Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 5 (1): 27-41 (2020)

DOI: 10.24042/tadris.v5i1.5943

Evoking 21st-Century Skills: Developing Instrument of Critical

Thinking Skills and Mastery of Ecosystem Concepts

Lia Junita Harahap1, Rizhal Hendi Ristanto1*, Ratna Komala2

1
Department of Biology Education, Universitas Negeri Jakarta, Indonesia
2
Department of Biology, Universitas Negeri Jakarta, Indonesia

______________ Abstract: Instrument is one of the supports of learning success.

Article History: Assessment of student knowledge will encourage students to get
Received: February 19th, 2020 better grades and will have an impact on increasing student
Revised: May 23rd, 2020
Accepted: June 4th, 2020
knowledge. This study aims to develop the instruments of critical
Published: June 29th, 2020 thinking skills and the ecosystem concept mastery. The instruments
produced were an essay test adopted from Facione and a multiple-
choice test adopted from Anderson & Krathwohl. This research was
_________ conducted on September 2018 - October 2019 with 37 tenth-grade
Keywords: students as the sample. The research method used was the 4D model
Critical thinking skills, (Define, Design, Develop, and Disseminate), however this research
Ecosystems, Instruments, did not do the disseminate stage due to the limitation of time. The
Mastery concept results showed that the instruments are feasible with the results of
expert validation of 81.03 and 85.00 respectively. Based on the
_______________________ results of the study, it can be concluded that the developed
*Correspondence Address: instruments could be used to measure the critical thinking skills and
rizhalhendi@unj.ac.id mastery of concepts. However, these tests must be developed further
in large classes with more students.

INTRODUCTION solve problems so that students need to be

Education in some developed able to compete with changes and
countries is getting more complex, developments in the current information
resulting in new abstract knowledge. age (Ismail et al., 2018; Noviyanti et al.,
Widespread knowledge with presentations 2019), so students can use, understand,
that are still abstract requires Indonesian choose and sort the available information.
students to have critical thinking skills Students who have critical thinking skills
which are skills demands in the 21st will be able to understand the world
century (Prajoko et al., 2017; Ristanto et around them, improve performance, make
al., 2018; Teo, 2019). The attention of wise decisions, and increase learning
learning to critical thinking skills is also motivation (Ismirawati et al., 2020;
due to the development of technology that Khasanah et al., 2019; Stobaugh, 2013)
is developing very rapidly (Luthvitasari, because people who think critically tend
N, Putra, N. M. D., & Linuwih, 2012; to think before they act and do not easily
Pradana et al., 2017). Critical thinking is believe in something before they prove it
thinking logically which is focused on themselves.
making decisions about what is believed In studying a material, students are
and what will be done (Ennis, 1993). required to master the concepts and able
Critical thinking skills are cognitive to integrate them into everyday life,
strategies used in helping to effectively especially on ecosystem material. It is due

© 2020 URPI Faculty of Education and Teacher Training

Universitas Islam Negeri Raden Intan Lampung
 Evoking 21st -Century Skills … | L. J. Harahap, R. H. Ristanto, R. Komala

