Abstract
This study aimed to describe the level of seventh-grade students' understanding of physical and chemical changes through the analysis of their responses using a SOLO taxonomy-based assessment. The study employed a qualitative descriptive approach, with lesson implementation conducted through the Lesson Study stages of plan, do, and see. The participants were 31 seventh-grade students of SMP Laboratorium Universitas Negeri Malang. Data were collected from students' written responses to four essay questions representing the unistructural, multistructural, relational, and extended abstract levels of the SOLO taxonomy and were analyzed descriptively. The results showed that most students were at the unistructural level (41.94%), followed by multistructural (29.03%), relational (25.81%), and extended abstract (3.22%), while no students were classified at the prestructural level. These findings indicate that although most students had acquired a basic understanding of physical and chemical changes, they still experienced difficulties in integrating concepts to solve more complex problems. Therefore, SOLO taxonomy-based assessment can serve as an effective alternative for identifying students' conceptual understanding and supporting teachers in designing more appropriate instructional strategies.
First Page
252
Last Page
262
Recommended Citation
Amaliyah, N.,
Mufidah, I.,
Puspitasari, D.,
&
Zubaidah, S.
(2026).
Analisis Respon Siswa Berdasarkan Asesmen Berbasis Taksonomi SOLO (Structure of the Observed Learning Outcome) pada Materi Perubahan Fisika dan Kimia.
Journal of Innovation and Teacher Professionalism, 4(2), 252-262.
DOI: https://doi.org/10.17977/3024-8604.1057
Available at:
https://citeus.um.ac.id/jitpro/vol4/iss2/3
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