Disparitas Keterampilan Berpikir Kritis Mahasiswa Calon Guru Biologi Ditinjau Melalui Pendekatan Rasch Model

Sulton Nawawi; Asni  Johari; Revis Asra; Evita Anggereini

doi:10.32502/didaktikabiologi.v10i1.2267

Authors

Sulton Nawawi Doktor Pendidikan MIPA, Pascasarjana, Universitas Jambi https://orcid.org/0000-0003-0769-9726
Asni Johari Doktor Pendidikan MIPA, Pascasarjana, Universitas Jambi https://orcid.org/0000-0002-9776-0617
Revis Asra Doktor Pendidikan MIPA, Pascasarjana, Universitas Jambi https://orcid.org/0000-0001-6760-1327
Evita Anggereini Doktor Pendidikan MIPA, Pascasarjana, Universitas Jambi https://orcid.org/0000-0002-3360-5394

DOI:

https://doi.org/10.32502/didaktikabiologi.v10i1.2267

Keywords:

keterampilan berpikir kritis, calon guru biologi, analisis Rasch

Abstract

Keterampilan berpikir kritis merupakan kompetensi penting bagi calon guru biologi dalam mendukung kemampuan analisis, evaluasi, dan pemecahan masalah ilmiah. Penelitian ini bertujuan mendeskripsikan profil dan disparitas keterampilan berpikir kritis calon guru biologi menggunakan analisis Rasch. Penelitian menggunakan pendekatan kuantitatif deskriptif terhadap 69 mahasiswa dari dua perguruan tinggi di kota Palembang. Instrumen menggunakan tes berpikir kritis yang dikembangkan oleh Lauren B. Starkey, lalu dianalisis menggunakan model Rasch melalui Winsteps versi 3.73, dimana dari hasil penelitian menunjukkan instrumen memiliki reliabilitas aitem 0,88, reliabilitas responden 0,86, Cronbach’s Alpha 0,89, dan memenuhi kriteria minimal unidimensionalitas (31,2%). Hasil penelitian pada 2 kampus menunjukkan bahwa sebanyak 52,17% berada pada kategori sangat rendah, 4,35 % kategori rendah, 21,74% kategori tinggi, dan 21,74% kategori sangat tinggi. Namun, pada kampus A didominasi kategori sangat rendah dan rendah 60,87% sedangkan kampus B didominasi 52,16% di kategori sangat tinggi dan tinggi. Meski demikian, berdasarkan hasil Differential Item Functioning (DIF) ditemukan bahwa kampus A ternyata memiliki kelebihan dalam mengevaluasi informasi, menilai kualitas argumen, serta memberikan pertimbangan terhadap alternatif solusi berdasarkan bukti yang tersedia. Temuan ini menunjukkan bahwa pendekatan Rasch dapat mengungkap profil dan disparitas keterampilan berpikir kritis calon guru biologi, sekaligus menjadi dasar penguatan pengembangan keterampilan berpikir kritis calon guru biologi.

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