Basic Competency of Chemical Practicum: Development and

Validation of Assessment Instruments

Khusna Arif Rakhman, A. Rasid Saraha, and Nurfatimah Sugrah

Chemistry Education Study Program, Universitas Khairun, Ternate, Indonesia

Keywords: 4D Method, Development of assessment instruments, R & D.

Abstract: Research has been carried out on the development and validation of instrumental assessments of laboratory

basic competencies in chemical practicum. The purpose of this study was to produce a valid instrument for

the basic computation of chemical practicum. In this study, the assessment instruments developed cover 3

aspects, namely the cognitive aspects with test instruments, the effective and psychomotor aspects with

observation instruments in practical activities. The method used in the development of this assessment

instrument is the 4D method which includes defining, designing and disseminating stages. Based on the

results of the development, there were 3 assessment instruments in the form of 4 pages of cognitive aspect

measurement test instruments and 1 sheet of observation instruments for affective and psychomotor aspects.

Each instrument has also been tested for validity with content validation methods by 2 experts which

produce validity in very valid criteria with an average value of 3.83 (cognitive), 3.83 (affective) and 3.67

(psychomotor).

1 INTRODUCTION

Chemical practicum for prospective chemists is

needed to provide practical experience besides

theoretical in the classroom (Rakhman, 2017).

Practical experience is the most valuable aspect of

teacher education programs, but the question is how

to approach conventional practices and alternative

models prepared by the teacher? The technical focus

of the model on developing skills is more mastering

lesson plans, and classroom management as an

important component, but that is not enough

preparation for pre-service teachers. Practicums

must require time for growth and learning, where the

teacher preservice to understand the broader

implications of being a teacher and to appreciate the

ultimate goal of teaching in helping learners

(Belliveau, 2007). Practicum is one of the student-

centered teachings that describes teaching strategies

where the teacher is more facilitating than direct

teaching, in a student-centered teaching strategy, the

teacher consciously places more attention on

involvement, initiative, and social interaction

students (Kurniawati, 2015). Practical learning

models have advantages, including making students

believe more in the truth based on their own

experiments, developing attitudes to conducting

exploratory studies of science and technology, an

attitude from a scientist, supported by modern

didactic principles, namely students learning by

experiencing or observing themselves process or

event, students are spared from verbalism, enriching

experiences with things that are objective and

realistic, developing attitudes of scientific thinking,

and learning outcomes will be long-lasting and

internalization (Pamungkas, 2017).

The problem is that the measurement of the

practicum is based on the assessment of cognitive

aspects only, which should be in this learning

method can integrate three aspects of assessment at

once. Practicum activities which are observation-

based learning activities and testing in this

laboratory should be more measurable on the

psychomotor and affective aspects. In this article, it

is reported that the validation of basic practicum

assessment instruments for chemical practicum has

been developed.

2 METHOD

This research was a development research (R & D)

instrument of basic practicum chemistry competency

assessment for students of chemical education. The

Rakhman, K., Saraha, A. and Sugrah, N.

Basic Competency of Chemical Practicum: Development and Validation of Assessment Instruments.

DOI: 10.5220/0008901403070313

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 307-313

ISBN: 978-989-758-439-8

307

assessment instruments that were developed related

to aspects of basic laboratory skills (psychomotor),

attitude (affective) in the practicum that are directly

related to workplace security and safety in the

laboratory, and knowledge (cognitive) about the

material in practicum learning measured from the

achievement of learning competencies. Development

of assessment instruments was done using the 4D

method (define, design, develop, and disseminate).

