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Abstract
ABSTRAK
Penelitian ini bertujuan untuk mengembangkan soal berbasis Higher Order Thinking Skill HOTS yang valid secara logis, valid secara empiris, serta mengetahui profil jawaban siswa pada materi kalor dan perpindahannya yang layak untuk digunakan. Sampel dalam penelitian ini adalah siswa kelas VII A dan VII B dengan jumlah keseluruhan berjumlah 54 siswa. Pengambilan sampel menggunakan teknik pengumpulan data dengan uji coba produk soal draft I, kemudian soal draft I di validasi oleh validasi ahli materi, konstruksi, dan bahasa, kemudian diuji kevalidan soal serta melihat profil jawaban siswa kemudian data dianalisis dengan teknik analisis data kuantitatif. Soal-soal HOTS hasil pengembangan bahwa telah valid secara logis ditinjau dari aspek materi, konstruksi, dan bahasa dengan kategori sangat valid. Soal-soal HOTS hasil pengembangan bahwa telah valid secara empiris ditinjau dari validitas, reliabilitas, indeks kesukaran, daya pembeda, dan fungsi pengecoh dari tinjauan itu draft soal I berjumlah 20 soal setelah di uji empiris dan dianalisis validitas, reliabilitas, indek kesukaran, daya beda, dan fungsi pengecohnya maka soal yang kualitas memenuhi ada 8 soal. Jika dilihat profil jawaban siswa berada pada soal jenjang kognitif C4 diperoleh 100%. Sedangkan jenjang kognitif soal C5 memperoleh persentase sebesar dengan 97%. Dan pada soal jenjang kognitit C6 memperoleh persentase yaitu 89%.
Kata kunci: Pengembangan soal HOTS, Kalor dan Perpindahannya.
ABSTRACT
This study aims to develop questions based on HOTS Higher Order Thinking Skills that are logically valid, empirically valid, and to find out the profile of students' answers on heat and displacement material that is feasible to use. The sample in this study were students in class VII A and VII B with a total of 54 students. Sampling used data collection techniques by testing draft I product questions, then draft I questions were validated by material, construction, and language expert validation, then tested for the validity of the questions and looking at student answer profiles then the data were analyzed using quantitative data analysis techniques. The developed HOTS questions were logically valid in terms of material, construction and language aspects with very valid categories. The HOTS questions as a result of the development were empirically valid in terms of validity, reliability, difficulty index, discriminatory power, and the deceptive function of that review. The draft questions I totaled 20 questions after being empirically tested and analyzed for validity, reliability, index of difficulty, discriminatory power. , and the deceptive function, there are 8 questions that fulfill the quality. If you look at the profile of the student's answers in the question of cognitive level C4, it is obtained 100%. While the cognitive level of C5 questions obtained a percentage of 97%. And in terms of cognitive level C6, the percentage is 89%.
Keywords: Development of HOTS questions, Heat and Displacement.
Article Details
Copyright (c) 2025 Pricilia Debi Cantika, Endang Widi Winarni, Deni Parlindungan, Rendy Wikrama Wardana, Mellyta Uliyandari
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References
- Astrini Eka Putri. (2021). Model Penilaian Berbasis HOTS Pada Pembelajaran Sejarah.
- Budiman, A., & Jailani, J. (2014). Pengembangan Instrumen Asesmen Higher Order Thinking Skill (Hots) Pada Mata Pelajaran Matematika Smp Kelas Viii Semester 1. Jurnal Riset Pendidikan Matematika, 1(2), 139. https://doi.org/10.21831/jrpm.v1i2.2671
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- Mustopa, A., Jasim, J., Basri, H., & Barlian, U. C. (2021). Analisis Standar Penilaian Pendidikan. Jurnal Manajemen Pendidikan, 9(1), 24–29. https://doi.org/10.33751/jmp.v9i1.3364
- Rinawati. (2021). Imu Pengetahuan Alam Kurikulum 2013 SMP Kelas VII.
- Sari, I. P. (2020). Pengembangan Soal Tes HOTS Pada Materi Pengukuran Untuk Siswa Kelas IV SD.
- Setiawati, W. (2019). Penilaian Berorientasi Higher Order Thingking Skills Program Peningkatan Kompetensi Pembelajaran Berbasis Zonasi.
- Suandito, B. (2017). Bukti Informal Dalam Pembelajaran Matematika. Al-Jabar : Jurnal Pendidikan Matematika, 8(1), 13–24. https://doi.org/10.24042/ajpm.v8i1.1160
- Trianto. (2011). Model Pembelajaran Terpadu.
References
Astrini Eka Putri. (2021). Model Penilaian Berbasis HOTS Pada Pembelajaran Sejarah.
Budiman, A., & Jailani, J. (2014). Pengembangan Instrumen Asesmen Higher Order Thinking Skill (Hots) Pada Mata Pelajaran Matematika Smp Kelas Viii Semester 1. Jurnal Riset Pendidikan Matematika, 1(2), 139. https://doi.org/10.21831/jrpm.v1i2.2671
Ida Farida. (2017). Evaluasi Pembelajaran.
Jannah, R. (2021). PenerapansoalHOTS(HigherOrderThinkingSkill)Dalam PembelajaranIPA. Angewandte Chemie International Edition, 6(11), 951–952., 13(April), 15–38.
Mustopa, A., Jasim, J., Basri, H., & Barlian, U. C. (2021). Analisis Standar Penilaian Pendidikan. Jurnal Manajemen Pendidikan, 9(1), 24–29. https://doi.org/10.33751/jmp.v9i1.3364
Rinawati. (2021). Imu Pengetahuan Alam Kurikulum 2013 SMP Kelas VII.
Sari, I. P. (2020). Pengembangan Soal Tes HOTS Pada Materi Pengukuran Untuk Siswa Kelas IV SD.
Setiawati, W. (2019). Penilaian Berorientasi Higher Order Thingking Skills Program Peningkatan Kompetensi Pembelajaran Berbasis Zonasi.
Suandito, B. (2017). Bukti Informal Dalam Pembelajaran Matematika. Al-Jabar : Jurnal Pendidikan Matematika, 8(1), 13–24. https://doi.org/10.24042/ajpm.v8i1.1160
Trianto. (2011). Model Pembelajaran Terpadu.