Available via license: CC BY-SA 4.0
Content may be subject to copyright.
How to cite:
Lasmana et.al (2024). Design of Project-Based Critical Thinking Skills
Assessment Instrument for Class X High School Students on Climate
Change Materials. Journal Eduvest. 3(10), 8571-8579
E-ISSN:
2775-3727
Published by:
https://greenpublisher.id/
Eduvest – Journal of Universal Studies
Volume 4 Number 10, October, 2024
p- ISSN 2775-3735- e-ISSN 2775-3727
DESIGN OF PROJECT-BASED CRITICAL THINKING
SKILLS ASSESSMENT INSTRUMENT FOR CLASS X HIGH
SCHOOL STUDENTS ON CLIMATE CHANGE MATERIALS
Oria Lasmana1*, Festiyed Festiyed2, Abdul Razak3, Muhyiatul Fadilah4
1,2,3,4Universitas Negeri Padang, Indonesia
Email: Orialasmana78@gmail.com1, festiyedf@gmail.com2, arazakunp@yahoo.com3,
Muhyifadilah@fmipa.unp.ac.id4
ABSTRACT
Critical thinking skills are one of the essential competencies that students in the 21st
century must possess. Biology learning in high school emphasizes the development of
critical thinking skills, which are essential abilities in understanding, analyzing, and
evaluating complex information. This research aims to design a critical thinking skills
assessment instrument based on Project-Based Learning for Class X High School Students
on climate change material. This study uses a descriptive research method. The data
collection technique in this study is by observation and literature study. The preparation of
this assessment instrument is designed based on the Scientific Literacy Assessment (SLA).
The data that has been collected is then analyzed in three stages, namely data reduction,
data presentation, and drawing a conclusion. The results of the study show that a design
of observation sheets and assessment instruments has been produced that can be used to
measure students' critical thinking skills. This assessment instrument for students' critical
thinking skills is designed based on SLAs and is ready to be validated so that a valid
assessment instrument is produced. Teachers can use this assessment instrument to assess
students' critical thinking skills in project-based learning. This instrument can also be used
to provide constructive feedback to students and help them improve their critical thinking
skills.
KEYWORDS
Design, Assessment, Critical Thinking Skills, Biology, Project Based
Learning.
This work is licensed under a Creative Commons Attribution-ShareAlike
4.0 International
Oria Lasmana, Festiyed Festiyed, Abdul Razak, Muhyiatul Fadilah
Design of Project-Based Critical Thinking Skills Assessment Instrument for Class
X High School Students on Climate Change Materials
8572
INTRODUCTION
Biology education in high school plays a crucial role in fostering critical thinking
skills, which are essential for understanding, analyzing, and evaluating complex
biological concepts. Critical thinking enables students to synthesize information, solve
problems, and seek out relevant resources to support their conclusions (Fauziah &
Kuntoro, 2022). Key indicators of critical thinking in this context include identifying
the central issues, formulating questions and conclusions, analyzing arguments, and
engaging in clarifying or challenging dialogues. Additionally, students learn to
recognize decision-making terms and approach them thoughtfully, assess observation
reports, and draw well-supported conclusions while maintaining an open mind despite
potential disagreements or uncertainties (Smolkowski et al., 2020). By cultivating these
skills, biology learning not only enhances students' understanding of the subject matter
but also prepares them to tackle real-world challenges critically and effectively.
Assessment is an integral part of the learning process because educators can
evaluate student learning outcomes through assessment. The assessment of learning
outcomes carried out by educational institutions aims to assess the extent to which
students have achieved the competencies set in all subjects (Fatimah et al., 2024). The
assessment process is the main responsibility of educators in learning, which serves to
determine the extent to which students can achieve the learning goals that have been
set. The stages of information collection in the assessment process aim to make
decisions on various aspects, such as educational policies, the quality of programs and
curriculum, the quality of teaching, and students' understanding of the subject matter.
Assessment activities carried out by educators are interpreted as an integral part of the
learning system designed and implemented in the classroom (Paniagua & Istance,
2018; Schildkamp et al., 2020)
The application of critical thinking assessment is often carried out through essay
tests; this is in accordance with the concept of critical thinking according to Ennis,
which states that in tests, mental involvement, strategies, and representations are
needed to solve problems, make decisions, and learn new concepts. However, McPeck
found that essay tests have weaknesses and problems that cannot be ignored in the
assessment process, namely the emergence of the effect of subjectivity in the
examination of test results. Critical thinking skills are rarely measured using multiple-
choice tests because there are many guessing factors in their implementation and the
creation of test items requires special skills. However, critical thinking skills can be
measured by multiple-choice tests, especially with items that emphasize high-level
thinking (HOT) skills. In addition, the test instruments used to measure critical thinking
skills must have a high level of difficulty (Mukti et al., 2021).
