CD Tesis

Pengembangan Soal Tipe Higher Order Thinking Skills (HOTS) Untuk Memfasilitasi Kemampuan Numerasi Siswa Fase D Pada Materi Bangun Ruang

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This research is motivated by the importance of students' numeracy skills
as a provision in facing challenges in the 21st century. This is not in line with the
results of the Minimum Competency Assessment (AKM) test which results show
that students' numeracy abilities nationally are still below the minimum
competency. This is caused by the low preparation of students in taking AKM, the
lack of problems to practice numeracy skills, and the low ability of teachers to
design problems to practice numeracy skills. Through of the Higher Order
Thinking Skills (HOTS) type problems, students can practice their numeracy skills
and can be used as a question bank by the teacher.
The HOTS type problems developed are questions based on Krathwhol
and Anderson's revision of Bloom's taxonomy, namely questions at cognitive
levels C4 (analyze), C5 (evaluate), and C6 (create) in geometric material. The
HOTS questions were developed using the context of the numeracy ability test
tested on AKM, namely personal, scientific and socio-cultural contexts. The
HOTS questions developed are accompanied by a question grid, alternative
solutions, and holistic scoring guidelines in which each criterion is adjusted to
indicators of numeracy ability.
This study used the development studies model consisting of preliminary
stages and formative evaluation by Tessmer which consisted of self-evaluation,
expert review, one-to-one, small group, and field tests. In the preliminary stage,
analysis and design activities are carried out. The analysis carried out includes
needs analysis, student analysis, and curriculum analysis. The analysis results
obtained are used as the basis for developing products and research instruments
at the design stage. Furthermore, at the self-evaluation stage, an assessment was
carried out regarding the completeness of the product and research instruments
developed so that prototype I was obtained which could be continued to the expert
review stage.
At the expert review stage, the product is validated by three validators.
The aspects assessed include material, construct, and language aspects. Based on
the validation results for the three aspects, it was found that HOTS type problems
to facilitate numeracy skills were stated to be very valid with a percentage of
81.87% accompanied by several suggestions and comments. Simultaneously with
the validation activity, a one-to-one test phase was carried out with 3 students to
see the readability of the HOTS type problems by conducting direct interviews
after the HOTS questions were worked out. Suggestions and comments obtained
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from validators and students were used as a basis for revising the HOTS type
problems developed to produce prototype II.
After the HOTS type problems were declared valid, the prototype was
tested on 6 students at the small group stage. Students were asked to fill out a
questionnaire after working on the questions to see suggestions and comments on
HOTS type problems. From the answers of 6 students, it can be seen that students
have understood the sentences of each question developed and have been able to
determine the steps for completion even though there were errors and some
questions were not answered correctly. From the results of the questionnaire
analysis, it was found that student responses to HOTS type problems were stated
to be very good with a percentage of 83,81%. The results of the completion along
with suggestions and comments from students were used as the basis for revising
HOTS type problems to be continued at the field test stage.
After the HOTS type problems were revised, then the questions were tested
at the field test stage on 30 test subjects. The results of the students' answers were
analyzed and obtained 24 questions which were declared valid, and 6 questions
which were declared invalid. Valid questions were tested for reliability and
obtained a value of 0.94 with very high reliability criteria. Of the 24 valid
questions, 7 questions had a moderate level of difficulty and 17 questions had a
difficult level of difficulty. For discriminating power, there were 22 questions with
sufficient discriminating power and 2 questions with poor discriminating power.
Therefore, the final product is 22 HOTS type problems to facilitate the numeracy
skills of phase D students in geometric material.
Keywords: Three Dimensional Figures, Numeracy Ability, HOTS type problems

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2110247655

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Pendidikan Matematika., 2023

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2110247655

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PENDIDIKAN MATEMATIKA

Info Detail Spesifik

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Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

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