Validation of an Assessment Instrument for Collaboration and Critical Thinking in Physics Co-Curricular Activities Integrating Local Wisdom

Abstract

The integration of 21st-century competencies with local cultural values has become increasingly important for creating meaningful and contextually grounded physics education. Building on this need, the present study validates a set of assessment rubrics and rating scales designed to measure students’ collaboration and critical thinking skills in physics co-curricular activities that incorporate the Bugis–Makassar A’bulo Sibatang philosophy. The validation process was conducted during the Analysis, Design, and Development stages of the ADDIE model and involved expert reviewers as well as practitioner teachers. Data were collected through laboratory observations, focus group discussions, and expert judgment. Aiken’s V index was used to determine content validity, while Cronbach’s Alpha was applied to assess the reliability of the instrument. The results indicate strong content validity (Aiken’s V ≥ 0.80) and high reliability (α ≥ 0.85), confirming that the instrument is appropriate for use in a physics learning context. Teachers also affirmed the instrument’s practicality and cultural relevance. The incorporation of A’bulo Sibatang highlighting unity, collective responsibility, and social harmony demonstrates that the instrument is not only psychometrically robust but also culturally grounded. Overall, the validated instrument offers a novel, culture-responsive framework for authentically assessing 21st-century skills, strengthening the connection between scientific reasoning and local character values in physics education.