The initial stage of this development began with

defining the achievement of chemistry practicum

learning. The design stage was carried out in the

second step which includes; limitation of learning

achievement in chemistry practicum, designing a

lattice instrument for chemical practicum assessment

which includes psychomotor, affective and cognitive

aspects. At the development stage, a draft

observation instrument for psychomotor and

affective was done, test questions, answers and

scoring rubrics, allocation of working time, and

design of layout assessment instruments. In the

development phase, instrument validation and

limited trials were conducted for first semester

students of the 2018/2019 academic year, Chemistry

Education Study Program, FKIP, Khairun

University, Ternate. Instrument validation was

carried out with the belief data validation technique

involving 3 experts in the field of educational

evaluation. The validity of the observation

instrument psychomotor and affective aspects of

chemistry practicum was measured from Suitability

with learning outcomes, steps in chemistry

practicum, layout, and scoring. Whereas the validity

of the test instrument in the form of questions was

assessed from compatibility with learning outcomes,

clarity of language (sentence questions and

statements) in the questions, clarity of pictures and

illustrations of questions, suitability of time

allocation and scoring, and design and layout of

questions. While the dissemination phase by

publishing a competency assessment instrument that

has been declared valid and tested in this article.

3 RESULTS AND DISCUSSION

3.1 Determination and Definition of

Learning Outcomes in Basic

Chemical Practicum

Chemical practicum for chemistry teacher

candidates at Khairun University was designed in 3

years of learning divided into 3 learning outcomes

each year. In the first year, the targeted learning

outcomes were to know and be able to operate the

glassware in the chemical laboratory properly and

safely, the learning outcomes in the second year

were to do chemical preparation and separation.

While learning achievement in the third year was

able to conduct analysis and synthesis of chemicals

(Rakhman, 2017). The research reported in this

article was more focused on developing the basic

laboratory chemistry competency assessment

instrument which was the learning achievement in

the first year of basic chemistry practicum learning

in the first year for chemistry education prospective

students. The achievement of basic learning in the

chemistry lab in the first year was to know and be

able to operate glassware in the chemical laboratory

properly and safely, described in 3 aspects of

assessment, assessment of cognitive, affective and

psychomotor aspects. In detail, the process of

describing learning outcomes in the assessment

aspect was presented in Figure 1. Flowchart of

assessment aspects of laboratory basic competencies

in chemistry practicum.

Basic competencies in chemical practicum for

chemistry teacher candidate students were translated

into 3 measurements, namely measurement of

cognitive aspects which includes measurement of

ability to recognize and understand symbols,

equipment and characteristics of chemicals in

practicum. The description of the cognitive aspects

was then derived in 4 measurement indicators

including; recognize and understand the symbol of

work safety and safety in the laboratory. This

indicator aims to measure the ability of students in

identifying potential risks of workplace accidents

that originate from the workplace environment and

knowledge in taking preventive actions against

potential risks. The second indicator was knowing

and understanding symbols that show the

characteristics of chemicals in the laboratory. This

indicator aims to measure the level of understanding

of students in recognizing the potential risks of

chemicals used in practicum. Both indicators related

to student recognition and understanding of the

symbols in the laboratory are a description of the

knowledge of workplace safety in the laboratory

(Ismail, 2016). While the third indicator of the

cognitive aspects, namely, the use of glassware in

the laboratory was intended to measure students'

knowledge of the types of glassware in the

laboratory that was used in chemical practicum. And

the fourth cognitive aspect indicator that was related

to students' understanding of preparation using

glassware in a chemistry lab in a laboratory is based

more on measuring student knowledge in organizing

glassware for practicum. What was meant by the

knowledge of organizing glassware for practicum is

the knowledge of students in using several glass

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tools such as in the process of dissolving solids or

dilution of solutions that require knowledge to

choose, collect and use glassware in an organized

manner (Hamidu, 2014). The measurement of

cognitive aspects is carried out using test techniques

using the stuffing instrument. This technique was

chosen with consideration of the speed of time

needed, the scope of the questions that were

structured and measured, and the ease in applying in

measurements (Lestari, 2016).

Figure 1: A Description of the Basic Competence of

Chemical Practicum.

Affective or attitude aspects in the basic

practicum of chemistry practicum are described as

attitudes and behaviors that underlie the safety and

success of practicum activities in the laboratory. The

attitude in question was respect, obedience, and

caution in doing work in the laboratory. An attitude

of respect was explained in the form of a

measurement of student courtesy when it starts

entering the laboratory until it exits the laboratory.

