Utariningsih, Utariningsih
Universitas Sarjanawiyata Tamansiswa

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Pengembangan tes diagnostik kognitif berkarakter HOTS matematika di sekolah menengah pertama Utariningsih, Utariningsih
Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Vol 6, No 2 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (806.084 KB) | DOI: 10.30738/wiyata dharma.v6i2.3397

Abstract

Penelitian ini bertujuan untuk menghasilkan instrumen tes diagnostik kognitif berkarakter HOTSmatematika pada materi spldvyang valid dan reliabel, sertamengetahui kelemahan dan kesulitan belajar siswa dalam menyelesaikan soal berkarakter HOTS. Penelitian ini merupakan penelitian dan pengembangan, yang diadaptasi dari model pengembangan Zulkardi, yang meliputi langkah-langkah sebagai berikut: tahapan preliminary dan tahapan formative evaluation. Pada tahapan formative evaluation ini langkah yang diambil mengikuti langkah-langkah yang dikemukakan oleh Tessmer yang meliputi (1) self-evaluation, (2) prototyping (expert review, one-to-one,dan small group), dan (3) field test. Instrumen yang berhasil dikembangkan 11 butir soal uraian dengan koefisien korelasi 0,88 dan reliabilitas sebesar 0,921 memiliki rata-rata tingkat kesukaran 0,573 (sedang), dan rata-rata daya pembeda 0,335 (baik), sedangkan hasil penelitian siswa mengalami kesulitan pada level menganalisis  46,25%, pada level mengevaluasi sebesar 32,67% sedangkan pada level mencipta 43,5%, jadi urutan tingkat kesulitan siswa dalam menyelesaikan soal berkarakter HOTSpada level mengevaluasi, mencipta dan menganalisis. The development of cognitive diagnostic tests infringing HOTS mathematics in junior high school AbstractThis study aims to produce a cognitive diagnostic test instrument of HOTS character in mathematics on valid and reliable spldv material, to know the weakness and difficulty of student learning in solving the problem of HOTS character. This research is a research and development, adapted from Zulkardi's development model, which includes the following steps: preliminary stages and formative evaluation stages. At this stage of formative evaluation the steps taken follow the steps proposed by Tessmer which include (1) self evaluation, (2) prototyping (expert review, one-to-one, and small group), and (3) field test. The successful instrument developed 11 points of description with the correlation coefficient of 0.88 and reliability of 0.921 has an average of 0.573 (medium) difficulty level, and average distinguishing power of 0.335 (good), while the results of research students have difficulty at level analyzing 46 , 25%, evaluating at 32.67% while creating 43.5% level, so the order of students' difficulty level in solving the HOTS character problem at level analyze, create and evaluate.