PENGEMBANGAN INSTRUMEN ASESMEN BERBASIS HIGHER ORDER THINKING SKILL (HOTS) MATA PELAJARAN MATEMATIKA MATERI OPERASI HITUNG PECAHAN KELAS V SEMESTER GANJIL DI SD/MI

Atika Cahya Fajriyati Nahdiyah, NIM.: 21204082034 (2023) PENGEMBANGAN INSTRUMEN ASESMEN BERBASIS HIGHER ORDER THINKING SKILL (HOTS) MATA PELAJARAN MATEMATIKA MATERI OPERASI HITUNG PECAHAN KELAS V SEMESTER GANJIL DI SD/MI. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Development of Based Assessment Instruments Higher Order Thinking Skill (HOTS) Mathematics Subject Operations Material for Calculating Fraction of Class V Odd Semester in SD/MI. Thesis. Yogyakarta. Master of Teacher Education Study Program Madrasah Ibtidaiyah. Faculty of Tarbiyah and Teacher Training. UIN Sunan Kalijaga, Yogyakarta. 2023. This research was motivated by the lack of use of Higher Order Thinking Skills (HOTS)-based assessments in mathematics learning, especially in grade V elementary school / MI. Research on the development of Higher Order Thinking Skill (HOTS)-based assessment instruments aims to construct, analyze the feasibility, results of HOTS thinking skills and the responses of educators and students. This research uses Research and Development research methods with models developed by Borg and Gall. This research aims to produce valid and reliable Higher Order Thinking Skill (HOTS)-based assessment products. Research place at MI Al Huda Karangnongko Sleman D.I. Yogyakarta. This research was conducted in class V SD/MI. Instruments and data collection in this study used the assessment of instrument experts, assessment experts, material experts, linguists, peer assessment, class V teachers, students, and HOTS-based assessment questions. The results obtained in the research are first, the assessment construction process based on Higher Order Thinking Skill (HOTS) through ten steps, namely preliminary studies to identify problems and objectives, research planning in product manufacturing, product design development, validation by experts, expert validation revision, small group trials, small group validation revisions, large group validation tests, final product revisions, and dissemination of the final product through the educational website Kompasiana. Second, the validity test was conducted by experts with very feasible categories, reliability tests with very feasible categories, distinguishing power tests with good categories but there are 3 question points that fall into the poor category and need to be revised, namely question points number 4, 21, and 22. Next, test the level of difficulty with the medium category on 25 questions. Third, the assessment shows that not all students have the ability to think at a higher level because students who get a score of ≥75 are only 37 students out of 55 students. Fourth, the response from educators gets a very decent category. The response from students in the aspect of presenting HOTS questions was 91% due to negative responses to the understanding of question work instructions, and the use of language in the questions. Meanwhile, in the aspect of applying the HOTS questions, 69% of results were obtained due to negative responses which were generally on the lack of students in higher-order thinking skills, and lack of understanding of the questions that had been done.

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