Copyright © 2024, Sri Wahyuni, Zainur Rasyid Ridlo, Rayendra Wahyu Bachtiar, Mohammad Hilmy Abdillah,
Alexis Arizabal Enriquez 1
The Development of Assessment Instrument Based on Wordwall to Measure Process Science Skills for Environmental Pollution
Sri Wahyuni 1, Zainur Rasyid Ridlo 2, Rayendra Wahyu Bachtiar3, Mohammad Hilmy Abdillah4 , Alexis Arizabal Enriquez5
1234 Department of Science Education, University of Jember. Kalimantan Street no. 37, Tegalboto, Sumbersari, Jember 68121
5 Abra State Institute of Sciences and Technology, Abra, Philippines Coressponding Author. E-mail:
5 [email protected] Abstract
This study aims to determine the validity, practicality, and effectiveness of an assessment instruments based on Wordwall in measuring students' science process skills of junior high school science learning in environmental pollution materials. This research is a type of development research (Research and Development) that refers to the procedure of the Borg and Gall development model which has stages including research and information collecting, planning, develop the preliminary form of the product, product design validation, main product revisions, main field testing, operational product revision, operational field testing, final product revision. The subject of the study was a grade VII student of SMPN 2 Ajung, Jember. This study used instruments in the form of validation sheets, practicality sheets, student questionnaire sheets, and science process skills tests. Data analysis techniques used in research consist of validity test analysis, practicality test analysis, and effectiveness test analysis. The results showed that out of 20 multiple-choice questions developed from aspects of material, construction, and language based on the assessment of 3 validators were declared very valid and worthy of use without revision. The twenty multiple- choice questions tested have valid question item validity. The assessment instrument has a reliability value of 0.612. The difficulty level analysis obtained 5 easy criteria questions, 14 medium criteria questions, and 1 difficult criteria question. The effectiveness of the assessment instrument obtained the average results of students' science process skills of 55%, including the sufficient category and student response questionnaires of 81%, so they were declared very good.
Keywords: Asessment instruments, Wordwall, Science process skills.
How to cite this article:
Wahyuni, S., Ridlo, Z.R., Bachtiar, R.W., Abdillah, M.H., Enriquez, A.A. (2024). The Development of Assessment Instrument Based on Wordwall to Measure Process Science Skills for Environmental Pollution. IJIS Edu: Indonesian Journal of Integrated Science Education, 6(1), 1-12. doi: https://dx.doi.org/10.29300/ijisedu.v6i1.11355
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2 http://ejournal.iainbengkulu.ac.id/index.php/ijisedu INTRODUCTION
The world is developing rapidly and complexly in the 21st century which has led to competition in all fields, including education (Osborne, and Pimentel, 2023; Ploj, 2022;
Sariyani et al., 2021). It takes several skills that can play a role in education in today's increasingly developing era. One of the basic abilities that students must master is science process skills (Nurhasanah et al., 2019). Science process skills are skills for developing and discovering theories, concepts, and principles related to science (Alfian et al., 2018).
Science process skills teach to formulate problems, know variables, develop hypotheses, collect information, and make conclusions (Uliya and Muchlis, 2022). The low science process
skills in students are caused by various factors, including the low science skills of educators and the main focus of assessing students' understanding emphasizes mastery of scientific concepts only (Saleh et al., 2020). As explained by Wahyuni et al., (2022) that science learning for students is aimed at building higher-order thinking skills such as critical thinking, reasoning, and science process skill to deal with problems in everyday life. Therefore, evaluating science process skills is a form of effort to build an understanding of science. According to Firdaus and Baiq (2017), the characteristics of each indicator, both basic and integrated science process skills, are described in detail in Table 1 below.
