This research analyzed the Higher Order Thinking Skills (HOTS) type questions on the biology final exam given online during the COVID-19 pandemic at senior high schools in Makassar City, Indonesia. The study found that almost all (95%) of the exam questions were HOTS type questions. On the stimulus indicator, half of the HOTS questions were stimulated by pictures, less than half by case fragments, and a small portion by diagrams, tables, and examples. For critical thinking indicators, 91.86% of HOTS questions had critical thinking characteristics. The study concluded that the exam questions mostly met the criteria for assessing higher-order thinking skills.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
Project Based Learning Tools Development on Salt Hydrolysis Materials through...iosrjce
The application of the Project Based Learning in order to compromise the student's centered
learning, because the students are fully engaged in the learning process, from planning to investigative
reporting. The main purpose of this research is to produce the valid and effective Project Based Learning,
included: syllabus, lesson plans, module, project worksheets, evaluation instruments, and research instruments.
The subject of the research is two classes of the eleventh year student of science program in SMA N 1
Pemalang. The research applied 4-D models of Thiagarajan, Semmel and Semmel. The 4-D models. Researcher
has tested the validity and the effectiveness. Developed a learning device called valid if it has been through a
process of expert validation. The device developed effective learning, average scores and the pretest results
posttest then to determine the level of significance of the increase is in the pretest results - posttest t test with
results of 69.07. Observations attitude Data showed an average student with a good attitude to have. The results
of the questionnaire showed no positive response from students so that it can be concluded that the development
of project-based learning through a scientific approach is valid and effective.
This study aims to develop the teacher's perceptions of critical thinking in science learning in elementary schools. The samples in this study were 50 elementary school teachers in Central Java. Selection of samples employed convenience sampling. The instruments in this study used a modified Likert Scale. The validity tests used in this research were content validity and construct validity. Content validity was measured using CVR (Content Validity Ratio) and construct validity was measured using EFA (Exploratory Factor Analysis). By using SPSS, reliability estimation was obtained with the Cronbach Alpha formula 0.83 and it can be stated that the instruments for evaluating teacher perceptions of critical thinking in science learning are reliable.
The purpose of this study is to describe students’ metacognition level in solving scientific literacy. This research use the descriptive method. The subject of this research is 99 students of grade XI in SMA Batik 2 Surakarta. Data collection methods used are test methods which its instruments based on an indicator of scientific literacy and metacognition ability. Data analysis techniques use quantitative descriptive analysis. The results showed that the achievement of scientific literacy in science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science as an interaction between technology and society is still low at below 35%. This is due to 84% student occupy in low metacognition level that is 30% students in tacit use level, 54% students in aware use level, and only 16% students occupy in high metacognition level that is in strategic use level.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
Project Based Learning Tools Development on Salt Hydrolysis Materials through...iosrjce
The application of the Project Based Learning in order to compromise the student's centered
learning, because the students are fully engaged in the learning process, from planning to investigative
reporting. The main purpose of this research is to produce the valid and effective Project Based Learning,
included: syllabus, lesson plans, module, project worksheets, evaluation instruments, and research instruments.
The subject of the research is two classes of the eleventh year student of science program in SMA N 1
Pemalang. The research applied 4-D models of Thiagarajan, Semmel and Semmel. The 4-D models. Researcher
has tested the validity and the effectiveness. Developed a learning device called valid if it has been through a
process of expert validation. The device developed effective learning, average scores and the pretest results
posttest then to determine the level of significance of the increase is in the pretest results - posttest t test with
results of 69.07. Observations attitude Data showed an average student with a good attitude to have. The results
of the questionnaire showed no positive response from students so that it can be concluded that the development
of project-based learning through a scientific approach is valid and effective.
This study aims to develop the teacher's perceptions of critical thinking in science learning in elementary schools. The samples in this study were 50 elementary school teachers in Central Java. Selection of samples employed convenience sampling. The instruments in this study used a modified Likert Scale. The validity tests used in this research were content validity and construct validity. Content validity was measured using CVR (Content Validity Ratio) and construct validity was measured using EFA (Exploratory Factor Analysis). By using SPSS, reliability estimation was obtained with the Cronbach Alpha formula 0.83 and it can be stated that the instruments for evaluating teacher perceptions of critical thinking in science learning are reliable.
The purpose of this study is to describe students’ metacognition level in solving scientific literacy. This research use the descriptive method. The subject of this research is 99 students of grade XI in SMA Batik 2 Surakarta. Data collection methods used are test methods which its instruments based on an indicator of scientific literacy and metacognition ability. Data analysis techniques use quantitative descriptive analysis. The results showed that the achievement of scientific literacy in science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science as an interaction between technology and society is still low at below 35%. This is due to 84% student occupy in low metacognition level that is 30% students in tacit use level, 54% students in aware use level, and only 16% students occupy in high metacognition level that is in strategic use level.
Effectiveness of Using Circle Geometry (CG-Board) Strategy in Learning Circle...AJHSSR Journal
ABSTRACT: The study aims to determine the effectiveness of Circle Geometry Board (CG-Board) strategy in learning Circle Geometry towards Form Four students’ performance. The Nonequivalent Control Group Pretest-Posttest Quasi Experimental design was used. Fifty-two students from two classes were selected using the cluster probability sampling and were divided equally to control and experimental group. A three-week intervention was conducted using prior knowledge test, pre-test and post-test. The independent t-test was used to describe the students’ performance and the differences between the teaching strategies used. From the analysis, the treatment group students’ performance gained significantly higher than the control group. The study shows that the CG-Board strategy can improve the effectiveness of teaching and facilitating of Circle Geometry among students.
The purpose of this article is to design a consistent research-based learning model and internal relevance on biology learning at Higher Education. The study participants were 88 students of Biology Education Department IAIN Batusangkar who studied Research Method subjects in Biology study, academic year 2016/2017. The method used was educational design research with preliminary stages of research, prototyping stage, and assessment stage. The instruments used were product assessment sheets. Preliminary research findings were analysed by reducing, presenting, and drawing conclusions. The mean score of formative evaluation result and mean score of the students’ achievement were analysed by descriptive statistic. Preliminary research results showed that changes should be made toward the biology learning outcomes. The next finding was that there were 9 supporting theories used to design research-based learning models on biology learning. Formative and summative prototype evaluation results were good and had met the criteria of developing the learning model. So, it was concluded that research-based learning model on biology learning had consistency and internal relevance.
This research is aimed to know students‟ concept understanding profile on heat and temperature. This research is descriptive research using a qualitative approach. Subjects of this research are 10th-grade students in Surakarta in the academic year of 2016/ 2017. They represent high, medium, and low categorized school. Subject selection is based on the average score of physics at the latest four years. This research uses the question of extended response test through essay question. Before having given to the subjects, essay questions are validated by the experts. Based on the research result and the data analysis, students‟ concept understanding on heat and temperature as follows: (1) The average percentage of students‟ concept understanding at high categorized school is 60,66%, at medium categorized school is 51,47%, and at low categorized school is 48,83%, (2) Most students have misconception on basic concept of heat and temperature such as heat capacity, thermal conductivity, and expansion concept.
