The Development Higher Order Thinking Skill (Hots) As Questions In Chemistry Study (Solubility And Solubility Product Constant)

The significance of critical thinking as one of the 21st century skills makes the Indonesian Ministry of Education and Culture integrate Higher Order Thinking Skill (HOTS) in the latest national curriculum. Students critical thinking skills to working on HOTS assessment are fundamental, especially in learning chemistry lessons. The research purpose is to analyze the quality of HOTS chemistry questions/ assessment and to observe the teachers and students responses to computer-based test instruments developed using Wondershare Quiz Maker Software (WQM). The research method used Research And Development (R & D) Borg & Gall model. The sample was determined by Random Sampling Technique in total 104 students from several high school in Banda Aceh, it is SMAN 4, SMAN 5, SMAN 8 and SMAN 11. The data analysis technique was through calculating the percentage score of the assessment quality and analyzing the question items quantitatively such as validity, reliability, difficulty level of the questions, differential question power tests and distracting question power using proanaltes. The results showed that the quality of HOTS in chemical questions tested (for the solubility subject and the solubility product constant in terms of qualitative analysis of the items) in the validation test gained average score, it is 98.1%, means the items are qualified categories. In terms of quantitative analysis question items, it reached 95% valid and 5% invalid and the reliability test score was 0.740, are in high category. The questions difficulty covers 95% medium and 5% are in difficult level. The questions differential power for each category is 65% good, 30% medium and 5% less. The teachers and students response to the development of the computer-based HOTS test instrument using WQM software was positive and show good result. The teacher response positively on score strongly agreed was 83.3% and agreed 16.7%, while the students response on score strongly agreed was 27.2% and 63.3% agreed. The research conclusion there is significant students critical thinking skills improved (in learning the solubility and the solubility product constant chapter) by using HOTS assessment using Wondershare Quiz Maker software.

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The Implementation of Problem Based Learning Model to Improve Student’s Motivation and Critical Thinking

Berkala Ilmiah Pendidikan Fisika ◽

10.20527/bipf.v7i3.6519 ◽

2019 ◽

Vol 7 (3) ◽

pp. 177

Author(s):

Hestiningtyas Yuli Pratiwi ◽

Nurul Ain ◽

Helena Jelita Igut

Keyword(s):

Critical Thinking ◽

Lesson Plan ◽

Problem Based Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Junior High Schools ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Pbl Model

The research aims to analyze the quality of the learning process using the Problem-Based Learning (PBL) model to find out the improvement of student’s motivation and critical thinking skills. It is a classroom action research conducted in two cycles, cycle I consist of 4 meetings, and cycles II consists of 3 meetings, with the topics of Temperature, Expansion, and Heat. The subjects of the research were 34 students on grade VII in one of the junior high schools in Malang. Instruments used to measure the implementation of learning PBL model using the form of implementation sheet following the lesson plan, tools to measure motivation using a poll and to measure the critical thinking skill, and researchers use essay questions. The implementation of the PBL model in the cycle, I was 72.9% and was classified as a good qualification; while in cycle II, it was 91.2% and was classified as a very good qualification. The analysis of student’s learning motivation in pre-cycle was 56%, was classified as a quite good qualification, cycle I was 67.2%. I was classified as a quite good qualification, while in Cycle II, it was 87.2% and was classified as good qualification. The analysis of student’s average critical thinking skills in pre-cycle was 44.12% and was classified lack of good qualification, cycle I was 76.4% and was classified as a quite good qualification; while in cycle II it was 88.4% and was classified as good qualification. The results showed that the PBL model successfully improved motivation and critical thinking skills of students beginning the pre-cycle, cycle I, and cycle II.

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Analysis of Quality of Critical Thinking Skills Test Based on Item Response Theory Using R-Program

Psychology and Education Journal ◽

10.17762/pae.v58i1.867 ◽

2021 ◽

Vol 58 (1) ◽

pp. 1167-1174

Author(s):

Kaharuddin Arafah Et al.