to the ecosystem material discusses the honest assessor during the assessment.
relationship between living things with Assessment is a part of learning in
the environment. The concept is an determining the success or failure of
abstraction of the characteristics of learning (Permatasari et al., 2019).
something that facilitates understanding Assessment acts as a guide to the process
and communication between students and assessment program, learning progress,
allows students to think (Ristanto et al., and students’ learning outcomes in
2018; Rusilowati & Sopyan, 2012). achieving the expected competencies.
Generally in the concept, some levels or This ability is needed to determine
levels are interconnected between one the level of mastery of students towards
concept with another concept, so that the material, whether or not learning
simple concepts will support objectives have been set in the curriculum
understanding of more complex concepts, and to improve and enhance the learning
so students can master the whole material process (Syarif & Kuswanto, 2019). This
(Pratiwi, 2016). For instance, by is in line with (Soleymanzadeh &
understanding ecosystem components that Gholami, 2014). One way to increase
consist of biotic components (humans, students' knowledge is by holding a more
animals, plants, and microorganisms) and emphasized assessment. Therefore,
abiotic components (water, air, soil, and assessment is very important in learning
light), it will make it easier for students to because it can provide feedback for
understand more complex materials such teachers and students, motivate students
as the water cycle, carbon cycle, and in improving achievement, and can
others. influence student learning behavior to be
The ecosystem material requires more focused.
students to understand the concept of Assessment will be valid and
ecosystems from the simplest to the most reliable if the questions or instruments are
complex material. Likewise, critical constructed by considering the real-life
thinking skills are needed by students to condition (Saputri et al., 2020).
better understand the latest ecosystem Assessment instruments in learning are an
material that is still abstract in its integral part of the assessment process
presentation. This requires the role of the which consists of tests and assessment
teacher in creating opportunities for systems. The quality of the assessment
students to develop and improve critical instruments will directly affect the
thinking skills because critical thinking accuracy of achieving results. Therefore,
skills do not develop automatically (Fuad instruments that can train, develop, and
et al., 2016; Harjo et al., 2019; Istiyono et familiarize students in critical thinking are
al., 2020; Permatasari et al., 2019) and needed and are equipped with appropriate
students need instruction to improve their assessment rubrics so that students are
critical thinking (Arum & Roksa, 2011; accustomed to thinking critically in
Pascarella et al., 2012). The critical solving various problems. Four good
thinking skills and mastery of concepts instrument requirements include, valid,
can be improved by providing an reliable, practical, economical.
assessment of students’ learning outcomes Instruments must be based on learning
using critical thinking skills indicators objectives so that students are ready to
and concept mastery. answer (Shermis, 2014). A good
In the education process, teachers instrument has several steps for
have to master the curriculum, learning composing, among others: 1) referring to
process, and assessment (Santoso et al., the syllabus, 2) arranging the questions
2011; Sumiyati, 2010). The teacher, as an grid, 3) arranging questions, 4)
evaluator, is required to be a good and

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 Evoking 21st -Century Skills … | L. J. Harahap, R. H. Ristanto, R. Komala

conducting test trials, 5) making scoring questions, the preparation of answer keys,
guidelines (Kadir, 2015). and scoring techniques. Compared to
The results of interviews with 3 multiple-choice tests, essays are relatively
biology teachers related to learning more difficult (Forawi, 2016) and the
instruments at Al-Hasra High School number of essay questions is less than
showed that teachers have not measured multiple choice questions because many
critical thinking skills and mastery of things must be explained or expressed in
students' concepts. This is because the essay questions. The assessment of essay
instruments used are only measuring the tests is a very complex cognitive task and
aspects of remembering (C1) and involves many conclusions, choices, and
understanding (C2). Teachers do not have preferences for each level or weighting
guidelines or instructions for developing based on consideration of the scope or
critical thinking assessment instruments. difficulty level of the item items. The
To assess students’ achievement on teacher will also need a long time to
cognitive aspects, teachers usually take analyze student answers (Zubaidah et al.,
ecosystem questions from various biology 2015). Not only making questions that are
textbooks or a collection of ecosystem appropriate to what will be measured, but
questions. This has an impact on the also how to give the right score, giving
quality of the instrument, namely the further feedback to students (McNamara
number of questions for each indicator is et al., 2015). Whereas in the multiple-
uneven so that the ecosystem instruments choice problem there is only one correct
do not cover all ecosystem material. So answer. Giving a score on multiple-choice
that teachers also do not know for certain questions can be done with a dichotomous
about ecosystem indicators that are most score that is a score of 1 for the correct
difficult for students to understand, answer and a score of 0 for the wrong
whereas mastery of ecosystem material is answer. This certainly will facilitate
very supportive of further material such as teachers in evaluating students' answers
environmental pollution. Students and (Bhakti et al., 2017; Little et al., 2012;
teachers need evaluation tools that are Tan et al., 2008; Widiyatmoko &
relevant to curriculum demands. Shimizu, 2018), but the multiple-choice
This is in line with the preliminary questions do not always indicate student
study conducted by (Dharmawati et al., understanding of certain concepts.
2016). To overcome this, an instrument of Before conducting an assessment,
ecosystem material assessment is needed questions need to be validated to find out
that meets the reference to the whether the questions are suitable for
development of critical thinking skills assessing critical thinking skills and
tests and mastery of correct concepts. mastery of students' concepts. The test is
Students' critical thinking skills can be considered eligible if it meets the validity
measured using original multiple-choice and reliability requirements (Baldinger &
tests, skills tests, and essay tests (Ennis, Lai, 2019). Therefore, we need a valid
1993). The test that will be developed in and reliable assessment instrument to be
this research is an essay test to measure developed. The critical thinking skills
critical thinking skills and a multiple- instrument developed by (Putri et al.,
choice test to measure the mastery of the 2019) refers to the Ennis indicator aspect
concept of the ecosystem. with the type of R & D used referring to
The development of the essay the Sugiono development model. The
instrument consists of several activities, concept mastery instrument developed by
namely, the preparation of the questions (Sukma et al., 2017) uses the ADDIE
lattice, writing the formulation of model, but only reaches the Develop