Critical thinking skills are one of the essential competencies that students in the
21st century must possess. Biology learning in high school emphasizes the
development of critical thinking skills, which are essential abilities in understanding,
analyzing, and evaluating complex information. Therefore, it is important to develop
assessment instruments that can measure students' critical thinking skills in climate
Eduvest – Journal of Universal Studies
Volume 4, Number 10, October, 2024
8573 http://eduvest.greenvest.co.id
change materials. Project-based learning (PBL) is an effective approach to improving
these skills, as it encourages students to learn through practical experiences and real
projects. Through PBL, students not only acquire theoretical knowledge but also apply
that knowledge in real-world contexts, thereby strengthening their ability to think
critically and solve problems relevant to daily life. The implementation of PBL in
biology learning, especially on climate change material, can help students better to
understand the impact and solutions to these global issues, as well as develop critical
thinking skills that are urgently needed in this modern era.
Previous research by Amalia & Susilaningsih (2014) found that the instruments
used in schools are generally at the cognitive taxonomic level of C1 to C2, with
occasional use at the C3 level. The assessment instruments developed include
analytical essay tests, student activity sheets, and problem-solving tests oriented to
students' critical thinking skills. These instruments are declared valid and reliable and
are able to measure the average student learning outcomes, the proportion of
completeness, and student activities. Another research by Ainun, (Ainun, 2021) shows
that the integrated assessment instrument product has an average score of 4.41, which
is included in the valid category. This instrument is designed to measure critical
thinking skills, creative thinking skills, and biological cognitive learning outcomes and
is declared valid.
Similar research by Sugiarti, (2014) identified the characteristics of critical
thinking skills assessment instruments, namely open-ended description questions with
indicators that include argument analysis, deduction, induction, and presentation of
information in the form of scenarios, texts, graphs, and tables. Data processing using
the Anates V4 program showed the reliability of the instrument of 0.67 with high
interpretation and the validity of the question of 0.47 with sufficient interpretation.
Therefore, the critical thinking skills assessment instrument in the form of open-ended
description questions meets the criteria for good test quality and can be used as a tool
to measure critical thinking skills.
This research helps to improve the quality of education by providing effective
assessment tools for teachers and increasing student engagement in learning.
Theoretically, this study enriches the educational literature by offering new models and
tools to measure and improve critical thinking skills in the context of scientific and
global issues. This research aims to design a critical thinking skills assessment
instrument based on Project-Based Learning for Class X High School Students on
climate change material.
RESEARCH METHOD
This study employs a descriptive research method, which aims to accurately
describe and interpret objects, individuals, groups, situations, or phenomena as they
exist (Waruwu, 2023). The assessment instruments are designed using instructional
research to create tools that effectively evaluate students' critical thinking skills. The
design process begins by identifying the specific assessment aspects to be measured.
Oria Lasmana, Festiyed Festiyed, Abdul Razak, Muhyiatul Fadilah
Design of Project-Based Critical Thinking Skills Assessment Instrument for Class
X High School Students on Climate Change Materials
8574
The assessment instrument is based on the Scientific Literacy Assessment (SLA),
modified to meet the researcher's objectives. The SLA, developed by Fives et al. (2014),
consists of two components: SLA-D (Demonstrated) and SLA-MB (Motivation and
Beliefs).
Data will be collected through observations of student behavior and classroom
interactions, specifically focusing on their critical thinking skills in relation to climate
change materials. Additionally, a literature study will support the observational data by
providing context and background information on effective assessment practices. The
analysis of the collected data will occur in three stages: data reduction, data
presentation, and conclusion drawing. This structured approach will ensure a
comprehensive understanding of students' critical thinking abilities.
RESULT AND DISCUSSION
Result
The following is an observation grid of students' critical thinking skills used.
Table 1. Observation Grid of Students' Critical Thinking Skills
Variable
Indicators
Number of
Question
Items
Items
Statement
No.
