Create multiple-choice tests based on experimental activities to assess students' 21st century skills in the heat and heat transfer topic

Journal of Education and Learning (EduLearn) Vol. 17, No. 1, February 2023, pp. 44~57 ISSN: 2089-9823 DOI: 10.11591/edulearn.v17i1.20540  44 Create multiple-choice tests based on experimental activities to assess students' 21st century skills in heat and heat transfer topic Sherlin Illene, Selly Feranie, Parsaoran Siahaan Department of Physics Education, Faculty of Mathematics and Science Education, Indonesia University of Education, Bandung, Indonesia Article Info ABSTRACT Article history: Currently, we are facing the rapid development of information and communication technology (ICT) that characterizes the 21st century. Challenges, problems, life, and careers in the 21st century can be successfully faced if we master the 21st century skills. However, nowadays it is still very rare to develop a 21st century skill measurement model, so it is necessary to develop test instruments to measure 21st century skills. The development of test instruments to measure 21st century skills in Indonesia is still very open by paying attention to the clarity of the instrument in describing real phenomena and complete data as material for problem solving. Based on the description above, the researchers developed a multiple-choice test based on experimental activities to measure students’ 21st century skills which are creativity, critical thinking, collaboration, communication (4Cs) in heat and heat transfer using research and development (R&D) methods with the analyze, design, develop, implement, and evaluate (ADDIE) stage. Development begins with conducting literature and field studies, designing and making videos of experiment activities, compiling open-ended questions, distributing them to 12th graders of science, analyzing answers based on references, developing answer options, developing multiple choice tests, conducting validation by experts, and testing limited to students. The product of this research is expected to be used by educators and students for independent learning activities or as an example to develop multiple choice tests based on experimental activities to measure 21st century skills in other physics materials and other subjects. Received May 12, 2022 Revised Jun 16, 2022 Accepted Sep 21, 2022 Keywords: 21st century skills Experimental activity Multiple choice test Open-ended questions Physics concept This is an open access article under the CC BY-SA license. Corresponding Author: Sherlin Illene Department of Physics Education, Faculty of Mathematics and Science Education Indonesia University of Education Dr. Setiabudhi Road No. 229, Bandung, West Java, Indonesia Email: 1. INTRODUCTION Today, we are facing the rapid development of information and communication technology that characterizes the 21st century. Information can be accessed anywhere and anytime by using technology or machines designed to meet all human needs [1]. This condition affects several fields, one of which is the field of education which has the main role to equip students to be able to face challenges in the future, including 21st century learning with skills that are often called 21st century skills [2], [3]. According to Taber [4], 21st century skills include collaborative problem-solving skills, complex problem-solving skills, creativity, and digital information literacy. Challenges, problems, life, and careers in the 21st century can be successfully Journal homepage: http://edulearn.intelektual.org J Edu & Learn ISSN: 2089-9823  45 faced if we master 21st century skills [5], [6]. Therefore, students need to master learning and innovation skills, information, media, and technology skills, as well as life and career skills to be able to become productive citizens who contribute to solving problems in the 21st century [7]. This research is focused about learning and innovation skills, namely critical thinking and problem-solving skills, creativity and innovation, communication skill, and collaboration skill, which are known as the creativity, critical thinking, collaboration, communication (4Cs) [8], [9]. This is in accordance with the 2013 curriculum which is applied in Indonesia in developing the lives of students, such as religion, art, creativity, communication, values, and various intelligence dimensions that are suitable for students and needed by society, nation, and humanity in a globalized world. Minister of Education and Culture Regulation No. 36 of 2018 [10] states that the purpose of the 2013 curriculum is to prepare Indonesian people to have the ability to live as individuals and citizens who are faithful, productive, creative, innovative, affective and able to contribute to the life of society, nation, state, and world civilization. This is also supported through the four pillars of education presented by Langer [11], namely learning to know, learning to do, learning to live together, and learning to be which are still relevant to current educational interests and can be developed according to the interests of the 21st century. According to a study conducted by Trilling and Fadel [12] there are several skills that are still not possessed by students who graduated from high school and university, such as oral and written communication, critical thinking and finding solutions to a problem, work ethics and professionalism, working in teams and collaborating, working in different groups, using technology, and project management and leadership. So that 21st century skills are also very important to be taught to students, especially in the field of science. Collaborative learning is needed to prepare students to face the 21st century [13]. However, nowadays it is still very rare to develop a 21st century skill measurement model, so it is necessary to develop test instruments to measure 21st century skills. This is as stated by Utari, et al. [14] that the development of test instruments to measure 21st century skills in Indonesia is still very open by paying attention to the clarity of the instrument in describing real phenomena and complete data as material for problem solving. There are three essences of physics, namely physics as a product, process, and attitude whose study focuses on matter and energy so that learning in schools is expected not only to refer to students' cognitive abilities but also to the 21st century skills of students in making decisions to solve problems related to physics [15]. However, according to Kartika et al. [16], presenting physics learning in a meaningful way and making the younger generation fascinated and interested in learning it is a very big problem for teachers to face. According to Hafsyah et al. [17], physics learning in some schools rarely uses physics concept exploration procedures, laboratory activities, or simulations and models. Laboratory activities are very helpful for students in analyzing the effect of natural phenomena and verifying existing theoretical models by designing and controlling the desired state [18]. A l (...truncated)