Design of Canva-Assisted Assessment as Learning Instruments in the Problem Based Learning Model to Train High School Students' Physics Problem-Solving Skillsool Students' Physics Problem-Solving Skills

Abstract

Assessment as Learning (AaL) is an assessment approach that plays a role in training students' problem-solving and metacognitive skills. However, a Canva-assisted Assessment as Learning instrument integrated with the Problem-Based Learning (PBL) model for physics learning on the topic of Heat and Heat Transfer is not yet available. Therefore, this study aimed to develop a Canva-assisted Assessment as Learning instrument integrated with the Problem-Based Learning model and to analyze the product's quality based on validity and practicality aspects. This research is a Research and Development (R&D) study using the Dick and Carey model up to the ninth stage, namely product revision. The research subjects consisted of three expert validators, one physics teacher, and twelve Grade XI (Phase F) students from SMA Negeri 1 Kubung who were involved in a small-group practicality test. Data were collected using validation sheets and practicality questionnaires. Validity data were analyzed using Moment Kappa, while practicality data were analyzed using percentage analysis. The results showed that the developed instrument integrates Problem-Based Learning syntax, Polya's four problem-solving steps, as well as self-assessment, self-reflection, and feedback features. The instrument achieved a highly valid category with an average Moment Kappa value of 0.93 and a highly practical category with an average practicality percentage of 89.58% based on the teacher's evaluation and 87.67% based on the students' evaluation. Thus, the developed instrument is declared valid and practical, making it suitable for use as an alternative Assessment as Learning instrument in physics learning to train students' problem-solving skills.