HOTS Measured by Cognitive Learning Outcomes (CLO) Inventory Based Education for Sustainable Development as a Media for Students Skills Analysis

Authors

DOI:

https://doi.org/10.25273/jpfk.v10i1.19705

Keywords:

HOTS, Cognitive Learning Outcomes, Sustainable Development

Abstract

This study aims to develop an ESD-based cognitive learning outcomes instrument in measuring students' higher order thinking skills. This research is a R&D. The data in this study are qualitative and quantitative data from limited trials to fifty twelfth grade students. Quantitative data were analysed using SPSS and Rasch model, the results of validity analysis using SPSS and Rasch model showed nine items on the instrument, except item number 1 is valid because it has met 1 of the 3 criteria for item fit order following 0.50 < MNSQ < 1.5; -2.0 < ZSTD < +0.2 and 0.4 < Pt Mean < 0.85. The results of instrument reliability analysis using SPSS showed 0.716 while person reliability and item reliability from Rasch analysis showed 0.64 and 0.77 respectively. Analysis of students' worksheets shows that the presentation of students' answers is still in an incorrect position so it concluded that students have not been able to link the real experiences they have with issues that occur in the real world, besides that the results of the analysis of students' worksheets also show that more than 45% of students are still at a low level of thinking, especially on issues related to SDG’s.

Downloads

Download data is not yet available.

Author Biographies

Andi Fauziah, Universitas Pendidikan Indonesia

Department of Physics

Ida Kaniawati, Universitas Pendidikan Indonesia

Department of Physics

Hera Novia, Universitas Pendidikan Indonesia

Department of Physics

References

Abidinsyah, A., Ramdiah, S., & Royani, M. (2019). The implementation of local wisdom-based learning and HOTS based assessment: Teacher survey in Banjarmasin. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(3), 407–414. http://dx.doi.org/10.22219/jpbi.v5i3.9910

Bednarz, T. F. (2011). Developing Critical Thinking Skills: Pinpoint Leadership Skill Development Training Series. Majorium Business Press.

Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive Domain. Longmans, Green.

Cottrell, S. (2011). Critical Thinking Skills: Developing Effective Analysis and Argument (2nd edition). Palgrave Macmillan.

Cottrell, S. (2013). The Study Skills Handbook (4th edition). Palgrave Macmillan.

Findler, F., Schönherr, N., Lozano, R., Reider, D., & Martinuzzi, A. (2019). The impacts of higher education institutions on sustainable development: A review and conceptualization. International Journal of Sustainability in Higher Education, 20(1), 23–38. https://doi.org/10.1108/IJSHE-07- 2017-0114

Gill, A. R., Viswanathan, K. K., & Hassan, S. (2018). The Environmental Kuznets Curve (EKC) and the environmental problem of the day. Renewable and Sustainable Energy Reviews, 81, 1636–1642. https://doi.org/10.1016/j.rser.2017.05.247

Hairun, Y. (2020). Evaluasi dan penilaian dalam pembelajaran. Deepublish. https://penerbitbukudeepublish. com/shop/buku-evaluasi-dan-penilaian/

Harangozo, G., Csutora, M., & Kocsis, T. (2018). How big is big enough? Toward a sustainable future by examining alternatives to the conventional economic growth paradigm. Sustainable Development, 26(2), 172–181. https://doi.org/10.1002/sd.1728

Istiyono, E. (2018). IT-based HOTS assessment on physics st learning as the 21 century demand at senior high schools: Expectation and reality IT-Based HOTS Assessment on Physics Learning as the 21 st Century Demand at Senior High Schools: Expectation and Reality. AIP Conference Proceedings, 1–6.

