Pengembangan Instrumen Penilaian Scientific Creativity Berbasis Eco-STEM pada Pembelajaran IPA SMP

Abstract

Scientific creativity is a critical competency in 21st-century science education, but its ability among Indonesian junior high school students is still relatively low. One contributing factor is that the assessment instruments used in schools are still narrow in scope and do not comprehensively measure scientific creativity, especially in the context of environmental sustainability and STEM integration. This study aims to develop an Eco-STEM-based scientific creativity assessment instrument on the topic of temperature, heat, and expansion for seventh-grade junior high school students, and to determine its quality in terms of validity, reliability, discriminatory power, level of difficulty, and practicality. This study uses a modified Borg and Gall model with nine stages. The research subjects included expert validators, science teachers, observers, and seventh-grade students of SMP Negeri 12 Jember. Data were collected through validation sheets, practicality questionnaires, and open-ended essay test instruments totaling 28 items. Data analysis included content validity, item validity (Pearson correlation), reliability (Cronbach's Alpha), discriminatory power, level of difficulty, and percentage of practicality. The results of the study showed that the instrument met the valid criteria with a percentage of 76–79%. All 28 questions were declared valid with a calculated r value (0.703–0.945) > r table. The instrument's reliability was very high with a Cronbach's Alpha of 0.986. The discriminatory power was in the sufficient category (0.255–0.389). The distribution of difficulty levels was close to ideal (25% easy, 36% moderate, 39% difficult). Practicality reached 84.7% (practical). This assessment instrument is suitable for use by science teachers to evaluate students' scientific creativity comprehensively and contextually.