Searching for the relationship between secondary schools students' motivation...inventionjournals
This study aims to search students' science learning motivation in relation with some variables (such as having a separate study room at home and a personal computer) and the effect of motivational factors on students' science achievement. In the study, descriptive corelational survey model has been used to examine students' motivation in relation with some variables and to search the relationship between students' science learning motivation and their TEOG exam scores. The sample of the study consisted of 232 8th grade students attending 3 state secondary schools in Kahramanmaraş during 2013-2014 academic year. Students' motivation level has been determined by administering SMTSL. Students' average scores of the TEOG exam have been considered as their science achievement. The findings show that female students’ motivation level is higher than the male students. In addition, it has been observed that female students’ motivation is higher in sub-categories of active learning strategies, science learning value and achievement goal. There is a direct relationship between the students’ motivation and their TEOG scores. This shows that students with higher levels of motivation have higher success in TEOG.
EVALUATION OF STUDENT PERCEPTIONS ON “MUDDIEST POINT” CLASSROOM ASSESSMENT TE...John1Lorcan
The purpose of this study is to use “Muddiest point” classroom assessment technique as a type of formative
assessment in Software Development Practices (ICT) course at University of Vocational Technology and to
assess student perceptions on the technique. The study employed “Muddiest point” classroom assessment
technique in the class and conducted a perception survey with regard to use of muddiest point assignments
at the end of the course. As per the survey A majority of students 30 numbers agreed that Muddiest Point
CAT is beneficial to the course (Mean =4.24 n=45) and 28 agreed Muddiest point CAT to be continued in
the course.(Mean=4.22) 24 students agreed that The Muddiest Point CAT should be applied to other
courses as well (Mean=4.18. 53% of students satisfied with the use of Muddiest point CAT for Classroom
learning and 31% were extremely satisfied . The perception survey showed positive overall student
perception on CAT used. And the technique can be used as a simple, but effective formative assessment
method for Software Development Practices (ICT) course.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...iosrjce
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL
followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
Abstract- This study aims to produce learning tools based on guided inquiry models that are feasible to improve the science process skills of elementary school students. This research is a development research, with ADDIE model. The research trial design uses one group pretest-posttest design with quantitative descriptive analysis techniques and qualitative descriptions. The subject of this study is a learning device consisting of a syllabus, learning implementation plan, student worksheets, student teaching materials, tests on learning outcomes of science process skills. The trial was carried out on 40 students of grade five in elementary school. Data collection methods use validation, observation, tests, and filling out the questionnaire. The results of the analysis of the research data show: (1) the device developed is valid; (2) legibility of Student Book and Student Work Sheet at the independent level; (3) learning takes place in either category; (4) students become active in learning; (5) students give positive responses in the excellent category to learning; (6) science process skills show a high category. Based on the results of the study, it can be concluded that the guided inquiry-based learning device that has been developed is feasible to improve students' science process skills.
Index Terms- learning tools, guided inquiry, science process skills.
INVESTIGATING THE EFFECTS OF BANGLADESH AND GLOBAL STUDIES (BGS) ASSESSMENT O...Md. Mehadi Rahman
The study determines to find out the present situation of Bangladesh and Global Studies test items/creative questions in Bangladesh. This descriptive study was conducted using
a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of Bangladesh and Global Studies test items/creative
question papers of 2015 or 2016 were selected purposively as a sample from all educational boards. Bangladesh and Global Studies curriculum were analyzed to find out the major skills
reflected through the curriculum. 48 students were selected conveniently for an interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from
these sources, test analysis protocol, the curriculum content reading protocol and interview protocol were used as research tools. Test analysis protocol consisted of two criteria; wording
criteria and practising criteria. Selected test items were analyzed based on these two criteria and Bloom’s cognitive domain. The study revealed that there was an imbalance in wording criteria and practising criteria of test items. SSC examination test items didn’t reflect the major skills of the curriculum appropriately. Most of the test items promoted students lower level learning and ignored higher level learning
Exploring General Science Questions of Secondary School Certificate (SSC) Exa...Md. Mehadi Rahman
Creative question is generally considered as a tool to measure students’ various levels of learning. The study focused on exploring the present situation of General Science test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of General Science test items/creative question papers of 2015 or 2016 were selected purposively as sample from all educational boards. 48 students were selected conveniently for interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources test analysis protocol and interview protocol were used as research tools. Test analysis protocol was consisted of two criteria; wording criteria and practicing criteria. Selected test items were analysed based on these two criteria and Bloom’s cognitive domain. The study revealed that major test items were developed in a way which direct students towards lower level learning. Few test items were focused to students understanding, application and higher order learning. In practice, students were engaged to only memorization and understanding through SSC examination assessment. Few test items were devoted to application level learning of students. Higher order learning was totally ignored in SSC examination questions.
Effectiveness of Using Circle Geometry (CG-Board) Strategy in Learning Circle...AJHSSR Journal
ABSTRACT: The study aims to determine the effectiveness of Circle Geometry Board (CG-Board) strategy in learning Circle Geometry towards Form Four students’ performance. The Nonequivalent Control Group Pretest-Posttest Quasi Experimental design was used. Fifty-two students from two classes were selected using the cluster probability sampling and were divided equally to control and experimental group. A three-week intervention was conducted using prior knowledge test, pre-test and post-test. The independent t-test was used to describe the students’ performance and the differences between the teaching strategies used. From the analysis, the treatment group students’ performance gained significantly higher than the control group. The study shows that the CG-Board strategy can improve the effectiveness of teaching and facilitating of Circle Geometry among students.
The purpose of this article is to design a consistent research-based learning model and internal relevance on biology learning at Higher Education. The study participants were 88 students of Biology Education Department IAIN Batusangkar who studied Research Method subjects in Biology study, academic year 2016/2017. The method used was educational design research with preliminary stages of research, prototyping stage, and assessment stage. The instruments used were product assessment sheets. Preliminary research findings were analysed by reducing, presenting, and drawing conclusions. The mean score of formative evaluation result and mean score of the students’ achievement were analysed by descriptive statistic. Preliminary research results showed that changes should be made toward the biology learning outcomes. The next finding was that there were 9 supporting theories used to design research-based learning models on biology learning. Formative and summative prototype evaluation results were good and had met the criteria of developing the learning model. So, it was concluded that research-based learning model on biology learning had consistency and internal relevance.
This research is aimed to know students‟ concept understanding profile on heat and temperature. This research is descriptive research using a qualitative approach. Subjects of this research are 10th-grade students in Surakarta in the academic year of 2016/ 2017. They represent high, medium, and low categorized school. Subject selection is based on the average score of physics at the latest four years. This research uses the question of extended response test through essay question. Before having given to the subjects, essay questions are validated by the experts. Based on the research result and the data analysis, students‟ concept understanding on heat and temperature as follows: (1) The average percentage of students‟ concept understanding at high categorized school is 60,66%, at medium categorized school is 51,47%, and at low categorized school is 48,83%, (2) Most students have misconception on basic concept of heat and temperature such as heat capacity, thermal conductivity, and expansion concept.
