Performance asessment to measure students’ explanations in chemistry learning

Abstract

Abstract One of the components of critical thinking is an explanation. This study aims to identify critical thinking skills in aspects of explanation using a performance assessment rubric. To measure students’ scientific explanations in chemistry learning, a performance assessment rubric is needed. The arrangement of rubrics based on indicators of students’ scientific explanations on chemical equilibrium material. This research uses the RASCH analysis model, the instrument was in good category. The number of samples is 122 students from one senior high school in Surakarta, Central Java, Indonesia. The results showed students still had difficulty explaining ideas, students had difficulty explaining phenomena and connecting with relevant information.