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