Table 1. Science process skill indicators
No Indicator Description
1. Observation Observe with the senses and collect relevant facts
2. Prediction Form hypotheses, identify predictable patterns, and seek relationships between facts, concepts, and principles in science
3. Measure Measure the information needed in the experiment
4. Classification Look for differences, contrasting features, compare or find a basis for classification
5. Conclude Establish circumstances or draw conclusions based on facts, concepts, and principles gathered from observations
6. Communication Submit, discuss, and describe the results of the data with tables or graphs 7. Asking question Ask about what, why, how, ask for explanations, ask for background hypotheses 8. Planning experiment Determine the tools and materials to be used, determine variables, and
determine what will be carried out in the form of work steps
9. Make a hypothesis Develop general statements that explain the occurrence of a phenomenon and must be testable
10. Applying concept Use concepts from new experiences to explain what is going on
(Firdaus and Baiq, 2017) One way to evaluate students' science
process skills is to design an assessment instrument that can measure science process skills. Assessment instruments are said to have good quality if they have high validity and reliability. The higher the value of the validity and reliability of an instrument, the better the data obtained from a study (Hayati & Lailatussaadah, 2016). Susdelina et al., (2018) added that other aspects that support the good quality of the test instrument are aspects of the level of difficulty and validity of the items.
Assessment tools that generally use paper media have evolved to use digital assessment tools. One of the digital assessment tools that educators can use is a Wordwall (Sari and Yarza, 2021). Wordwall is an interactive learning media based on website for teacher as educator (Sahanata et al., 2022).
Despite the fact that science process skills are essential, such skills are challenging for students, especially Indonesian students. Based on PISA 2018 results, students' science process skills in Indonesia are currently at a low level, i.e., an average score of 396, which means they are still at a low level of proficiency in science (OECD, 2019). Research conducted in several regions in Indonesia also supports the low level of students' science process skills, including research conducted by Anisah et al., (2018) at Sultan Agung High School, where students' science process skills are still low with an average score of students who obtained is 48.75. Similar research was conducted by Rahmadanty and Wasis (2020) at MA Al Islamiyah Sidoarjo that students' mastery of science process skills was classified as low at 51.16. While the results of the research put forward by Santiawati et al., (2022)
http://ejournal.iainbengkulu.ac.id/index.php/ijisedu 3 explained that the average science process skills
of students at SMPN 2 Burneh was still low at 39.7. The results of this low score indicate that the learning is still not optimal so it cannot improve science process skills.
The aforementioned issues call for the need to support students in developing science process skills. To do so, it is essential to understand such students’ skills. Thus, this study aims to develop an assessment instrument that can be used to measure science process skills. In particular, we used Wordwall to develop such the instrument and focused on environmental pollution and was intended to junior high school.
METHOD
The development research model was carried out using the Borg and Gall’s (1993) development model. Development research is a type of research whose implementation does not only make a product but also tests the product with the hope that it can be used in the world of education (Rahmawati et al., 2017). The final product developed is an assessment instrument oriented to science process skills in the form of 20 multiple-choice questions based on a Wordwall. The Borg and Gall development model has 10 stages, but this study only used 9 development stages, namely: (1) Research and information collecting; (2) planning stage; (3) develop preliminary form of product stages; (4) product design validation stages (5) main product revisions; (6) main field testing; (7) operational product revision; (8) operational field testing; (9) final product revision;
Figure 1. Modification of the Borg and Gall Development Model
Source: Borg and Gall (1983)
The research subjects who participated in this research activity were class VII students of SMPN 2 Ajung with details of 24 students for testing the initial product and 104 students for testing the final product. The data collection techniques and instruments used to support the
implementation of the research were validation sheets, student response questionnaires, interviews, observations, tests, and documentation. Data analysis techniques in this study used logical validity analysis (expert validation), empirical validation (item validity, reliability, and difficulty level), practicality, and effectiveness of an assessment instrument based on Wordwall to determine the science process skills of each student.
The validity test is divided into two, logical and empirical validity tests. The logical validity test is used as a test of whether the assessment instrument is valid or not, while the empirical validity test is used as a test of the validity of each item which includes the validity of the items, reliability, and level of difficulty. Measurement of science process skills is carried out if the instrument has been stated. Assessment instruments and assessment techniques in more detail can be found on the validity sheet. The scope of the assessment instrument consists of material aspects, construction, and linguistic aspects. After the assessment is carried out, according to Akbar (2013), a logical validity test is carried out with the formula used as follows:
Va = Tse
TSh × 100%
Information :
Va = percentage of validity Tse = total score achieved TSh = maximum total score
The validity criteria based on the validation results can be seen in Table 2 below:
Table 2. Validity criteria Percentage Validity Criteria
80,1%-100% Very Valid
60,1%-80% Valid
40,1%-60% Valid Enough
20,1%-40% Invalid
Va < 20% Invalid
(Akbar, 2013) Every item that has been made needs to be tested for its validity. So that the assessment instrument can describe the data from the variables studied appropriately, because the assessment instrument is declared valid if it can measure what is being measured. Therefore, after passing logical validity, we then carry out an empirical validity test which includes the validity of the items, reliability, and level of difficulty. The validity of the items was analyzed using the
4 http://ejournal.iainbengkulu.ac.id/index.php/ijisedu Pearson moment product correlation formula as
follows:
rxy= N ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
√{𝑁 ∑ 𝑋2− (∑ 𝑋)2{ 𝑁 ∑ 𝑌2− (∑ 𝑌)2} Information:
𝑟𝑥𝑦 = Pearson's correlation coefficient N = total participants
X = score of questions for each number Y = total score of questions
The value of rxy later will be compared with the correlation coefficient table rtable = r(a,n-2).
