Abstrak
Rasa ingin tahu merupakan dimensi sikap ilmiah paling fundamental karena menjadi pintu masuk bagi tumbuhnya sikap ilmiah lain, namun instrumen konvensional (skala Likert atau lembar observasi) rentan terhadap bias social desirability. Penelitian pengembangan ini bertujuan menyusun dan menguji-cobakan instrumen Situational Judgment Test (SJT) untuk mengukur sikap ilmiah rasa ingin tahu siswa kelas VI SD pada materi Sistem Pernapasan, berdasarkan lima indikator operasional: Questioning, Explorer, Discover, Adventurous, dan Absorption. Instrumen terdiri atas 15 butir soal berbasis skenario kontekstual (tiga butir per indikator) dengan empat pilihan respons berjenjang efektivitas, dilengkapi rubrik skor 1–4 dan kategorisasi 0–3 (Belum Terlihat, Mulai Terlihat, Mulai Berkembang, Membudaya) yang dianalisis terpisah per indikator. Instrumen diujicobakan kepada 20 siswa kelas VI (kelas VI A dan VI B) secara individual. Hasil analisis deskriptif menunjukkan capaian sikap ilmiah rasa ingin tahu yang secara umum tergolong baik, dengan delapan siswa (40,0%) memperoleh skor maksimal pada seluruh butir. Indikator Discover mencapai persentase Membudaya tertinggi (95,0%), diikuti Adventurous (85,0%) dan Absorption (75,0%), sedangkan Questioning (25,0% siswa pada dua kategori terendah) dan Explorer (15,0%) menjadi indikator dengan capaian terendah sehingga menjadi prioritas pembinaan guru. Instrumen SJT ini direkomendasikan sebagai alat ukur non-kognitif pelengkap penilaian sikap ilmiah pada pembelajaran IPAS.
Kata kunci: sikap ilmiah; rasa ingin tahu; situational judgment test; sistem pernapasan; sekolah dasar
Abstract
Curiosity is one of the most fundamental dimensions of scientific attitude because it serves as the gateway for the development of other scientific attitudes, yet conventional instruments (Likert-scale questionnaires or observation sheets) remain vulnerable to social-desirability bias. This developmental study aimed to design and pilot-test a Situational Judgment Test (SJT) instrument to measure the scientific curiosity attitude of sixth-grade elementary students on the Respiratory System topic, based on five operational indicators: Questioning, Explorer, Discover, Adventurous, and Absorption. The instrument consists of 15 context-based scenario items (three items per indicator) with four graded response options, accompanied by a 1–4 scoring rubric and a 0–3 categorization (Not Yet Visible, Emerging, Developing, Habituated) analyzed separately for each indicator. The instrument was piloted on 20 sixth-grade students. Descriptive results indicate a generally good level of curiosity attitude, with eight students (40.0%) obtaining the maximum score on all items. The Discover indicator recorded the highest Habituated percentage (95.0%), followed by Adventurous (85.0%) and Absorption (75.0%), while Questioning (25.0% of students in the two lowest categories) and Explorer (15.0%) were the lowest-achieving indicators and thus priority areas for teacher coaching. This SJT instrument is recommended as a complementary non-cognitive measure of scientific attitude in science learning.
Keywords: scientific attitude; curiosity; situational judgment test; respiratory system; elementary school