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An analysis of higher order thinking skill (HOTs) in chemistry national examination for senior high school

The purposes of this research were (1) to determine the profile of questions of the senior high school chemistry national examination based on HOTs, and (2) to analyze the representation of chemistry national examination questions to HOTs types. The design used was descriptive qualitative consisting...

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Main Authors: Herunata, Herunata, Widarti, Hayuni Retno, Amalia, Rosida, Sulistina, Oktavia, Habiddin, Habiddin, Rosli, Mohd. Shafie
Format: Conference or Workshop Item
Published: 2020
Subjects:
LB1603 Secondary Education. High schools
Online Access:http://eprints.utm.my/id/eprint/90999/
http://dx.doi.org/10.1063/5.0000639
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spelling my.utm.909992021-05-31T13:41:20Z http://eprints.utm.my/id/eprint/90999/ An analysis of higher order thinking skill (HOTs) in chemistry national examination for senior high school Herunata, Herunata Widarti, Hayuni Retno Amalia, Rosida Sulistina, Oktavia Habiddin, Habiddin Rosli, Mohd. Shafie LB1603 Secondary Education. High schools The purposes of this research were (1) to determine the profile of questions of the senior high school chemistry national examination based on HOTs, and (2) to analyze the representation of chemistry national examination questions to HOTs types. The design used was descriptive qualitative consisting of content analysis methods. The data were taken from national examination questions in the 2009/2010 to the 2017/2018 academic years. The research variables consisted of HOTs types including 1) contextual assessment, 2) PISA, 3) transfer, 4) critical thinking, 5) creative thinking, 6) judgment, 7) logic and reasoning, and 8) problem-solving. The data were obtained through documentation techniques, and the result validity was tested by interrater-reliability procedures that were calculated manually through the reliability of Cohen-Kappa. The reliability test results of Cohen-Kappa indicated an agreement of the analysis of chemistry-national examination questions, including HOTs and Non-HOTs questions, in terms of contextual assessment, PISA, and transfer "strong agreement" (0.60-0.80). The results of this study showed that the chemistry national exam questions had fulfilled the targets set by BNSP regarding the proportion of HOTs questions in chemistry national examination questions for senior high school. The HOTs aspects were also found in this study such as contextual assessment, PISA, and transfer. 2020-04-01 Conference or Workshop Item PeerReviewed Herunata, Herunata and Widarti, Hayuni Retno and Amalia, Rosida and Sulistina, Oktavia and Habiddin, Habiddin and Rosli, Mohd. Shafie (2020) An analysis of higher order thinking skill (HOTs) in chemistry national examination for senior high school. In: 3rd International Conference on Mathematics and Science Education: Strengthening Mathematics and Science Education Research for the Challenge of Global Society, ICoMSE 2019, 26 August 2019 - 28 August 2019, Malang, East Java, Indonesia. http://dx.doi.org/10.1063/5.0000639
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
topic LB1603 Secondary Education. High schools
spellingShingle LB1603 Secondary Education. High schools
Herunata, Herunata
Widarti, Hayuni Retno
Amalia, Rosida
Sulistina, Oktavia
Habiddin, Habiddin
Rosli, Mohd. Shafie
An analysis of higher order thinking skill (HOTs) in chemistry national examination for senior high school
description The purposes of this research were (1) to determine the profile of questions of the senior high school chemistry national examination based on HOTs, and (2) to analyze the representation of chemistry national examination questions to HOTs types. The design used was descriptive qualitative consisting of content analysis methods. The data were taken from national examination questions in the 2009/2010 to the 2017/2018 academic years. The research variables consisted of HOTs types including 1) contextual assessment, 2) PISA, 3) transfer, 4) critical thinking, 5) creative thinking, 6) judgment, 7) logic and reasoning, and 8) problem-solving. The data were obtained through documentation techniques, and the result validity was tested by interrater-reliability procedures that were calculated manually through the reliability of Cohen-Kappa. The reliability test results of Cohen-Kappa indicated an agreement of the analysis of chemistry-national examination questions, including HOTs and Non-HOTs questions, in terms of contextual assessment, PISA, and transfer "strong agreement" (0.60-0.80). The results of this study showed that the chemistry national exam questions had fulfilled the targets set by BNSP regarding the proportion of HOTs questions in chemistry national examination questions for senior high school. The HOTs aspects were also found in this study such as contextual assessment, PISA, and transfer.
format Conference or Workshop Item
author Herunata, Herunata
Widarti, Hayuni Retno
Amalia, Rosida
Sulistina, Oktavia
Habiddin, Habiddin
Rosli, Mohd. Shafie
author_facet Herunata, Herunata
Widarti, Hayuni Retno
Amalia, Rosida
Sulistina, Oktavia
Habiddin, Habiddin
Rosli, Mohd. Shafie
author_sort Herunata, Herunata
title An analysis of higher order thinking skill (HOTs) in chemistry national examination for senior high school
title_short An analysis of higher order thinking skill (HOTs) in chemistry national examination for senior high school
title_full An analysis of higher order thinking skill (HOTs) in chemistry national examination for senior high school
title_fullStr An analysis of higher order thinking skill (HOTs) in chemistry national examination for senior high school
title_full_unstemmed An analysis of higher order thinking skill (HOTs) in chemistry national examination for senior high school
title_sort analysis of higher order thinking skill (hots) in chemistry national examination for senior high school
publishDate 2020
url http://eprints.utm.my/id/eprint/90999/
http://dx.doi.org/10.1063/5.0000639
_version_ 1702169631276400640
score 13.211869

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