scholarly journals OUTDOOR LEARNING-BASED THEMATIC LEARNING

2021 ◽  
Vol 2 (2) ◽  
pp. 347-357
Author(s):  
Yulia Karlina ◽  
Rochmiyati Rochmiyati ◽  
Dwi Yulianti
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Assessment Instrument ◽  
Outdoor Learning ◽  
Higher Order Thinking Skills ◽  
Empirical Validity ◽  
Test Instrument ◽  
Expert Validation

This research is a research on developing a test instrument for higher-order thinking skills based on outdoor learning for fifth grade elementary school students. This study aims to 1) develop a test instrument for higher order thinking skills based on outdoor learning in elementary schools; 2) validate the test instrument through expert validation and empirical validity. Expert validation is carried out by consulting the product development design with expert lecturers. Empirical validity was carried out using the product moment correlation formula, while the determination of reliability used the Cronbach Alpha formula. The research method uses Design Based Research. The development of this model is carried out in stages 1) identification and problem analysis by researchers and practitioners collaboratively 2) developing solutions based on theoretical benchmarks, existing design principles and technological innovations 3) carrying out an iterative process to test and improve practical solutions 4) reflection to produce design principles and improve implementation of practical solutions. The results of the study are 1) 22 items of higher order thinking skills; 2) validation by experts states that this assessment instrument is suitable for use as an assessment tool, while in empirical validation it is stated that the overall results of the test using the product moment formula of the items have been declared valid. Determination of reliability using Cronbach's alpha formula has a reliability value of 0.935 which is categorized as high reliable. Overall, in this development research, this higher-order thinking ability assessment instrument is valid and reliable as a form of assessment.

scholarly journals Analisis Program Pembelajaran Berbasis Higher Order Thinking Skills di MI At-Taqwa GUPPI Wojowalur Daerah Istimewa Yogyakarta Tahun Ajaran 2018/2019

2021 ◽  
Vol 5 (1) ◽  
pp. 97
Author(s):  
Eka Yusnaldi ◽  
Fia Alifah Putri ◽  
Wahyu Iskandar
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Learning Program ◽  
Higher Order Thinking Skills ◽  
School Year ◽  
Implementation Program ◽  
Learning Plans ◽  
Special Region

The rules 2013 Curriculum is very interested in providing learning processes and items that have Higher Order Thinking Skills (HOTS) degrees for students. The HOTS function is very representative of providing logical, reflective, critical, creative and metacognitive abilities which are higher order thinking abilities. This study aims to determine the HOTS-based learning planning program in MI At-Taqwa GUPPI Wojowalur Yogyakarta Special Region 2018/2019 and HOTS-based learning implementation program in MI At-Taqwa GUPPI Wojowalur Yogyakarta Special Region 2018/2019. Data were analyzed by describing or describing data according to the rules of descriptive qualitative research by taking interview and documentation data. In determining the subject, the researcher used a non-probability sample. The results of this study that (1) HOTS learning program 2018/2019 school year teachers implement learning plans using syllabus and RPP based on HOTS (2) HOTS learning implementation program 2018/2019 school year teachers have used variations in the determination of HOTS-based methods such as discussion, question and answer and students' ability to argue.

scholarly journals Evaluation of Pedagogy Competence of Chemistry Teacher in Compiling Higher Order Thinking Skill (HOTS) Assessment Instrument for High School Students

EduKimia ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 91-95
Author(s):  
Andromeda Andromeda ◽  
Zonalia Fitriza ◽  
Faizah Qurrata 'Aini
Keyword(s):  
High School Students ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Difficult Problem ◽  
Higher Order ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Essay Test

Basic Competence (BC) is a minimum students’ achievement after learning process. Most of the BC in the 2017 revised Indonesian curriculum requires students to have higher order thinking skills (HOTS), therefore teachers have to prepare assessment instruments referring HOTS. However, there are still many teachers who misperceive HOTS and think that HOTS is a difficult problem. This causes the teacher’s understanding of HOTS questions to be low. This study aims to describe chemistry teachers’ competence in evaluating HOTS of students. 19 teachers from 14 Senior High Schools was examined using structured essay test to figure out their ability and problems in compiling HOTS assessment instrument. The data collected was analysed using Miles Huberman methods starting with data reduction, data display and conclusion. Through this evaluation, it is known that only 10.53% of teachers comprehended HOTS and were able to apply it in evaluation, 57,89% of them understood the HOTS but weren’t able to apply in evaluation while 31,58% others didn’t know the comprehensive HOTS evaluation. This fact will certainly disrupt the planning, implementation and assessment of learning. Furthermore, the instrument compiled to assess higher order thinking skills based on BC does not measure expected abilities.