Statement
Students'
critical
thinking
skills
1. Focus the question
1
Formulate questions
and criteria to
consider answers
and ask questions
logically
1
2. Ask and answer
questions
1
Ask questions, give
explanations and
mention examples
2
3. Consider whether or
not a source is
trustworthy
1
Consider
authenticity,
suitability of sources
and use of
appropriate
procedures
3
4. Observe and
consider observation
reports
1
Make observations,
make reports and use
the correct evidence
4
5. Create and
determine the
outcome of the
consideration
1
Making and
determining the
basis of
consideration based
on facts, based on
5
Eduvest – Journal of Universal Studies
Volume 4, Number 10, October, 2024
8575 http://eduvest.greenvest.co.id
consequences and
based on the
application of facts
6. Define an action
1
Uncover the
problem, choose a
possible solution and
observe its
implementation
6
7. Interact with others
1
Arguing, using
logical thinking and
showing orations or
writing
7
Furthermore, the results of the observation were carried out to measure science
literacy skills; the results are shown in Table 2, which shows that the science literacy
ability of Class X high school students in climate change material based on the
cognitive domain SLA instrument (SLA-D) got an average of 57.80% in the medium
category. The highest aspects of science literacy are the aspects of science and society,
followed by thinking and working scientifically, the role of science, and mathematics
and science.
Table 2. Results of the Cognitive Science Literacy Test
Science Literacy
Aspects
Indicators
Question No.
Score Per Aspect
The Role of Science
(Role of Science)
Create and determine the
outcome of the
consideration
5
56,50%
Define an action
6
54,00%
Scientific thinking and
doing
Consider whether or not a
source is trustworthy
3
57,50%
Observe and consider
observation reports
4
55,50%
Science and society
Interact with others
7
65,50%
Math and science
(Mathematics and
science)
Focus questions
1
54,50%
Ask and answer questions
2
53,50%
Average
57,80 %
Discussion
Oria Lasmana, Festiyed Festiyed, Abdul Razak, Muhyiatul Fadilah
Design of Project-Based Critical Thinking Skills Assessment Instrument for Class
X High School Students on Climate Change Materials
8576
The study's results found that the average of the four aspects of science literacy
of Class X high school students in climate change material is in the medium category.
The highest percentage is in the aspect of science and society, which is 65.50%,
followed by thinking and working scientifically at 56.50%, then the role of science at
55.25%, and mathematics and science at 57.80%.
In the science literacy component, the aspect of the role of science is in the
medium category, with an average score of 55.25%. Thus, students have fully
understood the role of science in daily life. Science in daily life plays an important role
in helping the quality of life by providing innovations that improve health, facilitate
communication, improve work efficiency, and support sustainable economic
development (Fitriyadi et al., 2022). The role of science in climate lessons is to provide
understanding and technology that enables people to anticipate climate change, reduce
disaster risk, and adopt sustainable practices that improve the quality of life.
In the science literacy component, the aspect of thinking and working
scientifically is in the medium category, with an average score of 56.50%, meaning
that students are capable of thinking and working scientifically. This result is different
from the results of the Fausan & Pujiastuti (2017a) study, which found that thinking
and working scientifically are still lacking. So, it can be concluded that class X students
have enough to think and work scientifically in climate lessons if they can collect data,
analyze information, identify patterns, make hypotheses, and formulate evidence-based
solutions to climate issues.
The science literacy component of science and society aspects received an
average score of 65.50% in the high category, meaning that students are good at
understanding the importance of science in its implementation in daily life if they can
apply scientific concepts to solve real problems and make decisions that support health,
the environment, and social welfare (Asmaturisa et al., 2023).
The last component of science literacy, namely the mathematics and science
aspects, showed an average score of 54%, so it was in the low category. This is in line
with the research of Rohana et al. (2020), which stated that students are still lacking in
implementing mathematics in science. In the research, Fausan (2017b) also mentioned
that mathematics and science have almost no connection. Thus, high school students in
grade X still lack in implementing mathematics in science in climate lessons due to a
lack of understanding of relevant mathematical concepts and how to apply them in
scientific contexts, as well as the lack of learning practices that integrate the two
disciplines effectively.
In the medium category, the average science literacy ability of class X students
was obtained at 57.80%. So it can be concluded that the science literacy ability of class
X students is quite good. The importance of science literacy skills because it allows
individuals to understand, evaluate, and apply scientific information in daily decision-
making, participate in community discussions related to scientific issues, and
encourage innovation and technological advances that have a positive impact on the
quality of life and the environment (Pertiwi et al., 2018).
