The Development of High Order Thinking Skills (HOTS) Assessment Instrument for Temperature and Heat Learning

Najihah, A R; Serevina, Vina; Delina, Mutia

doi:10.21009/1.04103

Cited by 8 publications

(8 citation statements)

References 5 publications

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“…The process of developing HOTS-based cognitive assessment instruments was carried out of the research sample were 30 students in class 11 of the Governance and Office Automation Competency Program of Vocational High School 1 Kudus, 10 questions were declared valid and reliable so that researchers could use 10 questions as cognitive assessment instruments. The process of developing HOTS instruments that perform qualitative tests by expert validators to determine the feasibility of questions and quantitative tests of item analysis to revise and retrieve the best questions because the optimal assessment tools are those that have undergone rigorous validation testing [35].…”

Section: Discussionmentioning

confidence: 99%

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Development of hots-based cognitive assessment instruments: ADDIE model

Maxnun,

Kristiani,

Sulistyaningrum

2024

EduLearn

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Higher order thinking skills (HOTS) are an important element in facing the challenges of the 21 st-century. Difficulty in solving problems systematically, facing challenges in an organized manner, and being unable to design original solutions are due to the low HOTS that students have. HOTS ability can improve students who low-level thinking skills in several ways, for example, through learning integrated with media, practice, and assessment or HOTS-based cognitive assessment. The purpose of this study was to develop and implement a HOTS-based cognitive assessment to assess students' HOTS abilities. The device development model used is an adaptation of the analysis, design, development, implementation, and evaluation (ADDIE) model. The research sample consisted of 30 students in class 11 of the Governance and Office Automation Competency Program of Vocational High School 1 Kudus. The result is that 11 students have the HOTS ability with very good criteria, 17 well criteria, and 2 enough criteria. This study suggests that a test instrument for further research is to measure students' HOTS ability. The Experts conclude that HOTS-based cognitive assessment can be used as an approach to improve students' HOTS to actively think selectively and supported by logical argumentation.

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Section: Discussionmentioning

confidence: 99%

“…The qualitative test was obtained from validation by two expert validators, namely material, language, and evaluation validators. Perspectives of the HOTS appraisal instrument comprised of material, language, and evaluation aspects [35]. The comes about of the validator's evaluation are displayed within the Table 5.…”

Section: Developmentmentioning

confidence: 99%

Development of hots-based cognitive assessment instruments: ADDIE model

Maxnun,

Kristiani,

Sulistyaningrum

2024

EduLearn

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“…As for quantitative data it was obtained from the results of analysis of 30 points of questions that had been developed. Analysis of the first problem item is validity, the problem item can be declared to meet the valid aspect if the r calculation is greater than the value of the r table (0.3291) (Kurniawan & Lestari, 2019;Maulidia & Pahlevi, 2020;Aniq Rif 'atun Najihah, Vina Serevina, 2018).…”

Section: Methodsmentioning

confidence: 99%

Development of Higher Order Thinking Skills Based Assessment Instruments Using Live Worksheet Application

Puspitasari,

Wulandari

2021

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The research aimed to develop higher-order thinking skill (HOTS) based assessment instruments based on Live Worksheet applications on Creative Products and Entrepreneurship (PKWU) subjects, especially on Basic Competencies 3.2 Analyzing business opportunities and Basic Competencies 3.3 Applying business administration documents. This research used Sugiyono's development model with seven development steps. The research subject consisted of 34 students of class XI Department of Office Governance Automation SMKS Ketintang Surabaya. The development of this assessment instrument resulted in 20 questions that were declared valid with the calculation of r calculated r table (0.3291). The instrument developed was said to be reliable because the reliability value of the problem of 0.840 0.60 The results of product validation development from three expert validators obtained an average validation of 95.6% with "very strong" criteria. The average student responded to the use of the Live Worksheet application "very positively by 88%. As per results of this study trial, the average ability to think high-level students fell into the category of "less". Therefore, the learning process to improve high thinking skills in students must be further improved with a learning model or method that can encourage the improvement of students higher-order thinking skills.

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“…Arikunto inside (Rif et al, 2018)states that assessment is an activity to measure the achievement of student learning outcomes so that it can determine how far students have achieved predetermined learning objectives; by conducting an assessment, the teacher will know what things need to be improved or improved. Furthermore, according to Kusaeri and Suprananto (Gibta et al, 2020, p. 25), assessment activities have an essential role in learning, not only as a measuring tool for learning achievement but can function as one of the tools used to make decisions or obtain information related to students.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Students Ability in Solving HOTS-Based Basic Indonesian

Pratiwi

Murti

Nugraheni³

2023

AIJP

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The study aims to measure and to determine students' thinking skills in solving basic Indonesian questions based on HOTS (Higher Order Thinking Skills). This research uses descriptive qualitative method with content analysis technique. The instrument uses interviews and HOTS-based on multiple choice test questions. The questions given are 6 (six) questions based on indicators of higher-order thinking questions, including the levels of analysis, evaluation and creation. The results of the study show overall that higher order thinking skills are achieved with a percentage of up to 86.66% included in the good/high category. A number of students at the level of C4 (Analysis) of the two questions numbered 1 and 2 reached 73% and 95%, C5 (Evaluation) 53% and 48%, and C6 (Creation) 70% and 95%. Meanwhile, from the results of interviews that have been submitted by students regarding the questions that have been given, it is stated that students are not able to apply reasoning competence easily, interpret and conclude from these questions. It can be concluded that students of UIN Sunan Kalijaga of The Madrasah Ibtidaiyah Teacher Education Study Program (PGMI) class B semester 2 for the 2021/2022 academic year have been qualified in high-level thinking but need to be improved, especially at the C5 level

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The Development of High Order Thinking Skills (HOTS) Assessment Instrument for Temperature and Heat Learning

Cited by 8 publications

References 5 publications

Development of hots-based cognitive assessment instruments: ADDIE model

Development of hots-based cognitive assessment instruments: ADDIE model

Development of Higher Order Thinking Skills Based Assessment Instruments Using Live Worksheet Application

Analysis of Students Ability in Solving HOTS-Based Basic Indonesian

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