Obedience was explained in the measurement of

seriousness in work, compliance, and adherence to

the rules and practical work instructions when

working in the laboratory. While carefully measured

in the accuracy of students at work during laboratory

work (Koseoglu, 2010). While the measurement

technique on the affective aspects was used

observation techniques. Psychomotor aspects of the

basic chemical practicum were described as students'

skills in using tools and chemicals correctly and

safely. The skills of students in working using tools

and chemicals in the laboratory are very important

because it involves safety and works safety in the

laboratory. The potential risk of workplace accidents

In the laboratory was caused by a lack of skills in

using tools and chemicals in the laboratory (Hamid,

2012). In measuring skills aspects, the indicators

developed include: using chemicals as needed, this

indicator ensures that students use chemicals wisely

in accordance with the instructions. The second

indicator, use the glass tool carefully and according

to instructions. Indicators of the use of glassware

were intended to ensure the competence of students

in working carefully and safely. The third indicator

was to place/treat equipment and chemicals safely

and neatly. This indicator was intended to measure

the skills of students who were careful in using tools

and chemicals. While the fourth indicator was

related to the use of personal protective equipment

during the practicum. This indicator was used in

measuring student awareness of occupational safety

risks in the laboratory (Somez, 2017).

Table 1: Design Indicators and Sub Indicators of

Cognitive Aspects

Indicator

Assessment (sub-

indicator)

Recognizing

and understanding

security and

safety in the

laboratory.

1. Knowing the symbols

of security and safety

in the laboratory.

2. Knowing the potential

accidents risk in the

laboratory.

3. Knowing the sources

of accidents risk in the

laborator

Able to

recognize and

understand the

characteristics and

handling of

chemicals in the

laborator

1. Knowing the

characteristics of

chemical symbols.

2. Knowing chemical

handling pre and post

practicum.

Able to

recognize and

understand the

use of glassware

in the laboratory.

1. Able to recognize

several pictures of

chemical glassware

2. Knowing the function

of several chemical

lassware

Able to

recognize and

understand the

use of glassware

for simple

preparation in the

laborator

1. Mentioning some

glassware for

practicum preparation

3.2 Designing Instruments for Assessing

Basic Competency in Chemical

Practicum

In this stage, an assessment design is carried out in

the form of a worksheet for test instruments and

Basic Competency of Chemical Practicum: Development and Validation of Assessment Instruments

309

observation statements for observation instruments.

The question instrument for the measurement of

basic knowledge was elaborated from an indicator of

cognitive aspects to recognize and understand the

symbols, equipment, and characteristics of

chemicals. The design of indicators and sub-

indicators of assessment instruments to measure

basic knowledge of chemical practicum is shown in

table 1.

The design of evaluation instruments for

affective aspects in the form of observation

instruments is carried out by compiling

measurement statements in observations during the

practicum derived from assessment indicators. The

design of the affective aspect assessment is

presented in table 2. There are at least 13

measurement statements that are considered to

represent indicators of competency attainment in the

aspect of attitude during the practicum in the

laboratory. Measurement of this attitude aspect is

based on efforts to cultivate behavior for work safety

and safety in the laboratory.

Table 2: Design of Affective Aspect Observation

Instruments.

Indicator Assessment

Polite

1. Stay calm, and not making

noise

2. Speak politely

3. Looking neat

4. Be respectful

Dedicated

1. Have a work plan in the

laboratory

2. Focus on practicum and

observing

3. Speak as neede

Obey the

rules

1. Using work safety equipment.

2. Maintain security and safety

3. Work accordin

lan

Good work

1. Preparing practical equipment

precise and accurate.

2. Organizing the tools well and

responsibly.

3. Getting practicum data

accurately.

The design of the method of assessment of the

observation instrument of psychomotor aspects was

based on four indicators which became the core

activities in the basic chemistry practicum at the first

meeting. In the basic chemical practicum activities

at the first meeting, learning outcomes were focused

on the activities of the use and management of

chemicals and glassware in accordance with the

instructions in the practicum guidelines, to the

proper use of personal protective equipment as

standard security and safety procedures in the

laboratory. Psychomotor aspect observation

instruments are designed by compiling measurement

instruments derived from indicators of learning

achievement of psychomotor aspects of basic

chemistry practicum learning. Detailed design of

psychomotor observation instruments is presented in

table 3.

