Pengembangan Soal Uraian Berbasis Indikator Kemampuan Berpikir Tingkat Tinggi pada Konsep Sistem Pencernaan pada Manusia untuk Siswa Kelas VIII SMP/Mts

Abstract

The problem in this study comes from research data which shows that the students' higher-order thinking skills are still low and the teacher has not developed an optimal higher-order thinking skills ability test instrument. The purpose of this study was to develop and determine the level of validity of the test instrument for higher-order thinking skills on the concept of the digestive system in graders of 8 th junior high school. This study uses research and development which refers to the model of development of Borg and Gall with the restriction to five steps which includes potentials and problems, data collections, design of product, product of validation, and product of revision. The product produced in this research and development is in the form of a test instrument for higher-order thinking skills on the concept of the digestive system in graders of 8 th junior high school which consists of 27 questions. The results of the average percentage score of the 27 validation questions are 98% consisting of the validation results of material experts 99%, evaluation experts 97%, and educators 99%. It can be concluded that the 27 questions developed 100% are in the very valid category.

Development of problem-solving based test instruments to foster the students creative thinking skills on environmental conservation

“…The question was based on two indicators Problem-solving is a challenge and non-routine by raising environmental problems in Banten Province, has been seen in figure 3. The development of test instruments to foster creative thinking skills on the theme of ecological conservation consists of 25 essay questions [30], with eight questions for fluency (thinking smoothly), eight questions for flexibility (flexible thinking), five questions of originality (original thought), and four questions of elaboration (detailed review). The indicators make the test questions of competency achievement and indicators of creative thinking.…”

Analisis Pemahaman Konsep Tema Listrik Sahabat Kita Kelas IX SMP Melalui Instrumen Tes 4TMC

“…Penilaian hasil belajar siswa dapat dibedakan menjadi tiga dimensi, yaitu kemampuan memahami konsep, kemampuan bernalar dan kemampuan memecahkan masalah (Wardhani, 2008). Untuk mencapai tahap bernalar, maka diperlukan pemahaman konsep yang utuh pada diri siswa (Utami, et al, 2022). Konflik kognitif dalam diri siswa (miskonsepsi) dapat timbul akibat belum maksimalnya pemahaman konsep.…”

Penerapan Model Project Based Learning untuk Meningkatkan HOTS Siswa Kelas VI SD Negeri Cisempur

“…Guru mengorganisikan siswa ke dalam kelompok belajar untuk melakukan kegiatan diskusi dalam rangka menyelesaikan permasalahan. Pada aspek C5 (evaluasi (Utami et al, 2021).…”