Development and validation of a complex true-false multiple-choice test for assessing critical thinking skills in physics

Critical thinking is a crucial skill that students must possess in learning physics. However, this skill has not been adequately measured due to the lack of appropriate instruments. This study aims to develop a critical thinking skills test instrument in the form of multiple-choice questions with a true-false format for high school students. The central hypothesis of this research is that the developed instrument will demonstrate content validity in assessing critical thinking skills in the context of physics education. The purpose of this study is to analyze the content validity of the instrument through expert evaluation. The instrument was designed based on established indicators of critical thinking skills, and its validity was assessed both qualitatively and quantitatively by experts. The aspects evaluated included: the alignment of the questions with the critical thinking indicators, the relevance of the stimulus or stem to the questions, the clarity of the question formulation, and the clarity and unambiguity of the problem descriptions. The content validation was conducted using Aiken’s Formula, a descriptive analysis method. Data for content validation were gathered from experts in the field of physics. Based on the results and discussion, the findings indicate that the items in the instrument are valid for measuring high school students’ critical thinking skills in physics.