Searching for the relationship between secondary schools students' motivation...inventionjournals
This study aims to search students' science learning motivation in relation with some variables (such as having a separate study room at home and a personal computer) and the effect of motivational factors on students' science achievement. In the study, descriptive corelational survey model has been used to examine students' motivation in relation with some variables and to search the relationship between students' science learning motivation and their TEOG exam scores. The sample of the study consisted of 232 8th grade students attending 3 state secondary schools in Kahramanmaraş during 2013-2014 academic year. Students' motivation level has been determined by administering SMTSL. Students' average scores of the TEOG exam have been considered as their science achievement. The findings show that female students’ motivation level is higher than the male students. In addition, it has been observed that female students’ motivation is higher in sub-categories of active learning strategies, science learning value and achievement goal. There is a direct relationship between the students’ motivation and their TEOG scores. This shows that students with higher levels of motivation have higher success in TEOG.
EVALUATION OF STUDENT PERCEPTIONS ON “MUDDIEST POINT” CLASSROOM ASSESSMENT TE...John1Lorcan
The purpose of this study is to use “Muddiest point” classroom assessment technique as a type of formative
assessment in Software Development Practices (ICT) course at University of Vocational Technology and to
assess student perceptions on the technique. The study employed “Muddiest point” classroom assessment
technique in the class and conducted a perception survey with regard to use of muddiest point assignments
at the end of the course. As per the survey A majority of students 30 numbers agreed that Muddiest Point
CAT is beneficial to the course (Mean =4.24 n=45) and 28 agreed Muddiest point CAT to be continued in
the course.(Mean=4.22) 24 students agreed that The Muddiest Point CAT should be applied to other
courses as well (Mean=4.18. 53% of students satisfied with the use of Muddiest point CAT for Classroom
learning and 31% were extremely satisfied . The perception survey showed positive overall student
perception on CAT used. And the technique can be used as a simple, but effective formative assessment
method for Software Development Practices (ICT) course.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...iosrjce
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL
followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
Abstract- This study aims to produce learning tools based on guided inquiry models that are feasible to improve the science process skills of elementary school students. This research is a development research, with ADDIE model. The research trial design uses one group pretest-posttest design with quantitative descriptive analysis techniques and qualitative descriptions. The subject of this study is a learning device consisting of a syllabus, learning implementation plan, student worksheets, student teaching materials, tests on learning outcomes of science process skills. The trial was carried out on 40 students of grade five in elementary school. Data collection methods use validation, observation, tests, and filling out the questionnaire. The results of the analysis of the research data show: (1) the device developed is valid; (2) legibility of Student Book and Student Work Sheet at the independent level; (3) learning takes place in either category; (4) students become active in learning; (5) students give positive responses in the excellent category to learning; (6) science process skills show a high category. Based on the results of the study, it can be concluded that the guided inquiry-based learning device that has been developed is feasible to improve students' science process skills.
Index Terms- learning tools, guided inquiry, science process skills.
INVESTIGATING THE EFFECTS OF BANGLADESH AND GLOBAL STUDIES (BGS) ASSESSMENT O...Md. Mehadi Rahman
The study determines to find out the present situation of Bangladesh and Global Studies test items/creative questions in Bangladesh. This descriptive study was conducted using
a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of Bangladesh and Global Studies test items/creative
question papers of 2015 or 2016 were selected purposively as a sample from all educational boards. Bangladesh and Global Studies curriculum were analyzed to find out the major skills
reflected through the curriculum. 48 students were selected conveniently for an interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from
these sources, test analysis protocol, the curriculum content reading protocol and interview protocol were used as research tools. Test analysis protocol consisted of two criteria; wording
criteria and practising criteria. Selected test items were analyzed based on these two criteria and Bloom’s cognitive domain. The study revealed that there was an imbalance in wording criteria and practising criteria of test items. SSC examination test items didn’t reflect the major skills of the curriculum appropriately. Most of the test items promoted students lower level learning and ignored higher level learning
Exploring General Science Questions of Secondary School Certificate (SSC) Exa...Md. Mehadi Rahman
Creative question is generally considered as a tool to measure students’ various levels of learning. The study focused on exploring the present situation of General Science test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of General Science test items/creative question papers of 2015 or 2016 were selected purposively as sample from all educational boards. 48 students were selected conveniently for interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources test analysis protocol and interview protocol were used as research tools. Test analysis protocol was consisted of two criteria; wording criteria and practicing criteria. Selected test items were analysed based on these two criteria and Bloom’s cognitive domain. The study revealed that major test items were developed in a way which direct students towards lower level learning. Few test items were focused to students understanding, application and higher order learning. In practice, students were engaged to only memorization and understanding through SSC examination assessment. Few test items were devoted to application level learning of students. Higher order learning was totally ignored in SSC examination questions.
TEACHING STRATEGIES TO ENHANCE MATHEMATICAL THINKING FROM ENVIRONMENTAL SITUA...Eugenio Theran Palacio
In this work we report research results that reference the title. The project was developed in freshmen, Basic Education, through sociocultural problem situations and science under a qualitative design in three phases: design and implementation of a diagnostic test for recognition of potential difficulties of students, classroom intervention, to overcome the difficulties encountered, and contrast test to assess the achievement of the strategies applied and obtain information for improving student learning.
This study aimed to determine the effect of the inquiry-discovery learning
model on critical thinking skills and mastery of students' physics concepts on
the topic of temperature and heat. This quasi-experimental research used
posttest only control group design in which there are two groups in this
design, each of which was selected randomly. The sample in this study was
34 students for the experimental class and 34 students for the control class.
The results showed that there was a difference between inquiry-discovery
learning and conventional learning in improving students' critical thinking
skills and mastery of physics concepts. Inquiry-discovery learning affects
critical thinking skills and students' mastery of physics concepts. Future
research is expected to explore variables that can sharpen students' physics
skills through inquiry-discovery learning.
Development of Aljabar Materials Based On React Strategy To Increase Material...AJHSSR Journal
e them is with developing algebra teaching materials based
on the REACT strategy to enhance students' metaphorical thinking ability. The research method uses research
and development type formative research. The subject of this study is class VII in one of junior high school in
Cianjur, Indonesia. Based on the results of research and discussion can be summed up some things as follows:
(1) teaching materials that have been compiled good quality although still need to be refined again. (2) The
students' metaphorical thinking ability through the use of the teaching materials is enhancing. (3) The student's
response to this teaching material is very positive.
