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Pengaruh penilaian autentik dan High Order Thinking Skills (HOTS) terhadap pemecahan masalah fisika
Penelitian ini bertujuan untuk melihat pengaruh penilaian autentik dan high order thinking skill (HOTS) terhadap pemecahan masalah fisika. Bentuk penilaian autentik mencakup kinerja dan portofolio. high order thinking skill (HOTS) mencakup high order thinking skill (HOTS) tinggi dan high order thinking skill (HOTS) rendah. Metode yang digunakan adalah treatment by level 2 x 2. Hipotesis penelitian diuji dengan menggunakan analisis varian (ANAVA) dua jalan. Hasil penelitian menyimpulkan bahwa; (1) hasil kemampuan pemecahan masalah fisika kelompok siswa yang diberi bentuk penilaian autentik kinerja lebih tinggi dari hasil kemampuan pemecahan masalah fisika kelompok siswa yang diberi bentuk penilaian autentik portofolio, (2) terdapat pengaruh interaksi yang signifikan antara bentuk penilaian autentik dan high order thinking skill (HOTS) terhadap hasil kemampuan pemecahan masalah fisika, (3) khusus kelompok siswa yang memiliki high order thinking skill (HOTS) tinggi, hasil kemampuan pemecahan masalah fisika kelompok siswa yang diberi bentuk penilaian autentik kinerja lebih tinggi dari hasil kemampuan pemecahan masalah fisika kelompok siswa yang diberi bentuk penilaian autentik portofolio, (4) khusus kelompok siswa yang memiliki high order thinking skill (HOTS) rendah, hasil kemampuan pemecahan masalah fisika kelompok siswa yang diberi bentuk penilaian autentik kinerja lebih rendah dari hasil kemampuan pemecahan masalah fisika kelompok siswa yang diberi bentuk penilaian autentik portofolio.
The objective of the research is to observe the impact of authentic assessment and high order thinking skill (HOTS) on physics problem solving. The format of authentic assessment consists of performance and portfolio. High order thinking skill (HOTS) consists of higher order and lower order thinking skills. The method used in this research was treatment by 2 x 2. Hypothesis of the research was examined by using two way variance analysis (ANAVA). Based on the results of the research, it can be concluded that: (1) The ability result of physics problem solving of the student group—which was given the performance authentic assessment format—is higher than the problem solving of the student group—which was given the portfolio authentic assessment format, (2) There is an impact of a significant interaction between authentic assessment format and high order thinking skill (HOTS) on the result of the ability of physics problem solving, (3) Especially for the student group with higher order thinking skill, the ability result of physics problem solving of the student group—which was given the performance authentic assessment format—is higher than the problem solving of the student group—which was given the portfolio authentic assessment format, (4) Especially for the student group with lower order thinking skill, the ability result of physics problem solving of the student group—which was given the performance authentic assessment format—is lower than the problem solving of the student group—which was given the portfolio authentic assessment format.
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