ANALISIS KARAKTERISTIK RESPONS SISWA PADA THINKING AND WORKING SCIENTIFICALLY DALAM CAMBRIDGE PRIMARY SCIENCE PROGRESSION TEST STAGE 3

Abstract

This study aimed to describe the characteristics of students’ responses to Thinking and Working Scientifically (TWS) items and to describe students’ TWS performance based on their responses and the Cambridge Primary Science Progression Test Stage 3 results. A descriptive qualitative approach was employed. The primary data consisted of written responses from 12 third-grade students, while individual marks, the mark scheme, and Cambridge assessment reports were used as supporting data. Data were analyzed through data condensation, data display, and conclusion drawing and verification. Students’ responses were analyzed based on the requirements of each learning objective, alignment with the mark scheme, and emerging response patterns and characteristics. The findings showed that students obtained 107 of 168 available marks, equivalent to 64%. Performance varied across learning objectives, with the lowest attainment found in 3TWSa.03 at 23%. Response analysis indicated that students were relatively more capable of identifying, selecting, and presenting information, whereas responses were more varied when students were required to interpret results and use investigation results to construct conclusions. The findings indicate that response analysis can complement mark-based information by providing a more detailed description of students’ TWS abilities.