scholarly journals Quantitative Analysis Towards Higher Order Thinking Skills of Chemistry Multiple Choice Questions for University Admission

2021 ◽  
Vol 5 (2) ◽  
pp. 172-185
Author(s):  
Muhammad Reza* ◽  
Kana Puspita ◽  
Coryna Oktaviani
Keyword(s):  
Quantitative Analysis ◽  
Multiple Choice ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Discriminatory Power ◽  
Multiple Choice Questions ◽  
Item Score ◽  
University Admission ◽  
Difficulty Index

The research about quantitative analysis towards higher order thinking skill of chemistry multiple questions for university admission is carried out in the acceleration class of SMAN Modal Bangsa. This research aims to analyze the test of validity, reliability, correlation between difficulty index and discriminatory power, functioning and nonfunctioning distractors of chemistry multiple questions quantitatively which are frequently offered to students in national university admission. It used a descriptive-quantitative method and purposive sampling technique. Students of the acceleration class were selected purposely because they have been frequently answering the higher order thinking questions. Data were collected using 20 multiple choice questions developed from questions banks. Before questions used for students, the questions were assessed by two validators. The result of the validity test shows that 100% questions were valid with an average scale score of 0.93 (best valid). Further analysis used a reliability test to indicate the correlation of item score and total score of questions symbolized by Cronbach alpha of 0.94, 0.92 and 0.89 for aspect of content, construction, language or culture, respectively. The correlation between difficulty index and discriminatory power was reliable with correlation coefficient of 0.842. The final analysis is done towards distractor function, and it shows that overall 83.75% was functioning distractors. Then, nine questions or 45% met ideal expectations with four functioning distractors. Therefore, the most higher order thinking chemistry multiple questions have good quality or feasible to be used in university admission.    Keywords: higher order thinking, validity, reliability, difficulty index, discriminatory power and distractors

scholarly journals Tapping into Bloom Taxonomy’s Higher-Order Cognitive Processes: The Case for Multiple Choice Questions as a Valid Assessment Tool in the ESP Classroom

2021 ◽  
pp. 160-171
Author(s):  
Iryna Lenchuk ◽  
Amer Ahmed
Keyword(s):  
Cognitive Processes ◽  
Cognitive Skills ◽  
Assessment Tool ◽  
Multiple Choice ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Assessment Tools ◽  
Multiple Choice Questions ◽  
Higher Order Thinking Skills

This article describes the results of Action Research conducted in an ESP classroom of Dhofar University located in Oman. Following the call of Oman Vision 2040 to emphasize educational practices that promote the development of higher-order cognitive processes, this study raises the following question: Can an online multiple choice question (MCQ) quiz tap into the higher-order cognitive skills of apply, analyze and evaluate? This question was also critical at the time of the COVID-19 pandemic when Omani universities switched to the online learning mode. The researchers administered an online MCQ quiz to 35 undergraduate students enrolled in an ESP course for Engineering and Sciences. The results showed that MCQ quizzes could be developed to tap into higher-order thinking skills when the stem of the MSQ is developed as a task or a scenario. The study also revealed that students performed better on MCQs that tap into low-level cognitive skills. This result can be attributed to the prevalent practice in Oman to develop assessment tools that tap only into a level of Bloom’s taxonomy, which involves the cognitive process of retrieving memorized information. The significance of the study lies in its pedagogical applications. The study calls for the use of teaching and assessment practices that target the development of higher-order thinking skills, which is aligned with the country’s strategic direction reflected in Oman vision 2040.

scholarly journals KEMAMPUAN GURU BAHASA INDONESIA DALAM MEMBUAT SOAL TES BERBASIS HOTS (HIGHER ORDER THINKING SKILLS) DI SMP SEKECMATAN KARANGNUNGGAL

2020 ◽  
Vol 16 (1) ◽  
pp. 22
Author(s):  
Deni Chandra ◽  
Dedi Heryadi
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Multiple Choice ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Multiple Choice Questions ◽  
Higher Order Thinking Skills ◽  
Bahasa Indonesia