Keyword(s):

Critical Thinking ◽

Fluid Mechanics ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Student Responses ◽

Test Items ◽

Skill Test ◽

3Pl Model

This research aims to describe the quality of critical thinking skill test of fluid mechanics material in senior high schools in Makassar City. The emphasis is the content validity aspect, the characteristics of each item for the One-Parameter Logistic (1PL) model, the Two-Parameter Logistic (2PL) model, dan the Three-Parameter Logistic (3PL) model. It is a descriptive quantitative research with the subject of all student responses to the critical thinking skills test of fluid mechanics material at senior high schools in Makassar City. There were 726 student responses. The data were collected online by google form and analyzed by using descriptive quantitative technique. The results showed that the critical thinking skill test of fluid mechanics material had fulfilled the content validity. Analysis of the quality of CTS test items showed that the models of 1PL, 2PL, and 3PL were all consistent, showing that the test items were mostly able to discriminate the high abilitytestees from the low abilitytestees. Of the three logistic model approaches used to estimate the parameters of item difficulty level, item discrimination, and guess factor, the 3PL model is better than the other twomodels.

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Development of Higher Order Thinking Skill (HOTS) Test Instruments based on Wondershare Quiz Creator

Jurnal Pembelajaran Fisika ◽

10.23960/jpf.v9.n1.202104 ◽

2019 ◽

Vol 9 (1) ◽

pp. 33-45

Author(s):

Devi Apriliana Amesa Putri M. ◽

◽

Maryani Maryani ◽

Pramudya Dwi Aristya Putra ◽

◽

...

Keyword(s):

Critical Thinking ◽

Learning Outcomes ◽

Design Research ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Test Instrument ◽

High Level

Critical thinking students can be improved by making questions in the test instrument categorized as Higher Order Thinking Skill (HOTS), because students are given HOTS category questions, it will train students in high-level problem-solving. This research develops a test instrument in the category of Higher Order Thinking Skill (HOTS) based on Wondershare Quiz Creator because it can train students to use the development of Science and Technology. The purpose of this development research to developing a test instrument based on Wondershare Quiz Creator to know the completeness of student learning outcomes and the critical thinking of students. This research used Research and Development (R & D) type and the sample as many as 35 students of XII MIPA 4 in SMAN 1 Tanggul. This design research used Plomp and Nieveen’s development style. Product testing is carried out online using the test instrument software that has been developed. The test instrument developed was declared valid and could be used in learning, from 35 students, there are 5 students who have completed their learning outcomes, and there are 2students who have very high critical thinking skills. Keywords: Completeness learning outcomes, Critical thinking skills, Higher Order Thinking Skill (HOTS), Test instrument

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Pelatihan OSN Matematika Melalui Soal Berbasis Critical Thinking Skill Bagi Siswa SMP Negeri 4 Tanjungpinang

Dinamisia Jurnal Pengabdian Kepada Masyarakat ◽

10.31849/dinamisia.v4i4.4160 ◽

2020 ◽

Vol 4 (4) ◽

pp. 649-654

Author(s):

Mariyanti Elvi ◽

Metta Liana ◽

Dios Sarkity ◽

Dina Fitriyah

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Quality Of Education ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Science Olympiad ◽

National Science ◽

Productive Thinking

he National Science Olympiad (OSN) is one of the government's strategies to improve the quality of education in Indonesia. The purpose of OSN is to develop critical, systematic, creative, innovative and productive thinking skills. Critical thinking skills is a present skill that must be developed by students. The results of the OSN which is not optimal, one of which is caused by not optimal preparation by the school in dealing with OSN selection. The purpose of this activity is to equip students of SMP Negeri 4 Tanjungpinang so they are ready Mathematics Olimpiade selection by giving questions based on critical thinking skills. The results of this activity are (1) students are very competitive and enthusiastic in participating in training, (2) students arealso motivated to participate in OSN 2020 selection, (3) the application of critical thinking skills makes it easier for students to analyze questions and solve them

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KETERAMPILAN BERPIKIR KRITIS PADA PERANGKAT DAN HASIL EVALUASI PEMBELAJARAN FONOLOGI

ALFABETA: Jurnal Bahasa, Sastra, dan Pembelajarannya ◽

10.33503/alfabeta.v3i1.776 ◽

2020 ◽

Vol 3 (1) ◽

pp. 51-55

Author(s):

Nahnu Robid Jiwandono

Keyword(s):

Critical Thinking ◽

Focal Point ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Critical Thinking Skills ◽

