Development of SOLO-Based HOTS Assessment in Audio-Video Learning for 3T Vocational Schools: Integrating Religious Moderation in Mentawai
Abstract
Objective: This study aims to develop a High Order Thinking Skills (HOTS) assessment instrument based on the SOLO Taxonomy integrated with religious moderation values in Audio and Video Engineering learning at SMKN 1 Mentawai Islands, the 3T region of Indonesia. This study uses a Research and Development (R&D) approach involving five main stages: preliminary study, design of question grids, content validation by experts, field trials on 30 students, and limited implementation in class. The instrument consists of 30 contextual essay questions developed based on HOTS indicators (analysis, evaluation, creation), SOLO levels (multistructural, relational, extended abstract), and moderation values such as tolerance, cross-faith collaboration, and anti-extremism. The results of content validation using Aiken's V showed a value of ≥ 0.80, while empirical validity was obtained through Pearson correlation with 24 questions in the valid category. The reliability of the instrument reached Cronbach's Alpha 0.87, indicating very high internal consistency. Limited implementation shows that students are able to respond to questions reflectively and critically, and produce works based on diversity values. This study confirms that HOTS-based assessments integrated with religious moderation values are able to form students who think critically and have social awareness. These results recommend the widespread application of similar instruments in vocational education, especially in multicultural and outermost areas, as an effort to build in-depth, contextual, and character-based education.
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