Development of a Science Process Skills (SPS) test for assessing environmental chemistry concept: Salt hydrolysis in grade XI
Abstract
Science process skills (SPS) are fundamental to inquiry-based science learning and important for linking chemistry concepts with environmental issues. However, valid instruments to assess SPS in specific topics, such as salt hydrolysis, are still limited. This study aimed to develop and validate a multiple-choice test to evaluate eleventh-grade students’ SPS in the context of salt hydrolysis, emphasizing environmental chemistry applications. A research and development (R&D) design with five stages was employed: literature review, item development, expert validation, pilot testing, and finalization. Four chemistry education specialists provided expert judgment, and a pilot study was conducted with 150 eleventh-grade students from five high schools. Item validity, difficulty, discrimination index, and reliability were analyzed. The final test contained 28 items with a high content validity index (CVI = 0.90). Item analysis indicated two easy, 25 medium, and one difficult item. Discrimination indices classified five items as very good, 20 good, two sufficient, and one poor. All items were empirically valid, and the reliability coefficient (Cronbach’s alpha = 0.891) demonstrated strong internal consistency. Compared with similar SPS instruments, this test integrated authentic environmental contexts, such as the impact of salt hydrolysis on water pH, thereby enhancing ecological validity. The instrument provides teachers with a reliable diagnostic tool to identify students’ strengths and weaknesses in SPS. Beyond assessment, the instrument supports formative and summative evaluations, integrates environmental issues into chemistry learning, and serves as a reference for developing similar instruments in other science domains.
References
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Wuttiprom, S., Sharma, M. D., Johnston, I. D., Chitaree, R., & Soankwan, C. (2009). Development and use of a conceptual survey in introductory quantum physics. International Journal of Science Education, 31(5), 631–654. https://doi.org/10.1080/09500690701747226
Yan, Z., & Pastore, R. (2022). Validation practices in educational measurement: A systematic review. Journal of Psychoeducational Assessment, 40(7), 866–884.
Ye, L., Lewis, M. M., & Chen, X. (2023). Measuring STEM identity: Development and validation of a multidimensional scale. Hysical Review Physics Education Research, 19(1), 010138.
Zhang, Y., Xu, X., & Lin, T. (2020). Assessing inquiry-based science learning outcomes using Rasch analysis. Research in Science Education, 50(5), 2021–2038.
Zhou, S., & Lee, M. K. (2021). Development and validation of a scientific modeling competency test. International Journal of Science Education, 43(15), 2461–2482.
Chang, R., & Goldsby, K. A. (2016). Chemistry (12th editi). McGraw-Hill Education.
Crandell, O. M., et al. (2024). Open-ended Green Chemistry Generic Misconception Prompt: Instrument development and validation. Journal of Chemical Education, 101(5), 1204–1215.
Damanhuri, M. I. M., Treagust, D. F., Won, M., & Chandrasegaran, A. L. (2016). High school students’ understanding of acid-base concepts: An ongoing challenge for teachers. International Journal of Environmental and Science Education, 11(1), 9–27. https://doi.org/10.12973/ijese.2015.284a
Danczak, S. M., Thompson, C. D., & Overton, T. L. (2020). Development and validation of an instrument to measure undergraduate chemistry students’ critical thinking skills. Chemistry Education Research and Practice, 21(1), 62–78. https://doi.org/10.1039/c8rp00130h
Deng, J. M., Streja, N., & Flynn, A. B. (2021). Response Process Validity Evidence in Chemistry Education Research. Journal of Chemical Education, 98(12), 3656–3666. https://doi.org/10.1021/acs.jchemed.1c00749
Ding, L., & Beichner, R. (2009). Approaches to data analysis of multiple-choice questions. Physical Review Special Topics - Physics Education Research, 5(2). https://doi.org/10.1103/PhysRevSTPER.5.020103
Ding, L., Wei, X., & Liu, X. (2022). Scientific reasoning as a predictor of inquiry learning outcomes. Journal of Research in Science Teaching, 59(3), 402–426.
