Analisis Kemampuan Menyelesaikan Soal High Order Thinking Skills Ditinjau Dari Kemampuan Berpikir Logis

Wahyuddin, Wahyuddin; Satriani, Sri; Asfar, Faisal

doi:10.24127/ajpm.v10i2.3480

Cited by 5 publications

(6 citation statements)

References 6 publications

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“…Students get a score of 1 because the answer is correct. This is in line with research by Wahyuddin (2021), who believes that students who can complete the C4 level exam can analyze problems by researching, sorting, identifying and finding patterns of information relationships Sari et al (2019) confirmed the research results. With a total of 50 questions in three variants, consisting of multiplechoice questions, consequence questions, and association questions, the cognitive level is 78% at level C4, 14% at level C5, and 12% at level C6.…”

Section: Resultssupporting

confidence: 90%

Development of High-Order Thinking Skills Assessment Instrument for High School Students on Rotational Dynamics

Musfiroh,

Rosidin,

Viyanti

2019

JPF

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This study aimed to develop a test instrument for high school physical reasoning abilities related to rotational dynamics. This study aimed to determine: Quality of the Instrument Quality of the Higher Order Thinking Ability Instrument in senior high school Physics, including content validity of the expert judgment, empirical validity based on item suitability using the Rasch and PCM models, reliability, and item difficulty index; and profile of high school physics advanced reasoning test scores. This research is research and development. The development model used is based on the Borg & Gall development model. The research was conducted at MAN 1 Bandar Lampung with 42 students in class XI. Using the Quest program, reliability was analyzed using the Quest program, which was represented by internal consistency values and item difficulty indexes analyzed using the Quest program. The results of the ability measurement profile are grouped into three categories presented in the analysis of the Quest program assessment. Research and development resulted in a high-quality thinking ability test instrument for high school physics. The results are the quality of the tool's content based on the actual assessment in the valid category. Empirical validity is based on the suitability of the item with the Rasch model IRT approach with highly reliable criteria. Task difficulty varies from -2.17 to 1.51. Generally, the results of measuring high-level thinking skills show that students have medium-level skills.

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Section: Resultssupporting

confidence: 90%

Development of High-Order Thinking Skills Assessment Instrument for High School Students on Rotational Dynamics

Musfiroh,

Rosidin,

Viyanti

2019

JPF

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“…Furthermore, these results are confirmed by the results of student interviews that have been analyzed using the NVivo application. Indicators of student analytical skills are presented in figure 1 that students with High category analysis abilities can identify a problem by observing, sorting, and determining patterns of informational relationships with problems [17]. The results are also supported by the teacher's statement that during online learning, teachers more often provide exercises about problem analysis so that students' ability on these indicators tends to be high.…”

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confidence: 71%

Analysis of higher-order thinking skills of science students at Madrasyah Tsanawiyah Muslim Nahdatul Ulama during the Covid-19 Pandemic

Sugino

Erman²

2022

J. Pijar.MIPA

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This study aims to describe the higher-order thinking skills of Muslim students of Madrasyah Tsanawiyah Muslim Nahdatul Ulama Sidoarjo Indonesia during the Covid-19 pandemic. The type of research is descriptive analysis with a quantitative approach by analyzing students' higher-order thinking skills on the structure and function of plant tissues, vibrations and waves, and the circulatory system. The subjects of this study were one science teacher and 36 students in the eighth grade. The research instrument consisted of a HOTS test sheet, questionnaire, and interview sheet. The interview sheet consists of 9 questions analyzed with NVIVO 12 software and a test containing five questions on each material, including the HOTS indicator. The data analysis technique used is descriptive statistics. The results showed a decrease in students' HOTS abilities during the pandemic. It is marked by the achievement of average scores and students' abilities in the creative component, which tended to be low in the three materials measured. The decline in students' HOTS abilities before and during the pandemic occurred in the three indicators with the most significant reduction, namely the creating indicator, followed by analysis and evaluation. During the pandemic, the implementation of HOTS-based learning takes place with various forms of adaptation. The difference in implementing HOTS-based learning lies in the frequency of implementing HOTS-based learning for each material and learning model used, and the learning steps. The results of this study can be used as input for science teachers to implement HOTS-based learning during the pandemic.

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“…High-order thinking skills are thinking skills at a higher level than memorizing, repeating facts, or applying rules (Lu et al, 2021;Wahyuddin et al, 2021). High-order thinking skills are the ability to connect, manipulate, and transform the knowledge and experience one has to think critically to find solutions to new problems.…”

Section: Discussionmentioning

confidence: 99%

High-Order Questions Improve Students' Critical Thinking Skills In Elementary Schools

Widya Karmila Sari Achmad,

Unga Utami

2023

International j.of Elementary Education

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Critical thinking is an essential and well-established skill for meeting workers' demands in the 21st century. In today's era, teaching and training students in critical thinking skills, even from elementary school, is essential. However, there are still many students who have low critical thinking skills. This study aims to analyze and describe the effect of the effectiveness of high-level questions in developing students' critical thinking skills in elementary schools. The research method used a one-group pretest and posttest experimental design, which was carried out in three elementary schools. The population of this study was three teachers and 102 students. Instruments in this quantitative research include questionnaires, observations, and interview guidelines. Data analysis techniques in this study are descriptive qualitative and quantitative analysis and inferential statistics. The study results showed a significant difference between the pretest and posttest scores of the students obtained from the results of studying the high-level questions. Second, high-level questions are practical for developing elementary school students critical thinking skills. It is concluded that high-order questions can improve critical thinking skills in elementary school students.

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Analisis Kemampuan Menyelesaikan Soal High Order Thinking Skills Ditinjau Dari Kemampuan Berpikir Logis

Cited by 5 publications

References 6 publications

Development of High-Order Thinking Skills Assessment Instrument for High School Students on Rotational Dynamics

Development of High-Order Thinking Skills Assessment Instrument for High School Students on Rotational Dynamics

Analysis of higher-order thinking skills of science students at Madrasyah Tsanawiyah Muslim Nahdatul Ulama during the Covid-19 Pandemic

High-Order Questions Improve Students' Critical Thinking Skills In Elementary Schools

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