Characteristics of fundamental physics higher-order thinking skills test using Item Response Theory analysis

doi:10.47750/pegegog.12.04.28

Cited by 3 publications

(2 citation statements)

References 29 publications

(28 reference statements)

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“…In principle, HOTS encompasses knowledge transfer, critical thinking, and problem-solving, all of which enable individuals to improve their mental acuity and hone their thinking processes [27]. Researchers have found that a blend of teaching techniques enhances students' capacity to learn and seek knowledge independently [28].…”

Section: Hotsmentioning

confidence: 99%

Success of university students in preparing hots questions using assignment-based direct instruction

Sahlan,

Pabbajah,

Muis

et al. 2024

5003

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The purpose of this study is to explore the effectiveness of assignment-based direct instruction in preparing university students to develop questions that test learners' thinking skills. One of the greatest challenges facing universities is preparing potential teachers with the ability to develop questions that test students' higher-order thinking skills (HOTS). Using a quantitative descriptive approach, this study analyses the work of 40 university students who were asked to prepare 20 items, as well as question grids and cards for each item, after having undergone assignment-based direct instruction. Analysis shows that: (1) students exhibited a good command of materials (87%), (2) students exhibited a good command of question structure (88%), and (3) students exhibited a good command of Indonesian-language grammar (88%). This study challenges the assumption that teacher-based learning is ineffective, providing evidence that should be considered when evaluating the learning process and its current emphasis on student-centered learning models that sideline teachers. Direct learning based on giving assignments can increase student success in compiling HOTS questions and be a solution to the learning process, which has so far focused a lot on the student-centered learning model, so that the teacher's position is neglected. It suggests that effective pedagogy should not only consider students as active learners but also recognize teachers as creative and pro-active educators. The implications of this study highlight the need for active collaboration between teachers and students in the learning process in higher education.

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Section: Hotsmentioning

confidence: 99%

Success of university students in preparing hots questions using assignment-based direct instruction

Sahlan,

Pabbajah,

Muis

et al. 2024

5003

View full text Add to dashboard Cite

show abstract

“…The importance of optimizing students' high levels of thinking ability in elementary school is based on the fact that most students have not been able to link knowledge or what is learned in school with the problems of students' daily lives (Rami & Azrul, 2022;Saepuzaman, Istiyono, & Haryanto, 2022). Learning that occurs and is experienced by students in schools tends to emphasize memorized aspects without a deep understanding that can be actualized in daily life.…”

mentioning

confidence: 99%

Higher Order Thinking Skill of Elementary Pupil wih Different Self Regulated in Learning using Printed and Electronic Learning Resources Based on Local Culture

2024

Pegegog

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IN T ROD UCT IO NUsing a variety of learning resources in a learning environment, learning primarily involves interaction between students and teachers (Nartiningrum & Nugroho, 2020). The ability to more freely explore one's skills and actively add to one's knowledge will be opportunities that a good learning process will give students (Putranta & Supahar, 2019;Awaludin, Wibawa, & Winarsih 2020; Dewi & Ramadan, 2021). The teacher's capacity to establish learning objectives, create learning materials, choose learning strategies, select learning resources, and conduct learning evaluations determines the quality of the learning process at all educational levels (Kua, Suparmi, & Laksana, 2021).Learning patterns and learning resources have a close relationship (Frank, Quanjiang, Michael, Chun, & Chuang, 2021). In activities for individualized learning, the learner is the main focus, and the teacher serves the same purpose as other learning resources (Rapanta, Botturi, Goodyear, Guàrdia, & Koole, 2020). Because of this, the need for learning resources is critical. In their interactions with students, teachers play the roles of facilitators, learning managers, directors, mentors, and recipients of student learning progress (Liao et al., 2021). The design of the learning process must take into account all factors that facilitate the accomplishment of learning objectives, including deciding on the range of learning strategies, learning resources, and learning environments (Madani, 2019).Printed and electronic learning resources are both readily available at the present time and are very simple to obtain (Singh, Steele, & Singh, 2021). According to an additional study, the levels of learning comprehension created by print and electronic instructional materials differ. According to an additional study, the levels of learning comprehension created by print and electronic instructional materials differ. Children who learned by electronic means had conceptual knowledge that was more vocally oriented than pupils who learned through print, according to research by Samri, Rewo, & Laksana (2020).

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Online-based Literacy Test Instruments for Evaluating Prospective Elementary School Teachers’ Science Competencies

Wiyoko,

Wulandari,

Irhas

2024

j. ilm. sekol. dasar

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The Minimum Competency Assessment is used to measure school performance based on literacy and numeracy. In this regard, it is necessary for prospective elementary school student educators to train and master scientific literacy competencies. This research aims to produce an online-based literacy test instrument for assessing the science competency of elementary school teacher education students. This type of research is research and development. The procedure for developing literacy test instruments uses the 4D model (Define, Design, Development and Discussion). This research involved 3 validators and empirical test subjects consisting of 30 Prospective Elementary School Teachers. Data collection uses needs analysis sheets, language validation sheets, materials and graphics. Next, empirical validity is carried out using the Quest program to determine the level of difficulty (Thresholds) and suitability of the items (Outfit-t). The results of the test question instrument validation show that 89.5% of the material validation is in the very good category, 92% of the language validator is in the very good category, 96.5% of the graphic validator is in the very good category. The distribution of questions that have been developed shows that students' ability to identify scientific issues is 66% in the medium category, 65% in explaining scientific phenomena is in the medium category and the ability to use scientific evidence is 45% in the very low category. So the test question instrument developed meets the validity of the material, language, graphics and empirical validity, so it is suitable to be used to measure students' scientific literacy competency.

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Characteristics of fundamental physics higher-order thinking skills test using Item Response Theory analysis

Cited by 3 publications

References 29 publications

Success of university students in preparing hots questions using assignment-based direct instruction

Success of university students in preparing hots questions using assignment-based direct instruction

Higher Order Thinking Skill of Elementary Pupil wih Different Self Regulated in Learning using Printed and Electronic Learning Resources Based on Local Culture

Online-based Literacy Test Instruments for Evaluating Prospective Elementary School Teachers’ Science Competencies

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