The Development of an Instrument to Measure the Higher Order Thinking Skill in Physics
Syahrul Ramadhan
,
Djemari Mardapi
,
Zuhdan Kun Prasetyo
,
Heru Budi Utomo
This study is conducted to develop the diagnostic test, which can be used to measure the higher-order thinking skill (HOTs) of students of first-grade.
- Pub. date: July 15, 2019
- Pages: 743-751
- 1161 Downloads
- 1485 Views
- 20 Citations
This study is conducted to develop the diagnostic test, which can be used to measure the higher-order thinking skill (HOTs) of students of first-grade senior high school in Bima district, West Nusa Tenggara. The step of developing instruments such as test which using modification model of Oreondo which include two activities such as test designing and test trials. The analysing technique of validity of content used Aiken formula, classical test theory used software Iteman 4.3, the model of Rasch used software Winstep and analysing reliability used software SPSS. The conclusion which can be taken are developing instrument has the characteristics as a useful instrument and fulfil requirement used to measure. This case proved from the data of analysis result which confirm that the instrument has been achieved the content of validity by expert judgment and obtained the empirical evidence, both as classical test theory or Rasch model.
Keywords: Higher order thinking skill, physics, instrument.
References
Adams, R., & Kho, S.-T. (1996). Acer quest version 2.1. Camberwell, Victoria: The Australian Council for Educational Research.
Aiken, L. R. (1985). Three coefficients for analysing the reliability and validity of ratings. Educational and psychological measurement, 45(1), 131-142.
Anderson, L. W., Krathwohl, D. R., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., . . . Wittrock, M. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy. New York. Longman Publishing.
Artz, AF, & Armour-Thomas, E.(1992). Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving in small groups. Cognition and Instruction, 9(2), 137-175.
Azwar, S. (1997). Validitas dan reliabilitas (Validity and reliability). Yogyakarta, Indonesia: Pustaka Pelajar.
Azwar, S. (2007). Validitas dan reliabilitas (Validity and reliability). Yogyakarta, Indonesia: Pustaka Pelajar.
Barnett, J. E., & Francis, A. L. (2012). Using higher order thinking questions to foster critical thinking: A classroom study. Educational Psychology, 32(2), 201-211.
Chetty, N. (2015). Teaching Teachers to Teach Physics to High School Learners. Procedia-Social and Behavioral Sciences, 174, 1886-1899.
Fischer, C., Bol, L., & Pribesh, S. (2011). An investigation of higher-order thinking skills in smaller learning community social studies classrooms. American Secondary Education, 39(2), 5-26.
Hambleton, R., Swaminathan, H., & Rogers, H. (1985). Principles and applications of item response theory. Boston, MA: Kluwer-Nijhoff Publishing Company.
Istiyono, E. (2013). Tes Kemampuan Berpikir Tingkat Tinggi Fisika di SMA Langkah Pengembangan dan Karakteristiknya (Test of Physics High Order Thinking Skill at Senior High School: Developmental Steps and Its Characteristics) (Doctoral dissertation, Universitas Negeri Yogyakarta), Retrieved from https://eprints.uny.ac.id/22731/1/Artikel%20PDD%20PhysTHOTS.pdf.
Istiyono, E., Mardapi, D., & Suparno, S. (2014). Pengembangan tes kemampuan berpikir tingkat tinggi fisika (pysthots) peserta didik SMA (Developing Higher Order Thinking Skill Test Of Physics (Physthots) For Senior High School Students) . Jurnal Penelitian dan Evaluasi Pendidikan, 18(1), 1-12.
Jensen, J. L., McDaniel, M. A., Woodard, S. M., & Kummer, T. A. (2014). Teaching to the test… or testing to teach: exams requiring higher order thinking skills encourage greater conceptual understanding. Educational Psychology Review, 26(2), 307-329.
Limbach, B., & Waugh, W. (2010). Developing higher level thinking. Journal of Instructional Pedagogies, 3, 1.
Mardapi, D. (2008). Teknik penyusunan instrumen tes dan nontes (Techniques for preparing instruments test and non-test). Jogjakarta, Indonesia: Mitra Cendekia.
Mardapi, D. (2012). Pengukuran penilaian dan evaluasi pendidikan (Education measurements, assessment and evaluation). Yogyakarta, Indonesia: Nuha Medika.
Ong, K. K. A., Hart, C. E., & Chen, P. K. (2016). Promoting higher-order thinking through teacher questioning: a case study of a singapore science classroom. New Waves, 19(1), 1-19.
Oreondo, L. L. (1984). Evaluating educational outcomes: Manila, Philippines: Rex Bookstore, Inc.
Ozsoy-Gunes, Z., Gunes, I., Derelioglu, Y., & Kirbaslar, F. G. (2015). The reflection of critical thinking dispositions on operational chemistry and physics problems solving of engineering faculty students. Procedia-Social and Behavioral Sciences, 174, 448-456.
Polit, D. F., & Beck, C. T. (2006). The content validity index: are you sure you know what's being reported? Critique and recommendations. Research in nursing & health, 29(5), 489-497.
Ramadhan, S., & Mardapi, D. (2015). Estimasi Kesalahan Baku Pengukuran Soal-Soal UAS Fisika Kelas XII SMA di Kabupaten Bima NTB (the estimation the standard error of measurement in physics end-of-semester tests of senior high schools in kabupaten Bima, NTB). Jurnal Evaluasi Pendidikan, 3(1), 90-98.
Retnawati, H. (2016). Validitas reliabilitas dan karakteristik butir (Validity, reliability and item charactheristic). Yogyakarta, Indonesia: Parama Publishing.
Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Journal of Research in Business Education, 50(2), 90.
Ten Dam, G., & Volman, M. (2004). Critical thinking as a citizenship competence: teaching strategies. Learning and instruction, 14(4), 359-379.
Wang, S., & Wang, H. (2011). Teaching higher order thinking in the introductory MIS course: A model-directed approach. Journal of Education for Business, 86(4), 208-213.
Wang, S., & Wang, H. (2014). Teaching and learning higher-order thinking. International Journal of Arts & Sciences, 7(2), 179.