Innovation of Analytical Thinking Skills Instrument for Throwing and Catching Game Activities for Elementary School Students

Abstract

Analytical thinking skills are one aspect of the high order thinking skills (HOTS) group, so teachers must internalize and engineer student learning activities to foster and improve students’ HOTS through various throw–and–catch games. At the same time, physical education teachers are still limited in developing their measurement instruments. This study aims to develop the instrument for students' analytical thinking skills in throwing and catching game activities. This study used a research and development approach with 72 (M = 11.60, SD = 0.744) elementary school students as the subject to trial. Nine experts were involved in this research, six from the theoretical element and three from the practitioner/construct element. The instrument was developed using three main indicators, namely differentiating (3 questions), organizing indicators (3 questions), and attributing indicators (3 questions). The analysis used was descriptive and Aiken–V to test content validity and factor analysis and Pearson correlation to test the construct validity. Meanwhile, to test the reliability using the formula from Cronbach’s alpha, the analysis of the difficulty of the questions and the differentiating power of the questions used the formula developed by Sharma. The findings of content validity, construct validity, reliability, difficulty, and discriminating power of the questions as a whole indicate that nine questions can be used to measure analytical thinking skills in the throwing and catching game for elementary school students.