Using Learning Managemant System in Fundamental of Analytical Chemsitry Course: Effect on Students’ Critical Thinking through The Authentic Assessment

Main Article Content

Metridewi Primastuti
Erfan Priyambodo
Das Salirawati

Abstract

Critical thinking is the main skill for connecting relationships between chemical science concepts in a coherent environment. Therefore, a learning and evaluation method is needed to help students master the meaning of chemistry to environmental phenomena. The Fundamental of Analytical Chemistry course invites students to study the technique of determining the concentration of a compound. This is relevant to improve their critical thinking skills. This study aims to analyze the effect of the implementation of Technology-based Authentic Assessment (TbAA) on students' critical thinking skills in Fundamental of Analytical Chemistry course. Designed as a pre-experimental, one group pretest-posttest study was applied. A total of 26 undergraduate Chemistry students were included as samples through purposive sampling. TbAA was held for 7 meetings, then critical thinking skills were assessed through essay instruments covering aspects of interpretation, analysis, evaluation, inference. The validity test was carried out theoretically by 2 learning chemists on 4 critical thinking questions that had been developed. After the data was obtained, descriptive statistics and the Wilcoxon test were carried out to answer the research objectives. Based on the results of the analysis, there is a significant difference in students' critical thinking skills after the application of TbAA.

Article Details

How to Cite
Primastuti, M., Priyambodo, E., & Salirawati, D. (2023). Using Learning Managemant System in Fundamental of Analytical Chemsitry Course: Effect on Students’ Critical Thinking through The Authentic Assessment. TANJAK : Journal of Education and Teaching, 4(2), 73–83. https://doi.org/10.35961/tanjak.v4i2.949
Section
Articles

References

Barber, W., King, S., & Buchanan, S. (2015). Problem based learning and authentic assessment in digital pedagogy: Embracing the role of collaborative communities. Electronic Journal of E-Learning, 13(2), 59-67.

Bernie, C. F. (2009). 21st century skills: learning for life in our times. California: John Willey & Sons.

Callison, D. (1998). Authentic assessment. School Library Media Activities Monthly, 14(5), 42.

Cottrell, S. (2017). Critical thinking skills: effective analysis, argument and reflection. Mcmillan International Higher Education.

Damayanti, R. S., Suyatna, A., Warsono., Rosidin, U. (2017). Development of Authentic Assessment Instruments for Critical Thinking Skills in Global Warming with a Scientific Approach. International Journal of Science and Applied Science: Conference Series 2(1), 289-299.

Duda, H. J., Susilo, H., & Newcombe, P. (2019). Enhancing different ethnicity science process skills: Problem-based learning through practicum and authentic assessment. International Journal of Instruction, 12(1), 1207-1222.

Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking skills and Creativity, 12, 43-52.

Facione, P. A. (2013). Critical thinking: whats it is and why it counts. Millbrae CA: Measured Reasons and The California Academic Press.

Gulikers, J. T., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational technology research and development, 52(3), 67.

Hairida, H. (2016). The effectiveness using inquiry based natural science module with authentic assessment to improve the critical thinking and inquiry skills of junior high school students. Jurnal Pendidikan IPA Indonesia, 5(2), 209-215.

Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational technology research and development, 48(3), 23-48.

Koh, K.H., Tan, C. and Ng, P.T. (2012) Creating Thinking Schools through Authentic Assessment: The Case in Singapore. Educational Assessment, Evaluation and Accountability, 24, 135-149.

Lisa G. S. & Snyder, M. J. (2008). Teaching Critical Thinking and Problem-Solving Skills. The Delta Pi Epsilon Journal.
Lombardi, M. M. (2008). Making the grade: The role of assessment in authentic learning. EDUCAUSE Learning Initiative, 1-16.

Mueller, J. (2005). The authentic assessment toolbox: enhancing student learning through online faculty development. Journal of Online Learning and Teaching, 1(1), 1-7.

Meylinda, F. S. (2018). Malaysian higher education system towards industry 4.0 – current trends overview. AIP Conference Proceedings, 0200811-0100817.

Radulovic, S. M. (2017). What is needed to develop critical thinking in schools? CEPS journal 7(3), 9-25.

Razmawaty, M. & Lebar, O. (2017). Authentic Assessment in Assessing Higher Order Thinking Skills. International Journal of Academic Research in Business and Social Science 7(2), 466-476.

Rennert-Ariev, P. (2005). A theoretical model for the authentic assessment of teaching. Practical Assessment, Research, and Evaluation, 10(1), 2.

Suastra, I. W., & Ristiati, N. P. (2019, June). Developing Critical Thinking, Scientific Attitude, and Self-efficacy in Students through Project Based Learning and Authentic Assessment in Science Teaching at Junior High School. In Journal of Physics: Conference Series 1233(1), 012087.

Stiggins, R. J. (1987) Design and Development of Performance Assessments. Educational Measurement: Issues and Practice 6(3), 33-42.

Thompson, C. (2011). Critical thinking across the curriculum proces over output. International Journal of Humanities and Social Science, 1(9).

Stowe, R. L., & Cooper, M. M. (2017). Practicing what we preach: assessing “critical thinking” in organic chemistry. Journal of Chemical Education, 94(12), 1852-1859.

Svinicki, M. D. (2004). Authentic assessment: Testing in reality. New directions for Teaching and learning, 2004(100), 23-29.

Wagner, T. (2010). The global achievement gap: Why even our best schools don't teach the new survival skills our children need-and what we can do about it.