DEVELOPING THE TWO-TIER MULTIPLE CHOICE TESTS IN ENHANCING STUDENTS HIGHER-ORDER THINKING SKILLS ON HUMAN DIGESTIVE SYSTEM

Muhammad Jamhari


DOI: https://doi.org/10.29100/eduproxima.v3i1.1853

Abstract


The aim of this study was to develop the two-tier multiple choice tests based on two indicators of higher-order thinking skills); level C4 and level C5. The subjects were: (1) an expert who validated the contents; (2) an expert who validated the constructs; (3) an expert who validated the items readability; and (4) eleventh graders. This was an R&D study adopted from Borg & Gall model. The results showed that: (1) validation of the contents indicated the mean score of 3.67 (very feasible category); (2) validation of the constructs indicated the mean score of 3.67 (very feasible category); (3) validation of the readability indicated the mean score of 3.50 (very feasible category); and (4) the students responses indicated that the tests were very good in small group tests of 93%. It was concluded that the two-tier multiple choice tests were very feasible in enhancing students higher-order thinking skills.


Keywords


Two-tier multiple choice tests; higher-order thinking skills; R&D

Article Metrics :

References


Adodo, S.O. 2013. Effects of Two-Tiers Multiple Choice Diagnostic Assessment Items on Students Learning Outcome in Basic Science Technology (BST). Academic Journal of Interdisciplinary Studies, 2(2): 201-210.

Afcariono, M. 2008. Penerapan Pembelajaran Berbasis Masalah untuk Meningkatkan Kemampuan Berpikir Siswa pada Mata Pelajaran Biologi. Jurnal Pendidikan Inovatif, 3(2): 65-68.

Anderson, L.W., D.R. Krathwohl. 2001. A Taxonomy for Learning, Teaching, and Assesing: A Revision of Blooms Taxonomy of Educatioanl Objectives. New York: Addison Wesley Longman, Inc.

Badan Standar Nasional Pendidikan. 2012. Permendikbud No.66 tentang Standar Penilaian Pendidikan. Jakarta: Kementerian Pendidikan dan Kebudayaan. Tersedia: http://luk.staff. ugm.ac.id/atur/bsnp/Permendikbud66-2013SPenilaian.pdf [15 September 2019].

Boo, H.K. 2002. Primary Science Assessment and Its Contribution to the Nurturing of Creativity. Proceeding of the International Education Research Conference Organized by the AARE (Australian Association for Research in Education). Brisbane, Australia ISSN 1324-9320.

Boo, H.K.., Ang, K.C. 2005. Using Two-Tiers Reflective Multiple Choice Questions to Cater to Creative Thinking. AARE. International Education Research Conference National Institute of Education, Nanyang Technological University Singapore.

Borg, W.R., M.D. Gall. 1987. Educational Research: an Introduction. New York: Longman Inc.

Cullinane, A., Liston, M. 2011. Two-Tier Multiple Choice Questions: An Alternative Method of Formative Assessment for First Year Undergraduate Biology Students, Limerick: National Center for Excellence In Mathematics and Education Science Teaching and Learning (NCE-MSTL).

Darwis, M. 2007. Model Pembelajaran Matematika yang Melibatkan Kecerdasan Emosional. Disertasi Program Pascasarjana Program Studi Pendidikan Matematika Universitas Negeri Surabaya. Tidak diterbitkan.

Halaydina, T.M., Downing, S.M. 1989. A Taxonomy of Multiple Choice Item Writing Rules. Applied Measurements InEducation. 2(1): 37-50.

Kurniawati, W., Atmojo, S.E. 2017. Pembelajaran Sains Bermuatan Karakter Ilmiah Dengan Alat Peraga Barang Bekas dan Asesmen Kinerja. JPI (Jurnal Pendidikan Indonesia), 6(1): 41-50.

Majid, A. 2014. Pengembangan Modul Matematika pada Materi Garis dan Sudut Setting Pembelajaran Kooperatif Tipe Think Pair Share (TPS) untuk Siswa Kelas VII SMP. Tesis tidak diterbitkan. Makassar: UNM.

Mullis, I.V.S., Martin, M.O., Foy, P. 2016. TIMSS Advanced 2015 International Results in Advanced Mathematics and Physics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

OECD. 2015. PISA 2015 Results: PISA 2015 Results in Focus (Volumes 1 - V). [online]. Tersedia: http://www.oecd. org/pisa/pisa-2015-results-in-focus.pdf 19 September 2019].

Permendiknas No. 23. 2006. Standar Kompetensi Lulusan untuk Satuan Pendidikan Dasar dan Menengah. Jakarta: Depdiknas.

Purwanto, S. 2005. Penggunaan Model Assesmen Portofolio dalam Penilaian Proses dan Hasil Belajar Matematika Siswa SMU. 3(2): 26-34.

Purwanto, N. 2010. Prinsip-prinsip dan Teknik Evaluasi Pengajaran. Bandung: PT. Remaja Rosdakarya.

Ramirez., Rachel, P.B., Mildred., Ganaden. 2006. Creative Activities and Students Higher Order Thinking Skills. Journal of Education Quarterly, December 2008. 66(1): 22-23.

Sagala, S. 2011. Konsep dan Makna Pembelajaran. Bandung: Alfabeta.

Sugiyono. 2009. Metode Penelitian Kualitatif dan R&D. Bandung: Alfabeta.

Treagust, D.F. 2006. Diagnostic Assesment in Science as a Means to Improving Teaching, Learning, and Retention. UniServe Science Symposium Proceedings: Assesment in Science Teaching and Learning, Uniserve. 10(2): 1-9.

Tuysuz, C. 2009. Development of Two-Tiers Diagnostic Instrument and Assess Students Misunderstanding in Chemistry. Scientific Research and Essay, 5(9): 97-108.