Eduvest – Journal of Universal Studies
Volume 4, Number 10, October, 2024
8577 http://eduvest.greenvest.co.id
Science literacy skills support learners to critically analyze, evaluate, and
synthesize scientific information, while critical thinking skills aid in questioning
assumptions, identifying biases, and crafting arguments supported by strong evidence.
Science literacy skills allow students to understand scientific contexts and formulate
rational reasoning based on the information provided. In contrast, critical thinking
skills help in sharpening the analysis and assessment of the information, so the two
work together to strengthen individual abilities in responding to various scientific
issues and making informed decisions (Ugliotti et al., 2023).
Biology learning in high school requires critical thinking because it involves
understanding complex concepts such as ecosystems, genetics, evolution, and the
interaction of organisms with their environment (Puspita et al., 2019). Critical thinking
allows students to evaluate data, connect concepts, identify patterns, and construct
logical reasoning in answering complex questions in biology. In addition, by thinking
critically, students can develop the analytical skills necessary to understand human
impacts on the environment, evaluate scientific information found in the literature, and
identify and design solutions to complex biological problems (Putriningtyas et al.,
2022).
In addition, the project-based learning model also intrinsically encourages critical
thinking. Students not only receive knowledge passively, but they are actively involved
in the process of inquiry, analysis, and problem-solving that requires critical reasoning
(Nugraha et al., 2023). By tackling projects relevant to climate change material,
students are faced with the challenge of connecting theory with practice, devising
problem-solving strategies, and evaluating their work. Students learn to think critically
about how to overcome the complexity of the problem and gain a deeper understanding
of the impacts of climate change and mitigation efforts that can be done (Daniel, 2017).
Thus, project-based learning facilitates the application of science literacy and
stimulates the development of students' critical thinking skills.
Thus, through project-based learning, students are given the opportunity to
investigate climate change issues in depth, apply scientific knowledge in real contexts,
and face complex challenges that require critical analysis. Using science literacy,
students can collect data, evaluate information sources, and construct arguments
supported by scientific evidence, while critical thinking skills allow them to question
assumptions, identify biases, and formulate evidence-based solutions to the climate
change problems at hand. So the combination of science literacy skills and critical
thinking skills through project-based learning becomes an effective instrument in
strengthening understanding and solving complex issues such as climate change at the
high school level.
CONCLUSION
The conclusion of this research is that the development of a critical thinking skills
assessment instrument based on Project-Based Learning (PBL) for Class X high school
students on climate change material has been successfully accomplished. This
Oria Lasmana, Festiyed Festiyed, Abdul Razak, Muhyiatul Fadilah
Design of Project-Based Critical Thinking Skills Assessment Instrument for Class
X High School Students on Climate Change Materials
8578
instrument is designed with consideration of the Scientific Literacy Assessment (SLA)
components and is ready for validation to ensure its validity. Observational results
indicate that the average science literacy skills of students are in the medium category,
with the "science and society" aspect showing a good understanding of the application
of science in everyday life. This research not only provides effective assessment tools
for teachers to evaluate students' critical thinking skills but also helps students receive
constructive feedback and improve their critical thinking abilities. Thus, PBL proves
to be effective in enhancing students' critical thinking and science literacy skills related
to complex issues such as climate change.
REFERENCES
Ainun, N. A. (2021). Validasi Instrumen Penilaian Terintegrasi Keterampilan Berpikir
Kritis, Keterampilan Berpikir Kreatif, dan Hasil Belajar Kognitif Biologi .
Amalia, N. F., & Susilaningsih, E. (2014). Pengembangan instrumen penilaian
keterampilan berpikir kritis siswa SMA pada materi asam basa. Jurnal Inovasi
Pendidikan Kimia, 8(2).
Asmaturisa, S., Ramadani, R., & Zebua, D. R. (2023). Tingkat Literasi Sains Peserta
Didik Madrasah Aliyah Negeri (MAN) Kota Sungai Penuh. Natural Science, 9(1),
46–56.
Daniel, F. (2017). kemampuan berpikir kritis siswa pada implementasi Project Based
Learning (PJBL) berpendekatan saintifik. JPMI (Jurnal Pendidikan Matematika
Indonesia), 1(1), 7–13.
