PROFILE OF EPISTEMIC SCIENCE ASSESSMENT EXPERIENCES: SCIENTIFIC REASONING IN BIOLOGY LEARNING
Keywords:
epistemic, assessment, scientific reasoning
Abstract
This study aimed to describe students’ scientific reasoning assessment experiences in high school biology learning. The study employed a descriptive quantitative method involving 216 eleventh-grade students from A- and B-accredited senior high schools in Bandung and Cimahi. Data were collected through assessment experience questionnaires using a Likert scale and semi-structured interviews as supporting data. Data analysis was conducted descriptively for each sub-element of assessment experience. The results showed that students’ assessment experiences were categorized as moderately good, with score ranges from 2.41 to 2.77. The highest scores were found in assessments measuring scientific reasoning types as well as social and technological contexts, while the lowest scores were found in controlled experimental design. Interview results indicated that biology assessments had begun to incorporate real-life contexts and data analysis; however, assessment experiences based on scientific investigation were still not evenly implemented.
References
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Sardag, M., dan Cakmakci, G. (2025). Informal Formative Assessment in Argumentation-Based Science Education: A Micro-Analytic Investigation of Teachers’ Pedagogical Practices. Argumentation. https://doi.org/10.1007/s10503-025-09668-x
Sugiyono. (2020). Metode penelitian kuantitatif, kualitatif, dan RdanD (Ed. 2). Alfabeta.
Taqiya, R. I., Shaumi, N. M., Al Zenyta, N. F., Fitri, M. A., dan Suryanda, A. (2024). Efektivitas Model Project-Based Learning (PjBL) dalam Pembelajaran Biologi. INKUIRI: Jurnal Pendidikan IPA, 13(2), 168. https://doi.org/10.20961/inkuiri.v13i2.82038
Vo, D. Van, dan Simmie, G. M. (2025). Assessing Scientific Inquiry: A Systematic Literature Review of Tasks, Tools and Techniques. International Journal of Science and Mathematics Education, 23(4), 871–906. https://doi.org/10.1007/s10763-024-10498-8
Widarta, F. O., Ikhsan, I., Dekar, M., dan Rahman, A. (2023). Analysis of Science Subject Evaluation Instruments in Elementary Schools based on Stimulus Types and Cognitive Process Dimensions. JURNAL EKSAKTA PENDIDIKAN (JEP), 7(1), 135–144. https://doi.org/10.24036/jep/vol7-iss1/742
Asri, I. P., Halang, B., dan Putra, A. P. (2025). Penerapan Model PBM Pada Materi Sistem Ekskresi Manusia Untuk Meningkatkan Hasil Belajar dan Kemampuan Literasi Sains Peserta Didik. ORYZA ( JURNAL PENDIDIKAN BIOLOGI ), 14(1), 48–61. https://doi.org/10.33627/oz.v14i1.3146
Aulia Handayani, G., Windyariani, S., dan Yanuar Pauzi, R. (2020). Profil Tingkat Penalaran Ilmiah Siswa Sekolah Menengah Atas Pada Materi Ekosistem. BIODIK, 6(2), 176–186. https://doi.org/10.22437/bio.v6i2.9411
Bao, L., Koenig, K., Xiao, Y., Fritchman, J., Zhou, S., dan Chen, C. (2022). Theoretical model and quantitative assessment of scientific thinking and reasoning. Physical Review Physics Education Research, 18(1). https://doi.org/10.1103/PhysRevPhysEducRes.18.010115
Blumer, L. S., dan Beck, C. W. (2019). Laboratory courses with guided-inquiry modules improve scientific reasoning and experimental design skills for the least-prepared undergraduate students. CBE Life Sciences Education, 18(1). https://doi.org/10.1187/cbe.18-08-0152
Charysma, D. V. R., Widoretno, S., dan Dwiastuti, S. (2018). The Proportion of Problem Solving and Scientific Reasoning Skills in Biology References. Journal of Education and Learning (EduLearn), 12(4), 717–724. https://doi.org/10.11591/edulearn.v12i4.10224
Chatimah, H., Rusdiana, D., dan Harnani. (2019). Penerapan Problem Based Learning dengan Pendekatan Metakognitif Sosioscientific Issues untuk Meningkatkan Keterampilan Penalaran dan Argumentasi Ilmiah Siswa pada Tema Energi.
Chengere, A. M., Bono, B. D., Zinabu, S. A., dan Jilo, K. W. (2025). Enhancing secondary school students’ science process skills through guided inquiry-based laboratory activities in biology. PLoS ONE, 20(4 April). https://doi.org/10.1371/journal.pone.0320692
Day, I. N. Z., Admiraal, W., dan Saab, N. (2021). Designing assessment and feedback to improve student learning and student success.
Dewi, R., Wulan, A. R., dan Kusnadi. (2025). Profil Asesmen Epistemik Sains untuk Kompetensi Menyelidiki, Mengevaluasi, dan Menggunakan Informasi Ilmiah dalam Pengambilan Keputusan dan Tindakan pada Pembelajaran Biologi SMA.