Analysis of the details of the question is said to be valid when rcount > rtable is found in the item table statistic (Hamidah and Wulandari, 2021).
The criteria for the validity of the item items can be seen in Table 3 below.
Table 3. Criteria for the validity of the items
𝐫𝒙𝒚 Criteria
rcount ≥ rtable Valid
rcount ≤ rtable Invalid
(Hamidah and Wulandari, 2021) Reliability can be interpreted as the level of confidence in the measurement results obtained.
Good reliability means that in several measurements taken to measure a variable, consistent results will be obtained even though they are carried out at different times (Sappaile, 2007). Test the reliability of the assessment instrument using the alpha-cronbach method which is calculated by the formula:
r11= ( k
k − 1) (1 −∑ 𝑆2 St2 ) Information :
r11 = test reliability coefficient k = many questions
∑S2 = total score variance
St2 = variance of the instrument's total score The reliability index range refers to Table 4 below:
Table 4. Reliability index criteria
No. Index Criteria
1. 0,81 < r11 ≤ 1,00 Very High 2. 0,61 < r11 ≤ 0,80 High 3. 0,41 < r11 ≤ 0,60 Currently 4. 0,21 < r11 ≤ 0,40 Low 5. r11 ≤ 0,20 Very Low
(Candiasa, 2010)
The level of difficulty of the question items is done to measure the criteria of whether the question items fall into the category of easy, medium, or difficult. To calculate the level of difficulty of the questions, use the following formula.
P =B N Information:
P = question difficulty index
B = total students answered correctly N = total students who took the test
The criteria for the difficulty level of the questions can be seen in Table 5 below.
Table 5. Criteria for the difficulty level of the questions
No. Index Criteria
1. 0 Very difficult
2. 0 < P ≤ 0,3 Difficult 3. 0,3 < P ≤ 0,7 Currently
4. 0,7 < P ≤ 1 Easy
5. 1 Very easy
(Bagiyono, 2017) The practicality of an assessment instrument based on Wordwall measured on its implementation during the evaluation of learning through the implementation of the observation sheet which was assessed by the observer. The results of the assessment of the implementation sheet by the observer will then be analyzed using calculations with the formula:
(P) = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑐𝑜𝑟𝑒 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑
𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑐𝑜𝑟𝑒𝑠× 100%
Information:
P = practicality percentage
The practicality criteria of the observer's assessment can be seen in Table 6 below.
Table 6. Practicality criteria
Percentage Category
80,1%-100% Very Practical
60,1%-80% Practical
40,1%-60% Pretty Practical 20,1%-40% Less Practical
(P) < 20% Impractical
(Kumalasari, 2018) In the effectiveness test, there are 2 data used, namely student response questionnaire data and science process skills test data. The purpose of conducting an effective test is to measure students' science process skills. Student response analysis is carried out after working on the assessment instrument based on Wordwall, and
http://ejournal.iainbengkulu.ac.id/index.php/ijisedu 5 students will be given a student response
questionnaire using a Likert scale. Furthermore, the results of the student response questionnaire are calculated using the formula.
𝑃 = 𝑓
𝑁× 100%
Information :
𝑃 = percentage of student’s response 𝑓 = score obtained by the respondent 𝑁 = maximum score
The percentage results obtained from the calculation above are categorized based on Table 7 below.
Table 7. Questionnaire categories of student responses
Percentage (%) Category 80 < P ≤ 100 Very good
60 < P ≤ 80 Good
40 < P ≤ 60 Pretty good 20 < P ≤ 40 Not good
P < 20 Not good
(Auliya and Lazim, 2020) Measurement of students' science process skills is reviewed based on student test results because each item developed contains indicators of science process skills to be measured. The criteria for interpreting science process skills can be seen in Table 8 (Azwar, 2014).
