Developing an Assessment Instrument of Higher Order Thinking Skills in Mathematics with in Islamic Context

Kusaeri, Kusaeri; Sadieda, Lisanul Uswah; Indayati, Tatik; Faizien, M I

doi:10.1088/1742-6596/1097/1/012151

Cited by 11 publications

(10 citation statements)

References 11 publications

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“…The lack of exercise in non-routine problems duringlearning is suspected to be the trigger. As mentioned earlier by Dewantara, Zulkardi & Darmawijoyo (2015), Kusaeri, Sadieda, Indayati, & Faizien (2018), as well as Sembiring, Hadi, & Dolk (2008), problems presented during learning in classroom by mathematics teacher commonly demand more of student's ability to apply formulas, procedures or algorithms.…”

Section: Student Challenges In Facing Hots Type Mathematics Testmentioning

confidence: 98%

“…This phenomenon of student being not accustomed to HOTs type question may be rooted from the learning trait and culture at school that has not offered students much to be accustomed to HOTs. In consequence, students are not used to dealing and completing questions or problems in mathematics that require HOTs (Kusaeri, Sadieda, Indayati & Faizien, 2018;Nursyahidah & Albab, 2017). So far, most mathematics problems provided by mathematics teachers are related to the ability to apply mathematics formulas, procedures or algorithms (Dewantara, Zulkardi & Darmawijoyo, 2015;Kusaeri & Aditomo, 2019;Sembiring, Hadi & Dolk, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…In the context of Indonesian madrasa and Islamic school, research by Kurniati (2015) and Kusaeri, Sadieda, Indayati & Faizien (2018) find that the integration of Islamic context to HOTs type mathematics test has made mathematics more interesting subject because student feels that mathematics has become part of life and its diversity. It can also bring new perspective to the student that it is not hard to relate mathematics to Islamic context.…”

Section: Introductionmentioning

confidence: 99%

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Student Readiness and Challenge in Completing Higher Order Thinking Skill Test Type for Mathematics

Kusaeri

Hamdani

Suprananto

2019

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Mathematics teaching and learning should equip students with the ability to think critically and creatively and problem-solving skill to enable them to compete in the industrial revolution 4.0. This descriptive explorative study explores the readiness and challenges faced by Indonesian junior high school (SMP/MTs) student in solving HOTs type mathematics test using Islamic context. Data were collected from a test-based open-ended questionnaire distributed to 164 students in the 8th of five schools in Sidoarjo East Java comprising 2 junior madrasas (Islamic schools), 2 Islamic-based junior high schools and 1 public junior high school. Descriptive analysis using SPSS and categorization of responses (referring to response options in the questionnaire such as have ever-never, necessary-unnecessary, answered-not answered, etc) show that considering their experience, the students are “less ready” to face HOTs type mathematics test. However, students expect that they can be given more practices in doing HOTs type mathematics questions to help them get accustomed to this type of question. Being unaccustomed to non-routine and lengthy questions, lazy trait and being unfamiliar to Islamic terms used as the context of the question becomes the challenges for the students in facing HOTs type mathematics test.

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Section: Student Challenges In Facing Hots Type Mathematics Testmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Student Readiness and Challenge in Completing Higher Order Thinking Skill Test Type for Mathematics

Kusaeri

Hamdani

Suprananto

2019

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“…Apart from previous research, no instrument has been developed to assess students' numeracy literacy by including the Islamic context. Integrating the Islamic context in mathematics problems can encourage students to think critically and reason about the truth of Islamic teachings (Kusaeri, Sadieda, Indayati, & Faizien, 2018). In addition, the integration of the Islamic context in mathematics can reduce students' perceptions of the difficulty of combining mathematics with an Islamic context (Kurniati, 2015).…”

Section: Introductionmentioning

confidence: 99%

Developing the Problem of Numeration Literacy With Islamic Context

Setyawati

Aisyah

Kusaeri

2021

mapan

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This study aims to develop assessment questions or instruments to measure students' numeration literacy skills integrated with the Islamic context. The research was conducted through 4 stages: initial assessment, design, test making, and a study of problem items then limited trials and analysis. The instruments used include algebra and statistics by taking the Islamic context of zakat material. Experts validated the instrument, and the validation results were analyzed using Aiken's formula. The instrument was also tested online and limited to 22 students of grade 8 MTsN 1 Surabaya. The test results were analyzed using product-moment correlation to determine its empirical validity and used alpha Cronbach to determine its reliability. The results showed that the 6 questions developed are valid with a validity value of 0.783. This result is reinforced by empirical validity results that show that the instruments developed are valid in terms of material/content, construct, and language. The reliability test results using alpha Cronbach obtained the reliability coefficient is 0.72. The instrument developed in this research is expected to be one of the references of students in practicing their numeracy skills and preparing to face national assessments by the Ministry of Education. Because it was found in this study that students have difficulty answering the question of numeration literacy with Islamic context. This case shows that students' numeration literacy skills are still low.

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“…HOTS is a cognitive activity or thinking skill at a high level [15]. The term HOTS is usually differentiated with the term lower order thinking skills (LOTS) which require routine applications of information that has been acquired beforehand [16].…”

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confidence: 99%

Higher order thinking skills, school-based assessment and students’ mathematics achievement: Understanding teachers’ thoughts

Azid

2022

IJERE

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The purpose of this study was to investigate the effect of incorporating higher order thinking skills (HOTS) in a school-based assessment (SBA) on mathematics achievement among students. A mixed-method case study design was used to assess a sample size of 158 students and three mathematics teachers. The students’ proficiency in mathematics was determined by using the standard based curriculum for secondary schools (kurikulum standard sekolah menengah/KSSM). Mathematics assessment paper that was assiduously organized by incorporating HOTS questions. The students’ thoughts on the incorporation of HOTS in the SBA were obtained through one-to-one face-to-face semi-structured interviews. The quantitative findings, which were analyzed using descriptive and regression tests, showed that 11.9% of the achieved mathematics score was contributed by incorporating HOTS in SBA, while 7.7% was contributed by SBA mastery level in mathematics. Students’ maturity and misconceptions about math are among the challenges in implementing HOTS in SBA. The challenges in applying HOTS in SBA had a positive effect on teachers’ pedagogical approach in a sense that they could devise a new strategy for meeting the needs of students and teach topics in alternative ways.

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Developing an Assessment Instrument of Higher Order Thinking Skills in Mathematics with in Islamic Context

Cited by 11 publications

References 11 publications

Student Readiness and Challenge in Completing Higher Order Thinking Skill Test Type for Mathematics

Student Readiness and Challenge in Completing Higher Order Thinking Skill Test Type for Mathematics

Developing the Problem of Numeration Literacy With Islamic Context

Higher order thinking skills, school-based assessment and students’ mathematics achievement: Understanding teachers’ thoughts

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