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This research aims at comparing item characteristics of instruments for assessing the level of mastery in scientific method for elementary students as they were analyzed using Classical Test Theory (CTT) and Item Response Theory (IRT). The two analyses are usually done separately, for difference object, in this moment it was analyzed simultaneously for the same issue, that up two know it has not be done yet. This to ensure weather or not both the models of item analysis get the same result. The tests were developed in two different types namely a true-false and multiple choice. The multiple choice test consists of items with two and three options. Sample students from grade 1 to 6 were chosen consist of 234 school classes. The item responses were analyzed using a Quest Program. Results of the analysis show that item difficulty indexes for CTT and IRT are identical such as easy items on CTT are also identified as easy items on IRT, or vice versa. Based on CTT analysis results, three-option items are more difficult than the two-option items while IRT analysis results show that the three-option and two-option have similar difficulty indexes. The item difficulty indexes analyzed by CTT and IRT shows similar patterns. This research may reveal further information on the characteristics of test items which can contribute to the test development.

This study aims to analyze the profile of students’ problem - solving skills based on multiple representation in senior high school. Problem - solving skills in solving multiple representation are very important in learning Physics. The subjects of this study were 101 students of class XII MAN 1 Ngawi. The method used in this research was quantitative descriptive method. Indicators of the problem - solving abilities that were used included approaches, visuals, applications, and procedures. The types of representation in this research instrument were verbal, figures, graphic and mathematic. The results showed that the problem - solving skills related to the indicator of approach with the form of multiple representation questions got percentages of 36% (verbal), 42% (figural), 24% (graphical), and 43% (mathematical). The visual indicators showed the percentages of 44, 29, 38, and 0 for verbal, figural, graphical, and mathematical respectively. Then the indicators of procedures obtained 36% for the verbal, 30% for the figures, 35% for the graphics, and 0% for the mathematics. Thus, it can be concluded that problem - solving skills possessed by students are different in terms of the percentage each indicator got in the multiple representation test.

The objective of this research is to find out the characteristic of each test item with NOS-based instruments which is analysed based on validity and reliability level using Rasch model (RM). A test using NOS-based instruments was used to collect the data. This research is categorized as descriptive with quantitative using statistic from RM through QUEST program. There are 104 students participated as the subject of this research. The result, which is based on validity of each test item using RM analysis, shows that 25 test items are considered fit or accepted. Based on the estimate of item reliability, NOS-based instrument has reliability coefficiency at 0.96. Based on difficulty items 2 test items declared not good, namely test item number 19 and item test number 4. Based on the analysis according to Classic Test Theory of RM, the NOS instrument can be used to measure senior high school students' science literacy on Newton Law.

This research aims at investigating elementary school student achievement based on the use ofscientific method in teaching science from the test item types, as reflected by the item difficulty indexusing the classical test theory (CTT) and modern test theory (IRT). The first stage in developing the test was preparing the learning continuum of scientific method aspects by referring to the learning continuum of science process skill as developed by the previous existing research. In this research, the learning continuum was validated by expert judgment. As the tests were administered/carried out at the same time, four sets of tests were developed and administered to students of Grade 1 to 6 in Yogyakarta and Sleman Regency in the 2016-2017 school year. Samples were taken from three Technical Management Units (TMUs). Three TMUs were determined by observing the distribution of school locations from the center to the suburbs. The items were analyzed using CTT and IRT.The results of the research show that the student achievement reflected by item difficulty index based on CTT and IRT indicates the same level of category except for several sub-aspects. Those items from certain testsindicate higher difficulty level for Grade 4 to 6 students than for Grade 1 to 3 students. This case is not relevant to the expected learning outcomes.

