Development of Authentic Affective Assessment Instrument in High School Physics

Learning

Rabiudin1, Enos Taruh2, Mursalin3

1Physics Education Program, State University of Gorontalo, 96112, rabiudin27@gmail.com
2Physics Education Program, State University of Gorontalo, 96112, enos.taruh@gmail.com
3Physics Education Program, State University of Gorontalo, 96112, mursalin@ung.ac.id

ABSTRACT
The aim of this research is to develop an authentic instrument of affective domain in high school physics, to produce an effective, practical and
feasible authentic assessment instrument in High School Physics learning and to improve teachers' ability to designing qualified assessment to
support graduate quality assurance. This research method uses four-D model approach which is tested in education unit of State Senior High School
3 of Gorontalo city. The results obtained are: First, the validity of the instrument through expert validation obtained the average coefficient of 0.75,
it is meant in high validity with reliability of 0.99, and the feasibility of affective assessment instrument developed in percentage reached 86.46%.
Secondly, the validity of the instrument's validity is 0.84, this is referred to in high validity with the reliability of 0.98. The practicality of
development result instrument assessed by the teacher, get the average percentage of 88.19%, this percentage accumulated response from six physics
teachers in State Senior High School 3 of Gorontalo city. Third, on the level of effectiveness is based on the validation grains, with a significant
level of 5% on a sample of 30 respondents. Level of validity reached 83.33% with the reliability of the instrument reached 0.86, or very good.
Furthermore, to test the effectiveness based on student responses then obtained a percentage of 86.83%, so the instrument concluded feasible,
practical and effective to use.

Keywords: Affective, Instrument, Authentic, Assessment.