Rekonstruksi Diagnostic Test Four Tier Berbasis HOTS (High Order Thingking Skill) Pada Materi Fiqih Kelas X di MA Negeri 3 Jombang

Fatati Nuriyana Mahmudah; Ino Angga Putra; Muhammad Aliyul Wafa; Andi Franoto

doi:10.32764/joems.v6i2.916

Agustin, A., Supardi, K. I., & Sunarto, W. (2018). Pengaruh Penggunaan Peta Konsep Berbasis Multilevel terhadap Pemahaman Konsep Kimia SMA. Chemistry in Education, 7(2), 8–13.
Arikunto, S. (2010). Prosedur Penelitian Pendekatan Praktik Edisi Revisi VI. In Rineka Cipta.
Astuti, I. A. D., Bhakti, Y. B., & Prasetya, R. (2021). Four Tier-Magnetic Diagnostic Test (4T-MDT): Instrumen Evaluasi Medan Magnet Untuk Mengidentifikasi Miskonsepsi Siswa. JIPFRI (Jurnal Inovasi Pendidikan Fisika Dan Riset Ilmiah), 5(2), 110–115. https://doi.org/10.30599/jipfri.v5i2.1205
Aydin, N., & Yilmaz, A. (2010). The Effect of Constructivist Approach in Chemistry Education on Students ’ Higher Order Cognitive Skills. Journal of Education, 39(2), 57–68.
Depdiknas. (2007). Tes Diagnostik. Direktoral Pembinaan Sekolah Menengah Pertama.
Fanani, M. Z. (2018). Strategi Pengembangan Soal Hots Pada Kurikulum 2013. Edudeena, 2(1), 57–76. https://doi.org/10.30762/ed.v2i1.582
Ismail, I. ., Samsudin, A., Suhendi, E., & Kaniawati, I. (2015). Diagnostik Miskonsepsi Melalui Listrik Dinamis Four Tier Test. Simposium Nasional Inovasi Dan Pembelajaran Sains.
Noprianti, E., & Utami, L. (2017). Penggunaan Two-Tier Multiple Choice Diagnostic Test Disertai Cri Untuk Menganalisis Miskonsepsi Siswa. JTK (Jurnal Tadris Kimiya), 2(2), 124–129. https://doi.org/10.15575/jtk.v2i2.1876
Putra, I. A., Sujarwanto, E., & Pertiwi, N. A. S. (2018). Analisis pemahaman konseptual mahasiswa pada materi kinematika partikel melalui tes diagnostik. Jurnal Riset Dan Kajian Pendidikan Fisika, 5(1), 10. https://doi.org/10.12928/jrkpf.v5i1.8923
Rohmah, Z.-, Handika, J.-, & Huriawati, F.-. (2019). E-Diagnostic Test untuk Mengungkap Miskonsepsi Kinematika. SPEKTRA : Jurnal Kajian Pendidikan Sains, 5(1), 22. https://doi.org/10.32699/spektra.v5i1.86
Sa’idah, N., & Isnaini, I. K. (2020). PENGEMBANGAN INSTRUMEN TES HIGHER ORDER THINKING SKILL ( HOTS ) MATA PELAJARAN FIKIH KELAS XI DI MA MASALIKIL HUDA TAHUNAN JEPARA. Jurnal Pendidikan Islam, 11(2), 209–220. https://media.neliti.com/media/publications/367415-pengembangan-instrumen-tes-higher-order-f6b2bb92.pdf
Sani, R. A. (2019). Pembelajaran Berbasis HOTS (Higher Order Thinking Skill). Tira Smart.
Setiawan. (2008). Konsep Dan Makna Pembelajaran. Alfabeta.
Siswaningsih, W. (2014). Pengembangan Tes Diagnostik Two-Tier Untuk Mengidentifikasi Miskonsepsi Pada Materi Kimia Siswa Sma. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 19(1), 117. https://doi.org/10.18269/jpmipa.v19i1.487
Sugiyono. (2013). Metode Penelitian Pendidikan Pendekatan Kuantitaif, Kualitatif, dan R&DSugiyono. 2013. “Metode Penelitian Pendidikan Pendekatan Kuantitaif, Kualitatif, dan R&D.” Metode Penelitian Pendidikan Pendekatan Kuantitaif, Kualitatif, dan R&D. https://doi.org/10.1. In Metode Penelitian Pendidikan Pendekatan Kuantitaif, Kualitatif, dan R&D. https://doi.org/10.1007/s13398-014-0173-7.2
Suparno, P. (2013). Miskonsepsi dan Perubahan Konsep dalam Pendidikan Fisika. PT. Gramedia Widiasarana Indonesia.
Suryana, E. (2017). Pengembangan Bahan Ajar Fiqih Dengan Menggunakan Model Pembelajaran Gagne dan Briggs Berbasis Flipbook di MTS N Panca Mukti Kelas VIII Kecamatan Pondok Kelapa Kabupaten Bengkulu Tengah. An-Nizom, Vol.2(2), h. 305-312.
Suwarto. (2013). Pengembangan Tes Diagnostik dalam pembelajaran, panduan praktis bagi pendidik dan calon pendidik. Pustaka Pelajar.
Thiagarajan, S., Dorothy S., S., & Melvyn I., S. (1974). Instructional development for training teachers of exceptional children. Indiana University.
Ulva, Y. ., Santosa, A., & Parlan. (2016). Identifikasi tingkat pemahaman konsep larutan penyangga. Jurnal Pembelajaran Kimia (J-PEK), 1(2), 69–75.
Wilson, V. (2000). Education forum on teaching thinking skills. In Edinburgh Report, the scottish council for research in education.
Zulfikar, A., Samsudin, A., & Saepuzaman, D. (2017). Pengembangan Terbatas Tes Diagnostik Force Concept Inventory Berformat Four-Tier Test. WaPFi (Wahana Pendidikan Fisika), 2(1), 43–49. https://doi.org/10.17509/wapfi.v2i1.4903

