The aims of this research is to develop a two-tier test instrument to diagnose students' conceptual understanding abilities and knowing the level of student misconceptions on the topic of simple harmonic motion. The method in this research is 4D Research and Development (Define, Design, Develop, and Disseminate) by Thiagarajan and Semmel. The define stage is to conduct a literature study and observation in determining the focus of the problem. The design and develop stage is a modification of test instrument development procedure from the Oriondo & Dallo-Antonio models, namely: (1) Test design, (2) Trying out, (3) Test assembly, and measurement. The disseminate stage is conducting a seminar on the implementation result. The content validity of the nine items test was declared valid with Aiken's V coefficient ≥ 0.76. The test instrument has been validated and declared valid and reliable has seen from the entire INFIT MNSQ item in the range of 0.77-1.30. The data analysis technique using the PCM 1 PL model with Polytomous scoring. The test instrument developed and tested to 60 students of Class X MIPA was able to measure the error of students by 30.5% having misconceptions and by 27.6% not understanding the concept. Of the nine items given with different conception, the largest percentage of students' misconceptions is in item number 4, which is 68.3% of students experiencing a misconception about the relationship of spring length to their frequency value.

This article aims to present the results of the synthesis of adapting solutions in helping students solve mathematical problems. Adapting solution is a transfer strategy that adapts solutions provided in problem-solving. The selection of the right solution helps solve students’ mathematical problems by adapting to see the relationship between examples of identical problems or not identical to the given problem solutions. It is easy for students to adapt solutions to similar types of problems and the same solutions. However, what if students find two or more examples, one of which is more complicated than their assignment problem, and one of them is less complicated. Which should they choose as a more helpful guide? Alternatively, the difficulty is due to the inability to modify examples of simple problems to complex problems or vice versa. To answer the above problem formulation, in this article we will propose the use of learning strategies with adapting solutions and the proposed learning procedures of adapting solutions that are focused on facilitating students’ problem-solving abilities.

This literature review aimed to analyze the effectiveness of open inquiry learning on students' scientific attitude. Open inquiry learning is a learning model has the most complex level of scientific inquiry that gives students the opportunity to be able to identify errors, submit suggestions, to support or reject according to existing theories, computed chemical data through a mathematical process, and concepts so that students can improve their ability to investigate independently in open inquiry and students are able to carry out supervision and self-correction. The method of this study is a literature reviews were analyzed of the thirty two articles with the keywords which are used in the search are scientific attitude and open inquiry learning with a span of time from 2005 to 2020. This in-depth literature review uses the several steps: selection of the articles, analysis the article studies and categorization. Based on the literature review, students' scientific attitude will enhance through clear instructions which involve students to design the chemistry learning activities. This finding indicated that open inquiry learning activities effective to improve students' scientific attitude.

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Penggunaan instrumen penilaian kemampuan berpikir tingkat tinggi diharapkan mampu mengembangkan kemampuan peserta didik untuk memecahkan masalah nyata serta memberikan peserta didik kesempatan agar mampu memikirkan, menerapkan dan berkolaborasi dengan sistematis melalui proses atau hasil yang sesuai dengan persyaratan kelulusan. Tujuan penelitian ini ialah menganalisis proses pembelajaran kimia, menjelaskan instrumen penilaian yang digunakan dalam proses pembelajaran kimia dan untuk mengetahui permasalahan yang dihadapi guru dalam melaksanakan penilaian kemampuan berpikir tingkat tinggi. Jenis penelitian yang digunakan adalah evaluasi deskriptif. Subjek evaluasi ini adalah guru kimia. Instrumen yang digunakan dalam penelitian ini adalah lembar angket pertanyaan terbuka yang menggali tentang penerapan dan pemahaman guru mengenai instrumen penilaian HOTS. Data dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa hanya 40% guru di sekolah telah melakukan pengukuran kemampuan berpikir tingkat tinggi dikarenakan kurangnya pemahaman guru mengenai kemampuan berpikir tingkat tinggi, waktu pembuatan soal yang lama dan jumlah peserta didik yang banyak, sehingga perlu diadakan pengembang instrumen penilaian HOTS pada materi laju reaksi.