Review of problem-solving measurement: an assessment developed in the Indonesian context

Yıl 2022, Cilt: 9 Sayı: 1, 116 - 136, 01.01.2022

Azizul Ghofar Candra Wicaksono , Erzsébet Korom

https://doi.org/10.17275/per.22.7.9.1

Cited By: 2

Öz

The accuracy of learning results relies on the evaluation and assessment. The learning goals, including problem solving ability must be aligned with the valid standardized measurement tools. The study on exploring the nature of problem-solving, framework, and assessment in the Indonesian context will make contributions to problem solving assessment in Indonesian educational learning system. This review involved 32 studies that focus on problem-solving test development conducted in Indonesia and have the Indonesian version of the test. All tests are in the scope of certain subjects (mathematics, science, physics, and chemistry) and administered grade 7 to undergraduate level. Each test revealed a good value of reliability. Most of them have acceptable reliability score (r-value between .60 and .80) and high-reliability score (r > .80). Besides, they also showed content and construct validity (acceptable r value in Pearson product moment analysis and INFIT MNSQ index), but additional analysis is needed to fully develop the tests’ empirical evidence. All the tests are categorized as domain specific problem solving which focus on mathematics, science for junior high school, physics, chemistry, and biology. In addition, the topic coverage in the test should be improved and further studies about the measurement of problem-solving and test development are needed in the case of the Indonesian context.

Anahtar Kelimeler

problem solving, assessment, Indonesian context

Kaynakça

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