Jul 2026· Journal of Mathematics Science and Computer Education· Vol 6, pp. 436· 0 citations
Abstract
Despite growing policy demands for Higher Order Thinking Skills (HOTS) assessment in Indonesian science education, psychometrically validated instruments aligned with the Merdeka Curriculum remain scarce. This study aims to develop and validate a HOTS-based assessment instrument for eighth-grade junior high school (SMP) science students. Employing the Research and Development (R&D) approach with the 4-D model (Define, Design, Develop, Disseminate), the instrument was designed to comprehensively measure HOTS at cognitive levels C4 (Analyzing), C5 (Evaluating), and C6 (Creating) of the Revised Bloom’s Taxonomy, covering Basic Competency (BC) 3.8 (Respiratory System) and BC 3.9 (Photosynthesis) topics. The instrument consists of 40 two-tier multiple-choice (TTMC) items and 10 essay items. Content validity was assessed by three experts using Aiken’s V formula, yielding a mean V of 0.87 (highly valid). Reliability was estimated using the KR-20 formula in a large-group trial (n = 64), producing a coefficient of 0.82 (reliable), and Cronbach’s alpha of 0.79 for essay items. Item analysis encompassed difficulty index, discriminating power, and distractor effectiveness. Results showed that 34 of 40 TTMC items (85%) met all quality criteria simultaneously: moderate difficulty, good discriminating power, and effective distractors. The final instrument (34 TTMC + 10 essay items) is valid and reliable for measuring higher-order thinking skills among SMP students. The TTMC format provides added diagnostic value by revealing specific conceptual misconceptions in addition to measuring HOTS proficiency, aligning with the formative assessment emphasis of the Merdeka Curriculum.
The purpose of this study was to design and assess a Higher-Order Thinking Skills (HOTS)-based cognitive assessment tool for Grade 6 Araling Panlipunan learners at Sinamar Norte Elementary School and Sinamar Sur Elementary School. Employing the Research and Development (R&D) method and the ASSURE instructional design model, the study aimed to develop a valid and reliable assessment tool capable of measuring higher-order cognitive processes, particularly analysis, evaluation, and creation. The developed instrument consisted of 30 multiple-choice items aligned with the Most Essential Learning Competencies (MELCs) for Araling Panlipunan 6. Following expert validation, the assessment tool obtained a feasibility rating of 93.53%, interpreted as Highly Feasible, indicating excellent content validity and instructional quality. The finalized instrument was administered to 151 Grade 6 learners from the two participating schools for empirical validation. Item analysis revealed that the majority of the assessment items were of average difficulty and demonstrated acceptable discrimination indices. Furthermore, 27 out of the 30 items were found to be valid based on item validity testing. Reliability analysis using Cronbach’s Alpha yielded a coefficient of 0.87, indicating high internal consistency. The learners obtained a mean score of 19.84 out of 30 (66.13%), suggesting a moderate level of Higher-Order Thinking Skills. The findings indicate that the developed assessment tool possesses satisfactory psychometric properties and can serve as a practical model for Bachelor of Elementary Education (BEED) pre-service teachers in designing assessments that promote critical thinking, problem-solving, and civic engagement. The study concludes that integrating HOTS-oriented assessment tools enhances assessment literacy and supports the goals of the Philippine basic education curriculum.
Warren Mark C. Bermudez, J. Evangelista, Bob P. Dangilan Jr. et al.· Journal of Education, Learni...· 0 citations
This study was motivated by concerns that Islamic Religious Education (PAI), particularly Qur'an and Hadith learning, continues to emphasize memorization rather than Higher-Order Thinking Skills (HOTS). It aimed to develop and validate a HOTS-based assessment instrument for senior high school students. Using a Research and Development (R&D) approach with the ADDIE model, 35 HOTS-based items were developed, validated by five experts, and tested on 308 students. Data were analyzed using Aiken's V and the Rasch Model through QUEST software. The instrument achieved an average Aiken's V of 0.88, indicating very high content validity. Rasch analysis showed excellent item reliability (0.99) and moderate person reliability (0.67), while identifying several items requiring revision. After refinement, the instrument demonstrated acceptable psychometric properties, providing a valid and reliable assessment tool to measure students' analytical, evaluative, and reflective skills in Qur'an and Hadith learning.
