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Transformative Assessment Innovation Based on Multiple Representations in Holistic Learning to Measure Logical and Analytical Thinking

Jurnal Pendidikan IPA Indonesia · Vol. 15 No. 1 (2026)

DOI
10.15294/jpii.v15i1.35317
ISSN
2089-4392, 2339-1286
Published
2026-03-24
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

The focus of chemistry learning across multiple levels of representation is essential for developing students’ conceptual understanding of complex chemical phenomena. However, previous studies have predominantly emphasized the use of multiple representations as instructional strategies, while their application in assessment, particularly in acid-base chemistry, remains limited. Moreover, existing assessment instruments seldom integrate logical and analytical thinking skills simultaneously, and the use of Rasch model analysis for diagnostic assessment in this context is still relatively scarce. To address these gaps, this study aims to develop a Transformative Assessment Innovation Based on Multiple Representations integrated into Holistic Learning to measure students’ logical and analytical thinking skills. This research employed a Research and Development (R&D) approach using the ADDIE model. The participants were second-semester students enrolled in the Basic Analytical Chemistry course at Universitas Negeri Semarang. The assessment instrument was developed as multi-representational items encompassing definitional, macroscopic, submicroscopic, symbolic, and stoichiometric levels, aligned with holistic learning activities. The content validity and reliability of the instrument were analyzed using the Rasch model. The results showed that the developed assessment demonstrated high validity (CVR > 0.80) and excellent reliability (Cronbach’s α > 0.90). Furthermore, the implementation findings indicated that the transformative assessment effectively identified and enhanced students’ logical and analytical thinking skills while providing diagnostic and reflective feedback to support continuous learning. These findings suggest that transformative assessment integrated with multi-representational and holistic learning approaches offers a novel diagnostic framework for strengthening students’ higher-order thinking skills in chemistry education.

Keywords

Collaboration network of the authors

23 authors · 56 co-authorship links · 25 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • Universiti Teknologi MARA
  • National University of Malaysia
  • Universitas Syiah Kuala
  • Hengshui University
  • Walisongo State Islamic University
  • State University of Makassar
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Wan Solihin Wan Ahmad YaneeUniversiti Teknologi MARA1
Noor Najihah HamidiUniversiti Teknologi MARA1
Al 'Aina Yuhainis Firus KhanUniversiti Teknologi MARA1
Cao JianleiHengshui University1
Hardimah Md SaidAffiliation unknown1
L. LastriState University of Semarang1
Apriliana DrastisiantiWalisongo State Islamic University1
E. KusumoState University of Semarang1
Dante AlighiriState University of Semarang1
Sri Susilogati SumartiState University of Semarang1
R. N. AiniAffiliation unknown1
Lilia HalimNational University of Malaysia1
Muhammad SyukriUniversitas Syiah Kuala1
S SoewarnoUniversitas Syiah Kuala1
Ramlawati RamlawatiState University of Makassar1
Sri KadarwatiState University of Semarang1
Murbangun NuswowatiState University of Semarang1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Transformative Assessment Innovation Based on Multiple Representations in Holistic Learning to Measure Logical and Analytical Thinking</dc:title>
	<dc:creator xml:lang="en">Susilaningsih, Endang </dc:creator>
	<dc:creator xml:lang="en">Salimnah, Isnaini Putri</dc:creator>
	<dc:creator xml:lang="en">Nurhayati, Sri </dc:creator>
	<dc:creator xml:lang="en">Harjono</dc:creator>
	<dc:creator xml:lang="en">Mohtar, Lilia Ellany Binti </dc:creator>
	<dc:creator xml:lang="en">Aris, Sharipah Ruzaina Syed </dc:creator>
	<dc:subject xml:lang="en">chemistry education</dc:subject>
	<dc:subject xml:lang="en">transformative assessment</dc:subject>
	<dc:subject xml:lang="en">level representation</dc:subject>
	<dc:subject xml:lang="en">acid-base titration</dc:subject>
	<dc:subject xml:lang="en">HOTS</dc:subject>
	<dc:description xml:lang="en">The focus of chemistry learning across multiple levels of representation is essential for developing students’ conceptual understanding of complex chemical phenomena. However, previous studies have predominantly emphasized the use of multiple representations as instructional strategies, while their application in assessment, particularly in acid-base chemistry, remains limited. Moreover, existing assessment instruments seldom integrate logical and analytical thinking skills simultaneously, and the use of Rasch model analysis for diagnostic assessment in this context is still relatively scarce. To address these gaps, this study aims to develop a Transformative Assessment Innovation Based on Multiple Representations integrated into Holistic Learning to measure students’ logical and analytical thinking skills. This research employed a Research and Development (R&amp;amp;D) approach using the ADDIE model. The participants were second-semester students enrolled in the Basic Analytical Chemistry course at Universitas Negeri Semarang. The assessment instrument was developed as multi-representational items encompassing definitional, macroscopic, submicroscopic, symbolic, and stoichiometric levels, aligned with holistic learning activities. The content validity and reliability of the instrument were analyzed using the Rasch model. The results showed that the developed assessment demonstrated high validity (CVR &amp;gt; 0.80) and excellent reliability (Cronbach’s α &amp;gt; 0.90). Furthermore, the implementation findings indicated that the transformative assessment effectively identified and enhanced students’ logical and analytical thinking skills while providing diagnostic and reflective feedback to support continuous learning. These findings suggest that transformative assessment integrated with multi-representational and holistic learning approaches offers a novel diagnostic framework for strengthening students’ higher-order thinking skills in chemistry education.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-03-24</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/35317</dc:identifier>
	<dc:identifier>10.15294/jpii.v15i1.35317</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 15 No. 1 (2026): March 2026</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v15i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/35317/8854</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia</dc:rights>
</oai_dc:dc>