School Level ◽

Thinking Skill ◽

Higher Order Thinking Skills ◽

Evaluation Of Learning

Abstrak: Dewasa ini, critical thinking atau yang lebih dikenal dengan keterampilan berpikir kritis menjadi topik yang sering dibahas karena merupakan kemampuan yang mutlak dimiliki di era milenial ini. Terlebih pada bidang pendidikan, mulai dari tingkat sekolah dasar, sekolah menengah, sampai di tingkat pendidikan tinggi. Pendidikan sudah tidak relevan lagi jika masih mengajarkan anak dengan sistem menghafal materi-materi sehingga pembelajaran hanya fokus pada mengingat saja. Padahal, yang lebih penting adalah peserta didik memahami, menganalisis, mengevaluasi, atau bahkan menciptakan berbagai macam pemecahan masalah dari berbagai masalah yang ada pada materi-materi pembelajaran. Kreativitas merupakan hal yang sangat penting di sini. Melatih anak untuk berpikir kritis terhadap sesuatu dan menawarkan solusi yang masuk akal perlu dijadikan titik fokus pembelajaran bahkan penilaian. Oleh karena itu, mengingat pentingnya keterampilan berpikir kritis ini, peneliti mencoba untuk memaparkan karakteristik keterampilan berpikir kritis pada pembelajaran Mata Kuliah Fonologi yang dilaksanakan oleh mahasiswa semester II. Karakteristik ini meliputi soal yang digunakan dalam evaluasi pembelajaran dan juga hasil evaluasi yang didapatkan. Dengan demikian, diharapkan dapat menghasilkan gambaran keterampilan berpikir kritis pada pengaplikasian pembelajaran di kelas. Hasil penelitian ini menunjukkan masih rendahnya keterampilan berpikir kritis mahasiswa ketika mengerjakan soal-sal HOTS (Higher Order Thinking Skills). Kata Kunci: berpikir kritis, evaluasi pembelajaran, HOTS Abstract: Nowadays, critical thinking or better known as critical thinking skills is a topic that is often discussed because it is an absolute ability to have in this millennial era. Especially in the field of education, starting from the elementary school level, secondary school, up to the level of higher education. Education is no longer relevant if it still teaches children with a system of memorizing materials so learning only focuses on remembering it. In fact, what is more important is students understand, analyze, evaluate, or even create various kinds of problem solving from various problems that exist in learning materials. Creativity is very important here. Train children to think critically about something and offer solutions that make sense need to be the focal point of learning and even assessment. Therefore, given the importance of this critical thinking skill, the researcher tries to explain the characteristics of critical thinking skills in the learning of Phonology Courses conducted by the second semester students. These characteristics include the questions used in the evaluation of learning and also the evaluation results obtained. Thus, it is expected to produce a picture of critical thinking skills in the application of learning in the classroom. The results of this study indicate that students' critical thinking skills are still low when working on HOTS (Higher Order Thinking Skills) questions. Keywords: critical thinking, evaluation of learning, HOTS

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Pengembangan Media Blog Berbantuan Quizstar Sebagai Pembelajaran Daring Dalam Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas X SMK

JARTIKA : Jurnal Riset Teknologi dan Inovasi Pendidikan ◽

10.36765/jartika.v3i1.22 ◽

2020 ◽

Vol 3 (1) ◽

pp. 36-49

Author(s):

Ridwan Ridwan

Keyword(s):

Online Learning ◽

Critical Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Vocational High School ◽