Table 8. Criteria for science process skills
Interval Category
75,1 < X ≤ 100 Very high
55,1 < X ≤ 75 High
40,1 < X ≤ 55 Sufficient
X ≤ 40 Low
(Azwar, 2014) RESULT AND DISCUSSION
This research is development research conducted to produce valid, practical, and effective products. The resulting product is in the form of a student assessment instrument that is packaged with the help of a website called Wordwall, or it can be called an assessment instrument based on Wordwall. The development of this assessment instrument based on Wordwall uses the Borg and Gall development model with nine stages, namely research and information collecting, planning, develop preliminary form of product, product design validation, main product revisions, main field testing, operational product revision, operational field testing, final product revision.
Research and Information Collecting
At the stage of searching and collecting data, several analyzes were carried out, namely literature studies and field studies. The literature study was carried out to know concepts and theories related to assessment instruments, aspects of criteria that need to be considered to determine the quality of an assessment instrument and conduct a literature review regarding concepts and theories related to science process skills. Meanwhile, in field studies, the results of observations and interviews with science educators for class VII SMPN Ajung obtained information that during the evaluation process of learning science rarely used assessment instruments that could measure students' science process skills and usually only used assessment instruments according to learning outcomes. The use of technology as a means to carry out the evaluation process is still rarely carried out by schools and the use of paper is the main medium for conducting learning evaluations, be it daily assessments, midterm assessments, and final semester assessments and paper media requires a lot of money and the assessment process must done manually so it takes a lot of time.
Planning Stage
The planning stage is carried out by determining the number of test items that will be tested on students based on the results of material analysis from student books and class VII teacher books on science subjects. Based on this, the assessment instrument questions were prepared with a total of 20 multiple choice questions. The assessment instrument was prepared with the help of the Wordwall website and was able to measure science process skills. After the assessment instrument based on Wordwall done developed, will be tested on class VII students of SMPN 2 Ajung.
Develop Preliminary Form of Product Stage The next stage is develop preliminary form of the product. At this stage, the researcher developed an assessment instrument based on Wordwall in environmental pollution material. At the product design stage, it begins with making question cards using Microsoft Word.
6 http://ejournal.iainbengkulu.ac.id/index.php/ijisedu Figure 2. Making question cards
After having made 20 question cards, then implemented each item on the Wordwall website.
On the Wordwall website, up to 18 template features are available to choose from, and researchers use 5 template features Wordwall so every 1 template feature Wordwall will contain 4 items that measure science process skills, which include open the box templates, gameshow quiz, quiz, maze chase, and airplane.
Figure 3. An example of using the Wordwall feature
Product Design Validation Stage
In development research, the product will be validated in the form of an assessment instrument. In this media validation, there are 3 expert validators.
Table 9. Validation results of assessment instrument based on Wordwall Assesse
d aspect
Percentage of
validators (%) Percenta
ge (%) Catego 1 2 3 ry
Material 100 82 82 88 Very
valid Construc
tion 94 82 81 85 Very
valid Languag
e 99 80 80 86 Very
valid Average 98 81 81 87 Very valid (Ihsan, 2015)
Based on Table 9, the validity of the assessment instrument based on Wordwall shows a total average percentage of 87%, which means the product is very valid. According to Matondang (2009), an assessment instrument is classified as a valid instrument as long as the data obtained meets the validity standard in respect to the aspects being assessed. The results of the assessment from the expert validator for each aspect also showed a very valid category, such as the material aspect obtained a percentage of 88%, the construction aspect 85%, and the language aspect 86%. Based on the average percentage value obtained, it can be shown that the assessment instrument based on Wordwall is feasible to use with minor revisions.
Main Product Revision Stage
The main product revision stage is carried out by making improvements to the test instruments that have been validated by the validator. Based on the validation results of the 3 validators, 1 validator provided revisions to 2 items based on suggestions and comments, namely clarifying the images presented and giving an assessment score for each item. After revising an assessment instrument based on Wordwall can be used at a later stage.
