The Analysis of Critical Thinking Skills Test in Social-Problems for Physics Education Students with RASCH Model
Lucky Nindi Riandika Marfui (a*), Ilfiandra (b), Nurhudaya (b)

a) Guidance and Counseling Program, Universitas Pendidikan Indonesia
Jalan Setiabudhi no 229, Bandung 40154, Indonesia
*riandika.luckybk[at]student.upi.edu
b) Guidance and Counseling Program, Universitas Pendidikan Indonesia
Jalan Setiabudhi no 229, Bandung 40154, Indonesia

Abstract

Individuals who explore scientific science, are required to be critical of some social issues rather than in the scientific only. Critical thinking skills construct was developed based on Faciones theory in Delphi Reports in 1999, which mentions critical thinking components including interpretation, analysis, evaluation, inference, explanation, and self-regulation skills. This study aims to identify the level of critical thinking skills of Physics Education students in the youth category at Universitas Pendidikan Indonesia. The subjects are 44 students with age ranges from 18 to 21 years old. The results of this study indicate the level of critical thinking skills of physics education program students in the low category with a percentage of 39%. This test when tested to physics education students has a reliability coefficient of 0.64, with the most difficult item number is the number 5 and easiest number 21 from RASCH Model analysis results. Physics students tend to have low analytical skills and inference ability in critical thinking, while the ability of evaluation and self-regulation are high for addressing a problem.

Keywords: Critical Thinking Skills Test, Physics Education Students, Facione Theory, RASCH Model

Topic: Physics Education