PENGEMBANGAN SOAL TES BERPIKIR TINGKAT TINGGI MATERI FLUIDA UNTUK SMA

Nova  Liana; Wayan  Suana; Feriansyah  Sesunan; Abdurrahman

Nova Liana Universitas Lampung
Wayan Suana Universitas Lampung
Feriansyah Sesunan Universitas Lampung
Abdurrahman Universitas Lampung

Keywords: fluida, HOTS, model rasch, TTMC

Abstract

The purpose of this research is to design the two-tier multiple-choice (TTMC) test on fluid material by Rasch Model analysis. Development was adopted from Adams and Wieman (2011) including the format of item and construction of item sets, assessment guidelines assigning, expert test, and a revision of item. The subject of research trials was 57 students of grade XI MIA in SMAN 1 Kotaagung. The data obtained were analyzed using the Rasch Model with Winstep 3,73 applications. Based on the results of research, it was concluded that (1) questions of HOTS developed was valid {achieve the acceptable ranges of PT-Measure, Outfit Mean Square (MNSQ), and value of Outfit z-standardized (ZSTD)}, (2) questions of HOTS developed have excellent reliability with alpha chonbrach’s of 0.94, (3) there are 5 very difficult questions, 10 difficult questions, 11 easy questions, and 4 very easy questions, (4) respondent has good consistency of answer, (5) deception options on all item was valid, and (6) all items have a discrimination very good with value of Pt Measure Corr more than from 0,40. Questions of HOTS that developed can increase the higher-order thinking skills of students so they have a good mastery of a concept.

Author Biographies

Nova Liana, Universitas Lampung

Program Studi Pendidikan Fisika

Wayan Suana, Universitas Lampung

Program Studi Pendidikan Fisika

Feriansyah Sesunan, Universitas Lampung

Program Studi Pendidikan Fisika

Abdurrahman, Universitas Lampung

Program Studi Pendidikan Fisika

References

Adams, W. K., dan Wieman, C. E. (2011). Development and Validation of Instruments to Measure Learning of Expert Like Thinking. Inter-national Journal of Science Education, 33(9), 1289–1312.
Alagumalai, S., Curtis, D. D., dan Hungi, N. (2005). Applied Rasch Measurement: A Book of Exemplars. Dordrecht: Springer.

Anderson, L.W., dan Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assesing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Addison Wesley Longman, In.

Andrich, D. (1988). Rasch Model for Measurement. (Series: Quantitative Application in the Socials Sciences). Newburry Park, California: Sage Publication.

Arsad, N., Kamal, N., Ayob, A., Sarbani, N., Tsuey, C. S., Misran, N., dan Husein, H. (2013). Rasch Model Analysis on the Effectiveness or early Evaluation Questions as a Benchmark for New Student Ability. Inter-national Education Studies, 6(6), 185-190.

Barnett, J. E. & Francis, A. L. (2011). Using higher order thinking questions to foster Critical Thinking: a classroom study. Educational Psychology: An International Journal of Experimental Educational Psychology, 32(2), 201-211.

Bond, T. G., dan Fox, C. M. (2015). Applying the rasch Model, Fundamental Measurement in the Human Sciences (3rd edition). New York: Routledge.

Boone, W. J., Staver, J. R., dan Yale, M. S. (2014). Rasch Analysis in the Human Science. Dordrecht: Springer.

Conklin, W. 2012. Higher Order Thinking Skills To Develop 21st Century Learners. Huntington Beach: Shell Educational Publishing, Inc.
Cullinane, A., dan Liston, M. (2011). Two-tier Multiple Choice Question: An Alternative Methode of Formatif Assesment for first Year Undergraduade Biology Students. Linmark: National Center for Excellence In Mathematics and Education Science Teaching and Learning (NCE-MSTL).
Michael O. Martin, Ina V.S. Mullis, Pierre Foy, and Gabrielle M. Stanco. (2013). TIMSS 2013 International Results in Science. USA: TIMSS & PIRLS International Study Center Lynch School of Education Boston College.

Osman, S. A., Badaruzzaman, W. H. W., Hamid, R., Taib, K., Khalim, A. R., Hamzah R., dan Jaafar, O. (2011). Assesment On Students Performance Using Rasch Model In Reinforced Concrete Design Course Examination. WSEAS Recent Researches in Education Proceeding, 193-198.
Ramirez, R. P. B., dan Ganaden, M. S. (2006). Creative Activities and Students’ Higher Order Thinking Skills. Journal of Education Quarterly, 66(1), 22-23.
Saidfudin, M., dan Ghulman, H. A. (2009). Modern Measurment Paradigm In Engineering Education: Easir To Read And Better Analysis Using Rasch-based Approach. International Conference on Engineering Education, 8(5), 591-602.
Shidiq, A.S., Masykuri, M., dan Susanti V. H., E. (2014). Pengembangan Penilaian Instrumen Two-Tier Multiple Choice Untuk Mengukur Kemampuan Berpikir Tingkat Tinggi (Higher Order Thinking Skills) Pada Materi Kelarutan dan Hasil Kali Kelarutan Untuk Siswa SMA/MA Kelas XI. Jurnal Pendidikan Kimia, 3(4), 83-92.
Smiley, J. (2015). Classical Test Theory or Rasch: A Personal Account From A Novice User. SHIKEN, 19(1), 16-29.
Sumintono, B., dan Widhiarso, W. (2014). Aplikasi Model Rasch Untuk Penelitian Ilmu-Ilmu Sosial. Cimahi: Trimkomunikata.

Sumintono, B., dan Widhiarso, W. (2015). Aplikasi Permodelan Rasch Pada Assessment Pendidikan. Cimahi: Trimkomunikata.

Tabatabaee-Yadzi, M., Motallebzadeh, K., Ashraf, H., dan Baghaei, P. (2018). Development and Validation of a Teacher Success Questionnaire Using the Rasch Model. International Journal of Instruction, 11(2), 129-144.
Treagust, D. F. (2006). Diagnostic Assessment In Science as A Means to Improving teaching Learning and Retention.Uniserve Scince Assesments Symposium Proceedings, 1-9.
Trilling, B., dan Fadel, C. (2009). 21st Century Skills, Learning for Life in Our Times. US America: Jossey-Bass.
Yee. (2015). The Effectiveness of Higher Order Thinking Skills for Generating Idea among Technical Students. Recent Advances in Educational Technologies, 1(1), 223-241.