Electronic Theses and Dissertation

Abstrak pelaksanaan kurikulum 2013 di indonesia, telah mengarahkan pembelajaran yang lebih mendukung pengembangan berpikir tingkat tinggi peserta didik. namun penilaian berbasis hots untuk mengukur hasil belajar peserta didik dalam pembelajaran hots sangat jarang digunakan karena masih rendahnya kompetensi guru terkait soal hots. oleh karena itu perlu dilakukan penelitian pengembangan perangkat pembelajaran berbasis hots untuk meningkatkan basil belajar peserta didik pada proses pembelajaran metabolisme pada jenjang pendidikan sma. penelitian ini menggunakan metode penelitian dan pengembangan model dick & carey. pengumpulan data dilakukan melalui tes pilihan ganda beralasan berbasis hots terhadap 610 total subjek penelitian. analisis item tes meliputi analisis butir berupa indeks kesukaran dan daya pembeda serta uji validitas, dan reliabilitas tes, sedangkan analisis data hasil uji efektivitas adalah dengan n-main dan uji t. hasil penelitian menunjukkan bahwa terdapat 55 item tes dengan kualitas sangat baik dengan nilai validitas 8hi > rqq} (0,11), nilai reabilitas sangat tinggi (0,87), dan analisi butir berkatagori baik. hasil uji-t juga menunjukkan terdapat perbedaan yang signifikan antara skor pretest (0,002), postest (0,002) dan skor n-main (0,001) pada taraf siginifikan 95% (o=0,05), sedangkan katagori efektifitas n-guin untuk kelas eksperimen adalah fif@ñ (0,72) dan kategori efektifitas n-gain untuk kelas kontrol adalah medium (0,60). kesimpulan penelitian ini adalah hasil belajar peserta didik pada kelas eksperimen lebih baik dari pada hasil belajar peserta didik pada kelas control. hal ini membuktikan bahwa lnstrumen tes hots yang dikembangkan efektif mengukur hasil belajar peserta didik. kata kunci : instrumen tes, hots, materi metabolisme, validitas, reabilitas, indeks kesukaran, daya pembeda soal, efektivitas

Abstract The implementation of the 2013 curriculum in Indonesia has directed Indonesian students toward a learning environment that supports the development of higher- order thinking skills. However, HOTS-based assessment is infrequently applied in measuring student learning outcomes in HOTS learning due to teacher low competence regarding HOTS-based tests. Therefore, there is an urgent demand for conducting research on the development of HOTS-based learning equipment in order to improve student learning outcomes on Metabolism topic for the high school level. The research and development method of the Dick & Carey systems approach model was used. Data were collected using a HOTS-based reasoned multiple-choice test related to the Metabolism topic. A total of 610 research subjects were involved in this study. Item analysis was evaluated using difficulty index, discriminating power, validity, and reliability. The instrument’s effectiveness was analyzed using N-Gain and t-test. The results showed that 55 test items are of very good quality with the validity of £coun r stable (0 1 I ), the reliability is very high (0.87), and the items’ analyses are in a good category. The results of the t-test also showed that there is a significant difference between the pretest (0.002), posttest (0.002), and N-Gain scores (0.001) at a significant level of 95% (o = 0.05). Meanwhile, the N-Gain effectiveness for the experimental class is in the high category (0.72) and the N-Gain effectiveness for the control class is in the medium category (0.60). It can be concluded that student learning outcomes in the experimental class are higher than those in the control class. It confirms that the HOTS-based test instrument developed by ihe researcher is effective in measuring student learning outcomes. Keywords: Test Instrument, HOTS, Metabolism, validity, reliability, difficulty index, discriminating power, effectiveness