Designing an Innovative Assessment of HOTS in the Science Learning for the 21st Century

Ilmi Zajuli Ichsan,Michael Bobias Cahapay,Rusdi Rusdi,Yeni Widiyawati,Md Mehadi Rahman,Rizhal Hendi Ristanto,Risky Hasanah

doi:10.30870/jppi.v6i2.4765

Abstract

Science learning in the 21st century should develop the abilities of the students to find solutions to the problems. This task requires a set of skills called Higher Order Thinking Skills (HOTS) and innovative assessment should be designed to gauge the acquisition of these skills. Thus, this study aimed to create an innovative HOTS-based assessment tool in science learning. It entailed a method following the research and development model. It covered the topic of genetics and involved biology experts and junior high school students. The result initially showed that the assessment tool has high content validity. It further revealed that the items have a high-reliability index and they loaded on components based on the three HOTS intended for the test. Thus, this paper concludes that the HOTS-based assessment tool is a good classroom test to gauge the science learning of the students.

Highlights

Education has a primary role to equip students with skills to be able to face future challenges, including the challenges of 21st-century learning
The term for the 21st-century skills stands for a broad set of knowledge, skills, behavior, and character traits that are crucial for students to survive the fast-changing world and lead an ideal life by shaping academic life and future career (Rahman, 2019)
21st-century skills can be done by renewing teaching quality

Summary

Introduction

Education has a primary role to equip students with skills to be able to face future challenges, including the challenges of 21st-century learning. The. 21st-century education entails various skills to help students maturely achieve global life. 21st-century education entails various skills to help students maturely achieve global life These skills include the HOTS as well as critical thinking, problem-solving, metacognition, communication, collaboration, information literacy, and creative innovation Studentcentered teaching skills must be implemented in teaching in 21st-century learning. This is intended for projectbased learning and problems to encourage collaboration and communication that will increase student involvement and motivation

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Conclusion