ABSTRAK: Penelitian ini bertujuan untuk mendeskripsikan (1) kemampuan guru mata pelajaran Bahasa Indonesia dalam membuat soal tes berbasis Higher Order Thinking Skills (HOTS) tingkat SMP se-Kecamatan Karangnunggal Kabupaten Tasikmalaya dan (2) menganalisis kesesuaian soal tes yang dibuat oleh guru mata pelajaran Bahasa Indonesia ditinjau dari kriteria soal Higher Order Thinking Skills (HOTS). Penelitian ini dilaksanakan di tiga Sekolah Menengah Pertama (SMP) yang berada di Kecamatan Karangnunggal Kabupaten Tasikmalaya dengan menggunakan metode deskriptif kualitatif.Sumber data dalam penelitian ini adalah guru mata pelajaran Bahasa Indonesia yang secara keseluruhan berjumlah 7 orang. Sumber data dari SMP N 1 Karangnunggal sebanayak 2 orang, dari SMP Negeri 3 Karangnunggal sebanyak 2 orang dan dari SMP IT Karangnunggal sebanyak 3 orang. Data yang diperoleh berupa soal esai dan pilihan ganda yang dibuat oleh setiap responden.Pemerolehan data dalam penelitian ini menggunakan instrumen tes.Data tersebut dikaji dengan teknik analisis deskriptif. Hasil pengkajian pertama diperoleh kemampuan guru mata pelajaran Bahasa Indonesia dalam membuat soal tes berbasis HOTS dalam bentuk esai maupun pilihan ganda masih rendah. Hal tersebut terbukti dari jumlah keseluruhan soal yang masih berada pada ranah ingatan (C1).Hasil pengkajian yang kedua diperoleh bahwa bentuk soal pilihan ganda ataupun esai belum memenuhi kriteria soal HOTS yang baik.Hal itu terbukti dari masih banyaknnya soal pilihan ganda ataupun esai yang belum menggunakan stimulus yang menarik dan kontekstual, mengukur kemampuan kognitif level analisis, evaluasi, maupun mencipta serta belum mengandung jawaban yang tersirat.KATA KUNCI: Higher Order Thinking Skills (HOTS); Kemampuan Guru; Soal Tes>ABILITY OF INDONESIAN TEACHERS IN MAKING TEST BASED HOTS (HIGHER ORDER THINKING SKILLS) IN JUNIOR HIGH SCHOOL DISTRICT KARANGNUNGGAL�ABSTRACT: This research is aimed to describe (1) the ability of Bahasa Indonesia teachers to construct the questions based on HOTS for Junior High School students in Karangnunggal district Tasikmalaya and (2) the analysis of examination questions that are made by Bahasa Indonesia teachers considering the criteria of HOTS. This research was conducted at 3 Junior High School in Karangnunggal district by using qualytative descriptive method. The data source in this research is teachers of Bahasa Indonesia which amount 7 teachers. The data source are 2 teachers from SMPN 1 Karangnunggal, 2 teachers from SMPN 3 Karangnunggal, and 3 teachers from SMP IT Karangnunggal. The data gained are essay questions and multiple choice questions which are made by each respondent. The aquisition of the data in this research is using test. Those datas are examined by using descriptive analysis technique. The result of first assesment is that the ability of Bahasa Indonesia teachers to construct the quesrions based on HOTS in essay and multiple choice form is skill low. That statment is proven from the whole numbers of questions that is in memory domain (C1). The second assesment results that the assay and multiple choice from have not fulfilled the criteria of a good HOTS questions. That statment is proven from the essay and multiple choice questions that are still lack of interesting and contextual stimulants, measure that analysis level, evaluation level, and creating level of cognitif ability and also have not contained implicit answer.KEYWORDS: Higher Order Thinking Skills (HOTS); Teachers Ability; Test Question.

HIGHER ORDER THINKING SKILLS ASSESSMENT (HOTS)

2017 ◽  
Vol 3 (1) ◽  
pp. 32-44
Author(s):  
I Wayan Widana
Keyword(s):  
Quantitative Analysis ◽  
Learning Outcomes ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Research Literature ◽  
Skills Assessment ◽  
Motivation To Learn ◽  
Multiple Choice Questions ◽  
Higher Order Thinking Skills