Yeni Ayu Khoiryah, Risnita, D. Sastradika et al.· Al-Ta'dib. Jurnal kajian ilm...· 0 citations
Valid assessment in special and inclusive education requires instruments capable of capturing the multidimensional learning outcomes of students with Special Educational Needs (SEN). This study examined the content validity of a newly developed, teacher‐rated SEN outcomes instrument grounded in Bloom's Taxonomy, which assesses cognitive, affective, and psychomotor development in school settings. Using the Content Validity Index (CVI) approach, eight experts in educational management, special education and educational assessment evaluated 19 items on a four‐point relevance scale. Item‐level (I‐CVI) and scale‐level (S‐CVI/Ave and S‐CVI/UA) indices were computed following established guidelines. Seventeen items achieved full agreement (I‐CVI = 1.00), one met the acceptable threshold (I‐CVI = 0.88) and one was removed for insufficient relevance (I‐CVI = 0.75). Initial values (S‐CVI/Ave = 0.98, S‐CVI/UA = 0.89) exceeded recommended standards. After the item was removed, the final 18‐item instrument reached S‐CVI/Ave = 0.99 and S‐CVI/UA = 0.94, indicating excellent content validity. The instrument shows strong conceptual coherence and alignment across all three domains. It offers educators a theoretically grounded framework to support Individualised Education Plans (IEPs), data‐informed instructional planning and systematic monitoring of holistic learner development in inclusive settings.
Siti Norfatin Abdullah, B. Alias, Mohd Norazmi Nordin et al.· Journal of Research in Speci...· 0 citations
Critical thinking is an essential 21st-century competency that students are expected to develop. However, physics instruction in schools remains largely focused on routine problems that primarily assess memory and conceptual understanding, limiting opportunities to evaluate higher-order thinking skills. This research and development (R&D) study aimed to develop a STEM (Science, Technology, Engineering, and Mathematics)-based differentiated assessment instrument that is valid, reliable, practical, and effective for measuring senior high school students’ critical thinking skills on the topic of transverse waves. The study employed the 4D development model (Define, Design, Develop, and Disseminate). The participants consisted of three expert validators, one physics teacher, and 20 Grade 11 science students at SMAS YAPIM TARUNA STABAT. Data were collected using expert validation sheets, critical thinking tests, and teacher and student response questionnaires. Data analysis included validity and reliability testing, item difficulty and discrimination analyses, the Wilcoxon signed-rank test, and N-Gain analysis. The results indicated that the instrument achieved an expert validity score of 88% (highly valid) with a Cohen’s Kappa coefficient of 0.590 (good agreement). Four of the six test items were empirically valid, and the instrument’s reliability improved from 0.210 to 0.793 after item refinement. Students’ mean critical thinking scores increased substantially from 34.95 on the pretest to 93.52 on the posttest, with a Wilcoxon significance value of p = 0.000 (< 0.05) and an N-Gain score of 0.8977 (high category). The practicality evaluation yielded a score of 94.32% (highly practical). These findings demonstrate that the developed instrument is valid, reliable, practical, and effective for assessing critical thinking skills and can serve as an alternative assessment tool to support contextual, equitable, and meaningful physics learning in the 21st century.
