Systematic Review of Test Instrument for Measuring Scientific Reasoning in the Last Decade

Abstract

The primary aim of this research was to conduct a systematic review on the instrument test of scientific reasoning in science. The employed research method involved a thorough exploration of diverse databases through Scopus, employing the keywords "scientific reasoning", "test", "assess*", "measure*", "scale*", "identify*", "analysis*" to retrieve pertinent articles. A total of 30 articles were selected as research samples and subjected to analysis. This research revealed that the target group was classified into four groups: elementary school student (25.00%), junior high school student (16.67%), senior high school student (8.33%), and university student (50%). In addition, the scientific reasoning test formats used are essay (E), experiment task (EX), double choice (DC), multiple choice (MC), mixed question format (MQ), oral (O), questionnaire (Q), and self-assessment (SA). The test instruments used in each literature are very diverse. Instruments that were used more than once are LCTSR, Science-K Inventory, Ko-WADiS, and QuASSR. The context of these instruments consists of biology (B), chemistry (C), engineering (E), medicine (M), natural science (NS), physics (P), science (S), and social science (SS). The instruments have psychometric properties of one or a combination of validity (V), reliability (R), discrimination (D), item difficulties (ID), and distractors (DI).