Construction of The Assessment Concept to Measure Students' High Order Thinking Skills

Abstract

This study aims to develop a question instrument that able to measure students' high order thinking skills. The sample used in this study involved 3 expert validators, 2 user practitioners, 60 students in the limited test and 125 students in the field test. Data results were analyzed using the Quest program. The results of the study show that the characteristics of the assessment of high order thinking ability of students have validity with a "sufficient" minimum interpretation and have sufficient reliability. Validity with minimum interpretation is adequate, reliability is good, level of difficulty of questions with proportion of 1.6% is easy, 58.4% is moderate and 40% is difficult for multiple choice questions and 0% is easy, 50% is moderate and 50% is difficult for essay questions. The profile of the product score assessment to measure students' high order thinking skills is as follows: State High School B with a high order thinking skills scores reached 71.61, then continued with State High School D with a score of 66.03, State High School C with a score of 65.46, State High School E with a score of 63.69, and the last one is State High School A with a score of 60.26. Overall with the number of students 125 people have an average score of 65.41. So the high school that have a highest score is State High School B in profile assessment.

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