ABSTRAK
Berpikir kritis merupakan salah satu kompetensi penting abad ke-21 yang harus dimiliki peserta didik. Namun, pembelajaran fisika di sekolah masih didominasi oleh soal-soal rutin yang hanya mengukur kemampuan mengingat dan pemahaman konsep sehingga potensi peserta didik dalam berpikir tingkat tinggi belum terukur secara optimal. Penelitian dan pengembangan (Research and Development/R&D) ini bertujuan mengembangkan instrumen asesmen berdiferensiasi berbasis STEM (Science, Technology, Engineering, and Mathematics) yang valid, reliabel, praktis, dan efektif untuk mengukur kemampuan berpikir kritis peserta didik SMA pada materi gelombang transversal. Penelitian menggunakan model pengembangan 4D (Define, Design, Develop, dan Disseminate). Subjek penelitian terdiri atas tiga validator ahli, seorang guru fisika, dan 20 peserta didik kelas XI MIPA di SMAS YAPIM TARUNA STABAT. Data dikumpulkan melalui lembar validasi ahli, tes kemampuan berpikir kritis, serta angket respons guru dan peserta didik. Analisis data meliputi uji validitas dan reliabilitas, analisis tingkat kesukaran dan daya pembeda butir soal, uji Wilcoxon, serta analisis N-Gain. Hasil penelitian menunjukkan bahwa instrumen memperoleh tingkat validitas ahli sebesar 88% (sangat valid) dengan koefisien Cohen’s Kappa sebesar 0,590 (kategori baik). Empat dari enam butir soal dinyatakan valid secara empiris, sedangkan reliabilitas instrumen meningkat dari 0,210 menjadi 0,793 setelah dilakukan penyempurnaan butir soal. Rata-rata skor kemampuan berpikir kritis peserta didik meningkat secara signifikan dari 34,95 pada pretest menjadi 93,52 pada posttest, dengan nilai signifikansi uji Wilcoxon sebesar p = 0,000 (< 0,05) dan nilai N-Gain sebesar 0,8977 (kategori tinggi). Hasil uji kepraktisan menunjukkan persentase sebesar 94,32% (sangat praktis). Temuan ini menunjukkan bahwa instrumen yang dikembangkan telah memenuhi kriteria valid, reliabel, praktis, dan efektif sehingga layak digunakan sebagai alternatif instrumen asesmen untuk mengukur kemampuan berpikir kritis dalam pembelajaran fisika abad ke-21 yang kontekstual, berkeadilan, dan bermakna bagi peserta didik dengan karakteristik yang beragam.
Assessing higher-order thinking skills (HOTS) in mathematics education remains challenging because available instruments often measure critical thinking (CT), creative thinking (CrT), and problem-solving (PS) separately, limiting a coherent evaluation of their interrelated nature. This study developed and empirically validated an integrated set of quality indicators for HOTS assessment using a mixed-methods design. In the qualitative phase, focus group discussions (FGDs) with five experts in mathematics education and educational evaluation generated theory-driven indicators grounded in instructional practice. In the quantitative phase, 70 participants (university lecturers, secondary school teachers, and undergraduate students) were selected through stratified purposive sampling to evaluate the indicators. An exploratory factor analysis (EFA) was performed using principal axis factoring with varimax rotation, and factorability was confirmed using Kaiser-Meyer-Olkin (KMO) and Bartlett’s test of sphericity. The results showed satisfactory construct validity (KMO=0.75; Bartlett’s p<0.001) and acceptable factor loadings (≥0.50), supporting a stable multidimensional HOTS structure aligned with theoretical expectations. The validated indicators provide a practical measurement framework to support cognitively demanding mathematics instruction and serve as a foundation for subsequent confirmatory factor analysis (CFA) in larger, more diverse samples.
Nia Kania, Florence Kyaruzi· International Journal of Eva...· 0 citations
Science learning in the 21st century requires student-centered approaches that promote scientific thinking and Science Process Skills (SPS). Inquiry-based learning provides opportunities for students to engage in scientific activities; however, its implementation requires structured learning materials that systematically facilitate SPS development. This study aimed to develop and evaluate the feasibility, readability, and practicality of a structured inquiry-based Student Worksheet (LKPD) on the excretory system topic to support SPS training. The study employed a Research and Development (R&D) approach using the ADDIE model, limited to the Development stage. The subjects were Grade 11 students (XI IPA 1) at MAN 3 Tangerang. The procedures included needs analysis, LKPD design, expert validation, student readability assessment, and teacher response evaluation. The results showed that the LKPD achieved an average validation score of 83% (very feasible), student readability of 89.8% (very readable), and teacher response of 73.2% (feasible). These findings indicate that the structured inquiry-based LKPD is a feasible learning resource that provides systematic guidance for students to engage in scientific activities and supports SPS training in senior high school biology learning.
