PENGEMBANGAN INSTRUMEN ASESMEN HIGHER ORDER THINKING SKILLS BERBENTUK TWO-TIER MULTIPLE CHOICE PADA MATA PELAJARAN SEJARAH KEBUDAYAAN ISLAM KELAS XI DI MAN 2 SLEMAN

Siti Nur Khotimah, NIM.: 24204011042 (2026) PENGEMBANGAN INSTRUMEN ASESMEN HIGHER ORDER THINKING SKILLS BERBENTUK TWO-TIER MULTIPLE CHOICE PADA MATA PELAJARAN SEJARAH KEBUDAYAAN ISLAM KELAS XI DI MAN 2 SLEMAN. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Higher Order Thinking Skills (HOTS) are essential competencies demanded in 21stcentury education. However, the 2022 PISA results show that Indonesia ranks 68th out of 81 countries, indicating low critical thinking skills among students. This condition is further exacerbated by the dominance of low-level cognitive assessments (C1–C2) in Islamic Cultural History (SKI) subjects. Therefore, this study aims to: (1) develop a HOTS-oriented Two-Tier Multiple Choice (TTMC) assessment instrument for the Abbasid Dynasty material; (2) evaluate the instrument's validity based on expert judgment; (3) analyze its quality using the Rasch Model; and (4) describe the instrument’s effectiveness in identifying students’ conceptual understanding patterns (K1-K4). The research adopted a Research and Development (R&D) approach with Tessmer’s formative evaluation model, consisting of preliminary, self-evaluation, prototype, and field test stages. The field test was conducted with 30 eleventh-grade students at MAN 2 Sleman. Data were analyzed using the Content Validity Index (CVI) and the Rasch Model via Jamovi software. The results show that: (1) the development process of the TTMC instrument produced 30 items at the C4 and C5 cognitive levels; (2) the instrument has good content validity with an S-CVI/Average score of 0.88; (3) field test analysis indicates the quality of the instrument based on the Rasch Model, with a person reliability of 0.629 (fair), with the majority of items (24 out of 30) fitting the Infit/Outfit MNSQ criteria; (4) the instrument effectively identifies students’ conceptual understanding patterns, with the conceptual understanding category (K1) at 69.4%, lack of understanding (K4) at 13.0%, misconceptions (K3) at 9.4%, and partial understanding (K2) at 8.1%. This TTMC instrument has the potential to be a suitable diagnostic evaluation tool to measure students' HOTS on the Abbasid Dynasty material.

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