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All Journal Jurnal Bastra (Bahasa dan Sastra) Jurnal PENEROKA: Kajian Ilmu Pendidikan Bahasa dan Sastra Indonesia Peneroka
Ernawati
Universitas Nurul Huda
Education Languange, Linguistic, Communication & Media Other

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STRATEGI PENYUSUNAN INSTRUMEN EVALUASI UNTUK MENGUKUR KEMAMPUAN BERPIKIR TINGKAT TINGGI (HIGHER ORDER THINKING SKILLS) Hesti Novita Sari; Ernawati; Musalamatul Husna; Rizki Wirayuda
Jurnal PENEROKA Vol. 6 No. 2 (2026): Juli 2026
Publisher : Institut Agama Islam Darussalam Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/peneroka.v6i2.5382

Abstract

This study aims to describe the strategies for developing assessment instruments used to measure higher-order thinking skills (HOTS), their implementation in the classroom, and the challenges and efforts to improve the quality of these instruments. The scope of the study focuses on the process of developing HOTS assessment instruments, ranging from the analysis of learning outcomes (CP) and learning objectives (TP), the formulation of indicators, the development of a test blueprint, the creation of stimuli, the writing of test items, the development of a scoring rubric, validation, to the pilot testing of the instruments based on various relevant research findings. This study employs a library research method with a descriptive qualitative approach. The research data consists of secondary data obtained from scientific articles, books, conferrence proceedings, and academic documents published within the last ten years, which were then analyzed using content analysis techniques through data reduction, classification, presentation, interpretation, and drawing of conclusions. The results of the study indicate that the development of HOTS instruments must be carried out systematically, taking into account learning competencies, cognitive levels C4–C6, contextual stimuli, scoring rubrics, expert validation, and empirical testing, in order to produce instruments that are valid, reliable, and objective. The implementation of HOTS instruments can measure students’ abilities to analyze, evaluate, and create solutions more accurately. However, their development still faces challenges, particularly regarding teacher competence and the quality of instrument design. Therefore, training, mentoring, ongoing validation, and the use of digital technology are needed to improve the quality of HOTS assessment instruments.
Analisis Isi Penilaian Autentik dalam Buku Cerdas Cergas Berbahasa dan Bersastra Indonesia SMA Kelas X Kurikulum Merdeka: A Content Analysis of Authentic Assessment in the Grade X Senior High School Textbook Cerdas Cergas Berbahasa dan Bersastra Indonesia of the Merdeka Curriculum Ernawati; Tiwi Indriyani; Dela Sintia; Riyani
Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 4 (2026): JURNAL BASTRA EDISI OKTOBER 2026
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/bastra.v11i4.2950

Abstract

Penelitian ini mengkaji penilaian autentik dalam buku Cerdas Cergas Berbahasa dan Bersastra Indonesia SMA Kelas X Kurikulum Merdeka. Kajian ini dilatarbelakangi oleh pentingnya penilaian dalam buku teks untuk mendukung ketercapaian Capaian Pembelajaran Bahasa Indonesia Fase E yang meliputi menyimak, membaca dan memirsa, berbicara dan mempresentasikan, serta menulis. Penelitian ini bertujuan mendeskripsikan bentuk-bentuk penilaian autentik dalam buku teks serta menganalisis keselarasannya dengan Capaian Pembelajaran Fase E. Penelitian menggunakan metode kualitatif dengan pendekatan analisis isi yang didukung statistik deskriptif sederhana. Data berupa aktivitas pembelajaran, tugas, proyek, praktik, dan refleksi yang menunjukkan karakteristik penilaian autentik. Data dikumpulkan melalui studi dokumentasi dengan teknik baca dan catat, kemudian dianalisis melalui identifikasi, klasifikasi, interpretasi, dan penghitungan persentase. Hasil penelitian menunjukkan bahwa buku memuat penilaian produk, praktik, proyek, dan penilaian diri, sedangkan penilaian portofolio belum terakomodasi. Secara umum, bentuk penilaian tersebut selaras dengan Capaian Pembelajaran Fase E, meskipun distribusinya belum seimbang.
STRATEGI PENYUSUNAN INSTRUMEN EVALUASI UNTUK MENGUKUR KEMAMPUAN BERPIKIR TINGKAT TINGGI (HIGHER ORDER THINKING SKILLS) Hesti Novita Sari; Ernawati; Musalamatul Husna; Rizki Wirayuda
Jurnal PENEROKA Vol. 6 No. 2 (2026): Juli 2026
Publisher : Institut Agama Islam Darussalam Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/peneroka.v6i2.5382

Abstract

This study aims to describe the strategies for developing assessment instruments used to measure higher-order thinking skills (HOTS), their implementation in the classroom, and the challenges and efforts to improve the quality of these instruments. The scope of the study focuses on the process of developing HOTS assessment instruments, ranging from the analysis of learning outcomes (CP) and learning objectives (TP), the formulation of indicators, the development of a test blueprint, the creation of stimuli, the writing of test items, the development of a scoring rubric, validation, to the pilot testing of the instruments based on various relevant research findings. This study employs a library research method with a descriptive qualitative approach. The research data consists of secondary data obtained from scientific articles, books, conferrence proceedings, and academic documents published within the last ten years, which were then analyzed using content analysis techniques through data reduction, classification, presentation, interpretation, and drawing of conclusions. The results of the study indicate that the development of HOTS instruments must be carried out systematically, taking into account learning competencies, cognitive levels C4–C6, contextual stimuli, scoring rubrics, expert validation, and empirical testing, in order to produce instruments that are valid, reliable, and objective. The implementation of HOTS instruments can measure students’ abilities to analyze, evaluate, and create solutions more accurately. However, their development still faces challenges, particularly regarding teacher competence and the quality of instrument design. Therefore, training, mentoring, ongoing validation, and the use of digital technology are needed to improve the quality of HOTS assessment instruments.
Co-Authors Dela Sintia Hesti Novita Sari Musalamatul Husna Riyani Rizki Wirayuda Tiwi Indriyani