Validity and Reliability of a Cognitive Assessment Instrument for Measuring Students’ Critical Thinking Skills in the Development of Sc-SEBION Media
Abstract
Critical thinking is one of the essential competencies required in twenty-first-century education. However, Indonesian students’ critical thinking skills remain relatively low, indicating the need for innovative learning media that can support higher-order thinking. Sc-SEBION (Syzygium cumini–Explosion Box Interactive Online Version) was developed as an interactive digital learning media to facilitate students’ critical thinking skills through contextual and engaging learning experiences. To accurately evaluate the effectiveness of Sc-SEBION, a valid and reliable cognitive assessment instrument is required. Therefore, this study aimed to determine the validity and reliability of a cognitive assessment instrument developed to measure students’ critical thinking skills. This study employed a quantitative descriptive design. The instrument consisted of 12 essay questions representing six critical thinking indicators proposed by Facione: interpretation, analysis, evaluation, inference, explanation, and self-regulation. Content validity was assessed through expert judgment, while empirical validity and reliability were analyzed using Pearson item–total correlation and Cronbach’s Alpha in SPSS version 29. The empirical test involved 21 students who were not included as research participants. The results showed that all pretest and posttest items achieved very valid content validity scores, ranging from 91.7% to 96.5%. Empirical validity coefficients ranged from 0.606–0.927 for the pretest and 0.657–0.916 for the posttest, exceeding the critical r-value of 0.433. Reliability analysis indicated very high reliability, with Cronbach’s Alpha values of 0.936 for the pretest and 0.934 for the posttest. Therefore, the developed instrument is valid and reliable for measuring students’ critical thinking skills in the implementation of Sc-SEBION learning media.
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