CD Tesis

Pengembangan Soal Tipe Asesmen Kompetensi Minimum (AKM) untuk Memfasilitasi Higher Order Thinking Skills (HOTS) Peserta Didik SMA/MA pada Konten Geometri

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This research is motivated by the importance of higher order thinking skills (HOTS) that students must have when studying mathematics because with these abilities, students can become successful individuals in facing the challenges of studying mathematics and in everyday life. Based on the results of the Indonesian Education Report, it shows that students' higher order thinking skills are still low, this can be seen from the low results of students' numeracy skills which are below the minimum competency. This is caused by the lack of questions that facilitate students' Higher Order Thinking Skills (HOTS), the lack of special preparation in preparation for the National AKM, and the low ability of teachers in designing AKM type questions. Through these AKM type questions, students are able to train their high-level thinking skills in preparing themselves for the National AKM, and these AKM type questions can be used by teachers during the learning process.
The AKM type questions developed are questions designed based on the Pusmendik Framework which consists of three important components, namely context, cognitive level and content. The context used in developing questions is personal, socio-cultural and scientific. The cognitive levels used in the AKM questions are understanding, applying and reasoning, while the content used is geometric content. The forms of questions developed are multiple choice, complex multiple choice and description. This AKM type question is also accompanied by a question grid, alternative solutions and scoring guidelines.
The development model used in this research is the development studies development model by Tessmer with two stages, namely the preliminary stage and the formative evaluation stage, including the self evaluation, expert review, one-to-one, small group and field test stages. Activities carried out at the preliminary stage are analysis and design. The analysis carried out includes needs analysis, student analysis, and curriculum analysis. The analysis results obtained are used as a basis for designing and designing research products and instruments.
At the self evaluation stage, the product that has been developed will be given an assessment, so that prototype I is obtained. Next, prototype I is validated by three expert validators against expert reviews to obtain internal validation results for the product being developed with validated aspects including, material aspects, construct aspects and language aspect. Based on the validation results, it was found that the AKM type questions to facilitate higher order thinking skills were declared very valid with a percentage of 92.38 accompanied by several suggestions and comments.
Simultaneously with the expert review stage, prototype I was tested with three question packages for each of 3 students at the one-to-one stage to see the readability of the AKM type questions by providing students' responses after working on the questions. Suggestions and comments from the expert review and one-to-one stages were used as a basis for revising the AKM type questions being developed so that a prototype II was produced which could be continued to the small group stage.
At the small group stage, prototype II was then tested with 3 question packages for 6 students each. After students work on AKM type questions, students are asked to fill out a student response questionnaire to assess the quality and readability of the questions developed. Based on the results of filling out the student response questionnaire on AKM type questions, a percentage of 88.47% was obtained in the very good category. Suggestions and comments from students include writing errors, inappropriate answer choices, and question appearance. Students' suggestions and comments at the small group stage were used as the basis for revising the AKM type questions so that prototype III was produced.
Prototype III was then tested on test subjects on 3 packages of questions with 30 students each at the field test stage to obtain values for the validity of the questions, reliability, level of difficulty and differentiating power of each question being developed. The results of the students' answers were analyzed and it was found that 23 questions were declared valid and 4 questions were declared invalid. Next, a reliability test was carried out and the reliability test was obtained, namely 0.625, 0.615 and 0.639 for each package, with very high criteria. Of the 23 valid questions, there were 5 questions with an easy level of difficulty and 18 questions with a medium level of difficulty. Meanwhile, for discriminating power, 8 questions were obtained in the good discriminating power category, 12 questions in the sufficient discriminating power category, and 3 questions in the poor discriminating power category. Based on the tabulation and analysis results, a final product of 20 AKM type questions was obtained to facilitate higher order thinking skills (HOTS) for SMA/MA students with geometry content. Based on the tabulation and analysis results, a final product of 20 AKM type questions was obtained to facilitate higher order thinking skills (HOTS) for SMA/MA students with geometry content.
Keywords: Geometry Content, Higher Order Thinking Skills (HOTS), AKM-Type Problems

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2010247412

Penerbit

Pekanbaru : Universitas Riau Pascasarjana Tesis Pendidikan Matematika., 2025

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2010247412

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

MATEMATIKA

Info Detail Spesifik

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Pernyataan Tanggungjawab

Jaka

Versi lain/terkait

Lampiran Berkas

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