Pengembangan Instrumen Asesmen Higher Order Thinking Skills (HOTS) Pada Mata Pelajaran Sejarah SMA Kelas XI

Yurdan, Adam (2024) Pengembangan Instrumen Asesmen Higher Order Thinking Skills (HOTS) Pada Mata Pelajaran Sejarah SMA Kelas XI. S1 thesis, Universitas Jambi.

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Abstract

Pendidikan Indonesia dalam melaksanakan pendidikan pada saat ini mengacu dan berpedoman kepada Kurikulum 2013 revisi yang telah mengalami banyak perubahan dan perbaikan sesuai dengan kebutuhan perkembangan zaman yang dihadapi. Kurikulum 2013 revisi menuntut dan mengintegrasikan empat aspek penting, yaitu proses belajar mengajar yang memiliki kompetensi abad ke-21 meliputi 4C: Critical Thinking (Berpikir Kritis), Creativity (Kreatif), Communication (Komunikatif), dan Collaboration (Kolaboratif), Penguatan Pendidikan Karakter (PPK), kompetensi yang berbasis higher order thinking skills (HOTS), dan literasi (Rahman dkk, 2019: 47). Dari aspek tersebut, peserta didik diharapkan dapat bersaing baik nasional maupun internasional serta menghadapi tantangan zaman yang semakin kompleks. Penelitian ini bertujuan untuk menghasilkan produk instrumen asesmen HOTS pada mata pelajaran sejarah SMA kelas XI dalam bentuk soal pilihan ganda. Jenis penelitian ini adalah penelitian dan pengembangan (Research and Development) dengan menggunakan model pengembangan model Borg & Gall yang telah dimodifikasi dan disederhanakan terdiri dari 6 tahapan yaitu, analisis kebutuhan, perencanaan, pengembangan produk, uji coba lapangan pendahuluan, uji coba lapangan utama, dan revisi produk. Analisis data yang digunakan adalah analisis data kualitatif dan kuantitatif. Hasil penelitian ini adalah analisis instrumen asesmen menggunakan ANATES 4.0.9 untuk menguji keefektifan yang diuji coba pada kelompok kecil yaitu validitas 0,41, reliabilitas 0,58, tingkat kesukaran butir soal 14 sukar, 25 sedang, dan 1 mudah, daya pembeda butir soal 23 sangat baik dan 17 kurang baik. Sedangkan kelompok besar yaitu validitas 0,71, reliabilitas 0,83, tingkat kesukaran butir soal 20 sukar, 19 sedang, dan 1 mudah, daya pembeda butir soal 21 sangat baik dan 19 kurang baik. Kemudian kelayakan materi diperoleh 82,64%, bahasa dan konstruksi 85,17%. Terakhir kepraktisan dari guru diperoleh 85,58%, uji coba siswa kelompok kecil diperoleh 76,59%, dan kelompok besar diperoleh 72,77%. Dari hasil keefektifan, kelayakan, dan kepraktisan produk dapat disimpulkan soal pilihan ganda sangat layak digunakan sebagai instrumen asesmen HOTS. Kata Kunci: Instrumen Asesmen, HOTS, Soal Pilihan Ganda Indonesian education in implementing education currently refers to and is guided by the revised 2013 Curriculum which has undergone many changes and improvements in accordance with the needs of current developments. The revised 2013 curriculum demands and integrates four important aspects, namely the teaching and learning process that has 21st century competencies including 4C: Critical Thinking, Creativity, Communication and Collaboration, Strengthening Character Education (PPK), competencies based on higher order thinking skills (HOTS), and literacy (Rahman et al, 2019: 47). From this aspect, students are expected to be able to compete both nationally and internationally and face the challenges of increasingly complex times. This research aims to produce a HOTS assessment instrument product for class XI high school history subjects in the form of multiple choice questions. This type of research is research and development (Research and Development) using the Borg & Gall development model which has been modified and simplified consisting of 6 stages, namely, needs analysis, planning, product development, preliminary field trials, main field trials, and product revision. The data analysis used is qualitative and quantitative data analysis. The result of this research is an analysis of the assessment instrument using ANATES 4.0.9 to test the effectiveness which was tested in small groups, namely validity 0.41, reliability 0.58, level of difficulty of the items 14 difficult, 25 medium and 1 easy, differentiating power of the items 23 are very good and 17 are poor. Meanwhile, in the large group, the validity is 0.71, the reliability is 0.83, the level of difficulty of 20 items is difficult, 19 is medium and 1 is easy, the discriminating power of 21 items is very good and 19 is not good. Then the appropriateness of the material was obtained at 82.64%, language and construction at 85.17%. Finally, practicality from teachers was obtained at 85.58%, small group student trials were obtained at 76.59%, and large group were obtained at 72.77%. From the results of the effectiveness, feasibility and practicality of the product, it can be concluded that multiple choice questions are very suitable to be used as a HOTS assessment instrument. Keywords: Assessment Instrument, HOTS, Multiple Choice Questions

Type:	Thesis (S1)
Uncontrolled Keywords:	Instrumen Asesmen, HOTS, Soal Pilihan Ganda Assessment Instrument, HOTS, Multiple Choice Questions
Subjects:	L Education > L Education (General)
Divisions:	Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Sejarah
Depositing User:	YURDAN
Date Deposited:	02 Jul 2024 04:35
Last Modified:	02 Jul 2024 04:35
URI:	https://repository.unja.ac.id/id/eprint/66069

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