HIGH ORDER THINKING SKILLS: HOW IS IT INTEGRATED WITH COGNITIVE ASSESSMENT?
DOI:
https://doi.org/10.30659/pendas.7.2.109-120Kata Kunci:
HOTS, cognitive, assessment, curriculum 2013, studentsAbstrak
Curriculum 2013 integrates High-Order-Thinking Skills in the learning process. In primary schools, it has been implemented in 3rd and 6th grade. The activities require students to explore their higher level of thinking in viewing cases. Yet, teachers are not ready to develop any assessment integrated with HOTS, even for cognitive aspects. This research aims to develop a HOTS-based cognitive assessment instrument for third grade students of elementary school. The instrument consists of criteria, questions, answer keys, and scoring guidelines. It is a Research and Development (R&D) with Four-D model: define, design, develop, and disseminate. However, it is only conducted until the third step due to the Covid-19 Crisis. Four experts with major in elementary education studies are assigned as reviewers. The results show that it is developed by using Four-D model. It is also considered to be very valid based on five indicators such as design (0.8), diction and grammar (0.94), content suitability (0.88), completion (0.89), and practicality (0.81). Hence, it is suggested to be used with minor revisions.Referensi
Abosalem, Y. (2016). Assessment techniques and students’ higher order thinking skills. International Journal of Secondary Education, Vol. 4 (1), 1-11. DOI: 10.11648/j/ijsedu.20160401.11.
Ahmad, S., et al. (2019). Instrument higher order thinking skill design in course high-class mathematics in elementary school teacher of education department. Journal of Physics: Conference Series, 1321, 1-8. DOI: 10.1088/1742-6596/1321/2/022129.
Arifin, Z. (2014). Evaluasi Pembelajaran: Prinsip, Teknik, Prosedur. Bandung: PT. Remaja Rosdakarya.
Azwar. (2012). Tes Prestasi. Yogyakarta: Pustaka Pelajar
Dewi, K.T. (2018). Developing assessment instrument based curriculum 2013 for teaching micro teaching in English education department of Undiksha. International Journal of Social Science and Humanities, Vol. 2 (3), 96-106. DOI: 10.29332/ijssh.v2n3.205.
Kurniawati, A., & Sukardiyono. (2018). The development of authentic assessment instrument to measure science process skill and achievement based on students’ performance. Jurnal Penelitian dan Pengembangan Pendidikan Fisika, Vol. 4 (2), 65-74. DOI: 10.21009/1.04203.
Krathwohl, D.R. 2002. A Revision of Bloom’s Taxonomy: An Overview. Theory into Practice, vol.41 (4), 212-218.
Muhamad, B., & Saparahayuningsih. (2016). An attitude and character instructional development based on curriculum 2013 in elementary school. Creative Education, Vol. 7 (2), 269-277. DOI: 10.4236/ce.2016.72025.
Okayana, K., Suntoro, I., Sabdaningtyas, L., & Darsono. (2019). The development of higher order thinking skill-based assessment instrument for elementary school integrated thematic learning. Journal of Education and Practice, Vol. 10 (15). DOI: 10.7176/JEP.
Sudjiono, A. (2013). Pengantar Evaluasi Pendidikan. Jakarta: PT. Raja Grafindo Persada.
Suratmi, Laihat, Asnimar, & Handini, E.O. (2020). Teachers understanding of HOTS based assessment in elementary school. Proceeding of The 2nd International Conference on Elementary School, Vol.2 (1), 1157-1164.
Thiagarajan, S., Semmel, D.S., & Semmel, M.I. (1974). Instructional Developmet for Training Teacher of Exceptioal Children: A Source Book. Indiana: Indiana University.
Widana, I.W. (2017). Higher order thinking skills assessment (HOTS). Journal of Indonesian Student Assessment and Evaluation, Vol.3 (1), 32-44.
