Development of Assessment Instruments for Higher Order Thinking Skills (HOTS) of Regulatory System Material in High School

Abstract

The absorption of the regulatory system material on the results of the National Examination at MAN Purworejo for the 2016/2017 to 2018/2019 academic year shows that the results decreased. Low absorption shows understanding of students concepts is low. Efforts to increase understanding of the concept by familiarizing students with HOTS questions. HOTS assessment instruments are able to improve students understanding of concepts and higher order thinking skills. This study aims to analyze the feasibility of HOTS assessment instruments and measure the conceptual understanding and higher order thinking skills of MAN Purworejo students on the material of the regulatory system. This study uses the Research and Development (R&D) method with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The product was tested on 62 students, namely grade XII MIPA 1 and XII MIPA 2 at MAN Purworejo. The data collection instruments used were the material expert validation questionnaire instruments, the learning evaluation expert validation questionnaire instruments teacher and student response questionnaire instruments. The results showed that the score of the material experts 0,75; learning evaluation experts 0,75; teachers 0,83; so the instrument was declared very feasible. In addition, the result of the analysis of the responses of teachers and students obtained scores of 95,83% and 95% with very practical criteria. The average HOTS score of students from the aspect of analyzing ability is low (39,8%), the ability to evaluate is low (33,59%), and the ability to create is high (73,14%) and the average value high order thinking skills are in the low category (48,84%). So it can be concluded that the higher order thinking skills of students are classified as low