Validity and Reliability Analysis of a Contextual Problem-Based Essay Test For Mathematical Critical Thinking on Cubes and Rectangular Prisms

Imelda; Izwita Dewi; KMS Muhammad Amin Fauzi

doi:10.33578/pjr.v10i4.1580

Authors

Imelda Universitas Katolik Santo Thomas, Indonesia Author
Izwita Dewi State University of Medan, Indonesia Author
KMS Muhammad Amin Fauzi State University of Medan, Indonesia Author

DOI:

https://doi.org/10.33578/pjr.v10i4.1580

Keywords:

instrument development, mathematical critical thinking assessment, geometry, essay test

Abstract

This study aimed to develop and evaluate a contextual problem-based essay test for assessing students' mathematical critical thinking skills on the topics of cubes and rectangular prisms. A quantitative descriptive design was employed involving 30 ninth-grade students from SMPN 31 Medan during the pilot-testing stage. Prior to implementation, the instrument was evaluated by expert validators to establish content validity. Empirical item validity was analyzed using the Pearson Product–Moment correlation coefficient, while internal consistency reliability was estimated using Cronbach's Alpha. The findings showed that all essay items met the criterion of empirical validity and that the instrument demonstrated moderate internal consistency, indicating its suitability for preliminary classroom assessment and pilot testing. The developed instrument assesses higher-order cognitive processes based on Facione's critical thinking framework, including interpretation, analysis, evaluation, inference, and explanation, through authentic contextual geometry problems. This study contributes to mathematics education by providing a contextually relevant assessment instrument with preliminary psychometric evidence that can support teachers in implementing authentic assessment of mathematical critical thinking skills. The findings also provide a foundation for future large-scale validation studies aimed at developing standardized assessment instruments for mathematics education.

References

Admadja, P. I., & Marpanaji, E. (2016). Pengembangan Multimedia Pembelajaran Praktik Individu Instrumen Pokok Dasar Siswa SMK Di Bidang Keahlian Kerawitan. 6(2), 173–183. http://journal.uny.ac.id/index.php/jpv

Amina G, K. (2025). Rethinking Education: The Role of Critical Thinking in Schools. 6(1). https://doi.org/10.59298/NIJCIAM/2025/6.1.112120

Ardiansyah, A. S., Lestari, E. P., & Ma’ariffatun, K. (2025). Improving Critical Thinking Skills through Mathematics Textbooks Integrated with a Challenge-Based Learning Model in a STEM Context Assisted by Quizizz Application. Jurnal Didaktik Matematika, 12(2), 290–311. https://doi.org/10.24815/jdm.v12i2.41256

Arya, G. N., Wangsa, S., Dantes, N., Suastra, I. W., Kunci, K., Belajar, H., Kemampuan, I. ;, Kritis, B., & Instrumen, P. (2021). Pengembangan Instrumen Kemampuan Berpikir Kritis dan Hasil Belajar IPA Kelas V SD Gugus IV Kecamatan Gerokgak.5(1).

Dina Putri, R., & Yuanita, P. (2025). Pengembangan Instrumen Tes Tipe PISA Untuk Memfasilitasi Kemampuan Berpikir Kritis Matematis Siswa, 12 (2), .

Hulukati, W., & Rahmi, M. (2020). Instrumen Evaluasi Karakter Mahasiswa Program Pendidikan Guru Pendidikan Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 851. https://doi.org/10.31004/obsesi.v4i2.468

Intan, S., Saputra, E., & Qausar, H. (2025). Pengaruh Pendekatan Contextual Teaching and Learning Berbantuan Video Animasi 3D Berbasis Platagon Terhadap Kemampuan Berpikir Kritis Matematis Siswa (Vol. 5).

Juliani, P. R., & Erita, S. (2023). Analisis Validitas dan Reliabilitas Instrumen Penilaian Kemampuan Berpikir Kritis dalam Konteks Sekolah Menengah. Journal of Educational Integration and Development, 3(3), 2023.

Liloi, O., Rochaminah, S., Hasbi, M., & Baharuddin. (2025). Critical thinking profile of junior high school students in solving function problems as seen in the face of mathematical ability. Desimal: Jurnal Matematika, 8(2), 375–390. https://doi.org/10.24042/djm

Lukman, H. S., Setiani, A., & Agustiani, N. (2023). Validitas Instrumen Tes Kemampuan Berpikir Kritis Matematis Berdasarkan Teori FRISCO. SJME (Supremum Journal of Mathematics Education), 7(1), 55–67. https://doi.org/10.35706/sjme.v7i1.6960

Nada, N. Q., & Yulia, P. (2023). Analisis Instrumen Tes Kemampuan Berpikir Kritis Siswa Pada Pembelajaran Matematika Materi Barisan dan Deret. Malewa: Journal of Multidisciplinary Educational Research, 1(02), 18–28. https://doi.org/10.61683/jome.v1i02.32

OECD. (2023). PISA 2022 Results (Volume I). OECD. https://doi.org/10.1787/53f23881-en

Pramarth, B. N. I., Ayu Lalita Rathintara, I., Gede Astapa, I., Informatika dan Komputer, F., Teknologi dan Bisnis STIOKOM Bali, I., Raya Puputan No, J., Puri Klod, D., Denpasar Tim, K., & Denpasar, K. (2023). Pengembangan Instrumen Tes Kemampuan Berpikir Kritis Berbasis Higher Order Thinking Skills (HOTS). Journal on Education, 06(01), 680–686.

Krismony, A., Parmiti, D. P., Gusti, I., & Japa, N. (2020). Pengembangan Instrumen Penilaian untuk Mengukur Motivasi Belajar Siswa SD. Jurnal Ilmiah Pendidikan Profesi Guru, 3 (2), 249-257. https://doi.org/10.23887/jippg.v3i2

Qizi, S. R. S. (2024). The Role of Pedagogy in Fostering Critical Thinking Skills in Students. International Journal of Advance Scientific Research, 4(1), 74–77. https://doi.org/10.37547/ijasr-04-01-12

Sugiyono.2018.Metode Penelitian Kuantitatif, Kualitatig, dan R&D, penerbit Alfabeta, Bandung