Godec, S., & King, H. (2021). Developing a science engagement scale using Rasch analysis. International Journal of Science Education, 43(18), 3012–3035.
González-Cabrera, J., Brunner, M., & De Boeck, P. (2021). A theoretical model and quantitative assessment of scientific thinking. Physical Review Physics Education Research, 18(1), 010115.
Grieger, A. J., Graulich, N., & Schmid, S. (2022). Assessing students’ knowledge of green chemistry principles: Development and validation of the ASK-GCP inventory. Chemistry Education Research and Practice, 23(4), 1226–1245.
Harlen, W. (1999). Purposes and procedures for assessing science process skills. International Journal of Phytoremediation, 21(1), 129–144. https://doi.org/10.1080/09695949993044
Jalil, S., Herman, Sidin Ali, M., & Haris, A. (2018). Development and validation of science process skills instrument in physics. Journal of Physics: Conference Series, 1028(1). https://doi.org/10.1088/1742-6596/1028/1/012203
Karim, E., Ibrahim, S. I., Rasit, H. H., & Sumintono, B. (2024). Development and Validation of Students’ Competency Instrument on Science Process Skills (Issue Proms 2023). Atlantis Press International BV. https://doi.org/10.2991/978-94-6463-494-5_20
Kimberlin, C. L., & Winterstein, A. G. (2008). Validity and reliability of measurement instruments used in research. American Journal of Health-System Pharmacy, 65(23), 2276–2284. https://doi.org/10.2146/ajhp070364
Landis, J. R., & Koch, G. G. (1977). Landis amd Koch1977_agreement of categorical data. Biometrics, 33(1), 159–174.
Lazonder, A. W., & Janssen, N. (2021). Development and initial validation of a performance-based scientific reasoning test for children. Studies in Educational Evaluation, 68(December 2020), 100951. https://doi.org/10.1016/j.stueduc.2020.100951
Leuzinger, S., Borrelle, S. B., & Jarvis, R. M. (2019). Improving Climate-Change Literacy and Science Communication Through Smart Device Apps. Frontiers in Education, 4(November), 1–5. https://doi.org/10.3389/feduc.2019.00138
Lewis, R., & Evans, W. (2018). Chemistry (5th editio). Red Globe Press.
Li, Y., & Guo, M. (2021). Scientific Literacy in Communicating Science and Socio-Scientific Issues: Prospects and Challenges. Frontiers in Psychology, 12(November). https://doi.org/10.3389/fpsyg.2021.758000
Liu, S., Xu, S., Li, Q., Xiao, H., & Zhou, S. (2023). Development and validation of an instrument to assess students’ science, technology, engineering, and mathematics identity. Physical Review Physics Education Research, 19(1), 10138. https://doi.org/10.1103/PhysRevPhysEducRes.19.010138
McMurry, J. E., Fay, R. C., & Robinson, J. K. (2015). Chemistry (7th Editio). Pearson.
Mede, N. G., Howell, E. L., Schäfer, M. S., Metag, J., Beets, B., & Brossard, D. (2025). Measuring Science Literacy in a Digital World: Development and Validation of a Multi-Dimensional Survey Scale. Science Communication, X. https://doi.org/10.1177/10755470251317379
Mi, S., Ye, J., Yan, L., & Bi, H. (2023). Development and validation of a conceptual survey instrument to evaluate senior high school students’ understanding of electrostatics. Physical Review Physics Education Research, 19(1), 10114. https://doi.org/10.1103/PhysRevPhysEducRes.19.010114
MoEC. (2016). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 24 Tahun 2016 tentang Standar Isi Pendidikan Dasar dan Menengah. Kementerian Pendidikan dan Kebudayaan Republik Indonesia.
