Stimulus Fenomena Lokal sebagai Asesmen Diagnostik HOTS IPA Terpadu

Katarina Herwanti; Saptono Nugrohadi; Stanislaus Christo Petra Nugraha; Dail Umamil Asri

doi:10.37630/jpm.v16i2.4121

Authors

Katarina Herwanti Universitas Negeri Semarang
Saptono Nugrohadi SMA Negeri 3 Salatiga
Stanislaus Christo Petra Nugraha University of Dundee Scotland
Dail Umamil Asri Universitas Diponegoro

DOI:

https://doi.org/10.37630/jpm.v16i2.4121

Keywords:

HOTS IPA, Fenomena Lokal, Asesmen Diagnostik, Miskonsepsi Konsep, Pembelajaran IPA

Abstract

Penelitian ini bertujuan menganalisis fungsi stimulus fenomena lokal sebagai asesmen diagnostik Higher Order Thinking Skills (HOTS) dalam pembelajaran IPA terpadu. Penelitian menggunakan pendekatan mixed methods dengan desain explanatory sequential. Subjek penelitian melibatkan 592 peserta didik pada pembelajaran IPA. Instrumen penelitian berupa asesmen HOTS berbasis stimulus fenomena lokal yang menuntut penalaran inferensial, pemahaman proses, dan klasifikasi konsep. Data kuantitatif dianalisis secara deskriptif untuk menggambarkan capaian HOTS, sedangkan data kualitatif dianalisis melalui pola pilihan jawaban dan distraktor untuk mengidentifikasi miskonsepsi konseptual. Hasil penelitian menunjukkan bahwa sebagian besar peserta didik mampu menarik inferensi kausal dan memahami proses fenomena alam yang disajikan. Namun demikian, ditemukan miskonsepsi konseptual yang signifikan pada aspek klasifikasi konsep, meskipun pemahaman proses relatif baik. Temuan ini mengindikasikan adanya ketidaksinkronan antara penalaran ilmiah dan pelabelan konsep. Penelitian ini menyimpulkan bahwa stimulus fenomena lokal efektif digunakan sebagai asesmen diagnostik HOTS IPA terpadu untuk mengungkap capaian penalaran sekaligus miskonsepsi konseptual peserta didik dalam pembelajaran IPA.

Downloads

Download data is not yet available.

References

Abate, T., Michael, K., & Angell, C. (2020). Assessment of Scientific Reasoning: Development and Validation of Scientific Reasoning Assessment Tool. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1927. https://doi.org/10.29333/ejmste/9353

Conrad, D., & Libarkin, J. C. (2022). Using Conceptual Metaphor Theory within the Model of Educational Reconstruction to identify students’ alternative conceptions and improve instruction: A plate tectonics example. Journal of Geoscience Education, 70(2), 262–277. https://doi.org/10.1080/10899995.2021.1983941

Elshall, A. S., & Badir, A. (2025). Balancing AI-assisted learning and traditional assessment: The FACT assessment in environmental data science education. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1596462

Fortus, D., Lin, J., Neumann, K., & Sadler, T. D. (2022). The role of affect in science literacy for all. International Journal of Science Education, 44(4), 535–555. https://doi.org/10.1080/09500693.2022.2036384

Haladyna, T. M., & Rodriguez, M. C. (2021). Using Full-information Item Analysis to Improve Item Quality. Educational Assessment, 26(3), 198–211. https://doi.org/10.1080/10627197.2021.1946390

Hingstman, M., Warrens, M. J., Doolaard, S., & Bosker, R. J. (2023). The effects of Success for All in the Netherlands on the reading achievement of first-grade students at risk of reading problems. Studies in Educational Evaluation, 77, 101257. https://doi.org/10.1016/j.stueduc.2023.101257

Holmes, K., Mackenzie, E., Berger, N., & Walker, M. (2021). Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.693808

Lahagu, A., Harefa, A. R., Zega, N. A., & Gulo, H. (2024). Improving Higher-Order Thinking Skills-based Science Literacy Questions in Science Learning Using Reading to Learn Model. BIOEDUKASI, 422–428. https://doi.org/10.19184/bioedu.v22i3.52026

Lian, L. H. (2023). Assessment of Higher-Order Thinking Skills: Is it Simply Determined by Verbs? International Journal of Academic Research in Progressive Education and Development, 12(2), Article 2. https://doi.org/10.6007/IJARPED/v12-i2/16719

Lieberei, T., Großmann, L., Welter, V. D. E., Krüger, D., & Krell, M. (2025). Considering Multiple Sources of Validity Evidence Can Help to Address Challenges in the Development of Pedagogical Content Knowledge (PCK) Multiple-Choice Items. Research in Science Education, 55(5), 1349–1369. https://doi.org/10.1007/s11165-024-10227-9

OECD. (2023, April 27). Innovating Assessments to Measure and Support Complex Skills. OECD Publishing. OECD. https://doi.org/10.1787/e5f3e341-en

Pallant, A., Lore, C., Lee, H.-S., Seevers, S., & Lord, T. (2024). Integrating the plate tectonic and rock genesis systems for secondary school students. Journal of Geoscience Education, 73, 1–14. https://doi.org/10.1080/10899995.2024.2407748

Ploj Virtič, M. (2022). Teaching science & technology: Components of scientific literacy and insight into the steps of research. International Journal of Science Education, 44(12), 1916–1931. https://doi.org/10.1080/09500693.2022.2105414

Rahayu, S., & Rosawati, E. E. (2023). The development of higher-order thinking skills (HOTS) assessment instrument in chemistry using socioscientific issues context: A preliminary trial. AIP Conference Proceedings, 2572(1), 030009. https://doi.org/10.1063/5.0118624

Rezigalla, A. A., Eleragi, A. M. E. S. A., Elhussein, A. B., Alfaifi, J., ALGhamdi, M. A., Al Ameer, A. Y., Yahia, A. I. O., Mohammed, O. A., & Adam, M. I. E. (2024a). Item analysis: The impact of distractor efficiency on the difficulty index and discrimination power of multiple-choice items. BMC Medical Education, 24(1), 445. https://doi.org/10.1186/s12909-024-05433-y

Rezigalla, A. A., Eleragi, A. M. E. S. A., Elhussein, A. B., Alfaifi, J., ALGhamdi, M. A., Al Ameer, A. Y., Yahia, A. I. O., Mohammed, O. A., & Adam, M. I. E. (2024b). Item analysis: The impact of distractor efficiency on the difficulty index and discrimination power of multiple-choice items. BMC Medical Education, 24(1), 445. https://doi.org/10.1186/s12909-024-05433-y

Sajjad, M., Iltaf, S., & Khan, R. A. (2020). Nonfunctional distractor analysis: An indicator for quality of Multiple choice questions. Pakistan Journal of Medical Sciences, 36(5), 982–986. https://doi.org/10.12669/pjms.36.5.2439

Venkatesh, V., Brown, S., & Sullivan, Y. (2024). Conducting Mixed-Methods Research. Dalam Conducting Mixed-Methods Research. Virginia Tech Publishing. https://doi.org/10.21061/conducting-mixed-methods-research

Xiao, X., Li, Y., He, X., Fang, J., Yan, Z., & Xie, C. (2025). An assessment framework of higher-order thinking skills based on fine-tuned large language models. Expert Systems with Applications, 272, 126531. https://doi.org/10.1016/j.eswa.2025.126531

Zohar, A., & Dori, Y. J. (2003). Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive? The Journal of the Learning Sciences, 12(2), 145–181.