Table 3: Design of Psychomotor Observation Instruments.

Indicator Assessment

Polite

5. Stay calm, and not making

noise

6. Speak politely

7. Looking neat

8. Be res

ectful

Dedicated

4. Have a work plan in the

laboratory

5. Focus on practicum and

observing

6. S

eak as neede

Obey the

rules

4. Using work safety equipment.

5. Maintain security and safety

6. Work according to plan

Good work

4. Preparing practical equipment

precise and accurate.

5. Organizing the tools well and

responsibly.

6. Getting practicum data

accuratel

3.3 Designing an Assessment of the

Learning Outcomes of Basic

Chemistry Practicum

The most important thing in evaluating learning is in

the assessment section. Each learning evaluation has

a variety of assessment techniques and methods

(Tibrani, 2017). In the evaluation instrument of basic

competency on chemical practicum, It's used several

assessment methods synchronized with the type of

evaluation developed. The assessment method used

for the type of question on cognitive measurement

instruments is the scoring method. This method is

used with consideration to facilitate assessing the

ability of students. Whereas for the observation

instrument of affective and psychomotor

measurement used a method of scaling four (liker).

Scale four was used in the assessment of observation

instruments with the aim of facilitating rapid

assessments when students are working in the

laboratory (Gobaw, 2016). The results of the

evaluation of the cognitive, affective and

psychomotor aspects produced will eventually be

converted in the form of value, while the conversion

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value is then converted in the form of a description

of the level of competence.

3.4 Validation of Basic Competency on

Chemical Practicum Evaluation

Instruments

Validation of evaluation instruments was done using

content validation methods. Content validation was

carried out by two experts who emphasized two

aspects, namely the suitability of the content and use

of language in the evaluation instruments developed

(Riyani, 2017). Each instrument is validated with a

different validation sheet according to the

assessment instrument based on aspects developed.

The results of content validation by experts on three

aspects of assessment are reported in Table 4.

Table 4: Content Validation Results.

Validation aspec

Cognitive Affective Psycomoto

Feasibility of content

Conformity

with learning

competency

indicators

4 4 4

Homogeneous

and logical

answe

4 - -

Conformity to

the

workmanship

of the

uestion

4 - -

The efficiency

of observation

and assessment

time

- 3 4

Suitability of

statements with

observed

activities

- 4 3.5

Lan

e eli

ibilit

Conformity

with learning

competency

indicators

3.5 4 4

Homogeneous

and logical

answe

4 - -

Conformity to

the orkmanship

of the

uestion

4 - -

Clear

observation

statement

- 3.5 3.5

Communicative

observation

statement

- 4 3.5

Based on the validation results, the contents of

the content feasibility are very valid with an average

value of 4 for the instrument of cognitive aspects,

3.83 for psychomotor observation instruments, and

3.67 for affective aspect observation instruments. In

terms of the feasibility of the language used in the

evaluation, produced the validity of the evaluation

instrument with very valid criteria with the

measurement instrument of cognitive aspects of

3.83, psychomotor aspects of 3.67, and the affective

aspect of 3.83.

Question instruments for measuring cognitive

aspects that have been validated and validated are

then readability tests. In the readability test

instrument, the assessment of cognitive aspects of

the basic competencies of the chemical practicum

was carried out by testing the readability of the

instrument in 10 students who had passed the basic

chemistry practicum course and had the skills to

become basic chemistry practicum assistants and

conduct an assessment using this instrument later.

Readability test instrument for assessing cognitive

aspects of the basic competencies of the chemical

practicum is presented in Figure 2, the diagram of

readability test results.

Figure 2: Diagram of test results (instrument cognitive)

readability Where: A. Clarity of introduction, B. Clarity of

instructions / instructions, C. Language clarity, D. Image

clarity, E. Clarity of working time, F. Clarity score per

question, and G. Suitability of questions with practicum

material.

