Abstract
This study on Higher Order Thinking Skills (HOTS) assessment employed Borg and Gall (1983)’s modified Research and Development (R&D). The purpose of this study was to determine the feasibility of HOTS assessment instruments on ecosystem material. The sample of development included 4 validating experts, 40 students in limited test, 140 students in field test using Higher Order Thinking Skills (HOTS) assessment. Data analysis was carried out using Quest program. The result of research showed that (1) the characteristics of Higher Order Thinking Skills (HOTS) assessment was developed based on, among others, Anderson and Krathwohl’s indicator of higher-order thinking skill in ecosystwith validity and reliability interpreting as having very high mean, at least low in ecosystem material.The results of the validation of the instrument of assessment instrument in each expert validator are having a good content and concept validation to be applied in school, of course after the revision.
Highlights
Hasil rerata presentase pada materi Ekosistem di 5 sekolah sebanyak 81,4% Lower Order Thinking Skills, pada ranah kognitif C1, C2, C3 dan pada dimensi pengetahuan faktual, konseptual dan prosedural serta hanya 18,58 % Higher Order Thinking Skills, baik ranah kognitif C4 pada dimensi pengetahuan faktual, konseptual dan metakognisi
Rineka CiptaSubali, Bambang. (2010). Penilaian, Evaluasi dan Remediasi Pembelajaran Biologi. Sungarimbun, Masri dan Sofian Effendi.(2008). Surapranata, S., (2005). Analisis, Validitas, Reliabilitas dan Interpretasi Hasil Tes. Implementasi kurikulum 2004
Summary
Order Thinking Skillsmeliputi keterampilan menganalisa (C4), mengevaluasi (C5), danmenciptakan (C6) (Anderson & Krathwohl, 2001). Higher Order Thinking Skills sebagai keterampilan berpikir yang terjadi ketika seseorang mengambil informasi baru dan informasi yang sudah tersimpan dalam ingatannya, selanjutnya menghubungkan informasi tersebut dan menyampaikannya untuk mencapai tujuan atau jawaban yang dibutuhkan (Lewis & Smith, 1993). Assesmen atau penilaian merupakan istilah umum yang mencakup keseluruhan prosedur yang digunakan untuk mendapatkan informasi tentang hasil belajar siswa (pengamatan, peringkat, pengujian menggunakan kertas dan pensil) dan membuat penilaian mengenai proses pembelajaran (Gronlund & Linn, 1995). Evaluasi merupakan suatu proses yang sistematis yang dilaksanakan untuk mengetahui tingkat keberhasilan dan efisiensi dari program. Pengukuran digunakan untuk memperoleh deskripsi numerik atau kuantitatif dalam melakukan tes dan non-tes (Subali, 2010). Higher Order Thinking Skills perlu diukur untuk mendapatkan informasi taraf pengetahuan dan ketrampilan
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