Main Field Testing Stage
The main field testing stage was carried out using 24 class VII A students of SMP Negeri 2 Ajung. The results of the main field testing were then analyzed to calculate the validity of the items, reliability, level of difficulty, and practicality. Testing the validity of the items using the product moment correlation formula with Microsoft Excel. The results of the validity of the items in the main field testing are in Table 10.
Table 10. The results of the validity of the items Question
number rcount rtable Criteria
1 0,388 0,404 Invalid
2 0,209 0,404 Invalid
3 0,675 0,404 Valid
4 0,345 0,404 Invalid
5 0,453 0,404 Valid
6 0,493 0,404 Valid
7 0,270 0,404 Invalid
8 0,445 0,404 Valid
9 0,445 0,404 Valid
10 0,471 0,404 Valid
11 0,564 0,404 Valid
12 0,536 0,404 Valid
13 0,491 0,404 Valid
http://ejournal.iainbengkulu.ac.id/index.php/ijisedu 7 Question
number rcount rtable Criteria
14 0,407 0,404 Valid
15 0,462 0,404 Valid
16 0,407 0,404 Valid
17 0,502 0,404 Valid
18 0,425 0,404 Valid
19 0,432 0,404 Valid
20 0,531 0,404 Valid
In line with Hamidah and Wulandari (2021), valid questions should signify the item that has a higher r count value than the r table value (rcount > rtable). Based on Table 10 it can be seen that there are 16 valid questions and 4 invalid items. 4 items that are not valid have a lower rcount value than the rtable value. We argue that invalid items could be attributed to evaluation instrument factors, evaluation administration factors, and scoring methods, as well as student answer factors (Arikunto, 2013).
The next analysis is the reliability analysis of the items. Reliability can be known from cronbach's alpha value. For tests with high cronbach's alpha values, the reliability will also be high, so that the developed instrument is feasible to use. The reliability data in the initial product trial obtained a value of 0.788 so the reliability of assessment instrument based on Wordwall was included in the very high category.
Difficulty level analysis was carried out to get each item classified as easy, medium, or difficult. The results of the analysis of the level of difficulty are obtained from calculations using the formula determined by Microsoft Excel. The results of the item difficulty level test can be seen as follows.
Table 11. The results of the difficulty level of the questions
Question
number Difficulty
level (P) Category
1 0,500 Currently
2 0,500 Currently
3 0,625 Currently
4 0,542 Currently
5 0,458 Currently
6 0,458 Currently
7 0,792 Easy
8 0,583 Currently
9 0,542 Currently
10 0,292 Difficult
11 0,792 Easy
12 0,375 Currently
13 0,708 Easy
14 0,250 Difficult
15 0,417 Currently
16 0,500 Currently
Question
number Difficulty
level (P) Category
17 0,417 Currently
18 0,708 Easy
19 0,125 Difficult
20 0,625 Currently
The distribution of the difficulty level of the questions consisted of easy, medium, and difficult questions. Questions are categorized to be accurate provided that it has a moderate level of difficulty, which is neither too easy nor too difficult (Fatimah, 2019). Based on the results of the analysis of the difficulty level of the items in the initial product trial of 20 items, 3 items were found in the difficult category, 13 items in the medium category, and 4 items in the easy category.
The implementation of the main field testing was supervised by 3 observers with each giving an assessment from a scale of 1-5 on the practicality sheet. The results of the practicality of assessment instrument based on Wordwall obtained are listed in Table 12.
Table 12. Practical results Assessment
activity Class (%) VII A Category
Preparation 87 Very practical
Working
instructions 90 Very practical
Do Wordwall 96 Very practical
Closing 93 Very practical
Average Score 91 Very practical The results of the practicality analysis of the assessment instruments assessed by 3 observers concerning to practicality criteria show that the implementation of learning using assessment instruments based on Wordwall displayed an average percentage of 91% with very practical criteria. Thus, based on Kumalasari (2018), the assessment instrument based on Wordwall in pollution material materials is very practical to use for assessment activities after learning science.
Operational Product Revision Stage
After analyzing the main field testing product, revisions or improvements were made to the item items based on the validity and reliability tests for each item. Based on the results of the initial product trial, there were 4 invalid questions, namely question numbers 1, 2, 4, and 7, so it was necessary to revise them. After the items that were declared invalid were revised, then the assessment instruments that had been
8 http://ejournal.iainbengkulu.ac.id/index.php/ijisedu developed could then be tested on a larger
sample.
