Pengembangan Instrumen Penilaian Higher Order Thinking Skills Pada Mata Pelajaran Pendidikan Agama Islam

Taufiqurrahman, Taufiqurrahman; Heryandi, M. Tubi; Junaidi, Junaidi

doi:10.35316/jpii.v2i2.74

Cited by 14 publications

(13 citation statements)

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“…Higher Order Thinking Skills (HOTS) merupakan keterampilan berpikir tingkat tinggi yang tidak sekadar menghafal dan menyampaikan kembali, melainkan mampu memecahkan suatu masalah (Mulyaningsih & Itaristanti, 2018;Rapih & Sutaryadi, 2018;Taufiqurrahman et al, 2018). Kesadaran akan pentingnya keterampilan berpikir tingkat tinggi di Indonesia tertuang dalam tujuan pendidikan nasional (Afandi et al, 2018).…”

Section: A Pendahuluanunclassified

Integrasi Keterampilan Berpikir Kritis dalam Buku Teks Bahasa Indonesia Kurikulum 2013 Berperspektif HOTS

et al. 2021

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This study aims to describe thinking skills in Indonesian Language Learning Textbook class X Curriculum 2013. The thinking skills in this study are oriented towards revising Bloom's learning taxonomy which divides thinking skills into two domains, namely Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS). The data in this study are in the form of text learning objectives written in Indonesian textbooks. The data is sourced from two revised editions of Indonesian textbooks, namely the 2014 revision and the 2017 revision. The data analysis method used in this study is referential matching and mapping of educational objectives based on the revised Bloom's taxonomy. The integration of thinking skills in Indonesian textbooks is manifested in the cognitive and knowledge dimensions. The cognitive dimension is dominated by the level of creation (C6) accumulated from two revised books. The knowledge dimension is dominated by conceptual knowledge. Based on this dominance, it can be concluded that the primary outcome of learning Indonesian is text creation. The text created is constructed from the concepts of text knowledge obtained in the learning process.

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Section: A Pendahuluanunclassified

Integrasi Keterampilan Berpikir Kritis dalam Buku Teks Bahasa Indonesia Kurikulum 2013 Berperspektif HOTS

et al. 2021

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“…Peserta didik bebas berpikir dan mengembangkan tingkat berpikirnya sejauh mungkin. Sebab salah satu faktor tercapainya tingkat keberhasilan sumber daya manusia dalam ranah pendidikan ialah mempunyai kompetensi higher order thinking skill (Taufiqurrahman, Heryandi, & Junaidi, 2018).…”

Section: Visi Dan Misi Sebagai Suatu Hal Yang Tidak Dapat Terpisahkanunclassified

Revitalisasi Paradigma Baru Dunia Pembelajaran yang Membebaskan

Nawafil¹,

Junaidi²

2020

jpii

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The urgency of learning becomes something vital in the education process. Humans can gain new insights and knowledge in their lives through learning activities. By learning too, human behavior develops in a more beautiful direction. In the course of a relatively long time learning activities had been in a conservative position. Where students are positioned as learning objects while the teacher is positioned as an omniscient subject in class. This has implications for the increasingly dynamic development of knowledge. Because learning activities carried out focused on the concept of unidirectional learning. So that a new learning paradigm is born that emphasizes the critical awareness of students to understand the reality of the world and the natural surroundings. The learning activities implemented are multi-communication learning and tend to be dialogic. This learning is oriented to solving problems faced by students. Various kinds of learning paradigms that have been put forward, there needs to be a more massive refreshment so that it can be enjoyed and felt its influence by all people in the world of education.Abstrak: Urgensitas pembelajaran menjadi suatu hal yang sangat vital dalam proses pendidikan. Manusia dapat memperoleh wawasan dan pengetahuan baru dalam hidupnya melalui kegiatan belajar. Dengan belajar pula, tingkah laku manusia berkembang ke arah yang lebih babik. Dalam perjalanan waktu yang relatif lama kegiatan belajar sempat berada pada posisi yang konservatif. Di mana peserta didik diposisikan sebagai objek pembelajaran sedangkan guru berposisi sebagai subjek yang maha tahu dalam kelas. Hal ini berimplikasi pada perkembangan pengetahuan yang semakin tidak dinamis. Karena kegiatan pembelajaran yang dilakukan terpaku pada konsep pembelajaran searah. Sehingga lahirlah paradigma baru pembelajaran yang lebih menekankan pada kesadaran kritis peserta didik untuk memahami realitas dunia dan alam sekitarnya. Adapun kegiatan pembelajaran yang diimplementasikan adalah pembelajaran multi komunikasi dan cenderung dialogis. Pembelajaran ini berorientasi pada pemecahan masalah yang dihadapi oleh peserta didik. Berbagai macam paradigma pembelajaran yang telah dikemukakan, perlu adanya penyegaran yang lebih masif sehingga

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“…Implementation of the development of instruments value of civic subject obtained the results of the development of instruments that are declared validity and reliability has met the criteria (Soleh et al, 2017). In addition, higher-order thinking skills for science material developed obtained results that were in the category of feasible (Taufiqurrahman et al, 2018). Furthermore, the development of process assessment instruments to measure the efficacy of science and student activity obtains valid and reliable results so that it is feasible to use (Arini et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Concept of Heat Transfer measured by Cognitive Domain Assessment Instruments

Yuniasih

Yudiana

Japa

2021

JISD

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The lack of availability in assessment instruments used and unmet cognitive levels of C3-C6 resulted in poor quality assessments. This study aims to develop cognitive domain assessment instruments on the concept of heat transfer material in grade V elementary school. This research was development research that used 4D models (Four-D models) to define, design, develop, and disseminate. The subject of study was the assessment instrument of the cognitive realm with the object of research, that was the instrument quality. Measurement of the validity of the content was done on two experts/judges using the non-test method and instruments of the expert validity sheet. Instrument quality measurement was conducted with field trials of 106 students using multiple-choice objective test instruments. The content validity data obtained were analyzed with the Gregory formula, while the field test result data analyzed the validity of the grain, reliability, different power, and difficulty level. The results showed that the validity of the content obtained by 0.97 (very high) with the test results of the item's validity got 30 points of the question was declared valid. The instrument reliability index was developed by 0.85 (very high). The average coefficient of different power obtained is 0.51 (good) with a test device difficulty of 0.52 (medium). The result demonstrated cognitive domain assessment instruments that were developed feasible and can be used in conducting learning assessments in the cognitive realm.

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Pengembangan Instrumen Penilaian Higher Order Thinking Skills Pada Mata Pelajaran Pendidikan Agama Islam

Cited by 14 publications

References 0 publications

Integrasi Keterampilan Berpikir Kritis dalam Buku Teks Bahasa Indonesia Kurikulum 2013 Berperspektif HOTS

Integrasi Keterampilan Berpikir Kritis dalam Buku Teks Bahasa Indonesia Kurikulum 2013 Berperspektif HOTS

Revitalisasi Paradigma Baru Dunia Pembelajaran yang Membebaskan

The Concept of Heat Transfer measured by Cognitive Domain Assessment Instruments

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