The development of an integrated instrument to measure higher order thinking skills and scientific attitudes

Betzy Ayu Omega Rampean; Eli  Rohaeti

doi:10.36681/

Authors

Betzy Ayu Omega Rampean Universitas Negeri Yogyakarta https://orcid.org/0000-0002-0676-2618
Eli Rohaeti Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.36681/

Keywords:

Integrated instrument, HOTS, scientific attitude, chemistry

Abstract

Assessment in education involves collecting and processing information related to student achievement during learning. Assessment activities help educators to find out where learners are having difficulties which for the sake of completeness requires an integrated instrument. The assessment carried out should conform to 21st-century learning criteria pertaining to cognitive and affective aspects of learning, and involve the identification of difficulties related to higher-order thinking skills (HOTS) and scientific attitudes of students. The purpose of this research was to develop an integrated assessment instrument that could be used to measure students' HOTS and scientific attitudes in relation to a chemistry topic, reaction rates. The research uses a 4-D development model, which includes the stages of define, design, develop, and disseminate. The results of the research were analysed quantitatively and qualitatively using item response theory (IRT). Based on the content validity, the integrated instrument was declared to be valid according to Aiken's V equation. All items in the test instrument were valid based on the Rasch, item fit, and item difficulty. The integrated instrument has also been applied based on the reliability of the estimated test and test information function (TIF) curves used to determine the profile of students' HOTS and scientific attitude.

Downloads

Download data is not yet available.

References

Adams, W. K., Wieman, C. E., Adams, W. K. (2015). Analyzing the many skills involved in solving complex physics problems analyzing the many skills involved in solving complex physics problems. American Journal of Physics, 83(459), 1-15. DOI: 10.1119/1.4913923

Aiken, L.R. (1985). Three coefficients for analyzing the reliability and validity of ratings, Educational and Psychological Measurument, 45(1), 131-142. doi: http://doi.org/10.1177/0013164485451012.

Amelia, R. N., & Kriswantoro, K. (2017). Implementation of item response theory for analysis of test items quality and students’ ability in chemistry. Jurnal Kimia dan Pendidikan Kimia, (2)1, 1-12. ISSN 2503-4146.

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. Addison Wesley Longman, 268-269.

Anggraeni, T., Sugiyo., & Kustiono. (2017). The difference of ability to ask, scientific attitude. motivation before and after following contextual teaching and learning model. Journal of Primary Education, 6(3), 248-256.

Ataha, U. C., & Ogumogu, A. E. (2013). An investigation of the scientific attitude among science students in senior secondary schools in edo south senatorial district, edo state. Journal of Education and Practice, 4(11), 12-16.

Atkin, J. M., & Coffey, J. E. (2003). Everyday Assessment in The Science Classroom (Issue c). National Science Teachers Association.

Azwar, S. (2012). Penyusunan Skala Psikologi (Psychological Scale Compilation). Pustaka Pelajar.

Azwar, S. (2015). Reliability and Validity (fourth). Pustaka Pelajar.

Budiharti, R., & Waras, N. S. (2018). Analysis of student’s scientific attitude behaviour change effects blended learning supported by I-spring Suite 8 application. Proceedings of Journal of Physics, Indonesia,1022, 1-10. DOI:10.1088/1742-6596/1022/1/012024

Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: analysis of a new learning management model for thai high schools. Journal of International Studies, 11(2), 37-48. DOI: 10.14254/2071-8330.2018/11-2/3

Darmawan, D., Yatimah, D., Sasmita, K., & Syah, R. (2020). Analysis of Non-Formal Education Tutor Capabilities in Exploring Assessment for Science Learning. Jurnal Pendidikan IPA Indonesia, 9(2), 267–275. DOI:10.15294/jpii.v9i2.24025

Gendenjamts, S. (2023). Measurıng Hıgher Order Thınkıng Skılls in Scıence Among Prımary School Students Usıng Item Response Theory. European Journal of Education Studies, 10(12), 19-28. https://doi.org/10.46827/ejes.v10i12.5089

George, D., & Mallery, P. (2020). IBM SPSS Statistics 26 Step by Step: A Simple Guide and Reference (Sixteenth). Routledge. https://doi.org/10.4324/9780429056765

Gurcay, D., & Gulbas, E. (2015). Development of Three-Tier Heat, Temperature and Internal Energy Diagnostic Test. Research in Science and Technological Education, 33(2), 197–217. https://doi.org/10.1080/02635143.2015.1018154

Hambleton, R. K., & Swaminathan, H. (1985). Items Response Theory: Principles and Application. Kluwer-Nijjhoff Publish.

Hastuti, P. W., Nurohman, S., & Setianingsih, W. (2018). The development of science worksheet based on inquiry science issues to improve critical thinking and scientific attitude, Journal of Physics: Conf. Series, 1097, 1-8. http://doi.org/10.1088/1742-6596/1097/1/012004

Hilalliati, N., Jumadi, Wilujeng, I., & Kuswanto H. (2019). Scientific attitudes mapping of students after using phet assisted group investigation models. Journal of Physics: Conf. Series, 1233, 1-8. http://doi.org/doi:10.1088/1742-6596/1233/1/012050

Hugerat & Kortam. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 447-454. https://doi.org/10.12973/eurasia.2014.1107a

Ichsan, I. Z., Sigit, D. V., Miarsyah, M., Ali, A., Arif, W. P., & Prayitno, T. A. (2019). HOTS-AEP: Higher order thinking skills from elementary to master students in environmental learning. European Journal of Educational Research, 8(4), 935-942. https://doi.org/10.12973/eu-jer.8.4.935

Irwanto, Rohaeti, E., Prodjosantoso, A. K. (2019). Analyzing the Relationships between PreService Chemistry Teachers’ Science Process Skills and Critical Thinking Skills. Journal of Turkish Science Education, 16(3), 299-313.

