Penelitian dilakukan untuk mengembangkan instrumen kemampuan berpikir tingkat tinggi fisika (PhysTHOTS) peserta didik SMA dan mendapatkan karakteristik PhysTHOTS. Kisi-kisi instrumen disusun berdasarkan aspek dan subaspek kemampuan berpikir tingkat tinggi, yang selanjutnya digunakan untuk menyusun item-item. Instrumen terdiri atas dua perangkat tes yang masing-masing memiliki 26 item termasuk delapan anchor item dan telah divalidasi oleh ahli pengukuran, ahli pendidikan fisika, ahli fisika, dan praktisi. Instrumen yang telah divalidasi diujicobakan pada 1.001 siswa dari sepuluh SMAN di Daerah Istimewa Yogyakarta. Data politomus dianalisis menggunakan Partial Credit Model (PCM). Hasil uji coba menunjukkan bahwa semua item sebanyak 44 dan instrumen PhysTHOTS terbukti fit dengan PCM, reliabilitas instrumen sebesar 0,95, indeks kesukaran item mulai -0,86 sampai 1,06 yang berarti semua item dalam kategori baik. Dengan demikian, PhysTHOTS memenuhi syarat digunakan untuk mengukur kemampuan berpikir tingkat tinggi fisika peserta didik SMA.Kata kunci: pengembangan instrumen, tes kemampuan berpikir tingkat tinggi, fisika, politomus, dan PCM ______________________________________________________________ DEVELOPING HIGHER ORDER THINKING SKILL TEST OF PHYSICS (PhysTHOTS) FOR SENIOR HIGH SCHOOL STUDENTSAbstrak The objectives of this research were to develop an instrument for measuring senior high school students’ physics higher order thinking skills (PhysTHOTS) and to obtain the characteristics of the PhysHOTS. The instrument blue print was developed based on the aspects and sub-aspects of high order thinking skills, then it was used to develop the items. Two sets of instrument consisting of 26 items and each, including eight anchor items were then validated by promotors, measurement experts, physics specialists, physics education experts, and practitioners. The validated instruments were then tried out on 1,001 students of ten senior high schools throughout Special Province of Yogyakarta. The polytomous data were analyzed according to the Partial Credit Model (PCM). The results show that the 44 items and PhysTHOTS were fit to the PCM,  the reliability of the test  was 0.95, the items’ difficulty indexes were between -0.86 and 1.06. Therefore, the PhysTHOTS are qualified to measure senior high school students’ physics higher order thinking skills.Keywords: instrument development, physics test of higher order thinking skills,  polytomous, and PCM

The Computer has occupied a comprehensive coverage, especially in education scopes, including in learning-teaching processes, testing, and evaluating. This research aimed to develop computerized adaptive testing (CAT) to measure physics higher-order thinking skills (HOTS), namely PhysTHOTS-CAT. The Research Development used the 4-D developmental model carrying the four phases of define, design, development, and dissemination (4D) developed by Thiagarajan. This testing instrument can give the item test based on the student's abilities. The research phases include (1) needs analysis and definition, (2) development design (3) development of CAT and assemble the test items into CAT, (4) validation by experts, and (5) feasibility try-out. The findings show that PhysTHOTS-CAT is valid to measure physics HOTS of the 10th-grade students of Senior High School according to 82.28% of teachers and students assessment on PhysTHOTS-CAT content and media. Therefore, it can conclude that PhysTHOTS-CAT can be used and feasible to measure physics HOTS of the 10th-grade students of the Senior High School.

This study aims to identify misconception among physics education students in Yogyakarta on heat and temperature topic of physics education. This study uses descriptive study in terms of scanning model. The sample consist of 39 students majoring physics education in Yogyakarta. Data collection uses four tier diagnostic test. This study not only intends to diagnose students’ misconceptions in depth analyis in five categories, but also diagnoses students’ conceptual understanding from each subaspect. The descriptive analysis findings of this study state that the four tier diagnostic test instrument classifies students in five categories as the data analysis outcome about heat and temperature. They are scientific conceptual, lack of knowledge, misconception, false positive and false negative. The conceptual understanding of physics education students in Yogyakarta on heat and temperature topic varies greatly. Based on the results, the percentage of physics education students’ misconceptions in Yogyakarta varies on each subtopic misconception. The biggest misconception occurs in subtopic “thermal equilibrium only occurs if both systems contact directly” reached 61.5%. This shows that the student’s misconception is in high category and need special attention for educators to carry remediation out. Moreover, biggest misconception subtopic is needed more detailed explanations. In addition, this finding is expected to used as one of lecturers’ or teachers’ references to take consideration on the subtopic of heat and temperature which have many potential for misconception. Therefore, the teachers are able to implement the effective teaching strategy to overcome their students’ misconceptions on heat and temperature.

This article explains the development of interactive multimedia which is designed using e-learning. The development technique uses ADDIE model which consists of some stages namely Analyze, Design, Development, Implementation, and Evaluation. The trial subjects in this study were 13 students of Physics Education Department in Universitas Papua who programed basic physics courses in the even semester of 2018-2019. Interactive multimedia validity was obtained based on an assessment sheet filled by 7 validators consisting of material expert validators, media experts and practitioners. Meanwhile, the effectivity and practicality of interactive multimedia was obtained based on the students’ responses after learning. The instrument used in this study was the validation sheet filled out by the validators and questionnaire about students’ responses after learning. The technique used to analyze the results of the validator's assessment was V Aiken while the questionnaire analysis used Rasch model. The results showed that the developed learning media were in the valid category for each aspect of the assessment, namely layout, navigation, functions, and pedagogy aspects. Moreover, students’ responses towards interactive multimedia used were also effective and practical in every aspect of assessment. Students gave good responses towards HOTS abilities that could be developed during learning, including the ability to analyze, evaluate, and create. Therefore, online interactive multimedia oriented to HOTS through e-learning can be applied in physics lesson.

No abstract