3.5 Design of the Instrument for

Evaluation of Basic Competencies in

Chemical Practicum

The design of basic practicum chemistry

competency evaluation instruments that have been

validated was reported in Figure 3, 4. Question

instruments (cognitive aspects), figure 5. Affective

observation instruments and psychomotor

observation. Figure 3 shows the problem instrument

for measuring the basic competencies of the

practicum on cognitive aspects on indicators of the

ability to recognize and understand work safety and

Basic Competency of Chemical Practicum: Development and Validation of Assessment Instruments

311

security, characteristics and handling of chemicals in

the laboratory. Assessment instrument of cognitive

aspects of basic competencies of the chemical

practicum is arranged in four pages. On the first

page, a measurement instrument is designed for one

indicator consisting of three sub-indicators as many

as three questions, a time allocation of fifteen

minutes and a total score of 12 with a score weight

of each question of 4. The first question is a question

of the definition of a symbol of security and works

safety in the laboratory with 4 questions in the form

of questions. The second question contains questions

to mention 4 potential risks of work accidents in the

laboratory. While the third question mentions 4

sources of risk of workplace accidents in the

laboratory.

Figure 3: Instrument Questions page 1-2 (Cognitive

Aspects).

On page two consists of two questions derived from

two measurement sub-indicators about the

characteristics and handling of chemicals in the

laboratory. The first question is a question to

describe 8 symbols of chemical characterization.

Whereas the second question consists

of 3 items to

explain the handling of chemicals according to the

symbol of the characteristics of the chemicals

presented. To be able to resolve the questions on

page 2 of the instrument, a total time allocation of 13

minutes is given with a total score of 14 points, with

each point in the number one and two questions at 8

and 6 points.

Figure 4: Instrument question page 3-4 (cognitive aspects).

Page three contains two questions about

knowledge to know and understand the use of

glassware in basic chemical practicum. The first

question has presented to give the name of the tool

on 12 pictures of chemical glassware that has been

provided on the worksheet. The allocation of time

provided to answer this question is 10 minutes with

a maximum score of 24 points. Whereas in the next

question, the question is directed to know the

knowledge of the use of glassware in the picture in

the chemical practicum in the laboratory. The total

score provided for this question is 6 points with

every one correct answer getting 2 points, with a

time allocation of 13 minutes to solve the problem

on page 3.

The measurement of knowledge and

understanding of the use of chemical glassware in

simple preparations in the laboratory was presented

in the instrument on page 4. In this worksheet, there

are four items related to the chemical preparation

such as the preparation of solutions and the retailing

of chemicals. The question was directed to mention

the name of the glassware used and the use of each

glass tool in each of the intended preparation

activities. Allocation of time to solve this problem

for 10 minutes with a total score prepared of 51

points.

Observation instruments for the measurement of

affective and psychomotor aspects (Figures 5a and

b) are designed in 1 sheet of observation instruments

that are equipped with instrument identities,

instructions for filling, identities of the students

assessed. Assessment sheet and observer legality.

Each sheet of observation instruments on both

affective and psychomotor aspects, each contains

four measurement indicators.

Figure 5: a. Cognitive Aspects of Observation Instruments

and b. Psychomotor Aspects.

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Both affective and psychomotor observation

instruments are based on indicators and

measurements as presented in tables 2 and 3. While

the score provided in each observation instrument is

a scale score of 4 where score enhancement is

described as increasingly appropriate attitudes and

skills (Fletcher, 1997). The results of the observation

of affective and psychomotor aspects are then

converted in the form of values which are then

integrated with cognitive values based on the test

results.

4 CONCLUSION

The chemical practicum basic competency

assessment instrument has been successfully

developed in three domains of assessment namely

cognitive aspects with test instruments, affective and

psychomotor aspects with observation instruments

in practicum activities. The three instruments have

very valid validity with validation values of each

instrument 3.83 (cognitive), 3.83 (affective) and

3.67 (psychomotor).

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