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All Journal Jurnal Pendidikan Fisika FKIP UM Metro Edufisika: Jurnal Pendidikan Fisika Vidya Karya JPF : JURNAL PENDIDIKAN FISIKA Jurnal Ilmiah Mandala Education (JIME) Kasuari: Physics Education Journal (KPEJ) Jurnal Kajian Pendidikan IPA International Journal of STEM Education for Sustainability Jurnal Literasi Pendidikan Fisika (JLPF) Jurnal Pembelajaran Fisika Journal of Educational Sciences Jurnal Pengabdian Masyarakat Profesi Guru
Riskan Qadar, Riskan
Prodi Pendidikan Fisika, FKIP Universitas Mulawarman
Religion Arts Humanities Earth & Planetary Sciences Education Environmental Science Law, Crime, Criminology & Criminal Justice Library & Information Science Physics Social Sciences Other

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Journal : Vidya Karya

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High School Physics Assessments in Bontang City: Fostering Higher-Order Thinking Wati, Asma; Qadar, Riskan; Sulaeman, Nurul Fitriyah
Vidya Karya Vol 39, No 1 (2024)
Publisher : FKIP ULM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v39i1.17675

Abstract

This research aims to determine the percentage of HOTS-level physics questions and the cognitive level and dimensions of knowledge of HOTS-level physics questions on the class X SMAN/MAN summative exam in Bontang. These questions were analysed based on Bloom's revised taxonomy: cognitive level and knowledge dimensions. The type of research used in this research is descriptive research with a quantitative approach. The subject of this research was four schools in Bontang city, including high schools A, B, C, and D. Data collection techniques use documentation techniques. The results of the research show that the percentage of HOTS-level physics questions is 12.2%, with the percentage of each question code being 5% for question code A, 15% for question code B, 20% for question code C, and 16% for question code D for cognitive level C4.In contrast, cognitive levels C5 and C6 are not found in the summative exam question document. The cognitive level in the summative exam questions includes C1 to C4 and factual, conceptual and procedural knowledge dimensions. The knowledge dimension in the HOTS level question is dominated by the procedural knowledge dimension, while there is only one question in the conceptual knowledge dimension. Future physics should consider the balance of cognitive level and dimension in school assessment.
Co-Authors Abdul Hakim Agusningtyas, Dwi Anggraynie, Rosytha Tri Aprillia, Aprillia Aryaputra, Akmal Raiky Dakhi, Grecellia Mei Magdalena Damayanti, Puardmi Debora, Marely Corlyna Dinurrohmah, Syayidah Dita, Sukma Pra Efwinda, Shelly Farah Erika Farida, Saphira Devina Widya Putri Fitri, Muhammad Fauzan Haerani, Rosita Putri Rahmi Hajrah Hajrah, Hajrah Hartati, Yuli Laili Komariyah, Laili Lambang Subagiyo Muhammad Junus Muliati, Muliati Nasya, Alna Nur Apriliani, Fina Nurseptiani, Syifa Nurul Fitriyah Sulaeman, Nurul Fitriyah Riski Amalia, Riski Rohali, Putri Alayda Sari, Yurista Sukmawati Sukmawati Sulaeman, Nurul Fitriah Thesarah, Ravena Hardyanti Usada, Nur Iqlima Wati, Asma Wisutama, Remanda Arya Zeni Haryanto Zulkarnaen Zulkarnaen Zulkarnaen