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All Journal NUSRA: Jurnal Penelitian dan Ilmu Pendidikan
Lukman A. R. Laliyo
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Analisis Kualitas Soal Tes Formatif untuk Mengukur High Order Thinking Skills pada Materi Kesetimbangan Kimia Nabila Nur Indah Dunggio; Mangara Sihaloho; Netty Ino Ischak; Nurhayati Bialangi; Lukman A. R. Laliyo
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6525

Abstract

This study aimed to develop a Higher Order Thinking Skills (HOTS)-based formative test instrument on chemical equilibrium material and to analyze the quality of the instrument based on validity, reliability, difficulty level, discrimination power, and distractor effectiveness using the Rasch Model. This study employed a Research and Development method involving 564 students as research subjects. The developed instrument consisted of HOTS multiple-choice questions at cognitive levels C4, C5, and C6. Instrument validity was analyzed through expert validation, while empirical analysis was conducted using Winsteps and Microsoft Excel. The results showed that the instrument obtained a validity percentage of 88.95%, categorized as very valid. Rasch Model analysis indicated that all items met the item fit criteria with a Cronbach Alpha reliability value of 0.78, categorized as good. The item difficulty levels consisted of easy, moderate, and difficult categories, with moderate items being dominant. All items demonstrated good discrimination power as indicated by positive Pt Measure Corr values. In addition, most distractors functioned effectively because they were selected by students. The distribution of HOTS items consisted of 44.44% C4 level, 33.33% C5 level, and 22.22% C6 level. Therefore, the HOTS-based formative test instrument on chemical equilibrium material was considered feasible for measuring students’ higher-order thinking skills.
Co-Authors Mangara Sihaloho Nabila Nur Indah Dunggio Netty Ino Ischak Nurhayati Bialangi