This study aims to: 1) provide knowledge and understanding to the teachers about the concept and characteristics of the HOTS (Higher Order Thinking Skills) assessment extensively and deep; and 2) improve the skills of the teachers to develop HOTS assessment. To achieve Reviews These objectives, the research literature sourced from journals, reference books, modules, Internet, and other sources such as the print and electronic media that are relevant to the topic HOTS development assessment. Data collected by documentation and observation techniques. The research of data were Analyzed using descriptive exploratory methods. The results of the data analysis are as follows: 1) HOTS assessments are questions or tasks that have Reviews These characteristics: to assess students abilities to analyze, Evaluate, and create based on contextual issues, and are not routine (not familiar); 2) steps compose HOTS items are: a) analyze the KD that can be created HOTS items, b) arrange the blueprint of HOTS items, c) write down the items on the card matter, d) Determine the answer key (multiple choice questions form) or arrange rubric / scoring guidelines (essay form), e) perform qualitative analysis, and f) perform quantitative analysis; 3) the advantage of HOTS assessments are: a) Increase the stundents motivation to learn and b) improve learning outcomes. and f) perform quantitative analysis; 3) the advantage of HOTS assessments are: a) Increase the stundents motivation to learn and b) improve learning outcomes. and f) perform quantitative analysis; 3) the advantage of HOTS assessments are: a) Increase the stundents motivation to learn and b) improve learning outcomes.

scholarly journals ANALISIS SOAL HIGHER ORDER THINKING SKILL (HOTS) BAHASA INDONESIA DALAM UJIAN SEKOLAH SMP NEGERI 4 DUMAI

2021 ◽  
Vol 14 (2) ◽  
pp. 121-129
Author(s):  
Rifka Rifana ◽  
Dudung Burhanudin ◽  
Elvrin Septiyanti
Keyword(s):  
Multiple Choice ◽  
Field Research ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Multiple Choice Questions ◽  
Thinking Skill ◽  
Academic Year ◽  
Bahasa Indonesia

This research is a teaching field research on the analysis of the Higher Order Thinking Skill (HOTS) type of exam questions for Nineth Grade Students of SMP Negeri 4 Dumai. The problem examined in this study is how many levels of HOTS (Higher Order Thinking Skill) questions are contained in the school exam questions. This type of research is quantitative. The source of the data in this study came from the document of the school exam questions for Indonesian subjects for nineth grade students of SMP Negeri 4 Dumai for the 2019/2020 academic year, which consisted of 40 multiple choice questions. The results of this study indicate that 32.5% are classified as HOTS (Higher Order Thinking Skill) questions and 67.5% are classified as MOTS (Middle Order Thinking Skills)

scholarly journals Analisis Instrumen Penilaian Berbasis Higher Order Thinking Skills pada Mata Kuliah Matematika Lanjut

2021 ◽  
Vol 3 (2) ◽  
pp. 138-151
Author(s):  
Sari Saraswati ◽  
Iesyah Rodliyah ◽  
Novia Dwi Rahmawati
Keyword(s):  
Quantitative Analysis ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Test Theory ◽  
Assessment Instrument ◽  
Discriminatory Power ◽  
Higher Order Thinking Skills ◽  
Qualitative And Quantitative ◽  
Level Of Difficulty

This study aims to determine the quality of the assessment instrument based on Higher Order Thinking Skills (HOTS) based on qualitative and quantitative analysis. The type of research is descriptive quantitative. This study involved 32 Mathematics Education students. The research instrument was in the form of a question review sheet and 16 multiple-choice items based on HOTS based on Bloom's taxonomy. The qualitative study covers aspects of content/material, construction, and language. While the quantitative analysis is based on the Classical Test Theory approach with the help of the ANATES version 4.0.9 program. Aspects that are analyzed quantitatively include validity, reliability, level of difficulty, discriminatory power, and distractor functions. The results showed that 1) the instrument reached the valid criteria from the results of qualitative and quantitative studies, 2) the reliability of the items reached 0.87 including very high criteria, 3) the discriminatory power of at least 22.22%, 4) the level of difficulty of the questions included 25% easy, 31.25% moderate, while 43.75% difficult, and 5) all distractors work well. This HOTS-based assessment instrument can be applied as an evaluation tool in familiarizing students with higher-order thinking.

scholarly journals The Dimension of the Higher Order Thinking Cognitive Process in Indonesian Language Teaching Textbook for Senior High School Students

2021 ◽  
Vol 8 (12) ◽  
pp. 65
Author(s):  
Tiya Agustina ◽  
Sarwiji Suwandi ◽  
Suyitno Suyitno
Keyword(s):  
High School Students ◽  
Data Analysis ◽  
Multiple Choice ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Analysis Model ◽  
Multiple Choice Questions ◽  
High Level ◽  
High Level Thinking