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 Evoking 21st -Century Skills … | L. J. Harahap, R. H. Ristanto, R. Komala

stage. Whereas in this study, the

instrument of critical thinking skills refers
to the Facione indicator with the 4D
development model (Define, Design,
Develop, and Disseminate) on ecosystem
material. This research and development
aim to produce an instrument of critical
thinking skills and mastery of ecosystem
concept that valid and reliable in class X,
so that it can be used as an alternative in
measuring, training, and improving
critical thinking skills and mastering the Figure 1. 4D Model
learner's ecosystem concept.
Define Stage
METHOD This stage aims to determine
The method used in this research is learning requirements which consist of
research and development (R & D). This the following steps: a) front-end analysis,
study was adapted from (Thiagarajan et b) student analysis, c) task analysis, and
al., 1974) development model used was d) material concept analysis.
the 4D development model (Define,
Design, Develop, and Disseminate). Design Stage
However, this study only reached the This stage is the initial planning or
Develop stage. design stages such as making an outline,
The population in this study were determining the indicators to be
all tenth-grade students of Al-Hasra High measured, and developing an essay
School with a sample of 37 students in the instrument of critical thinking skills
2018/2019 academic year. The following (Facione, 2011) and multiple-choice
is the explanation of each stage of the instruments of mastery concepts
development model. (Anderson et al., 2002).

Table 1. Indicators of Critical Thinking Skills and Concept Mastery of Ecosystem

Variable Indicator Question Description
Interpretation Interpreting and grouping food chains into food webs
Analysis Analyzing interactions between organisms
Conclusion Drawing conclusions based on the food chain in the paddy ecosystem
Critical
Evaluating statements or opinions about the causes of energy loss in
Thinking Evaluation
each energy pyramid
Skills
Explanation Explaining the nitrogen cycle
Self- Responding to problems about forest ecosystems that are increasingly
regulation damaged
Remembering Remembering the concept of the components of the ecosystem
Understanding Understanding and classifying types of interactions
Applying Eradicating pests and increasing food production
Mastery Criticizing the impact of increasing levels of carbon dioxide gas in the
Analyzing
Concept atmosphere from motor vehicles, industries, and settlements
Evaluating the causes of algae growth and other pests to become
Evaluating
fertile in slow-flowing rivers
Creating Developing and formulating several organisms to form a food chain

Develop Stage and empirical validation of students. The

This stage consists of the following is the order of development.
assessment of instruments by the validator

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 Evoking 21st -Century Skills … | L. J. Harahap, R. H. Ristanto, R. Komala

a. Expert judgment RESULT AND DISCUSSION

The expert (validator) in developing Define
this instrument was Doctorate lecturers of a. The front-end analysis
Biology Education who were the experts This analysis was conducted on
of critical thinking skills, mastery of biology teachers who taught in the tenth-
concepts, ecosystem material, and grade in the form of unstructured
environment. interviews. Based on interviews, the
b. Development test instrument teacher said that the learning models often
The instrument was validated by used were presentations, discussions, and
experts (construct and content validities). assignments. Students used to work on
Then, the instrument was tested on a questions in the form of essays. The
research sample that consisted of 37 teacher had never accustomed the
students. The test results were used as a students to answer higher-order thinking
basis for determining the empirical questions.
validity and reliability of critical thinking b. Student analysis
skills tests and the ecosystem concept Based on interviews conducted to
mastery. the teachers, the students’ critical thinking
skills and mastery of concepts in learning
were low. This was proved by the results
of the preliminary test. The results can be
seen in Figure 2.