Kohl, K., Hopkins, C., Barth, M., Michelsen, G., Dlouhá, J., Razak, D. A., Abidin Bin Sanusi, Z., & Toman, I. (2022). A whole-institution approach towards sustainability: A crucial aspect of higher education’s individual and collective engagement with the SDGs and beyond. International Journal of Sustainability in Higher Education, 23(2), 218–236. https://doi.org/10.1108/IJSHE-10- 2020-0398

Kusuma, M. D., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The development of higher order thinking skill (hots) instrument assessment in physics study. IOSR Journal of Research & Method in Education (IOSR-JRME), 7(1), 1–7. https://doi.org/10.9790/7388-070105263

Leicht, A., Heiss, J., & (eds), W. J. B. (2018). Issues and trends in education for sustainable development. UNESCO Publishing. https://www.voced.edu.au/content/ngv%3A79160

Made, R. S., Shanti, Istiyono, E., & Munadi, S. (2022). The effectiveness of learning to improve students’ higherorder thinking skills. Cypriot Journal of Educational Science, 7(5), 1576–1587. https://doi.org/10.18844/cjes.v17i5.7220

Newman. (1990). Higher order thinking in teaching social studies: A rationale for the assessment of classroom thoughtfulness. Journal of Curriculum Studies, 22, 41–56.

Østergaard. (2021). Alone in The Sustainable Wilderness; Transforming Sustainable Competences and Didactics in A Design for Change Education. Design and Technology Education: An International Journal, 190–212.

Ozturk, I. (2001). The role of education in economic development: A theoretical perspective. Journal of Rural Development and Administration, 23(1), 39–47.

Permana, F. H., Sukma, E., & Wahyono, P. (2021). The use of distance learning through whatsapp and google meeting to identify differences in biology learning outcomes. 14(1), 86–98. https://doi.org/. https:// doi.org/10.21009/biosferjpb.20094

Rahmi, Y. L., & Alberida, H. (2017). Improving students’ higher order thinking skills through portfolio assessment on biology curriculum and textbook analysis course. Bioeducation Journal, 1(1), 22–33. https://doi.org/10.24036/bioedu.v1i1.21

Rahmi, Y. L., Habibah, I. N., Zulyusri, Z., & Darussyamsu, R. (2021). HOTS assessment in circulatory system learning: Validity, reliability and item quality. JPBI (Jurnal Pendidikan Biologi Indonesia), 7(2), 171–178. https://doi.org/10.22219/jpbi.v7i2.15513

Riess, W., & Mischo, C. (2010). Promoting systems thinking through biology lessons. International Journal of Science Education, 32(6), 705–725. https://doi.org/10.1080/09500690902769946

Serevina, V., Sari, & Maynastiti, D. (2018). Developing high order thinking skills (HOTS) assessment instrument for fluid static at senior high school. The 2018 International Conference on Research and Learning of Physics, 1–9. https://doi.org/10.1088/1742-6596/1185/1/012034

Sterling, S. (2016). A Commentary on Education and Sustainable Development Goals. Journal of Education for Sustainable Development, 10(2), 208–213.

Sugiyono. (2017). Educational Research Methods Quantitative, Qualitative, Qualitative Approaches and R& D. Alfabeta.

Sumintono, B., & Widhiarso, W. (2014). Aplikasi Model Rasch Untuk Penelitian Ilmu-ilmu Sosial Edisi Revisi (Bambang Trim, edition). Trim Komunikata Publishing House.

Tarrant, S. P., & Thiele, L. P. (2016). Practice makes pedagogy – John Dewey and skills-based sustainability education. International Journal of Sustainability in Higher Education, 17(1), 54–67. https://doi.org/10.1108/IJSHE-09-2014-0127

Tristananda, P. W. (2018). Membumikan education for sustainable development (ESD) di Indonesia dalam menghadapi isu-isu global. Purwadita : Jurnal Agama Dan Budaya, 2(2), 42–49.

Widyaningsih, S. W., Yusuf, L., Prasetyo, Z. K., & Istiyono, E. (2021). The development of the HOTS test of physics based on modern test theory: Question Modeling through e-learning of moodle LMS. International Journal of Instruction, 14(4), 51–68. https://doi.org/10.29333/iji.2021.1444a

Downloads

Published

2024-07-02

Issue

Vol. 10 No. 1 (2024)

Section

Articles

License

 

Creative Commons License
Jurnal Pendidikan Fisika dan Keilmuan (JPFK) by http://e-journal.unipma.ac.id/index.php/JPFK/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.