Development of Multi-Representation Test As A Solution to Train High-Order Thinking Skills High School Students in Newton’s Law
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.
Alias, S. N., & Ibrahim, F. (2016). A preliminary study of student’s problems on Newton’s law. International Journal of Business and Social Science, 7(4), 133-139.
Astutik, S., & Prahani, B. K. (2018). The practicality and effectiveness of Collaborative Creativity Learning (CCL) model by using phet simulation to increase students’ scientific creativity. International Journal of Instruction, 11(4), 410–424.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy of learning, teaching, and assesing: A revision of blooom’a taxonomy of educational objectives. New York: Longman.
Barnett, J. E., & Francis, A.L. (2012). Using higher order thinking questions to foster critical thinking: A classroom study. Edu-cational Psychology: An International Journal of Experimental Educational Psychology, 32(2), 1-11. DOI: 10.1080/01443410.2011.638619.
Boone, W. J., Staver, J. R., & Yale, M. S. (2014). RASCH analysis in the human sciences. Dordrecht: Springer.
Borich, G. D. (1994). Observation skill for effective teaching. New York: Mac Millian Publishing company
Ergin, S. (2016). The effect of group work on misconceptions of 9th grade students about Newton’s laws. Journal of Educational and Training Studies, 4(6), 127-134. DOI: 10.11114/jets.v4i6.1390
Franco, M. G., Muis, R. K., Kendeou P., Ranellucci J., Sampasivam L., & Wang, X. (2012). Examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics. Learning and instruction, 22(1), 62-77.
Halim, A., Ngadimin, Soewarno, Sabaruddin, & Susanna. (2018). Improvement of high order thinking skill of physics student to prepare human resources in order to faced of global competition In ASEAN economic community. Journal of Physics: Conference Series, 1116(032009). DOI:10.1088/1742-6596/1116/3/032009
Huda, C., Siswanto, J., Kurniawan, A. F., & Nuroso, H. (2016). Development of multi-representation learning tools for the course of fundamental physics. Journal of Physics: Conference Series, 739(012024).
Jannah, L. N., Sarwanto., & Sukarmin. (2019). Analysis of multirepresentation on material elasticity properties. Journal of Physics: Conference Series, 1153(012120). DOI:10.1088/1742-6596/1153/1/012120
Khiari, C. E. (2011). Newton’s laws of motion revisited: some epistemological and didactic problems. Latin-American Journal of Physics Education, 5(1), 10-15.
Plomp, Tjeerd., & Nieveen, N. (2010). An introduction to educational design research. Netherlands: Netzodruk Enschede.
Pratama, A. C., Supahar., Warsono., & Jumadi. (2018). The development physics essay test to measure vector and mathematics representation ability in senior high school. Journal of Physics: Conference Series, 1097(010213).
Ramos, Jennifer Lyn S., Dolipas, Bretel. B., & Villamor, Brenda B. (2013). Higher order thinking skills and academic performance in physics of college students: A regression analysis. International Journal of Innovation and Interdiscipline Research, 1(4), 48–60.
Ratumanan, G. T., & Laurens. (2011). Evaluasi hasil belajar pada tingkat satuan pendidikan. Surabaya: Unesa University Press.
Riduwan. (2015). Skala pengukuran variabel-variabel penelitian. Bandung: Alfabeta.
Samsudin, A., Fratiwi, N. J., Ramalis, R. R., Aminudin, A. H., Costu., & Nurtanto. (2020). Using rasch analysis to develop multi-representation of tier instrument on newton’s law (MOTION). International Journal of Psychosocial Rehabilitation, 24(06), 8542-8556
Setyani, N. D., Cari, S., & Handika, J. (2017). Student’s concept ability of Newton’s law based on verbal and visual test. International Journal of Science and Applied Science: Conference Series, 1(2), 162-169. doi: 10.20961/ijsascs.v1i2.5144.
Sinaga, P., & Suhandi, A. (2014). The effectiveness of learning to represent physics concept approach: Preparing pre-service physics teachers to be good teachers. International Journal of Research Application, 2(4), 127–136.
Sirait, J. (2016). Representasi based physics instruction to enchance students problem solving. American Journal of Education Research, 4(1), 1-4. DOI: 10.12691/education-4-1-1.
Siswanto, J., Susantini, E., & Jatmiko, B. (2018). Multi-representation based on scientific investigation for enhancing students’ representation skills. Journal of Physics: Conference Series, 983(012034). DOI: 10.1088/1742-6596/983/1/012034.
Sudaryono. (2017). Metodologi penelitian. Depok: Rajawali Pers.
Suhandi, A., & Wibowo, F. C. (2012). Pendekatan multirepresentasi dalam pembelajaran usaha-energi dan dampak terhadap pemahaman konsep mahasiswa. Jurnal Pendidikan Fisika Indonesia, 8(1), 1-7.
Sumintono, B., & Widhiarso. (2015). Aplikasi pemodelan RASCH pada assessment pendidikan. Cimahi: Trim Komunikata.
Sutarto., Indrawati., & Wicaksono, I. (2015). The role of picture of process (pp) on senior high school students’ collision concept learning activities and multirepresentation ability. Journal of Physic: Conference Series, 1006(012037). DOI:10.1088/1742-6596/1006/1/012037.
Sutopo & Waldrip, B. (2014). Impact of a representational approach on students’ reasoning and conceptual understtanding in learning mechanics. International Journal of Science and Mathematics Education, 12, 741-766.
Suwarto. (2013). Pengembangan Tes Diagnostik dalam Pembelajaran. Yogyakarta: Pustaka Pelajar.
Taqwa. M. R., Zainuddin, A., & Riantoni, A. (2020). Multi representation approach to increase the students’ conceptual understanding of work and energy. Journal of Physics: Conference Series, 1567(032090). DOI: 10.1088/1742-6596/1567/3/032090
Theasy, Y., Wiyanto., & Sujarwata. (2018). Multi-representation ability of students on the problem solving physics. Journal of Physics: Conference Series, 983(012005).
Tiruneh, D. T., De Cock, M., Weldeslassie, A. G., Elen, J., & Janssen, R. (2017). Measuring critical thinking in physics: Development and validation of a critical thinking test in electricity and magnetism. International Journal of Science and Mathematics Education, 15(4), 663-682.
Wasis., Rahayu, S. Y., Sunarti, T., & Indana, S. (2020). HOTS & literasi sains konsep, pembelajaran dan penilaiannya. Jombang: Kun Fayakun.
Winarni. (2019). Peningkatan kemampuan berpikir tingkat tinggi menggunakan huruf kapital melalui penerapan model PBL di SDIT Izzatul Islam Getasan. Jurnal manajemen pendidikan, 14(1), 18-24.
Zohar, A., & Cohen, A. (2016). Large scale implementation of higher order thinking (HOT) in civic education: the interplay of policy, politics, pedagogical leadership and detailed pedagogical planning. Thinking Skills and Creativity, 21, 85-96. https://doi.org/10.1016/j.tsc.2016.05.003
Copyright (c) 2021 IJORER : International Journal of Recent Educational Research
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright of the received article once accepted for publication shall be assigned to the journal as the publisher of the journal. The intended copyright includes the right to publish the article in various forms (including reprints). The journal maintains the publishing rights to the published articles.