Figure 2. Average Student Answers from Indicators of Critical Thinking Skills and the Ecosystem Concept
Mastery

There 26 questions of ecosystem mean that the students were in a low

material which consisted of 20 multiple category. For critical thinking skills, only
choice items and 6 essay questions. These 19 % of students passed while 35 % of the
questions had been validated by expert students mastered the concept. In the
lecturers and were relevant to the instruments, there were 2 common
indicators of critical thinking skills and aspects, namely analysis, and evaluation.
mastery of concepts. The results of the analysis and evaluation
The average result of students' of the ecosystem concept mastery were
critical thinking skills was 53.15 and the higher than critical thinking skills.
concept mastery was 61.10. These scores

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 Evoking 21st -Century Skills … | L. J. Harahap, R. H. Ristanto, R. Komala

c. Task analysis contain all learning material will make it

Based on the initial and final easier for students to master the concept
analysis and analysis of students, an effort of the ecosystem.
to improve the critical thinking skills and d. Content concept analysis
concept mastery was needed. One of them The results of the analysis were
is by giving a higher-order thinking obtained from competency standards and
instrument. Through the higher-order basic competencies.
thinking instrument, the students could be
directed to think critically and make them Design
easier to deal with more complex Design stage starts by determines
problems (Ichsan et al., 2020; Tajudin & making a phase outline and determines
Chinnappan, 2016). Questions that the indicators.
Table 2. Instrument Design and Indicator Determination of Critical Thinking Skills
No Indicator Question Answer
1 Interpretation There is always a relationship of Food webs are a collection of
interdependence between living several food chains in an ecosystem
things, also between living things and and are interconnected.
their environment. One form of
interdependence is the eating and In the food webs consist of 5 food
eating relationship called the food chains, namely:
chain. How many food chains are 1) plant→insect→bird→eagle
formed? Write down the food chain! 2) plant→insect→spider→bird→ea
gle
3) plant→caterpillar→bird→
eagle
4) plant→caterpillar→spider→
bird→eagle
5) plant→rabbit →eagle

Table 3. Design and Determination Indicators of Mastery of Ecosystem Concepts

Cognitive Answer
Indicator Question No
Domains Key
Organisms that act as producers in the aquatic
ecosystem are ….
Identifying
ecosystem C2 a. Bacteria 1 B
components b. Phytoplankton
c. Plankton
d. Zooplankton
e. All answers are wrong

Designing critical thinking skills has a wide scope of material. If all

instruments and mastery of concepts questions were made in the form of
differ from each other because they had essays, the instrument will not cover all
different indicators and types of ecosystem material. If all questions were
questions, namely essays for critical made in the form of multiple choices, it
thinking skills and multiple-choice for will not sharpen or accustom students to
mastering the concepts. The ecosystem think critically.

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 Evoking 21st -Century Skills … | L. J. Harahap, R. H. Ristanto, R. Komala

The developed critical thinking Biotic components that make up the pool
skills instrument consisted of 15 essay ecosystem include ….
a. Water, mist, plankton, aquatic plants
questions while the instrument for the
b. Snails, oxygen, sunlight
ecosystem concept mastery consisted of c. Plankton, moss, snails, fish
60 multiple-choice questions. All the d. Bacteria, green algae, snails, temperature
items in the instruments had been tested e. Mineral salt, temperature, water, oxygen
for their validity and reliability so that
they can represent all indicators of critical Figure 3. Sample Question
thinking skills and mastery of the concept
of ecosystems. Develop
The following is the sample a. Expert Validation
question of measuring critical thinking The validators in this study were
skills and the sample question measuring two Biology Doctorate lecturers who
the mastery of ecosystem concepts. were experts in the areas of critical
thinking skills, mastery of concepts, and
Question of measuring critical thinking skills. ecosystem material. The validation
process refers to indicators of Critical
In the flower garden area, there are several Thinking Skills and Mastery of
types of insects including bees, grasshoppers,
butterflies, and whitefly. Which insects must be
Ecosystem Concepts, Syllabus, and
terminated in order not to damage the flowers Learning Implementation Plans (RPP).
and which insects must be maintained? Table 4 provides comments and
Explain your reason! suggestions from the validator to improve
Question measuring the mastery of ecosystem the instrument.
concepts.