The purpose of this study is to describe students’ metacognition level in solving scientific literacy. This research use the descriptive method. The subject of this research is 99 students of grade XI in SMA Batik 2 Surakarta. Data collection methods used are test methods which its instruments based on an indicator of scientific literacy and metacognition ability. Data analysis techniques use quantitative descriptive analysis. The results showed that the achievement of scientific literacy in science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science as an interaction between technology and society is still low at below 35%. This is due to 84% student occupy in low metacognition level that is 30% students in tacit use level, 54% students in aware use level, and only 16% students occupy in high metacognition level that is in strategic use level.&nbsp

The purpose of this research is to measure students critical thinking skill in solving scientific literacy using a metacognitive test based on scientific literacy. This research is descriptive research. The subject of this research is 99 students of grade XI in SMA Batik 2 Surakarta. Data collection methods used are test methods which using a metacognitive test based on scientific literacy. Data analysis techniques use quantitative descriptive analysis. The results showed that the achievement of scientific literacy is still low at below 50% for all category. This is due to students critical thinking skill in solving all category of scientific literacy problem is still low. Low student critical thinking skill in solving science as a body of knowledge in the asse s sment stage with the percentage achievement is 21%. Low percentage achievement of critical thinking skill in solving science as a way of thinking is a clarification (34%), asse s sment (46%), inference (26%), and strategy (12%). Low percentage achievement of critical thinking skill in solving science as a way of investigating is asse s sment (39%), inference (5%), and strategy (6%). Low student critical thinking skill in solving science as an interaction between technology and society in the asses s ment stage with the percentage achievement is 31%

Argumentation skills can be seen from the activities of students when thinking about working on the questions so that ideas can be analyzed through writing. This study aims to an analysis of student argumentation skills on the static fluid topic. The sample used in this study was 24 students in physics programs Sebelas Maret University, who were taking basic physics courses. Data on argumentation skills were obtained through test techniques, then scored with a 4 category polytomous scale. The test instrument was developed based on an argumentation scheme of 10 items consisting of five aspects of argumentation skills claims, data, warrant, backing, and qualifier. The estimation results of test reliability with Quest show that the value of person reliability is 0.77, and the reliability item is 0.70. It can be concluded that the consistency of the answers from either the testee or the items in the instrument used to have high reliability. The results of data analysis students’ argumentation skills on static fluid material indicate that student argumentation is still low, that is on the data aspect, qualifier, and warrant. Argumentation skills are strongly influenced by understanding concepts, that is on concepts in a static fluid material.

Collision problems play an important role in many daily life applications. The concept of collision usually describes in momentum and impulse. Concepts that are included in collision process can be represented in multiple representations, such as verbal, visual, graph, and mathematical. The aims of the research were to analyze students’ conception and their multiple representations skill in the collision. The method used in this research is descriptive survey method. The subjects of this research are university students from physics education program. Subjects consisted 34 students of 2nd semester who had learned Introduction Physics course. Data collected by using two-tier test and interview. Interview used to clarify and empower students answer. The results showed that 42.1% students have correct conception and 43.17% students have multiple representations skill. Almost all of students prefer to answer the question by using verbal representation and can’t write an equation or mathematical representation. Some students also do not understand the concept correctly, even though the material has taught before. It can happen because they answer the question based on their intuition. Intuition easily traps students to the wrong concepts. The results of this research can be used to encourage lecturers to utilize appropriate learning method and learning media that improve students’ conception in the collision.

This research aims to identify students’ ability to complete the TIMSS test of light content. This research is a qualitative descriptive research. Data were obtained from 95 students in 3 different classes. The TIMSS test that was given to the student consisted of 5 multiple choices and 2 essay. The results of this research show that the student’s ability are good in completing the TIMSS test of light content with the right answer of multiple choice percentage is higher that the percentage of either wrong answer or not answer. The result of essay also shows the percentage of the appropriate answer, appropriate and complete answer are higher that student’s inappropriate answer, not quite appropriate or not answer

