Epistemology Philosophy Development of Assessment Instruments Student Chemistry Learning Outcomes

Year 2019, , 627 - 641, 15.09.2019

Hadarah Hadarah , Rapiah Tulhıkmah

https://doi.org/10.17478/jegys.605097

Cited By: 1

Abstract

The Eepistemology for the development of an
instrument for evaluating chemistry learning outcomes requires that the
preparation starts from the basic competence in determining the indicators that
will be assessed, through the development of the instrument lattice, which will
be exposed in detail about the items of the instrument to
be prepared. The role of ontology examines the nature of the reality of the
object of knowledge, axiology as a value theory related to the usefulness of
knowledge. The phenomenon is that there are still many teachers who have not
followed standard procedures in the preparation and development of learning
instruments, the teacher does not make a grid as a guide for making questions.
As a result, students are lazy to learn because the learning outcomes obtained
are not in accordance with the ability level of students. This type of research
is the development or research and development (R&D) using the ADDIE model,
to develop and design an instrument for evaluating the learning outcomes of
class XI science students in chemistry state senior high school (SMA ) 5
Takalar City with a focus on cognitive, affective, and psychomotor dimensions
that produce valid and reliable instruments.

Keywords

Philosophy of epestimology, development of student learning outcomes

References

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