PENGEMBANGAN INSTRUMEN INVENTORI LINGKUNGAN PEMBELAJARAN BERPIKIR TINGKATTINGGI

HASAN BISRI, . (2024) PENGEMBANGAN INSTRUMEN INVENTORI LINGKUNGAN PEMBELAJARAN BERPIKIR TINGKATTINGGI. Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

	Text 1 COVER.pdf Download (712kB)
	Text 2 BAB I.pdf Download (171kB)
	Text 3 BAB II.pdf Restricted to Registered users only Download (318kB) | Request a copy
	Text 4 BAB III.pdf Restricted to Registered users only Download (309kB) | Request a copy
	Text 5 BAB IV.pdf Restricted to Registered users only Download (547kB) | Request a copy
	Text 6 BAB V.pdf Restricted to Registered users only Download (457kB) | Request a copy
	Text 7 DAPTAR PUSTAKA.pdf Download (213kB)
	Text 8 LAMPIRAN.pdf Restricted to Registered users only Download (617kB) | Request a copy

Abstract

Lingkungan pembelajaran merupakan faktor determinan dalam mengembangkan keterampilan berpikir tingkat tinggi atau higher-order thinking skills (HOTS) siswa. Namun, penilaian terhadap lingkungan pembelajaran yang mengembangkan HOTS siswa belum dilakukan. Hal itu disebabkan oleh ada instrumen yang dapat digunakan untuk menilai lingkungan pembelajaran yang mengembangkan HOTS. Tujuan penelitian untuk mengembangkan inventori lingkungan pembelajaran berpikir tingkat tinggi (higher-order thinking learning environment inventory/HOTLEI) yang valid dan reliabel. Penelitian berkontribusi dalam menyediakan instrumen baku untuk menilai lingkungan pembelajaran berpikir tingkat tinggi yang dapat dimanfaatkan oleh guru, kepala sekolah, pengawas, dan evaluator. Penelitian menggunakan metode kuantitatif jenis testing and assessment. Sampel uji coba yaitu siswa dari 15 SMP di DKI Jakarta, Kabupaten/Kota Bogor, Kota Depok, Kota Tangerang, dan Kota Bekasi. Tahap pengembangan instrumen memodifikasi prosedur Moore dan Benbasat dalam lima tahap. Data dikumpulkan melalui uji coba instrumen terbatas dan luas. Analisis dan interpretasi data menggunakan model confirmatory factor analysis (CFA) dan model Rasch. Hasil penelitian: 1) syarat kecukupan unidimensi, local independence, dan kemiringan kurva yang pararel terpenuhi. 2) Struktur HOTLEI terdiri dari 7 dimensi, 21 indikator, dan 32 butir. Reliabilitas pengukuran pada kategori sangat baik. Skala yang digunakan memberikan informasi yang tepat. 3) Dimensi HOTLEI memenuhi standar validitas dan reliabilitas berdasarkan analisis model CFA dan model Rasch; 4) Validitas butir berdasarkan analisis model CFA 29 butir (91%) tergolong baik dan 3 butir (9%) cukup baik. Analisis model Rasch menunjukkan seluruh 32 butir sesuai standar kecocokan yaitu 0,5<MNSQ<1,5. Kualitas butir kategori produktif. 5) Tingkat kesukaran butir hasil uji coba terbatas pada rentang -0,56–1,12 logit dan uji luas pada rentang -1,20–1,23 logit. Butir inventori tergolong presisi dengan kemampuan person berdasarkan perbedaan rata-rata kesukaran butir dengan rata-rata kemampuan person. Butir terindikasi bias hasil uji coba lapangan dengan DIF contrast kategori sempit dan moderat. Dengan demikian, disimpulkan instrumen HOTLEI yang dikembangkan telah memenuhi syarat pokok instrumen yaitu validitas dan reliabilitas pengukuran. Kata kunci: lingkungan pembelajaran, instrumen, berpikir tingkat tinggi.************The learning environment is a determining factor in developing students' higher-order thinking skills (HOTS). However, an assessment of the learning environment that develops student HOTS has not been carried out. This is because there are instruments that can be used to assess the learning environment that develops HOTS. The research aims to develop a valid and reliable of higher-order thinking learning environment inventory (HOTLEI). The research contributes to providing a standardized instrument for assessing higher-order thinking learning environments that can be used by teachers, principals, supervisors, and evaluators. The research uses quantitative methods such as testing and assessment. The trial samples were students from 15 junior high schools in DKI Jakarta, Bogor Regency, Bogor City, Depok City, Tangerang City, and Bekasi City. The instrument development stage modifies Moore and Benbasat's procedure in five stages. Data were collected through limited and extensive instrument testing. Data analysis and interpretation used the confirmatory factor analysis (CFA) and the Rasch models. Research results: 1) The requirements adequacy for unidimensional, local independence, and the parallel slope of the curve are met. 2) The HOTLEI structure consists of 7 dimensions, 21 indicators, and 32 items. The measurement reliability is in the excellent category. The scale used provides precise information. 3) HOTLEI dimensions meet validity and reliability standards based on the CFA and Rasch analysis models. 4) Items validity based on the CFA model analysis of 29 items (91%) is classified as good, and 3 items (9%) are moderate. Rasch model analysis shows that all 32 items meet the goodness-of-fit standard, namely 0.5<MNSQ<1.5. Quality of productive category items. 5) The item's difficulty level of limited testing results is in the range -0.56–1.12 logits, and the extensive testing is in the range -1.20–1.23 logits. Inventory items are classified as precise with the person's ability based on the difference between the average item difficulty and the person's average ability. Items indicated bias in field testing results with slight and moderate DIF contrast categories. Thus, it is concluded that the HOTLEI instrument developed has fulfilled the basic requirements of the instrument, namely validity and reliability of measurement. Keywords: environment learning, instrument, higher-order thinking.

Item Type:	Thesis (Doktor)
Additional Information:	1). Dr. Achmad Ridwan, M.Si. ; 2). Prof. Yuli Rahmawati, S.Pd., M.Sc., Ph.D
Subjects:	Pendidikan > Pendidikan Pendidikan > Teori, Penelitian Pendidikan
Divisions:	PASCASARJANA > S3 Penelitian Dan Evaluasi Pendidikan
Depositing User:	Hasan Bisri .
Date Deposited:	13 Jun 2024 02:00
Last Modified:	13 Jun 2024 02:00
URI:	http://repository.unj.ac.id/id/eprint/45468

Actions (login required)

View Item