Higher order thinking skills: its implementation on senior high school chemistry summative examinations chemistry sumative examinations

• Main Authors: Herunata, Herunata, Nadifah, Yenin, Widarti, Hayuni Retno, Sulistina, Oktavia, Habiddin, Habiddin, Rosli, Mohd. Shafie
• Format: Conference or Workshop Item
• Published: 2020
• Subjects: LB2300 Higher Education
• Online Access: http://eprints.utm.my/id/eprint/91613/; http://dx.doi.org/10.1063/5.0000580
• Institution: Universiti Teknologi Malaysia

Summative examination in the 2013 curriculum is called the final semester examination. In this examination, all questions are made by the teacher. In making the questions the teachers refer to the assesment guidelines described in the 2013 curriculum. According to the guidelines, there are three types of assessment, namely: knowledge, application, and reasoning. Reasoning refers to high-level abilities of the student in thinking, ussually called higher order thinking skills or HOTs. In assessment guidelines, HOTs are defined as a transfer, contextual, critical thinking, and PISA assessment. Then, they are completed by Brookhart with creative thinking, problem solving, logic and reasoning. Unfortunately, implementation of HOTs questions are not yet known in the formative and summative examination questions for chemistry classes. Therefore, this research aims to study the implementation of HOTs questions in the summative examinations in chemistry classes in senior high schools in the City of Malang. The research used descriptive qualitative approaches consisting of content analysis methods. The data were obtained by documentation techniques. The data were taken from summative examination questions in the 2015/2016 to the 2017/2018 academic years. The relliability of the result was tested using interrater reliability procedure to obstain a reliability of Cohen-Kappa by manual calculation. Result of the analysis showed that 12,50% of the test contained HOTs. The reliability test results of Cohen-Kappa indicated an agreement of the analysis of chemistry summative examination questions, with acategory of "strong agreement" (0.65-0.87). The HOTs aspects were also found in this study such as tranfer, contextual assessment, critical thinking, and PISA.