Performance assessment rubric to assess students analytical thinking skills in chemistry lesson Budi Utami, Sulistyo Saputro, Ashadi, Mohammad Masykuri
Universitas Sebelas Maret Surakarta
Abstract
21st century skills are very important for students, Communication, Collaboration, Critical Thinking and Problem Solving, and Creativity and Innovation (known as 4 C). Faciones critical thinking skills include interpretation, analysis, evaluation, inference, explanation, and selfregulation. This study is to determine the ability of students analytical thinking skills in chemistry lessons in Chemical Equilibrium material and to determine the suitability of the items of performance assessment rubric on the assessment of students analytical thinking skills. The study used a quantitative descriptive method and was analyzed using the RASCH model. The research subjects were XI gradeof science students in one of the high schools in Surakarta, Central Java, Indonesia. The results of the study revealed that there were still students with low analytical skills so that appropriate learning models were needed that could improve students analytical skills. Based on the results of the analysis of the RASCH model it is known that item measurement for each item in the rubric of performance assessment is a good category and can be used to measure students analytical skills.
