Development of a Digital Test Instrument for the Integrated Science Course at Universitas Serambi Mekkah

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  1. (1–3)Physics Education, FKIP, Universitas Serambi Mekkah, Aceh Indonesia
  2. Mhd. Rufil Illiyin — Corresponding author
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Abstract

Digital assessment is increasingly used in higher education, but a platform is educationally useful only when its content, interface, and implementation are aligned with the course context. This study developed a Socrative-supported digital test instrument for the Integrated Science course at Universitas Serambi Mekkah and examined its initial feasibility. A Research and Development design comprised five stages: needs analysis, product design, expert validation, revision, and limited implementation. Forty students who had taken Integrated Science were selected purposively: 5 from Physics Education, 13 from Biology Education, and 22 from Chemistry Education. Data were collected using a needs-observation sheet, two 12-item expert-validation sheets, and a 15-item student-response questionnaire. All expert-validation items used a consistent five-point scale. The content expert awarded 57 of 60 points (95.00%), and the media expert awarded 53 of 60 points (88.33%); both results met the study’s highly valid criterion. Student responses were positive for 16 students (40.0%), moderately positive for 18 (45.0%), and negative for 6 (15.0%). The product therefore showed strong initial content and media feasibility and was acceptable to most participants in limited use. These findings do not establish empirical item validity, test reliability, comparative effectiveness, or learning gains; those outcomes require broader psychometric and experimental evaluation.

Keywords

digital assessmentIntegrated ScienceResearch and DevelopmentSocrativetest instrument

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