesian Journal of Instruction, 5(2), 204-215.

Sartika, S., Mansyur, J., & Kendek, Y. (2021). Miskonsepsi siswa SMA Negeri 1 Palu tentang suhu dan kalor. Jurnal Kreatif Online, 9(2), 158-165.

Selamat, I. N. (2021). Keterampilan abad ke-21 pada pembelajaran sains dengan konteks socio-scientific issues di Indonesia: Tinjauan literatur sistematis. Jurnal Pendidikan dan Pembelajaran IPA Indonesia, 11(2), 14-21.

Septiany, L. D., Puspitawati, R. P., Susantini, E., Budiyanto, M., Purnomo, T., & Hariyono, E. (2024). Analysis of high school students’ critical thinking skills profile according to Ennis indicators. IJORER: International Journal of Recent Educational Research, 5(1), 157-167.

Sundari, P. D., & Sarkity, D. (2021). Keterampilan berpikir kritis siswa SMA pada materi suhu dan kalor dalam pembelajaran fisika. Journal of Natural Science and Integration, 4(2), 149-161.

Viehmann, C., Fernández Cárdenas, J. M., & Reynaga Peña, C. G. (2024). The use of socioscientific issues in science lessons: A scoping review. Sustainability, 16(14), 1-12.

Widodo, W., Degeng, I. N. S., Pali, M., & Hitipeuw, I. (2024). Development and validation of the student well-being scale for elementary school using Rasch model analysis. Journal of Educational, Health and Community Psychology, 13(2), 1-12.

Yokhebed, Y., Karmadi, R. M. D., & Nastiti, L. R. (2025). Validity and reliability analysis of a socioscientific issues-based critical thinking self-assessment instrument using the Rasch model. Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia), 11(1), 73-82.

Zahroh, F. L., Muflih, M., & Hilmiyati, F. (2024). Pembuatan instrumen evaluasi pembelajaran: Analisis literatur review. Jurnal Paris Langkis, 5(1), 319-328.

Zarkasyi, A. H., Himam, A. S., Lubis, R. H., Prameswari S. K., & Badriya, I. (2023). Kurikulum merdeka for Arabic language learning according to Piaget’s cognitive development theory. Inovasi Kurikulum, 20(2), 305-316.