Teachers And Students ◽

The Subject ◽

Addie Model ◽

Evaluation Of Learning

Abstrak: Penelitian ini bertujuan untuk: (1) mengembangkan media blog berbantuan quizstar sebagai pembelajaran daring siswa, (2) menganalisis kualitas pembelajaran daring, (3) menguji keefektivan pembelajaran daring untuk meningkatkan kemampuan berpikir kritis siswa kelas X SMK. Tim peneliti menggunakan model ADDIE dengan teknik pengumpulan data yaitu angket untuk melihat kepuasan guru dan siswa, kemudian tes sebagai evaluasi hasil kemampuan berpikir kritis siswa. Subjek dalam penelitian sebanyak 32 siswa. Hasil penelitian menunjukkan bahwa (1) pengembangan media blog berbantuan quizstar sebagai pembelajaran daring sesuai dengan prosedur pengembangan, (2) kepuasan hasil kualitas media pembelajaran rata-rata responden memberikan respon sangat baik atau setuju, serta (3) evaluasi media pembelajaran termasuk kategori efektif untuk meningkatkan kemampuan berpikir kritis siswa yakni sebesar 82,88 untuk TITL-1 dan 78,38 untuk TITL-2. Oleh karena itu, dapat disimpulkan bahwa pengembangan blog berbantuan quizstar sebagai sarana pembelajaran daring untuk meningkatkan berpikir kritis siswa memperoleh hasil yang baik dan tanggapan positif serta efektif dilakukan pada siswa kelas X SMK. Abstract: The research aims to: (1) Develop Quizstar-assisted blog media as student online learning, (2) analyse the quality of online learning, (3) test the effectiveness of online learning to improve critical thinking skills Grade X students of Vocational High School. The research team uses the ADDIE model with data collection techniques that are poll to see the satisfaction of teachers and students, then test as evaluation of the results of the students ' critical thinking ability. The subject in research was 32 students. The results showed that (1) the development of Quizstar-assisted media blog as online learning in accordance with the development procedure, (2) Satisfaction of the results of the average learning media quality of respondents gave a very good response or Agreed, as well as (3) The evaluation of learning media including effective categories to improve students ' critical thinking, which is at 82.88 for the TITLE of the titles and 78.38 for the TITLE-2. Therefore, it can be concluded that the development of blog-assisted Quizstar as a means of online learning to improve the critical thinking of students get good results and positive response and effective in grade X students VHS.

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CRITICAL THINKING SKILL TOWARD YOUTUBE RESOURCES IN STUDENTS’ ARGUMENTATIVE TEXT

Englisia Journal ◽

10.22373/ej.v8i1.6622 ◽

2020 ◽

Vol 8 (1) ◽

pp. 1

Author(s):

Andik Nur Wijaya ◽

Siti Roki'ah

Keyword(s):

Critical Thinking ◽

Technology Implementation ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Argumentative Text ◽

Integration Of Technology ◽

Argumentative Texts ◽

Technology Resources

This study explored critical thinking skills toward YouTube resources in students' argumentative texts. The study was conducted at two non-English majors of the universities in the Indonesian context. The data were in the argumentative forms that were constructed by selected students. This study used a content analysis approach that was involved in coding and categorizing to analyze the data. After the data were analyzed, the findings showed that the patterns of critical thinking elements of the student's argumentative texts were varied, and the integration of technology resources was able to foster critical thinking skills. However, it is based upon the quality of the technology itself and the instruction in the classroom. Thus, technology implementation, YouTube resources should be found on the quality of the resources and teaching in the school.

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READING EXERCISES FOR VIII GRADE STUDENTS BASED ON BLOOM’S TAXONOMY

10.24114/reg.v6i3.6705 ◽

2017 ◽

Vol 6 (3) ◽

Author(s):

Intan Permata Sari And Indra Hartoyo

Keyword(s):

Data Analysis ◽

Lower Order ◽

Bloom's Taxonomy ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Level Of Education ◽

Bloom’S Taxonomy

This study is aimed at (1) analyzing reading exercises based Bloom’s taxonomy for VIII grade in English on Sky textbook. (2) Found the distribution of the lower and higher order thinking skill in reading exercises. (3) To reason for level reading exercises. After analyzed the data, the result of the data analysis also infers that the six levels of Bloom’s taxonomy in reading exercises weren’t applied totally. The creating skill doesn’t have distribution in reading exercise, and the understanding – remembering level more dominant than another levels. The distribution of the higher order thinking level was lower than the lower order thinking level and the six levels are not appropriate with the proportion for each level of education based Bloom’s taxonomy, such as the distribution of the creating level in the reading exercise must be a concern because no question that belong to the creating level. It was concluded that reading exercises in English on Sky textbook cannot improve students' critical thinking skills for VIII grade.

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PENGARUH PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN REGULASI DIRI SISWA KELAS V

Jurnal Prima Edukasia ◽

10.21831/jpe.v2i2.2720 ◽

2014 ◽

Vol 2 (2) ◽

pp. 209 ◽

Cited By ~ 3

Author(s):

Pricilla Anindyta ◽

Suwarjo Suwarjo

Keyword(s):

Critical Thinking ◽

Self Regulation ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Significance Level ◽