Kirschner, S., Borowski, A., Fischer, H. E., Gess-Newsome, J., & von Aufschnaiter, C. (2016). Developing and evaluating a paperand-pencil test to assess components of physics teachers’ pedagogical content knowledge. International Journal of Science Education, 38(8), 1343–1372. https://doi.org/10.1080/09500693.2016.1190479

Koomson, A., Christopher, Y. W., & Christine, A. Y. (2024). Effect of Science Process Skills and Entry Grades on Academic Scores of Student Teachers. Journal of Turkish Science Education, 21(1), 118-133. https://doi.org/1 0.36681/tused.2024.007

Kusuma, M. D., Rosidin, U., Abdurrahman., & Suyatna, A. (2017). The development of higher order thinking skill instrument assessment in physics study. Journal of Research & Method in Education, 7(1), 26-32. https://doi:10.9790/7388-0701052632

Lai, C. L., & Hwang, G. J. (2014). Effects of mobile learning participation time on high school students’ 21st century core competences. International Conference of Educational Innovation through Technology, 1(4), 205-211. https://doi:10.1109/EITT.2014.40

Liline, S., Anensiana, T., Dominggus, R., & Kristin S. (2024). The Effect of The Pjb-HOTS Learning Model on Cognitive Learning, Analytical Thinking Skills, Creative Thinking Skills, and Metacognitive Skills of Biology Education Students. Journal of Turkish Science Education, 21(1), 175-195. https://doi:10.36681/tused.2024.010

Linacre, J.M. (2012). A user’s guide to winsteps-ministeps rasch model computer program (program manual 3.75.0). Chicago.

Mayang, F., Yusrizal., Mustafa (2020). Application of guided inquiry learning model to improve students’ scientific attitudes and learning outcomes. Proceedings of Journal of Physics, Aceh, 1460, 1-6.

Nath, S., Thomas, S. (2012). Enhancing science process skills and scientific attitude and analysing their interactions: an intervention through inquiry learning approach. International Journal of Scientific Research, 1, 37-42.

National Education Association. (2012). Preparing 21st century students for a global society: an educator’s guide to the four cs. National Education Association.

Oriondo, L. L., Dallo-Antonio, E. M. (1984). Evaluating Educational Outcomes (Test, Measurement, and Evaluation) (5th Editio). REX Printing Company, Inc, 279-280.

Permendikbud No. 22 Tahun 2016 tentang Standar Proses Pendidikan Dasar dan Menengah (Minister of Education and Culture Regulation No. 22 of 2016 on Process Standards for Primary and Secondary Education), (2016).

Pratama, G. S., Retnawati, H. (2018). Urgency of higher order thinking skills (hots) content analysis in mathematics textbook. Proceedings of Journal of Physics, Bristol, 1097, 1-8. https://doi.org/0.1088/1742-6596/1097/1/012147

Pujayanto, Budiharti, R., Radiyono, Y., Rizky, N., Nuraini, A., Putri, H. V., Saputro, D. E., Adhitama, E. (2018). Pengembangan Tes Diagnostik Miskonsepsi Empat Tahap Tentang Kinematika (Developing Four-Tier Misconception Diagnostic Test about Kinematics). Cakrawala Pendidikan, 37(2), 237–249. https://doi.org/10.21831/cp.v37i2.16491

Rampean, B. A. O., Rohaeti, E., Utami, W. P. (2022). Teacher Difficulties forDevelop Higher Order Thinking Skills Assessment Instrument onReaction Rate. Jurnal Pendidikan Kimia Indonesia, 6(1), 11-19 https://doi.org/10.23887/jpk.v6i

Subali, B. (2011). Pengukuran kreativitas keterampilan proses sains dalam konteks assessment for learning. Jurnal Cakrawala Pendidlikan, 15(1), 130-144 https://doi.org/10.21831/cp.v1i1.4196

Sukardiyono, Rosana, D., Dwandaru, W. S. B. (2019). Measuring junior high school students’ science learning and science process skills through and integrated science instructional assessment. Journal of Turkish Science Education, 16(4), 467-477.

Sumadi, C.D., Mulyani, S., Agustina, W. (2015). Pengembangan media game senyawa hidrokarbon pada pembelajaran kimia di SMA batik 1 Surakarta dan SMA batik 2 Surakarta. Jurnal Pendidikan Kimia, 4(2), 82-88

Supardi, R., Istiyono, E., Setialaksana, W. (2019). Developing scientific attitudes instrument of students in chemistry. Journal of Physics: Conf. Series, 1233, 1-9. http://doi.org/doi:10.1088/1742-6596/1233/1/012025

Verdina., Gani., Sulastri. (2018). Improving students’ higher order thinking skills in thermochemistry concept using worksheets based on 2013 curriculum. Journal of Physics: Conf. Series, 1088, 1-6 https://doi:10.1088/1742-6596/1088/1/012105

Wiberg, M. (2004). Classical test theory vs item response theory. Umea University.

Yonata, Nasrudin. (2018). Laboratory activity worksheet to train high order thinking skill of student on surface chemistry lecture. Journal of Physics: Conf. Series, 947, 1-7. https://doi:10.1088/1742-6596/947/1/012027

Yulianto, T., Pramudya, I., Slamet, I. (2019). Effects of the 21st century learning model and problem-based models on higher order thinking skill. International Journal of Educational Research Review, 4(4), 749-755. https://doi.org/10.24331/ijere.629084

Yunus, F.W., Ali, Z. M. (2013). Attitude towards learning chemistry among secondary school students in malaysia. Journal of Asian Behavioural Studies, 3(11), 1-11.