Science literacy shows that students should be familiar with the most basic principles of science, one of which is Newton's Law. The purpose of this research is to determine the ability of high school students in Newton's Law of science literacy using a test based on Nature Of Science (NOS). The NOS-based instrument consists of 25 multiple-choice test items with 4 alternative options modified by Nature of Science Literacy Test (NOSLiT) and is specifically developed on Newton's Law. The subjects of this study are 110 high school students of the IPA program. Data collection techniques were performed using tests based on NOS-based instruments and interviews using questionnaires. The method of his research used descriptive qualitative. The results show that the average percentage of students who answered correctly was 38.73% of 110 students. The highest average percentage was shown in the scientific disposition framework is 53.33% of students answered correctly, and the lowest in the major misconception about science framework is 23.93%. Based on the results of the study can be concluded that students who can't answer correctly about the NOS are the students who are less able to understand the language of the questions presented in the instrument NOS. Other factors that influence student performance in answering questions on the NOS are knowledge of science that is still less widespread, low student understanding and still many misconceptions on Newton's law. It can be said that the student has a low literacy ability in science.

Nature of Science Literacy Test (NOSLiT) is an instrument to measure students' understanding on scientific facts so they fulfilled the success of science literacy in high school students. The purpose of this research was to find out students' science literacy based on NOSLiT instruments. The method used for this research is descriptive qualitative and descriptive quantitative. This research samples were 29 students of 10st grade drawn from one public school in Karanganyar Regency, Central Java, Indonesia. The result showed that majority of the students have reached the science literacy while few of them have not fulfilled the requirements yet. Students have fulfilled frameworks such as science nomenclature, experimental ability and basic observation, scientific postulate, and rules of scientific evidence in such a large number. While frameworks such as scientific disposition and major misconception about science were still in small number. Science literacy values familiarity as well. Students taken as samples for this research were not really familiar with the type of questions asked during the science literacy test. Thus, their result was still below the average students in United States. The average of science literacy for student in X Science 4 with NOSLiT instrument is 57.14%.

Momentum and impulse are one of the material that often experienced difficulties by students. This happens because students' ability to understanding the concept is different. Conceptual understanding is very important for students, as the basis of scientific literacy. The aims of this research were to analyze students' understanding level and scientific literacy competencies on momentum and impulse. This research used the descriptive survey method. The subjects of this research were 28 students of physics education program from Universitas PGRI Madiun. Subjects consist of 1st semester (9 students) and 3rd semester (19 students) who have received the Basic Physics course previously. Subjects determined by using random sampling techniques. Data collected using test and interview. The results showed that 40.18% students categorized in misunderstanding and 27.68% students have scientific literacy competencies. Some students do not understand the concept correctly, even though the material has been taught before. Misunderstanding can arise because the material that has been taught not associated with its application in daily life and not presented in various form of representation. The results of this research can be used as a reference for lecturers to determine the appropriate strategies that improve students' understanding of momentum and impulse.

The student's conception of friction force direction on objects is different. Student’s conceptions are important to improve the next learning process. The aim to the research was to know student’s conception about friction force direction. This research was a qualitative descriptive. Samples consisted of 33 students from Physics Education UNS semester 1 who have not obtained the material friction in the lecture. Data collected through test and intervie. Data were analyzed by reduction, presentation, conclusion and verification. Based on the result of student conception showed the average of 82,82% student can describe the direction of friction force on objects with translational motion, 18,18% student can describe the direction of friction force on objects with translational and rotation motion inclane and all students can not describe the direction of friction force on bicycle wheels.

This research is aimed to analyze the effect of students' conception toward science process skill. This is a descriptive research with subjects of the research were 10th-grade students in Surakarta from high, medium and low categorized school. The sample selection uses purposive sampling technique based on physics score in national examination four latest years. Data in this research collecting from essay test, two-tier multiple choice test, and interview. Two-tier multiple choice test consists of 30 question that contains an indicator of science process skill. Based on the result of the research and analysis, it shows that students' conception of heat and temperature affect science process skill of students. The students' conception that still contains the wrong concept can emerge misconception. For the future research, it is suggested to improve students' conceptual understanding and students' science process skill with appropriate learning method and assessment instrument because heat and temperature is one of physics material that closely related with students' daily life.