KEYWORDS: React Strategy , Algebra, Teaching and Learning Materials, Metaphorical Thingking, Moral
Crisis
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...IJAEMSJORNAL
The purpose of the study is to determine the effectiveness of the metacognitive strategies as instructional approaches in teaching and learning of Basic Calculus. A number of 48 students consisting of 24 boys and 24 girls were purposively sampled in this study. Pretest-posttest quasi experimental research design was used which applied t-test and descriptive statistics. Both groups were subject to two instruments that were comprised of problem-solving test (pretest and posttest) and observation guide. Experimental group was taught Basic Calculus using metacognitive strategies while the control group was taught Basic Calculus using traditional teaching strategies. Both groups were subject to a pretest. Class observation was done while the two teaching strategies were applied. In the end, the posttest was administered to both groups to identify the effectiveness of the two teaching strategies. The data gathered were treated using paired sample t-test and independent sample t-test. The results of the study showed that the experimental group had significantly higher posttest scores as compared to control group which proved that metacognitive teaching strategies were more effective in improving the performance and problem-solving skills of the students than the traditional teaching strategies. It was also observed that students who taught using metacognitive strategies helped the students to be extremely engaged in Basic Calculus lessons cognitively, behaviorally, and affectively. The study reveals that the significant increase of the students’ learning engagement in Basic Calculus lessons led the students to a corresponding increase in their posttest scores.
The Effectiveness of Problem based learning Model to improve the understandin...AI Publications
The aim of the study is to find out the ability to understand mathematical concepts of teachers prospective in Mathematics Education Program FKIP University Nommensen in the fractional count operations material. This research is a descriptive study with the aim of the study describing the effectiveness of the Problem Based Learning Model. The results of the second trial described that the effectiveness of the Problem Based Learning Model was concluded: (i) the percentage of the students who understood the concept at least 85.29% or 29 students out of 34 students who took the test. (ii) the achievement of the ideal percentage of time for each category of student activity, (iii) the average of the lecturer ability to manage learning is 3.54, including the good category, (iv) student responses to the components and learning activities are positive is 90%.
The disconnect between data collection and analysis across sectors of academic institutions makes it challenging to incorporate data into curricular design. Understanding the factors related to student persistence and success is unlikely to occur by focusing only on one sector at a time. Facilitating evidence-based course design might begin with the creation of a tool that allows real-time exploration of data across sectors for integration into the traditional course/curricular design. Our paper describes how data from institutional, learning, and what we call “developmental” analytics can be incorporated into course and curricular design by using a purposefully built analysis tool that permits the exploration of student and course objects. This Browser of Student and Course Objects (BoSCO) is being built in a faculty driven-process and can be used as a bridge between the analytics space and the course/curriculum design environments.
Xavier Prat-Resina has a PhD in Physical Chemistry. He is a faculty member at the “Center for Learning Innovation” in the UofM Rochester campus. His interests are the design of web materials to enhance student learning and to analyze student and course data to optimize the academic curriculum.
-It takes institutional, learning and developmental data to assess a curriculum.
-BoSCO is an agile tool that may encourage teachers to use analytics for course and curricular design.
-Evidence-based course design requires the involvement of many sectors of the academic institution.
Discussion 5Critically think about ethnocentrism, culture, andLyndonPelletier761
Discussion 5
Critically think about ethnocentrism, culture, and how these concepts impact research. Familiarize yourself with the objectives in Module 5 as well as the assigned course materials, videos, articles, and introduction. Use the assigned readings for this week as a primary reference as well as material from the Saint Leo Online Library for peer reviewed sources and to find relevance to this week’s topic. Please share your information with our classmates on this thread.
Questions:
1. Define culture, ethnocentrism and social construction. What are ways in which ethnocentrism can be avoided when conducting research? What core values or ethical principles are violated when ethnocentrism is not avoided and is included in research in the form of a bias?
2. How does avoiding ethnocentrism and including diversity in one’s research positively impact the quality of one’s work? How will you use what you have learned about diversity and ethnocentrism in your own life both as a student and in a future career in the field of psychology?
Articles to read:
Marshall, A., & Batten, S. (2004). Researching across cultures: Issues of ethics and power. Forum: Qualitative Social Research, 5. Retrieved from http://www.qualitative-research.net/index.php/fqs /article/view/572/1241
Medin, D. L., & Lee, C. D. (2012). Presidential column. Diversity makes better science. Observer, 25. Retrieved from http://www. psychologicalscience.org/ index.php/publications/ observer/2012/may-june-12/diversity-makes-better-science.html
Redding, R. E. (2001). Sociopolitical diversity in psychology: The case for pluralism. American Psychologist, 56(3), 205-215. doi:10.1037/0003-066X.56.3.205
5
Recommendations for Solving Equity Gaps at James Monroe High School, Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 816
Interview Questions
Central Question:
How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?
Interview Questions
1. What parameters/Indicators are used to determine whether a student is college-ready or not?
The question is crucial in identifying whether the instructors are aware of the factors that contribute to college readiness among the students. Several indicators influence college readiness. Such parameters are combined before understanding whether a high school student is college-ready. Some indicators accurately show students’ college preparedness, while others give a false picture. Leeds & Mokher (2019) showed that using placement tests to assign students to developmental courses results in frequent misplacement. The authors used data from Florida. They concluded that it might be preferable to choose cutoffs that minimize misplacement than to use new metrics (Leeds & Mokher, 2019). Also, they proposed that each state use metrics that are unique to their con ...
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
This research is aimed at developing the students’ worksheet to determine the quality of validity and practicality aspects based on expert’s assessment of materials, expert’s design, media specialists, an individual assessment of students’ testing, a small group assessment of students trial, and a field trials assessment of students.This study is adapted from the development of ADDIE model which consists of 5 stages: 1) Analysis, 2) design, 3) Development, 4) Implementation, and 5) evaluation. The results showed that the quality of students' worksheet of mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning basically on the assessment of: 1) the experts’ of subject materials is obtained a total average of 3.81 is included in the category of "Good" or scored 76.2 % which is included in the category of "Very Decent", 2) the experts’ design is obtained a total average of 3.62 which is included in the category of "Good" or scored 72.4% which is included in the category "Decent", 3) the experts’ of media is obtained scored 4:43 which is included in the category of "Good" or scored 88.6% which is in the category of "Very Decent".Whereas, the assessment by the students is done in three stages: 1) an individual assessment of students’ testing is obtained average total of 4.75 which is included in the category of "Very Good" or 95% which is included in the category of "Very Decent", 2) a small group assessment of students trial is obtained total average of 4:58 which is included in the category of "Very Good" or scored 91.6% thus it is included in the category of "Very Decent", 3) a field trials assessment of students is obtained a total average of 4:43 which is included in the category of "Very Good" or scored 88.6% thus it is included in the category of "Very Decent". Thus mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning (CTL) is declared valid and practical so it can be used as the learning equipment of mathematics at the factorization material algebra.
