Evaluation of chemical literacy assessment instruments in solution materials

Abstract

The purpose of this study was to produce information about assessment instruments quality to assess chemical literacy of high school students in solution material developed by researcher. Research method used was descriptive with quality parameters tested were empirical validity, reliability, readability, distinguishing power, difficulty level and distractors function. Research participants were 26 high school students class XI in Bandung. Chemical literacy assessment instrument that were tested consisted of 49 multiple choice items, 12 essay items and 26 attitude scale statements. Study results showed that empirical validity values of multiple choice items, essays and attitude scale respectively in range 0.11-0.87, 0.4-0.8, 0.1-0.74. Reliability values for multiple choice items, essays and attitude scales were 0.93, 0.87, and 0.94, respectively. Readability test scores for multiple choice items, essays and attitude scales were respectively 97%, 99%, 100%. The results of distinguishing power test for multiple choice and essays items were in range of 0.07-0.85 and 0.3-0.8. Difficulty level test results for multiple choice items were 16% difficult category, 61% moderate category, and 23% easy category while for essay items were 9% difficult category, 75% moderate category, and 16% easy category. Distractor function test results for multiple choice items were 37 items which the distractor was still required to be improved.