Operational Field Testing Stage
The operational field testing is carried out when it has finished making improvements to the assessment instrument that was developed. The operational field testing was carried out using a larger sample, involving 104 students from class VII SMPN 2 Ajung. The results of the final product testing were then analyzed using Microsoft Excel to determine the validity, reliability, level of difficulty of the questions, practicality, and effectiveness. The results of testing the validity of the final product trial items are in Table 13.
Table 13. Results of the validity of the items Question
number rcount rtable Criteria
1 0,215 0,192 Valid
2 0,353 0,192 Valid
3 0,410 0,192 Valid
4 0,541 0,192 Valid
5 0,217 0,192 Valid
6 0,208 0,192 Valid
7 0,409 0,192 Valid
8 0,240 0,192 Valid
9 0,217 0,192 Valid
10 0,378 0,192 Valid
11 0,250 0,192 Valid
12 0,375 0,192 Valid
13 0,334 0,192 Valid
14 0,432 0,192 Valid
15 0,475 0,192 Valid
16 0,351 0,192 Valid
17 0,533 0,192 Valid
18 0,316 0,192 Valid
19 0,380 0,192 Valid
20 0,275 0,192 Valid
Based on the results of the analysis of the validity of the items in the final product trial, it was found that all items exceeded the r valueable.
The validity of the items refers to rcount > rtable , vice versa, rcount < rtable implies invalid items (Hamidah and Wulandari, 2021). Thus, all items from numbers 1-20 developed are declared valid.
Whether the assessment instrument is reliable or not can be seen from Cronbach's alpha value. The test instrument is said to have high reliability if the Cronbach's alpha value is also high, thus the developed instrument is feasible to be re-tested. As for the reliability data in the final product trial, a value of 0.612 was obtained so that the reliability of assessment instruments based on Wordwall was included in the high category.
The next analysis is to analyze the level of difficulty in operational field testing. Difficulty level analysis was carried to find out the distribution of questions belonging to the easy, medium, or difficult categories with a set formula.
The results of calculating the difficulty level of the questions that have been done are shown in Table 14.
Table 14. Difficulty level results Question
number Difficulty
level (P) Category
1 0,769 Easy
2 0,721 Easy
3 0,519 Currently
4 0,625 Currently
5 0,558 Currently
6 0,433 Currently
7 0,837 Easy
8 0,760 Easy
9 0,404 Currently
10 0,452 Currently
11 0,769 Easy
12 0,490 Currently
13 0,538 Currently
14 0,356 Currently
15 0,548 Currently
16 0,500 Currently
17 0,433 Currently
18 0,510 Currently
19 0,288 Difficult
20 0,529 Currently
Based on table 14 it can be seen that each question has a different index of difficulty. These indices are then interpreted according to the criteria of the level of difficulty table. Following the index value, of the 20 items developed, 5 questions with easy criteria were obtained which could be found in question numbers 1, 2, 7, 8, and 11 because they had an index between 0.71- 1.00, 14 questions with medium criteria which can be found in question number 3, 4, 5, 6, 9, 10, 12, 13, 14, 15, 16, 17, 18, and 20 because it has an index value ranging from 0.29 to 0.70, and 1 question with difficult criteria that can be found in question number 1 because it has an index value ranging from 0.00 to 0.30. Based on Bagiyono (2017), the index value ranging from 0.71-1.00, 0.30-0.70, and 0.00-0,29 implies easy questions, medium, and difficult questions, respectively. Likewise, Fatimah (2019) points out that an accurate question has a moderate level of difficulty, implying not too easy or difficult.
The implementation of the operational field testing was supervised by 3 observers with each observer assessing the practicality sheet
http://ejournal.iainbengkulu.ac.id/index.php/ijisedu 9 given. The value that can be given ranges from a
scale of 1-5. The results of the practicality of assessment instruments based on Wordwall obtained in the operational field testing are listed as follows.
