Available online at: http://journal.uny.ac.id/index.php/jpms Jurnal Pendidikan Matematika dan Sains, 8 (2), 2020, 93-102 Copyright © 2020, JPMS, p-ISSN: 1410-1866, e-ISSN: 2549-1458 Pengembangan Instrumen Integrated Assessment antara Keterampilan Proses Sains dan Penguasaan Konsep IPA untuk Mengukur Aspek Kognitif Proses Agus Santoso * , Anti Kolonial Prodjosantoso Pendidikan Sains, Program Pascasarjana, Universitas Negeri Yogyakarta. Jalan Colombo Yogyakarta No.1, Karang Malang, Sleman, Daerah Istimewa Yogyakarta 55281, Indonesia *Korespondensi Penulis. E-mail: agus4sains@gmail.com; prodjosantoso@uny.ac.id Abstrak Penelitian ini bertujuan untuk mendeskripsikan kelakayan instrumen, mengetahui hasil pengukuran aspek kognitif proses, dan mengetahui respon keterpakaian instrumen. Penelitian ini merupakan research & development dengan menggunakan model pengembangan 4D. Prosedur penelitian ini meliputi (1) define, (2) design, (3) develop, dan (4) disseminate. Subjek uji coba validasi instrumen integrated assessment dilakukan pada siswa di satu SMP dan uji keterpakaian produk pada siswa di tiga SMP di provinsi DIY. Teknik pengambilan data meliputi wawancara, angket, dan tes. Hasil penelitian ini berupa produk soal pilihan ganda untuk mengukur aspek kognitif proses yang layak secara teoritis ditinjau dari standar pembuatan tes sesuai hasil validasi ahli dan uji coba empiris. Hasil validasi ahli diperoleh validasi isi V Aiken sebesar 0,98 yang berarti instrumen tes dinyatakan sangat baik, sedangkan hasil uji coba empiris diperoleh 49 butir soal fit dan satu butir soal tidak fit, selanjutnya reliabilitas item tes adalah 0,73 dan reliabilitas sampel adalah 0,92. Hasil pengukuran di sekolah menunjukkan sekolah berkategori tinggi memiliki penguasaan aspek kognitif proses lebih baik daripada sekolah berkategori sedang dan kategori rendah. Hasil respon keterpakaian produk instrumen integrated assessment di sekolah dinyatakan dengan kriteria baik. Kata Kunci: instrumen integrated assessment, keterampilan proses sains, penguasaan konsep IPA, aspek kognitif proses Developing Instrument of Integrated Assessment between Science Process Skills and Science Mastery Concepts for Measuring Aspects of Process Cognitive Abstract This study aims to describe the feasibility of the instrument, determine the results of the measurement of aspects of processes cognitive, and study the response of the instrument utilization. This study is a research & development using 4D development model. The procedure of this study include (1) define, (2) design, (3) develop, and (4) disseminate. The test subject of validation instrument integrated assessment was performed on students at junior high school and test utilization of the product on three junior high schools in the province DIY. The techniques of collection data include interviews, questionnaires and tests. The results of this study are the product of multiple choice questions to measure aspects of processes cognitive theoretically feasible in terms of standard of making the test according to the results of expert validation and empirical testing. The results of expert validation obtained validation of the contents of Aiken’s V 0.98 which means that the test instrument is otherwise very good, while the trial results empirically obtained 49 items fit and one items does not fit, then the reliability of the test items is 0,73 and the reliability of the test sample is 0,92. The results of measurements in schools show that in high school category tend to have mastery of the aspects of processes cognitive better than the schools categorized medium and low categories. The response results of product utilization instrument of integrated assessment in the school otherwise the result is in good criteria. Keywords: integrated assessment instrument, science process skills, science mastery concepts, processes cognitive aspect How to Cite: Santoso, A., & Prodjosantoso, A. K. (2020). Pengembangan instrumen integrated assessment antara keterampilan proses sains dan penguasaan konsep IPA untuk mengukur aspek kognitif proses. Jurnal Pendidikan Matematika dan Sains, 8(2), 93-102. doi:http://dx.doi.org/10.21831/jpms.v8i2.21225 Permalink/DOI: DOI: http://dx.doi.org/10.21831/jpms.v8i2.21225