The research has been carried out at the Islamic junior high school of East Lampung to determine the effectiveness of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model on students’ creative thinking skills on sound waves topic. The research method used was a quasi-experimental design with Non-Equivalent Control Group Design. Data on creative thinking skill were collected using essay test instrument. This research was conducted on the eighth-grade students of an Islamic senior high school in East Lampung with a sample of 60 students taken by using purposive sampling technique. Based on the Effect Size test, the effectiveness value of the CORE model on students’ creative thinking skills are 0.48 which is in the medium category. These results prove that the CORE learning model is effective in enhancing students’ creative thinking skills on sound wave material. This study also provides a storyboard on how to apply an effective CORE model to improve students’ creative thinking abilities.
Efforts to Improve Indonesian Language Learning Outcomes Students in Writing ...M. Ifaldi Sidik
This study aims to obtain information and find out about Efforts to Improve Student Learning Outcomes of Students in Writing Creative Drama Texts in One Chapter by Paying Attention to the Authenticity of Ideas through the Two Stay Two Stray Model in Class VIII.3 SMPN 1 Batang Anai, Padang Pariaman District. This type of research is classroom action research with 34 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research is carried out in two cycles and is carried out collaboratively between researcher and observer. The technique used in gathering Data are observations, tests, field notes and documentation with the research subjects being the teacher and students. The results of this study indicate that student learning outcomes in the learning process by using the Two Stay Two Stray learning model experienced an increase starting from pre-cycle, Cycle I and Cycle II.
HOTS Analysis to Develop E-Supplement Book Based on Plant Physiology ResearchMd. Mehadi Rahman
Biology learning, especially the topic of plant physiology, requires Higher Order Thinking Skills (HOTS). This ability needs to be improved with HOTS based teaching materials. The teaching materials, however, have not been developed, especially those in plant physiology topic. Students’ HOTS in biology learning still requires an improvement as HOTS is important for the 21st century. One alternative that can be developed is teaching materials in the form of an E-Supplement Book Based on Plant Physiology Research (ESPPRe). The purpose of this study was to measure students’ HOTS related to the concept of plant physiology as the basis for developing ESPPRe. The method used was descriptive using a survey technique. The instrument used in this study amounted to 10 items distributed using Google form. The results indicated that the scores were categorized as low for all students (40.81) with male students (41.39) and
female students (40.74). This suggested that the HOTS score still needs to be improved and it is necessary to develop ESPPRe in further research. The content on the ESPPRe media that must be developed is related to activities to analyze and criticize problems that have been presented in ESPPRe. Next, students are expected to be able to create solutions and ideas related to these problems. The development of various learning media will make students happier in learning. This is because HOTS-based learning implementation will be varied. This study concludes that the HOTS score is still in the low category and the ESPPRe can be developed in subsequent studies. Suggestion from this research is to be able to implement the book to improve students' abilities to solve problems.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. Korespondensi Author: xxxxxxxxxx@xxx.xx (xxx xxx)
DOI:
AnalisisSoalTipeHigher Order ThinkingSkillpadaSoalUjianBiologiBerbasis
Daring Selama Masa Pandemi Covid 19 Sekolah Menengah Atas
Mohammad Mulyadi Prasetyo1, Nurhidayah2
1Program Studi Pendidikan Biologi, STKIP Pembangunan Indonesia, Jl.Inspeksi Kanal Citra Land, Kota
Makassar, 90113, Provinsi Sulawesi Selatan, Negara Indonesia
2Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muslim Maros, Jl.
Dr. Ratulangi, Kota Maros, 90511, Provinsi Sulawesi Selatan, Negara Indonesia
INFO ARTIKEL ABSTRACT
Histori Artikel
Received
Revised
Accepted
Published
This research is a descriptive research where data is collected with the
aim of knowing the characteristics and obtaining information about the
Higher Order Thinking Skill (HOTS) type of Final Exam questions. The
subject of this research is the Biology Final Semester Examination for the
2020/202 Academic Year. This research has two stages, namely:
Preparation and implementation stage to obtain documents in the form
of school exam questions. Research data were collected through: (1)
Problem Analysis, Researchers, biology education lecturers, and biology
teachers analyzed each question from 3 characteristics that were fulfilled
in each item, namely indicators consisting of stimulus, critical thinking
skills, and solving abilities. problem. (2). Carry out FGD (Focus Group
Discussion) to determine whether each item is included in the type of
stimulus, critical thinking ability, and problem solving ability. (3)
Tabulate the data for the results of the analysis of each question number.
then the results of the analysis are tabulated on each indicator. The
results obtained in this study are almost all HOTS type questions (95%),
on the characteristics of almost all items (94.2%) in accordance with the
provisions of competency achievement indicators. On the stimulus
indicator, all HOTS type questions have a stimulus. Where "half" of the
HOTS questions is stimulated by pictures, "less than half" is stimulated by
case fragments and a small portion is stimulated by diagrams, tables, and
examples. In critical thinking indicators, 91.86% of the "almost all"
categories of HOTS questions have critical thinking characteristics, in
addition that "a small part" (26.23%) of HOTS questions have problem
solving characteristics including problem solving questions with
indicators of identifying problems, identifying non-conforming problems,
and solving problems based on data.
Keywords:
Analysis, HOTS, Online,
Pandemic, Question
How to Cite
Mulyadi, M., Nurhidayah, (2021). Analisis Soal Tipe Higher Order Thinking Skill pada Soal Ujian Biologi
Berbasis Daring Selama Masa Pandemi Covid 19 Sekolah Menengah Atas. Jurnal Pendidikan Biologi, x(x), x-
xx.
PENDAHULUAN
Penilaian merupakan suatu instrumen
yang digunakan oleh guru untuk mengukur
dan menilai kemampuan siswa. Penilaian
dapat diperoleh salah satunya dari tes hasil
belajar. Penilaian harus memberikan informasi
menyeluruh yang membantu guru
meningkatkan kemampuan mengajarnya dan
membantu siswa mencapai perkembangan
pendidikannya secara optimal. Seperti
penilaian Higher Order Thinking Skill (HOTS)
yang memerlukan beragam tehnik dan
instrumen penilaain. Instrumen yang
2. xxxx et al. / Jurnal Pendidikan Biologi x (x) (2021) xx - xx
2
digunakan untuk penilaian HOTS dipilih
sedemikian rupa sehingga instrumen tersebut
dapat menfasilitasi kebutuhan kemampuan
berpikir higher order siswa. Peserta didik
perlu dilatih dalam hal keterampilan
berpikirnya dengan cara memberikan peserta
didik tersebut soal yang memiliki tipe HOTS
yang dapat digunakan untuk memperbaiki
keterampilan berpikir dari peserta didik.
Menurut Kunandar, (2015), guru dalam
melaksanakan penilaian ranah kognitif
(kompetensi pengetahuan) dapat di lakukan
melalui tiga cara, yaitu: a. Tes tertulis dengan
menggunakan butir soal. b. Tes lisan dengan
bertanya langsung kepada peserta didik
menggunakan daftar pertanyaan. c.Penugasan
atau proyekdengan lembar kerjatertentu yang
harus dikerjakan oleh peserta didik dalam
kurun waktu tertentu. Tes tertulis dengan
butir soal terdiri atas: a) soal pilihan ganda, b)
isian, c) jawaban singkat (pendek), d) benar-
salah (B-S), e) menjodohkan, dan f) uraian.
