Application of Bloomian and Marzanoian Higher Order Thinking Skills in the Physics Learning Assessment: an Inevitability

Abstract

Abstract-Assessment in learning is perceived to be effective when it can measure the abilitis of students. Assessment in the 21 st century emphasizes more on the realm of high-level abilitis. The objectives of this study were i) comparing Bloomian and Marizanoian higher order thinking skills (HOTS) in terms of construction and characteristics, and also ii) knowing the feasibility of applying the aforementioned two types of HOTS upon physics learning assessment. The Bloomian and Marzanoian HOTS instruments were developed by modifying the Wilson and Oriondo-Antonio models. The development models uutilized were 1) design test, 2) trial test, and 3) assembling test. The respondents for the trial were 737 public senior high school students in Yogyakarta Special Region. The results showed that 1) Bloomian HOTS consisting of 3 aspects, 8 sub-aspects, and 62 items with the most difficult aspect was create, while Marzanoian HOTS consisting of 5 aspects, 13 sub-aspects, and 63 items with the most difficult aspect was knowledge utilization. All items with subject material of Hooke's law, static fluids, temperature and heat, and optical devices were valid and fit with PCM, and also reliable; and 2) Bloomian and Marzanoian HOTS were feasibly applied in physics learning based on physics learning characteristics. Bloomian HOTS is better applied based on compliance with national curriculum demands, practicality, and efficiency.

Developing of Computerized Adaptive Testing to Measure Physics Higher Order Thinking Skills of Senior High School Students and its Feasibility of Use

“…If a user is not registered yet, they have to register themselves to the administrator. (Istiyono et al, 2017) and already proven to be valid and reliable. Valid and reliable become the main criteria because an instrument can measure the ability in accordance with the objectives and show the consistency of an instrument.…”

“…The results show the distribution of data in the order of categories; very high (33), low (30), moderate (23), high (10), and very low (3). For completing the test items, test takers must be able to find the accurate information about the pictures and present it in the form of mathematical or verbal solutions (Istiyono et al, 2017;Fadzil, 2018). This shown that if test takers can solve many items correctly, it indicated their ability at higher level.…”

“…There are three criteria in determining the stopping rules in the CAT with HOTS items they are: (a) when the time is used up, (b) when the accuracy level of the estimate of the test taker's abilities is achieved, or (c) the differences among the standard error of measurement (SEMs) in the item repetition is markedly low (SEM < 0.01), as shown in Figure 1. The test items that were inputted into the CAT was physics HOTS test items set developed by Megawati and Istiyono (2017). The CAT procedure in figure 1 starts with questions based on the level of difficulty.…”

“…Data analyses were done by counting the scores obtained from all the aspects being scored and subsequently calculated by way of the following formula. Each test taker's higher-order thinking ability coming out of CAT is then categorized under five abilities levels adopted by Istiyono (Istiyono, Dwandaru, Megawati & Ermansah, 2017), that are: very low, low, moderate, high, and very high.…”

The Development of the HOTS Test of Physics Based on Modern Test Theory: Question Modeling through E-learning of Moodle LMS

“…It is expected that these e-learning facilities can facilitate students in learning so that their HOTS can be developed. Students' HOTS can also be improved through assignments and exercises in the learning process (Istiyono, Dwandaru, Megawati, & Ermansah, 2018;. On this ground, it is of major importance to train the students' HOTS by applying learning technologies and quality instrument presentations through the IRT analysis.…”