Table 15. Practical results Assessme
nt activity
Class Aver
age Catego VI ry
I A VI I B
VI I C VII D Preparatio
n 90 90 93 87 90 Very
practica l Working
instruction
s 97 87 93 87 91 Very
practica l Working
on
Wordwall 93 91 84 93 90 Very practica
l Closing 93 97 93 93 94 Very
practica l Average
score 93 91 91 90 91 Very practic
al Based on the results of the practicality sheets filled out by 3 observers with one meeting in four classes it can be found that the implementation of learning using assessment instrument based on Wordwall displays an average percentage of 91% with very practical criteria. According to Nisa et al. (2023), the practicality of an assessment instrument relates to how easy the process of implementing the assessment instrument is, both in the process of preparation, use, and administration. Thus, the assessment instrument based on Wordwall in environmental pollution material is very practical to use for assessment activities after learning science.
The effectiveness of the assessment instrument can be seen from the analysis of students' science process skills values and students' response questionnaires. The test results obtained by students can be searched for the percentage of science process skills, then grouped according to the category of science process skills, as shown in the following figure.
Figure 4. Student test results
The percentage value of students' science process skills in the final product trial with 104 subjects obtained as many as 16 students (15%) had science process skills in the very high category, 26 students (25%) in the high category, 36 participants students (35%) in the sufficient category, and as many as 16 students (25%) in the low category. Next, namely determining the results of the analysis of each indicator of science process skills from testing the final product which can be reviewed in the following table.
Table 16. Recapitulation of science process skills Science process skills
indicators Average
percentage (%)
Observation 75
Prediction 57
Measure 50
Classification 80
Conclude 43
Communication 63
Asking question 45
Planning experiment 52
Make a hypothesis 47
Applying concept 41
The results of the science process skills test in the operational field testing obtained an overall average percentage of 55% which is included in the sufficient category. The highest average percentage is seen in the classification indicator with a percentage of 80% which is in the very high category, the observation indicator has a percentage of 75% in the high category, the communication indicator has a percentage of 63% in the high category, the prediction indicator is 57% in the high category, the indicator planning experiment by 52% in the sufficient category, indicators measure 50% in the sufficient category, indicators make a hypothesis by 47% in the sufficient category, indicators asking the question by 45% in the sufficient category, indicators conclude by 43% in the sufficient
15%
25%
35%
25%
Results of learners' science process skills
Very High High Sufficient Low
10 http://ejournal.iainbengkulu.ac.id/index.php/ijisedu category, and indicators applying the concept of
41% with the sufficient category. Based on the description of the average results, it shows that assessment instrument based on Wordwall products can measure science process skills.
Response questionnaire sheets were given to students after taking the test to know students' assessment of an assessment instrument based on Wordwall. The results of the student response questionnaire test are in Table 17.
Table 17. Student response questionnaire results Assessed
Aspect Percentage
(%) Category
Interest 82 Very good
Clarity 81 Very good
Content quality 82 Very good
Convenience 80 Good
Average 81 Very good
Based on the results of the response questionnaire table assessed by 104 students after working on based on Wordwall, an average percentage of 81% was obtained which showed that the assessment instrument based on Wordwall for measuring science process skills received a very good response from students.
Final Product Revision Stage
The final stage is the revision of the final product which is carried out after analyzing the validity and reliability of the items using Microsoft Excel. The results of the validity and reliability tests conducted on the final product test indicated that the assessment instrument based on Wordwall for measuring science process skills was in the valid and reliable category, so there was no need to revise or improve the final product test. Based on this, assessment instrument based on Wordwall to measure science process skills is feasible to use.
CONCLUSION
The assessment instrument based on Wordwall obtained an average percentage value of 87% which was classified as a very valid category. Based on the analysis of the validity test of the items in the operational field testing, it was found that all items had a value of rcount>rtable so it is categorized as valid. The results of the reliability test on the operational field testing obtained a reliability value of rxy= 0.612 which has a high level of reliability. The results of the analysis of the level of difficulty of the items during the operational field testing obtained 5 items including the easy criteria and 14 questions
of the medium criteria, and 1 item of the difficult criteria, so that the assessment instrument based on Wordwall can be used as an evaluation of science learning in junior high schools in environmental pollution. The practicality of the assessment instrument based on Wordwall obtained an average of 91% and is in the very practical category so the assessment instrument based on Wordwall can be used as an assessment tool in learning science in junior high school in environmental pollution. The effectiveness of the assessment instrument based on Wordwall obtained an average of students' science process skills with a percentage of 55% which was in the sufficient category. While the results of the student response questionnaire scored 81% in the very good category, thus the assessment instrument based on Wordwall that was developed was effectively used as an assessment tool in learning science in junior high school in environmental pollution.
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