Pada umumnya, bentuk soal yang sering
digunakan saat Ulangan Akhir Semester di
sekolah maupun madrasah yaitu tes bentuk
pilihan ganda dan uraian. Untuk itu, akan
dijelaskan lebih lanjut mengenai instrumen tes
bentuk pilihan ganda dan uraian.
Menurut Arikunto (dalam miswandi,
2017) tes diagnostik merupakan tes yang
digunakan untuk mengetahui kelemahan-
kelemahan siswa dalam pembelajaran. Ngalim
Purwanto (dalam Susiaty & Oktaviana, 2019)
menyebutkan bahwa tes hasil belajar adalah
tes yang digunakan untuk menilai hasil
pelajaran yang telah diberikan oleh guru
kepada peserta didiknya. Tes yang diberikan
oleh guru dapat dalam bentuk tes subjektif
dan tes objektif.
Tes yang tergolong objektif karena
penilaiannya dilakukan secara objektif yang
berarti siapa pun yang mengoreksi jawaban tes
hasilnya akan sama karena kunci jawabannya
sudah jelas dan pasti (Oktaviani,2017). Bentuk
soal ini digunakan untuk mengukur hasil
belajar peserta didik ranah kognitif yang
bersifat ingatan, pemahaman, penerapan,
analisis, sintesis, dan evaluasi.
Soal-soal yang dibuat untuk ujian akhir
semester harus menuntut peserta didik untuk
berpikir secara kritis, hal ini sesuai dengan
penerapan Kurikulum 2013 diharapkan dapat
menghasilkan sumber daya manusia yang
produktif, kreatif inovatif dan afektif, melalui
penguatan kompetensi sikap, pengetahuan,
dan keterampilan (Subagia & Wiratma, 2016).
Kebijakan kemdikbud dimasa
pandemicovid-19 tidak hanya mengenai soal
ujian semester yang diujikan, instrumen
penilain yang dipakai juga harus dapat menilai
keterampilan berpikir tingkat tinggi (HOTS)
menguji proses analisis, sintesis, evaluasi
bahkan sampai kreatif (Kemdikbud, 2020).
Setiap Guru seharusnya memiliki
kemampuan dalam melatih peserta didik
untuk mengembangkan keterampilan
berpikirnya dengan cara memberikan peserta
didik tersebut soal yang memiliki tipe HOTS
yang dapat digunakan untuk memperbaiki
keterampilan berpikir dari peserta didik
selama masa pandemic covid-19.Soal tersebut
dibuat dengan menerapkan kompetensi dasar
yang dapat digunakan untuk mengukur
keterampilan berpikir tingkat tinggi dari
peserta didik.
Kesulitan guru dalam menentukan
kualitas soal yang telah dibuat dengan alasan
mereka tidak mengetahui apakah soal yang
dibuat telah berada pada tipe HOTS atau
LOTS. Penyebabnya adalah karena guru–
guru masih kesulitan menentukan tipe soal
yang telah dibuat selama ini. Selama
pembelajaran daring berlangsung sekarang ini,
soal-soal yang dibuat oleh guru-guru biologi
diambil dari internet atau artikel- artikel yang
ada di google tanpa memperhatikan kualitas
3. xxxx et al. / Jurnal Pendidikan Biologi x (x) (2021) xx - xx
3
butir soal. Apabila ini terus terjadi maka sajian
soal-soal HOTS masih terbatas sehingga
pembiasaan peserta didik untuk
menyelesaikan soal-soal HOTS masih minim.
Berdasarkan uraian diatas maka peneliti
ingin melakukan sebuah analisis soal tipe
Higher Order Thinking Skill (HOTS) pada soal
ujian biologi berbasis daring selama masa
pandemi Covid 19 di SMA Kota Makassar.
Tujuan dari penelitian ini untuk mengetahui
bagaimana kualitas butir soal biologi di SMA-
SMA Kota Makassar dan apakah soal tersebut
termasuk dalam kategori tipe HOTSatau LOTS.
Dengan penelitian yang dilakukan ini,
peneliti berharap dapat memberikan manfaat
kepada guru-guru biologi di Kota Makassar
sebagai pedoman dalam menentukan soal-
soal biologi yang akan dibuat selanjutnya dan
dapat mengetahui bagaimana kualitas butir
soal yang telah dibuat selama ini. Penelitian ini
juga dapat dijadikan sebagai tolak ukur bagi
pemerintah daerah untuk mengetahui
kemampuan guru-guru biologi dalam
membuat penilaian berupa soal tipe HOTS
dan juga membantu program pemerintah
dalam menyiapkan Program Peningkatan
Kompetensi Pembelajaran berorientasi pada
Keterampilan Berpikir Tingkat Tinggi.
METODE
Penelitian ini adalah penelitian desktiptif
melalui proses pengumpulan data untuk
menggambarkan situasi atau memperoleh
informasi mengenai tipe soal. Adapun sampel
penelitian ini adalah soal Ujian Semester Akhir
Biologi Sekolah Menengah Atas Tahun Ajaran
2020/2021 yang mengikuti protokol
kesehatan selama masa pandemi covid 19.
Teknik pengumpulan data dilakukan dengan
menggunakan angket. Angket yang digunakan
dalam penelitian ini adalah angket penilaian
kualitas soal berbentuk daftar dengan skor 1
jika sesuai dan 0 jika tidak sesuai. Selanjutnya
teknik analisis data yang digunakan dalam
penelitian ini adalah analisis deskriptif jenis
analisis isi atau dokumen. Adapun langkah-
langkahnya sebagai berikut:
Mengelompokkan butir soal Ujian Akhir
Semester Sekolah Biologi tingkat SMA yang
termasuk dalam kategori HOTS. Perolehan
data yang diperoleh dari angket melalui
proses FGD kemudian ditabulasikan kedalam
tabel yang ada pada lampiran, 4, 5, dan 6.
Setelah itu data 45 direkapitulasi dengan cara
menghitung persentase dan karakteristik soal
tipe HOTS, yaitu stimulus, kemampuan
berpikir kritis dan kemampuan pemecahan
masalah dengan menggunakan rumus:
𝐾 =
𝑘𝑖
𝑡𝑜𝑡𝑎𝑙 𝑠𝑜𝑎𝑙
𝑥 100%
Keterangan:
K : persentase indikator dari masing-masing
kualitas soal tipe HOTS dalam soal Ujian
Sekolah Biologi SMA Kota Makassar Tahun
2020/2021.
Ki : banyaknya butir soal hasil analisis dari
indikator masing-masing kualitas soal tipe
HOTSdalam soal Ujian Sekolah Biologi SMA di
Kota Makassar tahun 2020/2021.
