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A need analysis for developing multi-representation assessment instruments assisted by Thunkable to measure argumentation skills in fluid materials

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Τίτλος: A need analysis for developing multi-representation assessment instruments assisted by Thunkable to measure argumentation skills in fluid materials
Συγγραφείς: Gustina, Emi, Viyanti, Viyanti, Herlina, Kartini
Πηγή: Indonesian Journal of Science and Mathematics Education; Vol. 8 No. 2 (2025): Indonesian Journal of Science and Mathematics Education; 502-518 ; 2615-8639
Στοιχεία εκδότη: Universitas Islam Negeri Raden Intan Lampung
Έτος έκδοσης: 2025
Συλλογή: Open Journal Systems UIN (Universitas Islam Negeri) Raden Intan Lampung / Raden Intan State Islamic Institute of Lampung
Θεματικοί όροι: assessment instrument, multi-representations, scientific argumentation, static fluids, Thunkable
Περιγραφή: Scientific argumentation is a critical 21st-century skill that must be systematically integrated into science education, particularly physics. However, current classroom assessments rarely comprehensively and in-depth measure students’ argumentation skills. This study aims to analyze the need to develop a multi-representation assessment instrument supported by the Thunkable application to evaluate students’ scientific argumentation skills on static fluid concepts. A mixed-method approach with an embedded sequential design was employed. Quantitative data were collected through questionnaires administered to 34 physics teachers and 97 eleventh-grade students from several high schools in Lampung Province, Indonesia. Besides, qualitative data were obtained through open-ended responses to explore classroom learning experiences and assessment practices further. The findings reveal that 91% of teachers reported difficulties in assessing argumentation skills, while 94% of students faced challenges in connecting static fluid concepts across different representations. The use of multi-representation tasks in assessments was found to be limited. Nevertheless, teachers and students expressed strong interest in using interactive digital assessment tools. These findings highlight the strategic opportunity to develop a Thunkable-assisted, multi-representation-based assessment instrument that addresses teachers’ and students’ needs and improves assessment practices in physics education by promoting meaningful learning and scientific argumentation.
Τύπος εγγράφου: article in journal/newspaper
Περιγραφή αρχείου: application/pdf
Γλώσσα: English
Relation: https://ejournal.radenintan.ac.id/index.php/IJSME/article/view/28192/9756; https://ejournal.radenintan.ac.id/index.php/IJSME/article/view/28192
DOI: 10.24042/bb6k5224
Διαθεσιμότητα: https://ejournal.radenintan.ac.id/index.php/IJSME/article/view/28192
https://doi.org/10.24042/bb6k5224
Rights: Copyright (c) 2025 Unit Riset dan Publikasi Ilmiah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Raden Intan Lampung ; http://creativecommons.org/licenses/by-sa/4.0
Αριθμός Καταχώρησης: edsbas.6721E8FE
Βάση Δεδομένων: BASE
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  – Url: https://ejournal.radenintan.ac.id/index.php/IJSME/article/view/28192#
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  Data: A need analysis for developing multi-representation assessment instruments assisted by Thunkable to measure argumentation skills in fluid materials
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  Data: <searchLink fieldCode="AR" term="%22Gustina%2C+Emi%22">Gustina, Emi</searchLink><br /><searchLink fieldCode="AR" term="%22Viyanti%2C+Viyanti%22">Viyanti, Viyanti</searchLink><br /><searchLink fieldCode="AR" term="%22Herlina%2C+Kartini%22">Herlina, Kartini</searchLink>
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  Data: Indonesian Journal of Science and Mathematics Education; Vol. 8 No. 2 (2025): Indonesian Journal of Science and Mathematics Education; 502-518 ; 2615-8639
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  Data: Universitas Islam Negeri Raden Intan Lampung
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  Data: 2025
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  Data: Open Journal Systems UIN (Universitas Islam Negeri) Raden Intan Lampung / Raden Intan State Islamic Institute of Lampung
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  Data: Scientific argumentation is a critical 21st-century skill that must be systematically integrated into science education, particularly physics. However, current classroom assessments rarely comprehensively and in-depth measure students’ argumentation skills. This study aims to analyze the need to develop a multi-representation assessment instrument supported by the Thunkable application to evaluate students’ scientific argumentation skills on static fluid concepts. A mixed-method approach with an embedded sequential design was employed. Quantitative data were collected through questionnaires administered to 34 physics teachers and 97 eleventh-grade students from several high schools in Lampung Province, Indonesia. Besides, qualitative data were obtained through open-ended responses to explore classroom learning experiences and assessment practices further. The findings reveal that 91% of teachers reported difficulties in assessing argumentation skills, while 94% of students faced challenges in connecting static fluid concepts across different representations. The use of multi-representation tasks in assessments was found to be limited. Nevertheless, teachers and students expressed strong interest in using interactive digital assessment tools. These findings highlight the strategic opportunity to develop a Thunkable-assisted, multi-representation-based assessment instrument that addresses teachers’ and students’ needs and improves assessment practices in physics education by promoting meaningful learning and scientific argumentation.
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  Data: https://ejournal.radenintan.ac.id/index.php/IJSME/article/view/28192/9756; https://ejournal.radenintan.ac.id/index.php/IJSME/article/view/28192
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  Data: Copyright (c) 2025 Unit Riset dan Publikasi Ilmiah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Raden Intan Lampung ; http://creativecommons.org/licenses/by-sa/4.0
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