Muntholib, Ibnu, S., Rahayu, S., Fajaroh, F., Kusairi, S., & Kuswandi, B. (2020)a. Chemical literacy: Performance of first year chemistry students on chemical kinetics. Indonesian Journal of Chemistry, 20(2), 468–482. https://doi.org/10.22146/ijc.43651
Muntholib, Khusmawardani, E., Utomo, Y., Muchson, & Yahmin. (2020)b. Development and implementation of multiple-choice chemical literacy survey in acid-base chemistry. AIP Conference Proceedings, 2215(April). https://doi.org/10.1063/5.0000547
Muntholib, Mauliya, A. H., Utomo, Y., & Ibnu, M. S. (2020)c. Assessing high school student’s chemical literacy on salt hydrolysis. IOP Conference Series: Earth and Environmental Science, 456(1). https://doi.org/10.1088/1755-1315/456/1/012065
Park, M., & Song, J. (2021). Development of an assessment tool for integrated science process skills using Rasch modeling. Research in Science Education, 51(3), 763–783.
Pluye, P., et all. (2021). Ethical challenges in educational research with children. Accountability in Research, 28(5), 291–307.
Regier, D. A., Kupfer, D. J., Kuhl, E. A., Ph, D., Greiner, L., Kraemer, H. C., & Ph, D. (2013). DSM-5 Field Trials in the United States and Canada, Part I: Study Design, Sampling Strategy, Implementation, and Analytic Approaches. American Journal of Psychiatry, 170(1), 59–70.
Semiawan, C., Tangyong, A., Belen, S., Matahelemudal, Y., & Suseloardjo, W. (1992). Pendekatan Keterampilan Proses. Gramedia Widiasarana Indonesia.
Subagja, S., Rubini, B., & Kurniasih, S. (2023). Development and Validation of a Test of Science Process Skills for Secondary Students on Cellular Living System Organization Matter: Rasch Model Analysis. Jurnal Penelitian Pendidikan IPA, 9(10), 9056–9062. https://doi.org/10.29303/jppipa.v9i10.5177
Taber, K. S. (2018). The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Tosun, C. (2019). Scientific process skills test development within the topic “Matter and its Nature” and the predictive effect of different variables on 7th and 8th grade students’ scientific process skill levels. Chemistry Education Research and Practice, 20(1), 160–174.
van Griethuijsen, R. A. L. F., van Eijck, M. W., Haste, H., den Brok, P. J., Skinner, N. C., Mansour, N., Gencer, A. S., & BouJaoude, S. (2015). Global patterns in students’ views of science and interest in science. Research in Science Education, 45(4), 581–603. https://doi.org/10.1007/s11165-014-9438-6
Wuttiprom, S., Sharma, M. D., Johnston, I. D., Chitaree, R., & Soankwan, C. (2009). Development and use of a conceptual survey in introductory quantum physics. International Journal of Science Education, 31(5), 631–654. https://doi.org/10.1080/09500690701747226
Yan, Z., & Pastore, R. (2022). Validation practices in educational measurement: A systematic review. Journal of Psychoeducational Assessment, 40(7), 866–884.
Ye, L., Lewis, M. M., & Chen, X. (2023). Measuring STEM identity: Development and validation of a multidimensional scale. Hysical Review Physics Education Research, 19(1), 010138.
Zhang, Y., Xu, X., & Lin, T. (2020). Assessing inquiry-based science learning outcomes using Rasch analysis. Research in Science Education, 50(5), 2021–2038.
Zhou, S., & Lee, M. K. (2021). Development and validation of a scientific modeling competency test. International Journal of Science Education, 43(15), 2461–2482.
Authors
Sari, E. P. K., Muntholib, M., & Nihayah, U. H. (2025). Development of a Science Process Skills (SPS) test for assessing environmental chemistry concept: Salt hydrolysis in grade XI. Journal of Environment and Sustainability Education, 3(3), 350–359. https://doi.org/10.62672/joease.v3i3.117
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