Research Article

Redefining assessment: Creating a groundbreaking prototype for domain affective in project-based learning

Nabilah 1 * , Edi Istiyono 1 , Widihastuti 1
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1 Yogyakarta State University, Special Region of Yogyakarta, INDONESIA* Corresponding Author
Contemporary Mathematics and Science Education, 5(1), 2024, ep24005, https://doi.org/10.30935/conmaths/14457
Published: 10 April 2024
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ABSTRACT

This research aims to design a prototype of affective domain self-assessment in project-based learning (PjBL). The design process of the instrument prototype in this study combines the aspects of the affective domain in Bloom’s taxonomy with PjBL stage. The design of this instrument is a self-assessment. The design method of the affective domain self-assessment instrument prototype for PjBL includes determining the objectives and specifications of the test, developing the framework, preparing the blueprint, and determining the measurement scale. The validity test used in the design of this instrument prototype is content validation conducted by experts’ validators from doctoral students in the field of educational research and evaluation and education management. Qualitative content validation using face validity to examine the appropriateness of the instrument prototype design with the purpose of the instrument developed. Secondly, quantitative content validity using Lawshe’s content validity ratio (CVR) and content validity index (CVI). The results obtained showed that CVR value of the panelists was scattered from zero, where half of the panelists stated that the item was relevant, to one, where all panelists stated that the item was relevant, the distribution of CVR ratio was mostly at 0.75. CVI index price is 0.6083, which is very favorable.
Keywords: project-based learning, affective domain, self-assessment, instrument

CITATION (APA)

Nabilah, Istiyono, E., & Widihastuti (2024). Redefining assessment: Creating a groundbreaking prototype for domain affective in project-based learning. Contemporary Mathematics and Science Education, 5(1), ep24005. https://doi.org/10.30935/conmaths/14457

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