Fıqh Subject Exam Questıons Analysıs: Is ıt Based on HOTS?

Abstract

In the context of Bloom's Taxonomy, higher-order thinking skills are at levels C4 to C6. In the 2013 curriculum, subject teachers are directed to make questions based on high-level thinking skills. The purpose of this study was to identify item levels based on Bloom's cognitive domain and determine the quality of the items made by the teacher. The numbers of questions studied were 440 items in the form of multiple-choice and essays in the Fiqh subject at Junior High Boarding School Serang. This study uses a descriptive qualitative method to analyze document data in the form of Fiqh questions, and then a quantitative approach is also used to analyze the quality of the questions from the available student answer data as many as 450 students on 40 Essay and 400 multiple-choice items. Document data were analyzed logically using Bloom's Taxonomy theory approach. While the data analysis of student answers was analyzed using Item Response Theory (IRT) model 1 parameter Logistics or commonly called the Rasch Model. The results showed that the questions made by the Fiqh teacher were generally still at a low level (C1 and C2). While the item test shows that the item items tend to be more dominant in the moderate category, all items are categorized as fit, and the item reliability is categorized as good.