Development of higher order thinking skill assessment instruments in learning Indonesian history

Abstract

This study aimed to: 1) Produce higher order thinking skill<strong> </strong>(HOTS) assessment instruments in learning Indonesian history; 2) Know the validity of HOTS assessment instruments in learning Indonesian history; 3) Find out the characteristics of HOTS questions in learning Indonesian history. This study employed the research and development method of the Borg and Gall model. The HOTS test item was conducted on 36 students in class XI of 2 Ngaglik State Senior High School. Data analysis includes tests of validity, reliability, level of difficulty, distinguishing features and deception index. The study found: 1) The HOTS assessment instrument of multiple-choice questions consisted of 25 items; 2) The results of the HOTS question validation by two Indonesian history learning assessment experts on the material, construction and language aspects were valid and appropriate. The results of the validation by three Indonesian history teachers also stated that the assessment instruments were valid and appropriate; 3) The characteristics of HOTS questions had fulfilled the validity criteria of 23 questions, reliability with a coefficient of 0.97 (very strong), the average difficulty level is 0.33 (moderate), the average differentiation test is 0.42 (good), and the average deception index is 0.56 (good).

Flipped classroom in history learning to improve students’ critical thinking

“…However, the fact is reversed, a negative paradigm always haunts history learning which is difficult to remove, so that in its implementation and meaning it is still often misunderstood by most students. The problem is certainly inseparable from learning which tends to be conventional so that students are less interested and bring up pragmatic practical thinking habits [43], [44]. So, it is very necessary to learn history in today's digital era, teacher professionalism is needed in designing and designing history learning by utilizing technological sophistication or digital, which can make it easier to introduce historical concepts to students [45].…”

Pengaruh Model Project Based Learning (PjBL) terhadap Kemampuan Berpikir Tingkat Tinggi Siswa Kelas XI OTKP di SMKS Ketintang Surabaya

“…Usaha manusia untuk mengembangkan potensi atau keterampilan yang dimilikinya ialah melalui pendidikan. Oleh sebab itu, pendidikan di abad-21 ini menekankan pada keterampilan pemecahan persoalan serta berpikir kritis sesuai dengan tujuan dari kurikulum 2013 (Setiawan et al,2021). Menurut Ikhsan & Hadi (2018), kurikulum 2013 menjadi pembaruan dari kurikulum sebelumnya mengubah orientasi dari pembelajaran yang berpusat di guru menjadi siswa, sehingga peserta didik harus mempunyai kemampuan pemecahan masalah dan berpikir kritis.…”

“…Menurut Setiawan et al (2021), kemampuan berpikir tingkat tinggi menjadi sesuatu yang penting untuk dikuasai oleh peserta didik. Berpikir tingkat tinggi acapkali disebut Higher Order Thinking Skills (HOTS) yakni keterampilan peserta didik untuk melakukan penyelesaian atau pemecahan masalah pada kehidupan nyata (Retnawati et al, 2018).…”

Meta-Analysis Study: The Relationship Between Reflective Thinking And Learning Achievement

“…Included in HOTS are critical thinking, logical thinking, reflective thinking, metacognition, and creative thinking. One of HOTS is reflective thinking (Setiawan et al, 2021;Dwyer, Hogan and Stewart, 2014).…”