<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Dwi Setyo Astuti</style></author><author><style face="normal" font="default" size="100%">Sajidan Sajidan</style></author><author><style face="normal" font="default" size="100%">Suciati Suciati</style></author><author><style face="normal" font="default" size="100%">Mohammad Masykuri</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATION OF THE PSYCHOMETRIC PROPERTIES OF INSTRUMENTS FOR ASSESSING UNIVERSITY STUDENTS’ ANALYTICAL THINKING SKILLS IN ZOOLOGY COURSE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">analytical thinking skills</style></keyword><keyword><style  face="normal" font="default" size="100%">construct validity</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">psychometric evaluation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4713280</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The need for an explicit and validated instrument to assess analytical thinking skills in Zoology courses presents a critical divide in educational assessment. The research aims to evaluate the psychometrics of the instrument for assessing students' analytical thinking skills in the Zoology course. The main problem identified is the lack of an instrument that explicitly assesses analytical thinking skills in the context of Zoology and limitations in construct validity and measurement reliability. Data were collected from 642 students from various universities using stratified random sampling. The psychometric evaluation includes descriptive analysis, content validity with Aiken's V, construct validity through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), and internal reliability with Cronbach's Alpha and Composite Reliability (CR). The results indicate that the instrument has good validity and reliability. Cronbach's Alpha and CR values are more than .70, indicating high internal consistency. Discriminant validity with an Average Variance Extracted (AVE) value above .50 confirms the differences between factors. Furthermore, exploratory factor analysis identifies five factors that align with the Marzano model. Demographic factors such as age, Grade Point Average (GPA), university, involvement in extracurricular activities, and international experience significantly affect students' analytical thinking skills. The research's implications extend to the development of more accurate instruments for measuring analytical thinking skills in higher education and to providing new insights into the factors that contribute to the development of students' thinking skills.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1033-1048</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Suwita Suwita</style></author><author><style face="normal" font="default" size="100%">Sulistyo Saputro</style></author><author><style face="normal" font="default" size="100%">Sajidan Sajidan</style></author><author><style face="normal" font="default" size="100%">Sutarno Sutarno</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ASSESSING LOWER-SECONDARY SCHOOL STUDENTS' CRITICAL THINKING SKILLS IN PHOTOSYNTHESIS: A RASCH MODEL APPROACH</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Critical thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">educational evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">photosynthesis topic</style></keyword><keyword><style  face="normal" font="default" size="100%">Rasch model</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1734897709.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The current study uses the Rasch Model to measure lower-secondary school students' critical thinking skills on photosynthesis topics. Critical thinking skills are considered essential in science education, but few valid and practical measurement instruments remain. The current study fills the gap by adapting the instrument from the Watson-Glaser Critical Thinking Appraisal. A quantitative approach with a survey design was used in the study, involving 467 lower-secondary school students in Klaten, Central Java, Indonesia. Data were analyzed using the Rasch Model to evaluate each item's reliability, validity, level of difficulty, and discrimination ability. The results suggest that the instrument has good validity and reliability, with the inference subscale being the most difficult, while evaluation is the easiest for students to master. The findings provide insights for educators in designing more effective teaching strategies to develop critical thinking skills. The study implies that a valid measurement instrument is obtained and offers new insights into the profile of students' critical thinking skills in science learning to support more effective science teaching in secondary schools, especially on photosynthesis. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1278-1290</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sri Lestari, E.</style></author><author><style face="normal" font="default" size="100%">Sajidan Sajidan</style></author><author><style face="normal" font="default" size="100%">Fitria Rahmawati</style></author><author><style face="normal" font="default" size="100%">Meti Indrowati</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE INQUIRY ETHNOBOTANY LEARNING MODEL: AN INSTRUCTIONAL DESIGN MODEL TO ENHANCE STUDENT ENVIRONMENTAL LITERACY</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">environmental literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">ethnobotany</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry model</style></keyword><keyword><style  face="normal" font="default" size="100%">live laboratory</style></keyword><keyword><style  face="normal" font="default" size="100%">medicinal plants</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1713273401.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Environmental literacy related to the utilization of medicinal plants in the community provides a foundation for the younger generation to take an active role and form an attitude of care and responsibility for environmental sustainability. The current research aims to introduce the Inquiry-Etnobotany (IEb) learning model to enhance students' environmental literacy. The research design applied a pretest-posttest control group design to assess the effectiveness of the IEb model intervention, comparing it with the inquiry and discovery learning models. Upon analysis, notable differences emerged between the pre-test and post-test results across various learning models. Specifically, the IEb model exhibited a substantial difference, indicating significant progress in student outcomes. Similarly, the inquiry model showcased an improvement, while the discovery learning model displayed a slightly smaller change. Furthermore, the disparities between pre-test and post-test outcomes were evident across the different schools involved in the study. The IEb model has a significant impact on enhancing students' environmental literacy. However, the research results in each school also demonstrate that various learning models enhance students' understanding of environmental issues despite the different levels of effect. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">377-389</style></section></record></records></xml>