scholarly journals Analysis on Factors Influencing Geography Teachers’ Ability in Constructing High-Order Thinking Skills (HOTS) Assessment Instrument

2021 ◽  
Vol 6 (2) ◽  
pp. 205
Author(s):  
Suhendro Suhendro ◽  
Dede Sugandi ◽  
Mamat Ruhimat
Keyword(s):  
Teacher Education ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Assessment Instrument ◽  
Survey Method ◽  
Assessment Instruments ◽  
Tertiary Institution ◽  
Higher Order Thinking Skills ◽  
The Relationship

The teacher's ability to construct assessment instruments is a focus that needs to be considered. Furthermore, the demand of the 21st century directs teachers to set questions that are oriented to train students' abilities in higher-order thinking. However, several factors affect the ability to construct HOTS-oriented assessment instruments. This study aims to investigate what factors influence geography teachers’ ability to develop higher-order thinking skills (HOTS) instruments to measure learning outcomes. This study used a survey method with a quantitative approach. The data collection technique was field observation, and multiple linear regression was used for analysis. The results showed the linearity of teacher education regarding the length of teaching geography was 0.904, the tertiary institution was 0.009, and the background of education was 0.019. Also, teachers' certification was 0.007, their training was 0.032, and their experience in making HOTS questions was 0.047. The coefficient value of determination R, namely 0.635 means the relationship between teaching length, the linearity of their education in tertiary institutions, background, certification, training, and experience regarding the ability to develop HOTS-oriented assessment instruments is 63.5%. This means the relationship is strong, and 36.5% is another factor. This study concludes that the factors that significantly affect the ability of geography teachers in developing HOTS-oriented assessment instruments are the linearity factor of teacher education in universities, education background, certification, teacher training and experience in making HOTS questions. Keywords: Teacher ability factors; Assessment, Higher-order thinking skills   Copyright (c) 2021 Geosfera Indonesia and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

scholarly journals Keterampilan Berpikir Tingkat Tinggi Siswa dalam Pembelajaran Inkuiri dengan Simulasi PheT: Studi Pendahuluan

2021 ◽  
Vol 2 (1) ◽  
pp. 40-46
Author(s):  
Ni Nyoman Sri Putu Verawati ◽  
Roniati Sukaisih
Keyword(s):  
Inquiry Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
T Test ◽  
Wilcoxon Test ◽  
Research Subjects ◽  
Higher Order Thinking Skills ◽  
Test Instrument ◽  
Paired T Test

Penelitian ini bertujuan untuk mengidentifikasi keterampilan berpikir tingkat tinggi siswa (HOTs) dengan indikatro analisis, evalusi, dan mencipta dalam pembelajaran inkuiri dengan simulasi PhET. Penelitian ini merupakan pre-eksperimental dengan one-group pretest-posttest design yang melibatkan 32 siswa sebagai subjek penelitian. Data keterampilan berpikir tingkat tinggi siswa dikumpulkan menggunakan instrument test berbentuk uraian. Keterampilan berpikir tingkat tinggi siswa dianalisis secara deskriptif menggunakan persamaan n-gain dan statistic menggunakan uji paired t-test dan Wilcoxon test dengan bantuan software IBM SPSS versi 23. Hasil penelitian menunjukkan pembelajaran inkuiri dengan simulasi PhET berpengaruh signifikan (p < 0,05) terhadap keterampilan berpikir tingkat tinggi siswa. Hasil analisis peningkatan (n-gain) HOTs siswa juga menunjukkan peningkatan indicator analisis berkategori tinggi (n-gain= 0,8), sedangkan indicator evaluasi dan indicator mencipta berkategori sedang (n-gain= 0,7 dan n-gain= 0,6). Berdasarkan temuan tersebut dapat disimpulkan bahwa pembelajaran inkuiri dengan simulasi PhET dapat meningkatkan keterampilan berpikir tingkat tinggi siswa pada materi bentuk dan perubahan energy. Students' Higher Order Thinking Skills in Inquiry Learning with PheT Simulation: Pre-Experimental Study Abstract This study aims to identify students' higher order thinking skills (HOTs) with indicators of analysis, evaluation, and creation in inquiry learning with PhET simulation. This research is a pre-experimental with one-group pretest-posttest design involving 32 students as research subjects. Data on students' higher order thinking skills were collected using a test instrument in the form of a description. Students' higher order thinking skills were analyzed descriptively using the n-gain equation and statistically using the paired t-test and Wilcoxon test with the help of IBM SPSS version 23 software. The results showed that inquiry learning with PhET simulation had a significant effect (p < 0.05) on students' higher order thinking skills. The results of the analysis of the increase (n-gain) of students' HOTs also showed an increase in the analytical indicators in the high category (n-gain = 0.8), while the evaluation and creation indicators were in the medium category (n-gain = 0.7 and n-gain = 0, 6). Based on these findings, it can be concluded that inquiry learning with PhET simulation can improve students' higher order thinking skills on the form and change of energy.