An increasing advanced civilization requires educational institutions to be more adaptive. This challenge is realized by revising the 2013 curriculum, which integrates higher-order thinking skills. This study aims to describe the cognitive dimensions of higher-order thinking in textbooks on the aspects of analyzing (C4), evaluating (C5), and creating (C6). This study used descriptive qualitative method. The data source used in this study is the Indonesian language textbook for Class XI SMA published by Erlangga. Data collection techniques in this study are content analysis, reading and note-taking techniques. The data validity technique in this study used theoretical triangulation and expert judgement. The data analysis technique used an interactive data analysis model. The results of this study showed that in the Indonesian language textbook XI grade published by Erlangga, there were 170 questions that lead to the cognitive dimension of high-level thinking dominated by analyzing skills of 63 with a percentage of 37.06%, 55 questions evaluating with a percentage of 32.36%, and 52 questions of creating skill with a percentage of 30.59%. In general, the form of questions in the book is dominated by description questions and a few multiple choices. Even though it is presented with multiple choice questions, it does not eliminate the cognitive element of high-level thinking skills. Type of multiple choice questions can be used to assess low to high levels of cognition. 

HIGHER ORDER THINKING SKILLS ASSESSMENT (HOTS)

2017 ◽  
Vol 3 (1) ◽  
pp. 32-44 ◽  
Author(s):  
I Wayan Widana
Keyword(s):  
Quantitative Analysis ◽  
Learning Outcomes ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Research Literature ◽  
Skills Assessment ◽  
Motivation To Learn ◽  
Multiple Choice Questions ◽  
Higher Order Thinking Skills

This study aims to: 1) provide knowledge and understanding to the teachers about the concept and characteristics of the HOTS (Higher Order Thinking Skills) assessment extensively and deep; and 2) improve the skills of the teachers to develop HOTS assessment. To achieve Reviews These objectives, the research literature sourced from journals, reference books, modules, Internet, and other sources such as the print and electronic media that are relevant to the topic HOTS development assessment. Data collected by documentation and observation techniques. The research of data were Analyzed using descriptive exploratory methods. The results of the data analysis are as follows: 1) HOTS assessments are questions or tasks that have Reviews These characteristics: to assess students abilities to analyze, Evaluate, and create based on contextual issues, and are not routine (not familiar); 2) steps compose HOTS items are: a) analyze the KD that can be created HOTS items, b) arrange the blueprint of HOTS items, c) write down the items on the card matter, d) Determine the answer key (multiple choice questions form) or arrange rubric / scoring guidelines (essay form), e) perform qualitative analysis, and f) perform quantitative analysis; 3) the advantage of HOTS assessments are: a) Increase the stundents motivation to learn and b) improve learning outcomes. and f) perform quantitative analysis; 3) the advantage of HOTS assessments are: a) Increase the stundents motivation to learn and b) improve learning outcomes. and f) perform quantitative analysis; 3) the advantage of HOTS assessments are: a) Increase the stundents motivation to learn and b) improve learning outcomes.

scholarly journals Examining Bloom’s Taxonomy in Multiple Choice Questions: Students’ Approach to Questions

2021 ◽  
Author(s):  
J. K. Stringer ◽  
Sally A. Santen ◽  
Eun Lee ◽  
Meagan Rawls ◽  
Jean Bailey ◽  
...  
Keyword(s):  
Lower Order ◽  
Multiple Choice ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Higher Order ◽  
Multiple Choice Questions ◽  
Analytic Thinking ◽  
Bloom’S Taxonomy ◽  
Degree Of Confidence ◽  
Clinical Reasoning Skills

Abstract Background Analytic thinking skills are important to the development of physicians. Therefore, educators and licensing boards utilize multiple-choice questions (MCQs) to assess these knowledge and skills. MCQs are written under two assumptions: that they can be written as higher or lower order according to Bloom’s taxonomy, and students will perceive questions to be the same taxonomical level as intended. This study seeks to understand the students’ approach to questions by analyzing differences in students’ perception of the Bloom’s level of MCQs in relation to their knowledge and confidence. Methods A total of 137 students responded to practice endocrine MCQs. Participants indicated the answer to the question, their interpretation of it as higher or lower order, and the degree of confidence in their response to the question. Results Although there was no significant association between students’ average performance on the content and their question classification (higher or lower), individual students who were less confident in their answer were more than five times as likely (OR = 5.49) to identify a question as higher order than their more confident peers. Students who responded incorrectly to the MCQ were 4 times as likely to identify a question as higher order than their peers who responded correctly. Conclusions The results suggest that higher performing, more confident students rely on identifying patterns (even if the question was intended to be higher order). In contrast, less confident students engage in higher-order, analytic thinking even if the question is intended to be lower order. Better understanding of the processes through which students interpret MCQs will help us to better understand the development of clinical reasoning skills.

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