Table 4. Comments and Suggestions Validator

Critical Thinking Skills
1 Tables that have been made, better presented in the form of graphs/histograms.
2 Questions about the aspects of conclusions better present the data, the questions lead to the
conclusions/meaning of the data.
3 Ladybugs also have their ecological functions, so it is not appropriate, it is better to present data on
insects such as whitefly, borer, moth, etc.
4 The answer to the cause of a landslide must be more detailed, there is a root function that holds soil
particles.
5 The question 'which one belongs to consumers I, II, III' is more appropriate in the aspect of
analysis, not inference.
6 Decide which picture A and picture B.
Mastery of Ecosystem Concepts
1 Learn how to create a question item for each cognitive level from the references that have been
sent.
2 Questions marked in red have not been HOTS (C4, C5, C6).
3 This question is still in aspect C1.
Living things that can make their food because they contain chlorophyll and can carry out
photosynthesis are called living things ....
a. Heterotrophs
b. Microscopic
c. Saprofit
d. Unicellular
e. Autotroph

Then the validation process took 2 the questions, the presentation of the
months. The validator provided comments questions, the concept of ecosystems, the
and suggestions regarding the accuracy of suitability of critical thinking skills

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 Evoking 21st -Century Skills … | L. J. Harahap, R. H. Ristanto, R. Komala

indicators and the mastery of the concept of assessment techniques, instrument

of the questions, and the suitability of the completeness, the suitability of contents,
ecosystem material indicators for the question construction, and language.
questions. Then, an average score was produced to
The developed instruments were determine the instrument's suitability as
assessed by the validator. The aspects can be seen in Table 5.
assessed consisted of the appropriateness
Table 5. Expert Validator Scores for Critical Thinking Skills and Mastery of Ecosystem Concepts
Type of Percentage of
Component Validator Total Average Conclusions
Problem appropriateness

Critical Thinking Validator I 77.05

Essay 81.03 Appropriate
Skills Validator II 85.00
Ecosystem Validator I 82.50
Multiple Very
Concepts 85.00
choice Validator II 87.50 Appropriate
Mastery

Based on Table 5 it can be are expected to help the teacher in

concluded that the instruments developed directing students to think critically
are appropriate or feasible to measure because they are required to answer
critical thinking skills and mastery of the questions in complex and detailed
ecosystem concepts of students because manners. Similarly, the multiple-choice
they reach an average of 81.03 and 85.00. questions can facilitate the students in
Therefore, empirical validation can then mastering the concept of the ecosystem
be done. because there is only one correct answer.
b. Empirical validation and reliability The wrong answer or option will make
results students want to know more about the
The validity of the developed concept. This curiosity will direct students
instruments was investigated using toward mastering the concept of the
Pearson product moments. The developed ecosystem. The ecosystem material
instrument has met the valid criteria requires instruments that are more than
because the rcritical was 0.325. Using Alpha one form of test so that the instruments
Cronbach, the reliability of the instrument could cover all ecosystem material and
was 0.855 with the reliable criterion of can hone students' critical thinking.
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Apendix 1. The Results of Validating Students' Critical Thinking Skills

No rcount rtable Conclusion
1 0.628 0.325 Valid
2 0.094 0.325 Invalid
3 0.243 0.325 Invalid
4 0.703 0.325 Valid
5 0.757 0.325 Valid
6 0.662 0.325 Valid
7 0.55 0.325 Valid
8 0.665 0.325 Valid
9 0.268 0.325 Invalid
10 0.517 0.325 Valid
11 0.366 0.325 Valid
12 0.256 0.325 Invalid
13 0.665 0.325 Valid
14 0.514 0.325 Valid
15 0.252 0.325 Invalid

Note: Assessment using Pearson product moment with criteria:

Valid, if rcount > rtable; Not Valid, if rcount < rtable

Apendix 2. The Results of the Calculation of the Validity of the Test Items
Criteria
for Questions Number Amount
Validity
1, 3, 4, 6, 7, 9, 12, 13, 14, 15, 17, 18, 19, 20, 22, 25, 26, 27, 28, 29, 30, 32, 33, 34,
Valid 37
35, 37, 39, 41, 44, 45, 47, 49, 51, 52, 53, 55, 58
Invalid 2, 5, 8, 10, 11, 16, 21, 23, 24, 31, 36, 38, 40, 42, 43, 46, 48, 50, 54, 56, 57, 59, 60 23

Appendix 3. Development of Instruments for Ecosystem Critical Thinking Skills

No Indicator Subchapter Question
In nature there is always a relationship of interdependence
between living things, also between living things and their
environment. One form of interdependence is the eating and
eating relationship called the food chain. How many food
chains are formed? Write down the food chain!

