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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

40 authors · 209 co-authorship links · 19 across different organisations · showing the 40 most connected

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 Airlangga
  • Walisongo State Islamic University
  • Universitas Tidar
  • Hengshui University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Sri HaryaniAffiliation unknown12
Sigit PriatmokoState University of Semarang8
Sri Susilogati SumartiState University of Semarang7
Kasmui KasmuiState University of Semarang6
Nanik WijayatiState University of Semarang6
Sri WardaniAffiliation unknown5
Murbangun NuswowatiState University of Semarang4
Harjito HarjitoAffiliation unknown4
Supartono SupartonoAffiliation unknown4
Jumaeri JumaeriAffiliation unknown4
Sri NurhayatiAffiliation unknown4
Kasmadi Imam SupardiState University of Semarang4
Agung Tri PrasetyaState University of Semarang4
Woro SumarniState University of Semarang4
Kartono KartonoUniversitas Airlangga4
Ani RusilowatiState University of Semarang3
Edy CahyonoState University of Semarang3
Eko Budi SusatyoAffiliation unknown3
Triastuti SulistyaningsihAffiliation unknown3
Siti Muslimah WidyastutiAffiliation unknown3
Apriliana DrastisiantiWalisongo State Islamic University2
Ahmad MuhlisinUniversitas Tidar2
Sudarmin SudarminAffiliation unknown2
Harjono HarjonoAffiliation unknown2
Cepi KurniawanState University of Semarang2
Supriyadi SupriyadiAffiliation unknown2
Achmad BinadjaAffiliation unknown2
Azza Khisnu AddianiAffiliation unknown2
Sri Susilogati SumartiAffiliation unknown2
Mohammad AlauhdinAffiliation unknown2
Wan Solihin Wan Ahmad YaneeUniversiti Teknologi MARA1
Noor Najihah HamidiUniversiti Teknologi MARA1
Al 'Aina Yuhainis Firus KhanUniversiti Teknologi MARA1
Cao JianleiHengshui University1

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 Oct 2026, last seen 8 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>
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