Setelah didapatkan hasil perhitungan
dengan masing-masing karakteristik baik
stimulus, kemampuan berpikir kritis dan
kemampuan pemecahan masalah dituliskan
dalam tabel persentase yang ada pada
lampiran. Setelah diperoleh hasil persentase
dari masing-masing karakteristik selanjutnya
persentase tiap penganalisis soal dijumlahkan
dan dibagi banyaknya penganalisis soal pada
teknik itriangulasi sumber.
Hasil akhir persentase tersebut di
interpretasikan kedalam kriteria-kriteria
sebagai berikut:
Tabel 1. Kriteria kesesuain
Skala Keterangan
4. xxxx et al. / Jurnal Pendidikan Biologi x (x) (2021) xx - xx
4
0-20% Sebagian kecil
21-40% Kurang dari setengah
41-60% setengah
61-80% Sebagian besar
81-100% Hampir semua
HASIL DANPEMBAHASAN
Hasil penelitian yang diperoleh dari
analisis soal ujian sekolah berstandar nasional
(USBN) dari 40 soal sebanyak 38 soal
termasuk dalam tipe HOTS sehingga soal
yang dianalisis sebanyak 38 soal. Kriterial soal
tersebut dapat dilihat pada tabe berikut:
Tabel 2. Kualitas Soal Ujian Sekolah Biologi SMA
2020/2021 (N=40)
Tipe Soal (%) Kriteria
HOTS 95 Hampir Semua
LOTS 5 Sebagian Kecil
Keterangan: % = Persentase
Data yang tersaji pada tabel 2, terlihat
bahwa “hampir semua” soal bertipe HOTS dan
hanya “sebagian kecil” bertipe LOTS, hal ini
dikarenakan tuntutan Kompetensi Dasar yang
mengaharuskan KD HOTS lebih banyak
dituntut dari pada LOTS pada jenjang SMA,
agar memenuhi pencapaian standar
kompetensi lulusan, standar isi dan kurikulum
yang berlaku.
Melihat hasil penelitian pada tabel 2,
menunjukkan bahwa “hampir semua” soal
bertipe HOTS, hal ini sejalan dengan Arti,
Hariyatmi (2015), bahwa soal yang
seharusnya diberikan pada siswa tingkat SMA
merupakan soal HOTS karena pada tingkat
SMA, siswa akan lebih menuntut pada
kemampuan menalar tingkat tinggi,
memecahkan masalah, membuat keputusan,
beragumentasi, berpikir kritis dan kreatif
dalam menyelesaikan dari pada soal-soal yang
mengukur kemampuan teknis yang berkaitan
dengan ingatan dan perhitungan semata.
Selain dari kualitas soal bertipe HOTS juga
dianalisis kesesuaian soal dengan indikator
pencapian kompetensi, dan karakteristik soal.
Berikut tabeldata hasil kesesuaian antara soal
dengan indikator pencapaian kompetensi.
Tabel 3. Kesesuaian butir soal dengan indikator
pencapaian kompetensi (n=38)
Kesesuaian (%) kategori
Sesuai 94,2 Hampir Semua
Tidak sesuai 5,8 Sebagian Kecil
Pada tabel 3, hasil penelitiaan ini
menunjukkan bahwa “hampir semua” butir
soal sesuai dengan indikator pencapaian
kompetensi, hal ini menunjukkan bahwa butir
soal harus sesuai dengan kisi-kisi sehingga
dapat tercapai indikator pencapaian
kompetensinya. Temuan dari penelitian
Ruhimat, (2018) juga mengatakan soal yang
tidak mengacu pada kisi-kisi berpotensi besar
untuk tidak sejalan dengan indikator
pencapaian kompetensi. Akibatnya instrument
penilaian tidak proporsional. Selain
kesesuaian, juga diamati karakteristik soal US
Biologi, berikut tabel karakteristik jenis
stimulus pada soal ujian Sekolah.
Tabel 4. Karakteristik jenis stimulus (n=38)
Bentuk
stimulus
% Kategori
Gambar 41,10 Setengah
diagram 10,30 Sebagian kecil
Tabel 10,30 Sebagian kecil
Contoh 15,20 Sebagian kecil
Penggalan
kasus
23,10 Kurang dari
setengan
Jumlah 100 Hampir semua
Hasil penelitian yang tertera pada tabel 4
menunjukkan bahwa dari seluruh soal bertipe
HOTS memiliki stimulus. Dimana “setengah”
dari soal HOTS berstimulus gambar, “kurang
dari setengah” berstimulus penggalan kasus
dan sebagian kecil berstimulus diagram, tabel,
dan contoh. Hal ini sejalan dengan Lailly &
Wisudawati (2015), untuk memunculkan
kemampuan berpikir tingkat tinggi, maka
5. xxxx et al. / Jurnal Pendidikan Biologi x (x) (2021) xx - xx
5
setiap butir soal harus diberikan dasar
pertanyaan (stimulus). Keterampilan berpikir
tingkat tinggi atau Higher Order Thinking Skill
termasuk pada level tertinggi yaitu analisis,
sintesis, dan evaluasi. Untuk melatih
keterampilan tersebut harus diberikan
stimulus seperti gambar, percobaan, atau
fenomena yang harus dipecahkan.
Hasil penelitian pada tabel 4,
menunjukkan bahwa setengah dari soal
berstimulus gambar, menurut Suswina (2016),
Biologi tanpa gambar, tidak akan memberikan
pemahaman dengan baik bagi yang
mempelajarinya karena gambar untuk
menjelaskan struktur maupun proses.
Sedangkan menurut Arsyad (2004), Selama ini
guru termasuk siswa mengabaikan gambar
sehingga pembelajaran biologi dinilai abstrak.
Informasi yang didapat dari pengalaman
mendengar dan melihat sangat berarti dalam
komunikasi seperti yang dikemukakan oleh
Edgar (2019), bahwa pengalaman belajar
diperoleh 75% dari visual, 13% melalui
pendengaran dan 12% dari indra lain.
Selain dari jenis stimulus, karakteristik
soal yang diamati adalah karakteristik soal
berpikir kritis dan pemecahan masalah
berikut:
Tabel 5. Karakteristik berpikir kritis (n=38)
Indikator % Kategori
Memfokuskan pada
pertanyaan
44,24 Kurang dari
setengah
Menganalisis argumen 4,40 Sebagian kecil
Menentukan kesimpulan 19,91 Sebagian kecil
Mendefenisikan konsep 4,40 Sebagian kecil
mendeskripsikan 18,91 Sebagian kecil
Jumlah % 91,86 Hampir
semua
Hasil penelitian tabel 5, menunjukkan soal
dengan karakteristik berpikir kritis “kurang
dari setengah” merupakan soal dengan
indikator memfokuskan pada pertanyaan, dan
“sebagian kecil” soal dengan indikator
menganalisis argument, menentukan
kesimpulan, mendefinisikan konsep, dan
mendeskripsikan. hal ini menunjukkan bahwa
soal berpikir kritis sangat banyakpada soal US.