1 Interpretation Energy Flow

An experiment was carried out using two sand dunes. Sand

Ecosystem dune I was planted with grass at a certain time while sand
2 Analysis
Component dune II was not given grass. When both sand dunes are
doused with water, sand dune I is falling apart while sand

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 Evoking 21st -Century Skills … | L. J. Harahap, R. H. Ristanto, R. Komala

No Indicator Subchapter Question

dune II is still intact. From these experiments, explain the
causes of landslides?
Following are the results of an experiment of a group of
students who planted two similar tomato plants on different
soil media, namely clay and sand.

Lots of Fruit
Month
Ecosystem Clay Sand
3 Conclusion
Component 1 9 3
2 17 8
3 25 9

From this data, how do tomato growths in clay compare to

sand?
If somewhere there are grass populations, zebra populations,
rabbit populations, mouse deer populations, buffalo
4 Evaluation Energy Flow populations, deer populations, and grasshopper populations.
So that all these organisms are not extinct, which population
should be increased? Explain your reason!
Consider the following organism interactions!
Ecosystems are composed of interacting components.
Explain the kind of interaction between the components that
occur in Figures A and B!

Interaction in
5 Explanation
Ecosystems

A B
The increase in human population is one factor that can
disrupt the balance of the ecosystem. Human efforts to meet
their needs sometimes have an impact on the destruction of
an ecosystem. One of the human activities that have a
negative impact on ecosystems is mining. Mining activities
Self- Biogeochemical
6 by clearing forest land cause forests to no longer be
regulation Cycle
overgrown with plants and become damaged. Not to mention
the pollution arising from mining activities also damage the
forest ecosystem. Though forests are a source of oxygen for
humans and other animals. As a student, what things can you
do in response to these problems?

Appendix 4. Development of Ecosystem Concept Mastery Instruments

No Indicator Question
Based on life categories in aquatic ecosystems, animals that actively swim
Remembering
1 without being affected by water currents are called ...
(C1)
a. Nekton b. Plankton c. Neuston d. Bentos e. Perifiton

Look at the picture below!

Understanding
2
(C2)

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 Evoking 21st -Century Skills … | L. J. Harahap, R. H. Ristanto, R. Komala

No Indicator Question
The form of interaction that occurs between animals in the picture above is ....
a. Parasitism, because if a buffalo dies, the starlings will also die
b. Commensalism, because starlings benefit while buffalo does not affect
anything
c. Mutualism, because both animals both benefit and need each othe
d. Protocooperation, because the two animals both benefit, but it is not
mandatory
e. There is no interaction, because there is no relationship between the two
animals
In ecosystems the following food chains occur!
Rice → Sparrow → Eagle → Tiger → Decomposer

The statement that shows the role of the food chain is ....
Applying
3 a. Rice as first-level consumer
(C3)
b. Sparrow as a level I consumer
c. Eagle as level III consumer
d. Tiger as level II consumer
e. Decomposer as a manufacturer
In one area it was found that tigers and lions lived in adjacent habitats. In that
place also found deer. If analyzed on the interactions that occur between
living things, then the interactions that occur in tigers and lions are ...
a. Mutualism Symbiosis
4 Analyzing (C4)
b. Intraspesific Competition
c. Interspesific Competition
d. Commensalism Symbiosis
e. Predation
These are the sources of CO2 on the air, except….
a. Respiration human and animal
b. Transpiraion human and animal
5 Evaluating (C5)
c. Vulkanic Eruption
d. Coal Combustion
e. Crude Oil Combustion
Some students conduct environmental research in urban areas. Here are the
observations obtained:
1. Houses are densely populated
2. Roads and yards are not maintained
3. Garbage disposal in any place
Creating 4. Poor drainage system
6
(C6) Efforts that can be made to improve the environment are ...
a. Make highways
b. Burning rubbish
c. Move all residents to another area
d. Establish new settlements
e. Rearrange the environment so it is livable

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