Fatimah, A. F., Azzahra, A., & Ellingsen, A. (2024). Literature Curriculum
Development through Education Policy:(A Literature Study Analysis). Journal of
Law and Regulation Governance, 2(7), 238–249.
Fausan, M. M., & Pujiastuti, I. P. (2017a). Analisis Kemampuan Awal Iiterasi Sains
Mahasiswa Berdasarkan Instrumen Scientific Literacy Assessment. Seminar
Nasional LP2M UNM, 292–295.
Fausan, M. M., & Pujiastuti, I. P. (2017b). Analisis Kemampuan Awal Iiterasi Sains
Mahasiswa Berdasarkan Instrumen Scientific Literacy Assessment. Seminar
Nasional LP2M UNM, 292–295.
Fauziah, E., & Kuntoro, T. (2022). Modifikasi intelegensi dan berpikir kritis dalam
memecahkan masalah. El-Athfal: Jurnal Kajian Ilmu Pendidikan Anak, 2(01), 49–
63.
Fitriyadi, A., Syafeâ, A., Gunawan, I., Ramadhan, I. N., Gunawan, I., Yulianti, J.,
Ropik, M., Riyantini, R., Febrina, S. I., & Ramadhan, V. B. (2022). Peran Sains
dan Teknologi Dalam Meningkatkan Kualitas Hidup Masyarakat. Jurnal PkM
MIFTEK, 3(1), 38–44.
Mukti, T. S., Elvira, M., & Puspitasari, F. F. (2021). Construction of biology critical
thinking test of high school students. Bioedukatika, 9(1), 9–16.
Eduvest – Journal of Universal Studies
Volume 4, Number 10, October, 2024
8579 http://eduvest.greenvest.co.id
Nugraha, I. R. R., Supriadi, U., & Firmansyah, M. I. (2023). Efektivitas Strategi
Pembelajaran Project Based Learning dalam Meningkatkan Kreativitas Siswa.
Jurnal Penelitian Dan Pendidikan IPS, 17(1), 39–47.
Paniagua, A., & Istance, D. (2018). Teachers as designers of learning environments.
Educational Research and Innovation, 17–42.
Pertiwi, U. D., Atanti, R. D., & Ismawati, R. (2018). Pentingnya literasi sains pada
pembelajaran IPA SMP abad 21. Indonesian Journal of Natural Science
Education (IJNSE), 1(1), 24–29.
Puspita, E., Irwandi, I., & Hidayat, T. (2019). Kemampuan Berpikir Kritis Siswa Pada
Mata Pelajaran Biologi dengan Menggunakan Model Discovery Learning dan
Inkuiri Di SMAN 2 Kepahiang. Seminar Nasional Sains & Entrepreneurship, 1(1).
Putriningtyas, A., Muhlis, M., & Bachtiar, I. (2022). Perkembangan kecenderungan
berpikir kritis siswa pada materi biologi di MAN 2 mataram. Jurnal Ilmiah Profesi
Pendidikan, 7(3b), 1534–1542.
Rohana, R., Asrial, A., & Zurweni, Z. (2020). Profil kemampuan literasi sains peserta
didik berdasarkan instrumen scientific literacy assessments (SLA).
BIOEDUSAINS: Jurnal Pendidikan Biologi Dan Sains, 3(2), 176–185.
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B.
P. (2020). Formative assessment: A systematic review of critical teacher
prerequisites for classroom practice. International Journal of Educational
Research, 103, 101602.
Smolkowski, K., Strycker, L. A., Anderson, L., Marconi, P., & Abia-Smith, L. (2020).
The visual thinking strategies approach to teaching argument writing: A
professional development model. The Elementary School Journal, 121(1), 100–
124.
Sugiarti, T. (2014). Pengembangan Instrumen Penilaian Keterampilan Berpikir Kritis
Pada Mata Pelajaran Fisika SMA.
Ugliotti, F. M., Aschieri, D. L. D., & Osello, A. (2023). SHARPEN CRITICAL
THINKING SKILLS TO BOOST FUTURE WORKS. Education Applications &
Developments VIII Advances in Education and Educational Trends Series Edited
by: Mafalda Carmo, 475.
Waruwu, M. (2023). Pendekatan penelitian pendidikan: metode penelitian kualitatif,
metode penelitian kuantitatif dan metode penelitian kombinasi (Mixed Method).
Jurnal Pendidikan Tambusai, 7(1), 2896–2910.