scholarly journals Challenges in Applying Higher Order Thinking Skills Assessment in the Teaching of Arabic in Indonesia

2021 ◽  
Author(s):  
Moh. Ainin
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Assessment Instrument ◽  
Skills Assessment ◽  
Higher Order Thinking Skills ◽  
Basic Competencies

One of the teachers’ responsibilities in the teaching and learning process is to conduct assessments. The main purpose of assessment is to understand students’ learning outcomes. Based on the outcomes, teachers can give feedback to improve the planning and the implementation of the teaching process and to determine the quality of the assessment instrument. The Higher Order Thinking Skills (HOTS)-based assessment is urgently needed in schools to produce competitive graduates who have the critical thinking, communicative, collaborative, and creative skills. However, there are some challenges in the implementation of HOTS-based assessment, such as students’ low motivation and Arabic competence, ambiguous definitions of basic competencies in the curriculum, and lack of HOTS materials in textbooks. These challenges can be solved by making an acquisition-based learning of Arabic, reconstructing the descriptions of basic competence, and adapting HOTS-based assessment which is in line with the students’ ability. Keywords: challenges, HOTS, Arabic teaching, solutions

scholarly journals The Development Assessment Instruments of Higher Order Thinking Skills on Economic Subject

2019 ◽  
Vol 14 (1) ◽  
pp. 102-115 ◽  
Author(s):  
Riza Yonisa Kurniawan ◽  
Dian Lestari
Keyword(s):  
Quality Criteria ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Assessment Instrument ◽  
Choice Test ◽  
Assessment Instruments ◽  
Product Analysis ◽  
Higher Order Thinking Skills ◽  
High Level

This research aims to develop Higher Order Thinking Skills (HOTS) based assessment instruments on economic subjects especially in Basic Competencies 3.4 price and inflation index. This study adopts the development model of Borg & Gall which is limited to five stages of development, namely, data collection, product design, product testing, product analysis and final product revision. This research was conducted on 33 students of Social Eleven One class at Senior High School 1 Cerme. This assessment instrument produces 15 multiple choice test and has been tested twice. This study shows the results that in the first and second trials the overall validity value of the problem is greater than r table which is 0.344 and the reliability value is 0.786 and 0.763. This shows that the assessment instrument is valid and reliable. While the test for the quantity of items consists level difficulty of the question, differentiating question and effectivity of distractor that meet the quality criteria of HOTS-based questions. Based on the results of the trial it was found that there were 7 students who were included in the "less" category. Overall, the average student has a high level of thinking ability that requires sufficient categories. So, the efforts to support the learning process continue to be needed which is useful for improving higher order thinking skills in students.

scholarly journals Development Of The Three Tier Diagnostic Test Based 'Higher Order Thinking Skills' Instrument

2019 ◽  
Vol 11 (2) ◽  
pp. 86
Author(s):  
Ni Wayan Novita Sari ◽  
Sunyono Sunyono
Keyword(s):  
High School Students ◽  
Diagnostic Tests ◽  
Reliability Index ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Assessment Instrument ◽  
Knowledge Assessment ◽  
Average Score ◽  
Higher Order Thinking Skills

This study developed a knowledge assessment instrument of three tier diagnostic tests based on higher order thinking skills (HOTS) which aims to diagnose students' understanding in higher-order thinking and reduce misconceptions. The research method uses ADDIE (Analysis-Design-Develop-Implement-Evaluate) and the subject is class VII junior high school students with 2017 odd semester curriculum materials. This study used HOTS-based knowledge assessment instruments of three tier diagnostic tests of 20 items. The results of the instrument expert validation test based on aspects of content, construct, and language assessment have an average score of 90, 88, and 89 with a proper assessment. The data were analyzed using rasch model and the item reliability index was 0.89, the reliability index of the respondents was 0.91, and Cronbach's alpha value was 0.93, which meant the reliability of the questions obtained was good. The results of the students 'answer patterns are six criteria: understanding concepts, misconceptions (+), misconceptions (-), misconceptions, guessing / lack of confidence / luck, and not understanding the concepts used to diagnose learners' understanding in measuring high-level thinking skills (HOTS) which is integrated with the dimensions of factual, conceptual and procedural knowledge. Misconceptions that occur in students have three criteria, namely misconception (+), misconception (-), and misconception, and the most experienced by students is a misconception (-) in the C4 cognitive level which is integrated with the conceptual knowledge dimension on the substance characteristic material . This misconception (-) can be reduced through the correct concept with the right reasons.

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