Class E

Penelitian ini bertujuan untuk mengetahui: (1) perbedaan keterampilan berpikir kritis dan regulasi diri siswa antara kelas yang diajar dengan menggunakan problem based leaning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori dan (2) pengaruh penerapan problem based learning terhadap keterampilan berpikir kritis, dan regulasi diri siswa. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas V SD Santo Vincentius Jakarta. Pada kelas eksperimen, pembelajaran IPA dilaksanakan dengan model problem based learning, sedangkan pada kelas kontrol dengan pembelajaran yang biasa digunakan oleh guru yaitu pembelajaran ekspositori. Instrumen yang digunakan adalah (1) tes untuk mengukur keterampilan berpikir kritis siswa ditinjau dari aspek kognitif, (2) skala perilaku untuk mengukur keterampilan berpikir kritis ditinjau dari aspek perilaku dan regulasi diri siswa. Analisis data menggunakan (1) statistik deskriptif untuk mendeskripsikan data keterampilan berpikir kritis dan regulasi diri siswa, dan (2) statistik infe-rensial dengan menggunakan uji t sampel bebas dan uji MANOVA untuk menguji hipotesis penelitian dengan taraf signifikansi 5% (α = 0,05). Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan keterampilan berpikir kritis siswa yang signifikan antara kelas yang diajar dengan menggunakan problem based leaning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,040; (2) terdapat perbedaan regulasi diri siswa yang signifikan antara kelas yang diajar de-ngan menggunakan problem based learning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,005; (3) penerapan problem based learning berpengaruh secara positif dan signifikan terhadap keterampilan berpikir kritis dan regulasi diri siswa, dengan nilai sig 0,021. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ THE EFFECT OF APPLYING PROBLEM-BASED LEARNING TO CRITICAL THINKING SKILL AND SELF-REGULATION OF 5TH GRADERS ABSTRACT The objective of this research is to know: (1) the difference between the student’s critical thinking skills and self regulation of the classes taught using problem based learning and expository learning, and (2) the effect of applying problem-based learning to student’s critical thinking skill and self-regulation. This research is a quasi-experimental research study. The population of this research is all 5th graders of St. Vincentius, Jakarta. In the experimental class, science study was done by problem-based learning model, while in the control class by expository learning model. The instruments used are (1) a test to measure students’ critical thinking skill reviewed from the cognitive aspect, (2) a scale of behavior to measure critical thinking skill reviewed from the behavioral aspect and students’ self-regulation. Data analysis used (1) descriptive statistics to describe the data of students’ critical thinking skill and self-regulation, and (2) inferential statistic by using independent sample t-test and MANOVA test to test the hypothesis of research with the significance level of 5% (α = 0,05).The results of this reseach have shown that: (1) there is a difference between the student’s critical thinking skills of the classes taught using problem based learning and expository learning, with sig 0.040; (2) there is a difference between the student’s self regulation of the classes taught using problem based learning and expository learning, with sig 0.005; (3) the application of problem-based learning positively and significantly influences students’ critical thinking skill dan self regulation, with sig 0.021. Keywords: problem-based learning, expository learning, critical thinking skill, self-regulation.

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The Practicality of OR-IPA Learning Model to Improve Critical Thinking Skill of Prospective Physics Teachers

Berkala Ilmiah Pendidikan Fisika ◽

10.20527/bipf.v7i3.6923 ◽

2019 ◽

Vol 7 (3) ◽

pp. 148

Author(s):

Binar Kurnia Prahani ◽

Budi Jatmiko ◽

Zainal Arifin Imam Supardi ◽

Munasir M ◽

Utama Alan Deta ◽

...

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Thinking Skill ◽

Critical Thinking Skill ◽

Physics Teachers ◽

Physics Courses ◽

Analysis Technique ◽

The Subject

The Indonesian National Qualification Framework in higher education requires universities to develop a curriculum that makes students have superior competence with a variety of skills that are in line with the demands of the 21st century, including Critical thinking skills. The main objective of this research is to analyze the practicality of the OR-IPA learning model, which has been developed by design to improve the critical thinking skill of prospective physics teachers on the fundamentals of physics courses. The subject of practical observations was a physics lecturer who used the OR-IPA learning model. The observation sheet of the OR-IPA learning model practicality has been declared valid and reliable by the validators. The data analysis technique uses descriptive qualitative. The results showed that the OR-IPA learning model to improve the critical thinking skill of prospective physics teachers was considered practical (3.69). Lecturers and students can use the OR-IPA learning model without significant obstacles. This research implies that the OR-IPA learning model can be an alternative to improve the critical thinking skill of prospective physics teachers in the fundamentals of physics courses.

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