Fatimah, S., Sarwi, S., Linuwih, S., Dewi, N. R., Hartono, H., dan Bambang Subali. (2026). A systematic literature review on the integration of scientific reasoning skills into science education. Journal of Turkish Science Education, 23(1), 70–90. https://doi.org/10.36681/tused.2026.004
Fechter, T., Dai, T., Cromley, J. G., Nelson, F. E., Van Boekel, M., dan Du, Y. (2021). Developing a Validity Argument for an Inference-Making and Reasoning Measure for Use in Higher Education. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.727539
García-Carmona, A. (2025). Scientific Thinking and Critical Thinking in Science Education : Two Distinct but Symbiotically Related Intellectual Processes. Science and Education, 34(1), 227–245. https://doi.org/10.1007/s11191-023-00460-5
Hicks, J., Dewey, J., Brandvain, Y., dan Schuchardt, A. (2020). Development of the biological variation in experimental design and analysis (BioVEDA) assessment. PLoS ONE, 15(7). https://doi.org/10.1371/journal.pone.0236098
Karlina, G., dan Alberida, H. (2021). Kemampuan Argumentasi Pada Pembelajaran Biologi. 5(1), 1–7. https://doi.org/10.23887/jipp.v5i2
Krell, M., Vorholzer, A., dan Nehring, A. (2022). Scientific Reasoning in Science Education: From Global Measures to Fine-Grained Descriptions of Students’ Competencies. In Education Sciences (Vol. 12, Number 2). MDPI. https://doi.org/10.3390/educsci12020097
Luo, M., Wang, Z., Sun, D., Wan, Z. H., dan Zhu, L. (2020). Evaluating scientific reasoning ability: The design and validation of an assessment with a focus on reasoning and the use of evidence. Journal of Baltic Science Education, 19(2), 261–275. https://doi.org/10.33225/jbse/20.19.261
Mihelic, M., dan Zore, E. (2022). Formative Assessment as the Path to a Higher Quality of Knowledge. Science Journal of Education, 10(1), 28. https://doi.org/10.11648/j.sjedu.20221001.14
Nabillah, Suhendar, dan Setiono. (2022). Analisis Profil Kemampuan Penalaran Ilmiah Siswa SMA kelas XI melalui Model Pembelajaran Creative Problem Solving. https://doi.org/10.22437/bio.v8i4.19054
OECD. (2023). OECD PISA 2025 SCIENCE FRAMEWORK.
Qadar, R., Syam, M., dan Mahdiannur, M. A. (2025). Analyzing high school physics teachers’ understanding of cognitive process and knowledge dimensions in assessment design using the revised Bloom’s taxonomy. Discover Education, 4(1). https://doi.org/10.1007/s44217-025-00807-w
Rahmi, S. N., Megawati, M., Alberida, H., dan Fadilah, M. (2025). Assessment of biology learning outcomes in education: A systematic literature review. Biosfer, 18(1), 10–25. https://doi.org/10.21009/biosferjpb.47179
Ramli, M., Khasanah, M. M., dan Dwiastuti, S. (2021). Dynamic assessment on high school biology students’ reasoning skills. Biosfer, 14(1), 13–24. https://doi.org/10.21009/biosferjpb.11768
Sardag, M., dan Cakmakci, G. (2025). Informal Formative Assessment in Argumentation-Based Science Education: A Micro-Analytic Investigation of Teachers’ Pedagogical Practices. Argumentation. https://doi.org/10.1007/s10503-025-09668-x
Sugiyono. (2020). Metode penelitian kuantitatif, kualitatif, dan RdanD (Ed. 2). Alfabeta.
Taqiya, R. I., Shaumi, N. M., Al Zenyta, N. F., Fitri, M. A., dan Suryanda, A. (2024). Efektivitas Model Project-Based Learning (PjBL) dalam Pembelajaran Biologi. INKUIRI: Jurnal Pendidikan IPA, 13(2), 168. https://doi.org/10.20961/inkuiri.v13i2.82038
Vo, D. Van, dan Simmie, G. M. (2025). Assessing Scientific Inquiry: A Systematic Literature Review of Tasks, Tools and Techniques. International Journal of Science and Mathematics Education, 23(4), 871–906. https://doi.org/10.1007/s10763-024-10498-8
Widarta, F. O., Ikhsan, I., Dekar, M., dan Rahman, A. (2023). Analysis of Science Subject Evaluation Instruments in Elementary Schools based on Stimulus Types and Cognitive Process Dimensions. JURNAL EKSAKTA PENDIDIKAN (JEP), 7(1), 135–144. https://doi.org/10.24036/jep/vol7-iss1/742
Published
2026-10-31
How to Cite
Taura, A. F. L., Wulan, A. R., & Nuraeni, E. (2026). PROFILE OF EPISTEMIC SCIENCE ASSESSMENT EXPERIENCES: SCIENTIFIC REASONING IN BIOLOGY LEARNING. TUNAS : Jurnal Pendidikan Biologi, 7(2), 16-28. https://doi.org/10.57094/tunas.v7i2.5199
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