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Abstract
This study aims to determine the characteristics of mathematical test instruments seen from the degree of difficulty and different power problems. The instrument developed is the Higher Order Thinking test instrument. The form of this instrument is multiple choice. The sample of this research is students of SMP N 2 Jepara with Mathematics subject. Qualitative studies include material, construction and language aspects. Study quantitatively with the Classical Test Theory approach. In the technique of data analysis, the measured aspect is the validity, reliability, difficulty level, different matter and effectiveness of Distraktor. This question consists of 20 items about multiple choice which refers to taxonomy blomms. Cognitive levels within these items include C4 (evaluation), C5 (Analysis), and C6 (creating). From the results of qualitative analysis indicate that construction, language and material have high or acceptable criteria. The result of analysis with classical test theory using ITEMAN program showed result of item of 50% choice item having good criteria.
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References
- An, D., Instrument, A., Higher, O. F., & Thinking, O. (n.d.). Pengembangan Instrumen Asesmen Higher Order Thinking Skill (HOTS) ... ( Agus Budiman, Jailani ) - 139, 1(November 2014), 139–151.
- Azwar, S. (2012). Tes prestasi. Yogyakarta: Pustaka Pelajar.
- Basuki, I. dan H. (2014). Asesmen pembelajaran. Bandung: Remaja Rosda Karya.
- Brookhart, S. (2010). How to assess Higher Order Thinking Skills in your classroom. Alexandria: VA : ASCD.
- Fanani, M. Z. (2018). Strategi pengembangan soal hots pada kurikulum 2013. Edudeena, 2(1), 57–76. Gais,Zakkina, dkk. (2017). Analisis kemampuan siswa dalam menyelesaikan soal high. Mosharafa, 6(2), 255–266.
- Lutfianto, M., & Sari, A. F. (2017). Respon siswa terhadap soal matematika mirip PISA dengan konteks berintegrasi nilai islam. Jurnal Elemen, 3(2), 108–117.
- Makur, A. P. dkk. (2018). Kemampuan berpikir tingkat tinggi. Jurnal Pendidikan Matematika, 12(2), 5–24.
- Mardapi, D. (2012). Pengukuran, penilaian dan evaluasi pendidikan. Yogyakarta: Nuha Medika.
- Moore, B. and S. T. (2010). Critical thinking and formative assessment: Increasing the rigor in your classroom. Larchmont, New York: Eye On Education.
- Munayati, Zulva, Zulkardi, dan S. (2015). Kajian soal buku teks matematika kelas X Kurikulum 2013 menggunakan framework PISA. Jurnal Pendidikan Matematika, 9(2), 188–206.
- Nitko, A.J. dan Brookhart, S. M. (2011). Educational assessment of students: Xth edition. New Jersey: Prentice Hall Eglewood Cliffs.
- OECD. (2016). PISA 2015 Result in Focus. (Online), (www.oecd.org), diakses 9 Januari 2019.
- Sari, E. F. P. (2015). Pengembangan soal matematika model PISA untuk mengetahui argumentasi siswa di Sekolah Menengah Pertama. Jurnal Pendidikan Matematika, 9(2), 124–147.
- Simalango, M. M. (2018). Kesulitan siswa dalam menyelesaikan soal-soal PISA pada konten change and relationship level 4 , 5 , dan 6 di SMP N 1 Indralaya. 12(1), 43–58.
- Suryabrata, S. (2005). Pengembangan alat akur psikologis. Yogyakarta: Andi Offset. Suryapuspitarini, B. K., Wardono, & Kartono. (2018). Analisis Soal-Soal Matematika Tipe Higher
- Order Thinking Skill (HOTS) pada Kurikulum 2013 untuk Mendukung Kemampuan Literasi Siswa. PRISMA, Prosiding Seminar Nasional Matematika, 1, 876–884.
- Wiyanti, F. W., & Trapsilasiwi, D. (2015). Pengembangan Tes Matematika Kemampuan Berpikir Tingkat Tinggi pada Siswa SMP (Development of Mathematics Test of Higher Order Thinking Skill for Junior High School Students). Artikel Ilmiah Mahasiswa, UNEJ, 1(1), 1–6.
References
An, D., Instrument, A., Higher, O. F., & Thinking, O. (n.d.). Pengembangan Instrumen Asesmen Higher Order Thinking Skill (HOTS) ... ( Agus Budiman, Jailani ) - 139, 1(November 2014), 139–151.
Azwar, S. (2012). Tes prestasi. Yogyakarta: Pustaka Pelajar.
Basuki, I. dan H. (2014). Asesmen pembelajaran. Bandung: Remaja Rosda Karya.
Brookhart, S. (2010). How to assess Higher Order Thinking Skills in your classroom. Alexandria: VA : ASCD.
Fanani, M. Z. (2018). Strategi pengembangan soal hots pada kurikulum 2013. Edudeena, 2(1), 57–76. Gais,Zakkina, dkk. (2017). Analisis kemampuan siswa dalam menyelesaikan soal high. Mosharafa, 6(2), 255–266.
Lutfianto, M., & Sari, A. F. (2017). Respon siswa terhadap soal matematika mirip PISA dengan konteks berintegrasi nilai islam. Jurnal Elemen, 3(2), 108–117.
Makur, A. P. dkk. (2018). Kemampuan berpikir tingkat tinggi. Jurnal Pendidikan Matematika, 12(2), 5–24.
Mardapi, D. (2012). Pengukuran, penilaian dan evaluasi pendidikan. Yogyakarta: Nuha Medika.
Moore, B. and S. T. (2010). Critical thinking and formative assessment: Increasing the rigor in your classroom. Larchmont, New York: Eye On Education.
Munayati, Zulva, Zulkardi, dan S. (2015). Kajian soal buku teks matematika kelas X Kurikulum 2013 menggunakan framework PISA. Jurnal Pendidikan Matematika, 9(2), 188–206.
Nitko, A.J. dan Brookhart, S. M. (2011). Educational assessment of students: Xth edition. New Jersey: Prentice Hall Eglewood Cliffs.
OECD. (2016). PISA 2015 Result in Focus. (Online), (www.oecd.org), diakses 9 Januari 2019.
Sari, E. F. P. (2015). Pengembangan soal matematika model PISA untuk mengetahui argumentasi siswa di Sekolah Menengah Pertama. Jurnal Pendidikan Matematika, 9(2), 124–147.
Simalango, M. M. (2018). Kesulitan siswa dalam menyelesaikan soal-soal PISA pada konten change and relationship level 4 , 5 , dan 6 di SMP N 1 Indralaya. 12(1), 43–58.
Suryabrata, S. (2005). Pengembangan alat akur psikologis. Yogyakarta: Andi Offset. Suryapuspitarini, B. K., Wardono, & Kartono. (2018). Analisis Soal-Soal Matematika Tipe Higher
Order Thinking Skill (HOTS) pada Kurikulum 2013 untuk Mendukung Kemampuan Literasi Siswa. PRISMA, Prosiding Seminar Nasional Matematika, 1, 876–884.
Wiyanti, F. W., & Trapsilasiwi, D. (2015). Pengembangan Tes Matematika Kemampuan Berpikir Tingkat Tinggi pada Siswa SMP (Development of Mathematics Test of Higher Order Thinking Skill for Junior High School Students). Artikel Ilmiah Mahasiswa, UNEJ, 1(1), 1–6.