Widana (2017), menyebutkan bahwa
keterampilan berpikir kritis sangat
dibutuhkan peserta didik agar dapat berpikir
luas, imajinatif, dan kreatif. Sehingga sangat
perlu ditanamkan sejak dini kepada peserta
didik agar peserta didik mampu bersaing di
abad ke-21.
Tabel 5 menunjukkan hasil penelitian
bahwa “hampir semua” soal HOTS
berkarakteristik berpikir kritis. Hal ini
menunjukkan bahwa soal berpikir kritis
sangat perlu dikembangkan pada peserta
didik. Hal ini sejalan dengan Setiawan et al.,
(2018) yang menyatakan bahwa kemampuan
berpikir sudah dimiliki siswa sejak mereka
lahir. Makin sering orang berhadapan dengan
sesuatu yang menuntutnya untuk berpikir
makin berkembang dan makin meningkat
kemampuan berpikirnya. Seseorang yang
tidak memiliki pendidikan formal sekalipun
kemampuan berpikirnya akan meningkat
apabila dia sering berhadapan dengan
berbagai masalah yang harus dipikirkan-nya.
Sementara itu Qurniati et al., (2015)
mengungkapkan bahwa keterampilan berpikir
kritis perlu dikembangkan sejak dini.
Keterampilan berpikir kritis sangat perlu
dilatih dengan alasan bahwa berpikir kritis
tidak secara otomatis dimiliki siswa. Sehingga
berpikir kritis dapat dilatih dengan
memberikan soal-soal yang melatih
keterampilan berpikir kritis, salah satunya
dengan memberikan latihan soal dengan
indikator berpikir kritis.
Hasil penelitian tabel 5 kategori “hampir
semua” (91,86%) dari soal HOTS
berkarakteristik berpikir kritis, hal ini
6. xxxx et al. / Jurnal Pendidikan Biologi x (x) (2021) xx - xx
6
menunjukkan bahwa latihan soal berpikir
kritis sangat perlu diadakan. Menurut Zubaedi
(2012) bahwa ciri-cirisesorang berpikir kritis
dapat dikembangkan lewat latihan yang
dilakukan secara terus-menerus sehingga
akhirnya menjadi suatu kebiasaan. Berpikir
kritis dapat mengarah pada pembentukan sifat
bijaksana. Berpikir kritis memungkinkan
seseorang dapat menganalisis informasi
secara cermat dan membuat keputusan yang
tepat dalam menghadapi isu global. Anderson,
L.W. Krathwohl (2010), berpendapat bahwa
Menganalisis melibatkan kemampuan
menguraikan informasi menjadi bagian-bagian
penyusunnya dan menentukan hubungan
antar bagian tersebut dan dengan keseluruhan
informasi. Kemampuan menganalisis menjadi
bagian dari keterampilan berpikir tingkat
tinggi (Nawawi, 2016). Kemampuan ini
menjadi bagian dari keterampilan berpikir
kritis (Facione, 2015) dan sangat diperlukan
dalam menghadapi kehidupan abad 21
(Redecker, 2011)
Tabel 6. Karakteristik keterampilan
pemecahan masalah (n=38)
Indikator % Kategori
Mengidentifikasi masalah 8,12 Sebagian
kecil
Mengidentifikasi masalah
yang tidak sesuai
3,60 Sebagian
kecil
Memecahkan masalah
berdasarkan data
13,51 Sebagian
kecil
Jumlah % 26,23 Sebagian
kecil
Selain dari karakteristik berpikir kritis,
karakteristik keterampilan pemecahan
masalah juga diamati pada penelitian ini. Hasil
penelitian tabel 6 menunjukkan bahwa
“sebagian kecil” (26,23%) dari soal HOTS
berkarakteristik pemecahan masalah
diantaranya yaitu soal pemecahan masalah
dengan indicator mengidentifikasi masalah,
mengidentifikasi masalah yang tidak sesuai,
dan memecahkan masalah berdasarkan data
dan masalah. Hal ini menunjukkan bahwa
meskipun hanya sebagian kecil terdapat pada
soal namun soal pemecahan masalah perlu
dilatihkan kepada peserta didik. Hal ini sejalan
dengan Idris et al., (2018) yang menyatakan
bahwa kemampuan pemecahan masalah harus
dimiliki peserta didik untuk melatih agar
terbiasa menghadapi berbagai permasalahan,
baik masalah dalam berbagai bidang studi lain
ataupun masalah dalam kehidupan seharihari
yang semakin kompleks. Oleh sebab itu,
kemampuan siswa untuk memecahkan
masalah perlu terus dilatih sehingga ia dapat
memecahkan masalah yang ia hadapi
(Rosidah, 2013).
Hasil penelitian pada tabel 5
menunjukkan bahwa soal HOTS
berkarakteristik pemecahan masalah hanya
“sebagian kecil” (43,24%) Meskipun hanya
sebagian kecil terdapat pada soal US, namun
soal pemecahan masalah tetap terdapat pada
soal. Hal ini menunjukkan perlu adanya soal
pemecahan masalah pada siswa SMA. Menurut
Setiawan et al., (2018), jika proses belajar
hanya mengandalkan hafalan atau
memecahkan soal tertulis saja, maka
kemampuan berpikir siswa hanya akan
meningkat dalam kemampuan menghafal atau
mengerjakan soal tertulis saja. Untuk dapat
menghadapi masalah-masalah lingkungan dan
teknologi dalam kehidupan sehari-hari maka
siswa dalam proses belajarnya harus dilatih
berpikir untuk memecahkan masalah-masalah
autentik yang ada disekitarnya.
KESIMPULAN
Hasil penelitian menunjukkan bahwa95%
kriteria “hampir semua” soal UNbertipe HOTS.
Persentase karakteristik pada butir soal UN
dengan kriteria “hampir semua” 94,2% butir
soal sesuai dengan indikator pencapaian
7. xxxx et al. / Jurnal Pendidikan Biologi x (x) (2021) xx - xx
7
kompetensi. Stimulus yang digunakan pada
soal setengahnya adalah gambar, sedangkan
sebagian kecil adalah diagram, tabel, contoh
dan kurang dari setengah adalah penggalan
kasus. Sedangkan karakteristik soal berpikir
kritis sebesar 44,24%, kurang dari
setengahnya adalah indikator memfokuskan
pada pertanyaan. Karakteristik soal
pemecahan masalah hanya sebesar 26,23%,
sebagian kecilnya adalah indikator
mengidentifikasi masalah, mengidentifikasi
masalah yang tidak sesuai serta memecahkan
masalah berdasarkan data dan masalah.
UCAPAN TERIMA KASIH
Sebagai bentuk kerendahan hati penulis
mengucapkan terima kasih kepada rekan
dosen dan keluarga yang telah banyak
membantu baik berupa dukungan maupun
materi. Semoga karya ini dapat bermanfaat
bagi pembaca dan bernilai ibadah disisi Allah
Subhanahu Wa Ta’ala. Aamiin ya Rabbal
Alamin.
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