Tarbiya : Journal of Education in Muslim Society (Nov 2016)
The Assessment of Critical Thinking Skill for Early Age Children Based on Criterion Referenced and Norm Referenced Interpretations
Abstract
Abstract The objective of this research is to study comprehensively the assessment of critical thinking skill for early age children based on criterion referenced and norm referenced interpretations. It is a non-experimental quantitative research for students in Assalam Kinder-garten. There are some critical thinking skill indicators, such as clarity, accuracy, precision, depth, breath, relevance, and logic. By using assessment based on criterion referenced inter-pretations, critical thinking skill is so real and absolute, while by using assessment based on norm referenced interpretations, critical thinking skill is so relative depends on their groups. Based on criterion referenced interpretations, there are 24 students can’t think critically because their scores are lower than minimum limit and 10 students can think critically because their scores are higher than minimum limit. Based on norm referenced interpreta-tions, there are 19 students think critically above average and 15 students think critically under average. So, the assessment of critical thinking skill for early age children can be strong foundation to prepare the best stimulation for optimalizing their critical thinking skill until mature in the future. Abstrak Tujuan dari penelitian ini adalah untuk mempelajari secara komprehensif penilaian keterampilan berpikir kritis untuk anak-anak usia dini berdasarkan penilaian acuan kriteria dan penilaian acuan norma. Ini merupakan penelitian kuantitatif non-eksperimental untuk siswa di TK Assalam. Ada beberapa indikator keterampilan berpikir kritis, seperti kejelasan, akurasi, presisi, kedalaman, keluasan, relevansi, dan logika. Dengan menggunakan penilaian acuan kriteria, keterampilan berpikir kritis menjadi nyata dan mutlak, sementara dengan menggunakan penilaian acuan norma, keterampilan berpikir kritis menjadi sangat relatif tergantung pada kelompok mereka. Berdasarkan penilaian acuan kriteria, ada 24 siswa tidak dapat berpikir kritis karena nilai mereka lebih rendah dari batas minimum dan 10 siswa dapat berpikir kritis karena nilai mereka lebih tinggi dari batas minimum. Berdasarkan penilaian acuan norma, ada 19 siswa berpikir kritis di atas rata-rata dan 15 siswa berpikir kritis di bawah rata-rata. Jadi, penilaian keterampilan berpikir kritis untuk anak-anak usia dini dapat menjadi dasar yang kuat untuk mempersiapkan stimulasi terbaik untuk mengoptimalkan keterampilan berpikir kritis mereka sampai matang di masa depan. How to Cite : Mila, R., T. (2016). The Assessment of Critical Thinking Skill for Early Age Children Based on Criterion Referenced and Norm Referenced Interpretations. TARBIYA: Journal Of Education In Muslim Society, 3(1), 77-89. doi:10.15408/tjems.v3i1.339. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i1.339
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