Abstract viewed - 432 times
PDF downloaded - 347 times

Affiliations

Fatati Nuriyana Mahmudah
Universitas KH. A. Wahab Hasbullah Jombang

Ino Angga Putra
Universitas KH. A. Wahab Hasbullah

Muhammad Aliyul Wafa
Universitas KH. A. Wahab Hasbullah Jombang

Andi Franoto
Universitas KH. A. Wahab Hasbullah Jombang

Content Top

Rekonstruksi Diagnostic Test Four Tier Berbasis HOTS (High Order Thingking Skill) Pada Materi Fiqih Kelas X di MA Negeri 3 Jombang

Fatati Nuriyana Mahmudah ,
Ino Angga Putra ,
Muhammad Aliyul Wafa ,
Andi Franoto

Vol 6 No 2 (2023): April

DOI 10.32764/joems.v6i2.916

Submitted: May 13, 2023

Published: Apr 30, 2023

Abstract

This research was conducted to develop an assessment instrument diagnostic test four tier. Diagnostic test four tier is one of the instruments used to diagnose student’s level of conception oon a concept. The purpose of this study was to design a four-tier diagnostic test assessment instrument based on high order thinking skills (HOTS) and also to determine the feasibility of understanding student’s concept that were valid and reliable. This research is a development research that uses a 4-D model, namely define, design, develop, and disseminate. The data analysis technique uses validation, validit, reliability and difficulty level and using SPSS 21 calculations. The results of the overall validation obtained that the average score of the four-tier diagnostic test instrument was 3.04 and valid or suitable for use. The results of the instrument validity test obtained 17 valid questions and the results of the instrument reliability test obtained a value of 0.901 in the very high category. Therefore, the four-tier diagnostic test assessment instrument based on high order thinking skills (HOTS) on fiqh material for class X MA Negeri 3 Jombang deserves to be tested in the learning process.