Development of Instruments to Train Critical and Creative Thinking Skills in Physics Assessment for High School Students' Learning

This study aims to develop assessment instruments, describe the appropriateness of assessment instruments that fill the elements of validity, practicality, and effectiveness of assessment instruments in training the critical and creative thinking skills of high school students. The research method used a development research model developed by the model of Borg & Gall. In this study, 7 steps were used consisting of research and information gathering, planning, initial product development, limited trials, initial product revisions, field trials, and final product revisions. The sampling technique used was purposive sampling technique, namely the high school students of class X in Tanggamus. The instruments used are validation instruments, practicality tests, and critical and creative thinking skills, and test instruments for critical and creative thinking skills. Test instrument analysis techniques use validity and reliability analysis, different levels of difficulty and power. The validation results of three expert lecturers and three expert practitioners stated that the assessment results of the development were feasible to be used in the high category (72%) for aspects of language, construction, and content. Assessment instruments resulting from practical development are used in physics learning with an average score in the very high category (83.3%). Assessment instruments are used in learning as assessment for learning, students who have the ability to think critically and creatively with good categories reach 56.5% and 57.4%. Thus, assessment instruments for critical and creative thinking skills that have been developed effectively train students to have good critical and creative thinking skills, so that assessment instruments can be used as an assessment for learning for students.