Development Of A Problem-Based Learning (PBL) Based Formative Test Instrument To Improve Students' Understanding Of Science Concepts At SMP Negeri 2 Taliabu Selatan

Medawati; Patahuddin; Suryadi Ishak

doi:10.63922/ijevss.v5i02.3378

Medawati Universitas Negeri Makassar
Patahuddin Universitas Negeri Makassar
Suryadi Ishak Universitas Negeri Makassar

DOI: https://doi.org/10.63922/ijevss.v5i02.3378

Keywords: Problem-Based Learning (PBL), Formative Test Instrument, Science Concept Understanding, Instrument Development

Abstract

This study aims to develop a Problem-Based Learning (PBL)-based formative test instrument to improve students’ understanding of science concepts at SMP Negeri 2 Taliabu Selatan. The research employed a Research and Development (R&D) approach using a modified Borg and Gall model consisting of seven stages: preliminary data collection, planning, initial product development, expert validation, product testing, revision, and final product development. The instrument developed was a 15-item multiple-choice test designed based on PBL principles, focusing on the human circulatory system topic. The results showed that the instrument has very high validity, as indicated by Aiken’s V index, where all items were categorized as highly valid, and supported by Confirmatory Factor Analysis (CFA) with excellent model fit (CFI = 0.997; TLI = 0.997; RMSEA = 0.006; SRMR = 0.046), confirming strong construct validity. The reliability analysis using Cronbach’s Alpha yielded a value of 0.486, indicating low to moderate reliability, which may be influenced by the limited number of dichotomous items. However, the instrument demonstrated very high practicality based on teacher and student responses, with average scores of 3.63 and 3.41 respectively. Furthermore, the instrument was proven effective in enhancing students’ conceptual understanding and engagement in science learning. Therefore, the developed PBL-based formative test instrument is valid, practical, and effective, and is suitable for use in assessing students’ understanding of science concepts

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