Development of Multi-Representation Test As A Solution to Train High-Order Thinking Skills High School Students in Newton’s Law

  • Hidayah Zuliana Puspitaningrum Universitas Negeri Surabaya
  • Wasis Universitas Negeri Surabaya
  • Tjipto Prastowo Universitas Negeri Surabaya
Keywords: high order thinking, multi-representation, Newtons laws

Abstract

This research  aims to develop a multi-representation based test instrument that can be used to measure students' higher-order thinking skills, especially in Newton's law material. development procedures used the Plomp development model, the stages were design, construction/ realization, test, evaluation, revision, and implementation. The subjects in this study were 36 students of class X at one of High School in Surabaya. At the implementation stage, tests were given to students and analysed using Rasch analysis with help of Winstep software. The multi-representation test instrument in question was a question in the form of an essay with a representation model consisted of visual, verbal, and mathematical representations adapted to the cognitive domain of Bloom's taxonomy of higher-order thinking. Data collection techniques were validation of instruments and tests. The results of this study were 9 items of valid test instruments based on logical validity and empirical validity and a reliable instrument based on calculations using the Alpha Cronbach equation. Based on the results of this  research can be concluded that multi-representation test can be train high order thinking skills students. Study with multi-representation test is expected to be able to make students are easier to develop high order thinking skill, in this research students can be categorized as having sufficient high-order thinking skills.

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Published
2021-01-31
How to Cite
Puspitaningrum, H. Z., Wasis, & Tjipto Prastowo. (2021). Development of Multi-Representation Test As A Solution to Train High-Order Thinking Skills High School Students in Newton’s Law. IJORER : International Journal of Recent Educational Research, 2(1), 16-28. https://doi.org/10.46245/ijorer.v2i1.76
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Articles