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Higher order thinking skills: its implementation on senior high school chemistry summative examinations chemistry sumative examinations

Summative examination in the 2013 curriculum is called the final semester examination. In this examination, all questions are made by the teacher. In making the questions the teachers refer to the assesment guidelines described in the 2013 curriculum. According to the guidelines, there are three typ...

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Main Authors: Herunata, Herunata, Nadifah, Yenin, Widarti, Hayuni Retno, Sulistina, Oktavia, Habiddin, Habiddin, Rosli, Mohd. Shafie
Format: Conference or Workshop Item
Published: 2020
Subjects:
LB2300 Higher Education
Online Access:http://eprints.utm.my/id/eprint/91613/
http://dx.doi.org/10.1063/5.0000580
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spelling my.utm.916132021-07-14T08:16:30Z http://eprints.utm.my/id/eprint/91613/ Higher order thinking skills: its implementation on senior high school chemistry summative examinations chemistry sumative examinations Herunata, Herunata Nadifah, Yenin Widarti, Hayuni Retno Sulistina, Oktavia Habiddin, Habiddin Rosli, Mohd. Shafie LB2300 Higher Education Summative examination in the 2013 curriculum is called the final semester examination. In this examination, all questions are made by the teacher. In making the questions the teachers refer to the assesment guidelines described in the 2013 curriculum. According to the guidelines, there are three types of assessment, namely: knowledge, application, and reasoning. Reasoning refers to high-level abilities of the student in thinking, ussually called higher order thinking skills or HOTs. In assessment guidelines, HOTs are defined as a transfer, contextual, critical thinking, and PISA assessment. Then, they are completed by Brookhart with creative thinking, problem solving, logic and reasoning. Unfortunately, implementation of HOTs questions are not yet known in the formative and summative examination questions for chemistry classes. Therefore, this research aims to study the implementation of HOTs questions in the summative examinations in chemistry classes in senior high schools in the City of Malang. The research used descriptive qualitative approaches consisting of content analysis methods. The data were obtained by documentation techniques. The data were taken from summative examination questions in the 2015/2016 to the 2017/2018 academic years. The relliability of the result was tested using interrater reliability procedure to obstain a reliability of Cohen-Kappa by manual calculation. Result of the analysis showed that 12,50% of the test contained HOTs. The reliability test results of Cohen-Kappa indicated an agreement of the analysis of chemistry summative examination questions, with acategory of "strong agreement" (0.65-0.87). The HOTs aspects were also found in this study such as tranfer, contextual assessment, critical thinking, and PISA. 2020-04-01 Conference or Workshop Item PeerReviewed Herunata, Herunata and Nadifah, Yenin and Widarti, Hayuni Retno and Sulistina, Oktavia and Habiddin, Habiddin and Rosli, Mohd. Shafie (2020) Higher order thinking skills: its implementation on senior high school chemistry summative examinations chemistry sumative examinations. 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/10.1063/5.0000580
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 LB2300 Higher Education
spellingShingle LB2300 Higher Education
Herunata, Herunata
Nadifah, Yenin
Widarti, Hayuni Retno
Sulistina, Oktavia
Habiddin, Habiddin
Rosli, Mohd. Shafie
Higher order thinking skills: its implementation on senior high school chemistry summative examinations chemistry sumative examinations
description Summative examination in the 2013 curriculum is called the final semester examination. In this examination, all questions are made by the teacher. In making the questions the teachers refer to the assesment guidelines described in the 2013 curriculum. According to the guidelines, there are three types of assessment, namely: knowledge, application, and reasoning. Reasoning refers to high-level abilities of the student in thinking, ussually called higher order thinking skills or HOTs. In assessment guidelines, HOTs are defined as a transfer, contextual, critical thinking, and PISA assessment. Then, they are completed by Brookhart with creative thinking, problem solving, logic and reasoning. Unfortunately, implementation of HOTs questions are not yet known in the formative and summative examination questions for chemistry classes. Therefore, this research aims to study the implementation of HOTs questions in the summative examinations in chemistry classes in senior high schools in the City of Malang. The research used descriptive qualitative approaches consisting of content analysis methods. The data were obtained by documentation techniques. The data were taken from summative examination questions in the 2015/2016 to the 2017/2018 academic years. The relliability of the result was tested using interrater reliability procedure to obstain a reliability of Cohen-Kappa by manual calculation. Result of the analysis showed that 12,50% of the test contained HOTs. The reliability test results of Cohen-Kappa indicated an agreement of the analysis of chemistry summative examination questions, with acategory of "strong agreement" (0.65-0.87). The HOTs aspects were also found in this study such as tranfer, contextual assessment, critical thinking, and PISA.
format Conference or Workshop Item
author Herunata, Herunata
Nadifah, Yenin
Widarti, Hayuni Retno
Sulistina, Oktavia
Habiddin, Habiddin
Rosli, Mohd. Shafie
author_facet Herunata, Herunata
Nadifah, Yenin
Widarti, Hayuni Retno
Sulistina, Oktavia
Habiddin, Habiddin
Rosli, Mohd. Shafie
author_sort Herunata, Herunata
title Higher order thinking skills: its implementation on senior high school chemistry summative examinations chemistry sumative examinations
title_short Higher order thinking skills: its implementation on senior high school chemistry summative examinations chemistry sumative examinations
title_full Higher order thinking skills: its implementation on senior high school chemistry summative examinations chemistry sumative examinations
title_fullStr Higher order thinking skills: its implementation on senior high school chemistry summative examinations chemistry sumative examinations
title_full_unstemmed Higher order thinking skills: its implementation on senior high school chemistry summative examinations chemistry sumative examinations
title_sort higher order thinking skills: its implementation on senior high school chemistry summative examinations chemistry sumative examinations
publishDate 2020
url http://eprints.utm.my/id/eprint/91613/
http://dx.doi.org/10.1063/5.0000580
_version_ 1706956971397087232
score 13.211869

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