The purpose of this research, in general, is to develop measurement tools for verbal-linguistic intelligence, logical-mathematical intelligence, interpersonal intelligence, and kinesthetic intelligence for elementary school students. More specifically the purpose of this study is to test the validity and reliability of measuring tools verbal-linguistic intelligence, logical-mathematical intelligence, interpersonal intelligence, and kinesthetic intelligence of elementary school students. The research method used is descriptive development method. Development of measuring tools for verbal-linguistic intelligence, logical-mathematical intelligence, interpersonal intelligence, and kinesthetic intelligence was collected through survey techniques by observing to see the emergence of each student. Data analysis techniques in this study were conducted by testing the validity and reliability of the measuring instrument. The research subjects were 30 first grade students scattered in SDN 1 Pasirhalang, SDN 1 Selaawi, and SDN 1 Sukaraja, Sukaraja District, Sukabumi Regency in the 2018/2019 school year. The results of this study indicate that the measurement tools for verbal-linguistic intelligence, logical-mathematical intelligence, interpersonal intelligence, and kinesthetic intelligence are in the valid category of 30 indicator items out of 40 indicator items and are reliable with Cronbach's Alpha value of 0.739 which is in the high category.
This study aimed to determine the composition of HOTS and LOTS content as well as to explain the cognitive dimensions used in the textbooks of class V students on the theme of healthy food in the 2013 curriculum. This research was a descriptive qualitative research with content analysis techniques on the fifth grade student's textbook on the theme of healthy food. The data analysis techniques used were data reduction, data display, conclusion drawing, and verification. The results showed that there was HOTS content with a percentage of 80% while LOTS content got a percentage of 20%. The percentage of HOTS content in the aspect of analyzing skills (C4) was 27%, evaluating (C5) was 40%, and creating (C6) was 33%. The LOTS load on the aspect of remembering skills (C1) was 21%, understanding (C2) was 62%, and applying (C3) was 17%. The results of this study provide information about the sections in the textbook content that still contain LOTS content, so that in that section, teachers can design learning, enrich teaching materials, and create HOTS-oriented evaluation content. Keywords: curriculum 2013; HOTS; LOTS; textbook ABSTRAK Penelitian ini bertujuan untuk mengetahui komposisi konten HOTS dan LOTS serta menjelaskan dimensi kognitif yang digunakan dalam buku teks siswa kelas V tema makanan sehat kurikulum 2013. Penelitian ini merupakan penelitian kualitatif deskriptif dengan teknik analisis konten terhadap buku teks siswa kelas V tema makanan sehat. Teknik analisis data yang dilakukan yakni reduksi data, display data, penarikan kesimpulan, dan verifikasi. Hasil penelitian menunjukkan bahwa terdapat konten HOTS dengan persentase 80% sedangkan konten LOTS mendapatkan persentase 20%. Adapun persentase muatan HOTS pada aspek keterampilan menganalisis (C4) sebesar 27%, mengevaluasi (C5) sebesar 40%, dan mencipta (C6) sebesar 33%. Adapun muatan LOTS pada aspek keterampilan mengingat (C1) sebesar 21%, memahami (C2) sebesar 62%, dan mengaplikasikan (C3) sebesar 17%. Hasil penelitian ini memberikan informasi tentang bagian-bagian pada konten buku teks yang masih terdapat muatan LOTS, sehingga pada bagian tersebut, guru dapat mendesain pembelajaran, memperkaya materi ajar, serta membuat konten evaluasi yang berorientasi pada HOTS.
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