Development of HOTS (higher order thinking skills) test instruments for the concept of fluid and harmonic vibrations for high schools

Abstract

The thinking ability of Indonesian students is still relatively low, this can be seen from the ranking of Indonesia based on the results of TIMSS in 2015. To improve students ‘thinking abilities and provide reinforcement to students’ abilities, one of the efforts is to equip students with higher-order thinking skills by using questions HOTS is based on the Borg and Gall development model. A Higher Order Thinking Skill (HOTS) instrument has been developed that is subject to a valid and reliable fluid subject in high school using the Borg and Gall development model. This study aims to: 1) produce HOTS physics questions based on a valid and reliable Borg and Gall development model. The trial was carried out in SMAN 3 Palembang with class X MIA 1 students as research subjects. The data collection instruments used consisted of questions grids, question sheets, and validation sheets. The data analysis technique used is item analysis consisting of validity, difficulty level, and different power analysis, and reliability testing. The results of this development are 15 valid questions out of 25 items created. Of the 25 items, 3 items were declared difficult, 20 items had a moderate level of difficulty, and 2 other items were relatively easy. In addition, these questions are also stated to be reliable with a Cornbach’s Alpha value of 0.78. The results of this study indicate (1) data collection as a validation test with an expert lecturer of 4.5 which is very valid. (2) a reliable test in the initial field test stage obtained an average score of the reliability of stages one and two respectively 0.74 and 0.76 with a high level of reliability. Thus, based on the results of the research data it was found that the instrument about HOTS fluid material developed was classified as valid and reliable.

An Overview of Students' Conceptual Understanding in Kinematics Using Computer Based Test (CBT) Class XI SMA Negeri 19 Palembang

“…So that in this question it was found that students who experienced misconceptions were 74.45%. This is in line with the previous research conducted by Wiyono [26] and Akhsan, et al [27] which amounted to 54.8%.…”

Character Education Oriented Physics E-Module Development in the Static Fluid Section

“…The E-module which will be developed also contains HOTS questions related to the concept of static fluids in everyday life. This has a goal that is in line with Thomas and Thorne ( 2012) in (H. Akhsan et al, 2020) which states that HOTS can be learned and can improve students' skills and character.…”

“…Feature On the value of the character of responsibility and discipline, this emodule has a "Come on Do it" feature. Various HOTS questions are presented regarding the concept of static fluids in everyday life so that we can find out the ability and students' insights about the concept of static fluids which states that HOTS can be learned and can improve students' skills and character (H. Akhsan et al, 2020). It is hoped that this feature can instill the character values of responsibility and discipline in students.…”

Pengembangan Modul Praktikum Elektronika Dasar Berbasis Proyek Untuk Meningkatkan Pemahaman Konsep Mahasiswa Pendidikan Fisika

“…di sini terjadi integrasi konsep sains dengan proses sains mahasiswa berperan aktif mendiskusikan prosedur, persiapan materi, menentukan variable control dan pengukuran, pada kegiatan ini dosen memantau ketepatan aktivitas mahasiswa; ketiga proses investigasi, pada proses ini melalui koleksi dan mempresentasikan data mahasiswa dapat membaca data secara akurat, mengorganisasi data dalam cara yang logis dan bermakna, dan memperjelas hasil penyelidikan dan keempat proses membangun pengetahuan, dalam proses ini, melalui refleksi-konstruksi prediksi, yang dilakukan dengan eksperimen dapat meningkatkan keterampilan berpikir [11], [12]. Untuk itu mahasiswa harus menghubungkan antara interpretasi data dengan interpretasi ilmiah yang diterima mahasiswa dapat mengaplikasikan pemahamannya pada situasi baru yang mengembangkan inferens, generalisasi dan prediksi, dosen bertukar pendapat (sharing) terhadap pemahaman mahasiswa [13].…”