Improving Critical Thinking Skills Through Alternative Assessments in Biology at Maha Putra Junior High School
Keywords:
Alternative assessment, Critical thinking skills, Biology education, Performance assessment, Portfolio assessmentAbstract
This study aims to analyze the effectiveness of alternative assessment in developing critical thinking skills in Biology learning at junior high school level. The research method used is a quasi-experimental design with a pretest-posttest control group approach involving 64 junior high school students divided into experimental and control groups. Data collection techniques include critical thinking skills tests, portfolio assessment, self-assessment, and observation. Data analysis was performed using paired t-test and independent t-test. The results showed that the application of alternative assessment methods such as performance assessment, portfolio, and project-based assessment significantly improved students' critical thinking skills compared to conventional paper-and-pencil tests. The experimental group showed an increase in critical thinking skills of 42.3% and Biology learning achievement of 31.5%, while the control group only increased by 12.1% and 14.2% respectively. This innovation offers an effective alternative in developing higher-order thinking skills and making Biology learning more meaningful for students.
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