Development of Structured Essay Questions to Measure the Student Higher-order Thinking Skills at Senior High School 2 Purworejo
Abstract
Students were expected to not only have lower thinking skills but also higher thinking skills too. We need a measuring instrument to understand the student’s higher-order thinking skills. One way of analyzing is through structured essay questions. This could help us show the students higher-order thinking skills and help them in solving the questions to the problems systematically. This research used the research and development method which produced structured essay questions. This study aimed to understand the character of structured essay questions that can validate the students higher-order thinking skills. And, to determine the level of effectiveness of structured essay questions for measuring students thinking skills on sound wave materials. This research was held in SMA Negeri 2 Purworejo. The feasibility test was done by giving a product feasibility questionnaire to experts and students. The product effectiveness test was done by calculating the correlation between student daily test scores on sound wave materials by using non-structured essay questions and student test scores using structured essay questions. The result of the feasibility structured essay test based on expert opinion was 87.65%; therefore, the product category was worthy. The result of the effectiveness test showed the correlation coefficient of student daily test scores using non-structured essay question with daily test scores using structured essay questions was 88.9% and included in very good criteria. So, it can be concluded that structured essay questions on sound wave materials are valid and effective to measure the students higher-order thinking skills.
Keywords: structured essay question, high-order thinking skills
References
[4] Saepuloh D, Sabur A, Lestari S, Mukhlishoh SU. Improving students’ critical thinking and self-efficacy by learning higher order thinking skills through problem based learning models [ Jurnal Pendidikan Indonesia]. JPI. 2021;10(3):495.
[5] Istiyono E, Mardapi D, Suparno S. “Pengembangan tes kemampuan berpikir tingkat tinggi fisika (pysthots) peserta didik SMA.,” Jurnal Penelitian dan Evaluasi Pendidikan. vol. 18, no. 1, pp. 1–12, 2014. https://doi.org/10.21831/pep.v18i1.2120.
[6] Fanani MZ. Strategi pengembangan soal HOTS pada kurikulum 2013. Edudeena. 2018;2(1):57–76.
[7] Bheeshma B, Srujana S, Sunethri P. Comparison of the outcome of structured essay versus unstructured essay questions used as assessment tool in pathology. International Archives of Integrated Medicine. 2016;3(6):148–51.
[8] Gupta SS, Motewar S. Student perception about difference between structured essay question and conventional long answer questions as a tool for written assessment in MBBS exams. Natl J Integr Res Med. 2017;8(5):82–5.
[9] Mabruroh AF, Gunarhadi G, Widyastono H. Exploration of learning implementation for deaf students during the covid-19 pandemic [ Jurnal Pendidikan Indonesia]. JPI. 2021;11(2):265–73.
[10] Suhanda and S. Suryanto. Penerapan pembelajaran kimia berbasis proyek untuk meningkatkan keterampilan proses sains siswa kelas X sma negeri 2 Purworejo. Jurnal Inovasi Pendidikan Kimia. 2018;12(2):2137–48.
[11] Tessmer M. Planning and conducting formative evaluations: improving the quality of education and training. London: Kogan; 1993.
[12] Zulkardi, “Developing a learning environment of realistic mathematics education for indonesian student teachers,” (2006).
[4] Saepuloh D, Sabur A, Lestari S, Mukhlishoh SU. Improving students’ critical thinking and self-efficacy by learning higher order thinking skills through problem based learning models [ Jurnal Pendidikan Indonesia]. JPI. 2021;10(3):495.
[5] Istiyono E, Mardapi D, Suparno S. “Pengembangan tes kemampuan berpikir tingkat tinggi fisika (pysthots) peserta didik SMA.,” Jurnal Penelitian dan Evaluasi Pendidikan. vol. 18, no. 1, pp. 1–12, 2014. https://doi.org/10.21831/pep.v18i1.2120.
[6] Fanani MZ. Strategi pengembangan soal HOTS pada kurikulum 2013. Edudeena. 2018;2(1):57–76.
[7] Bheeshma B, Srujana S, Sunethri P. Comparison of the outcome of structured essay versus unstructured essay questions used as assessment tool in pathology. International Archives of Integrated Medicine. 2016;3(6):148–51.
[8] Gupta SS, Motewar S. Student perception about difference between structured essay question and conventional long answer questions as a tool for written assessment in MBBS exams. Natl J Integr Res Med. 2017;8(5):82–5.
[9] Mabruroh AF, Gunarhadi G, Widyastono H. Exploration of learning implementation for deaf students during the covid-19 pandemic [ Jurnal Pendidikan Indonesia]. JPI. 2021;11(2):265–73.
[10] Suhanda and S. Suryanto. Penerapan pembelajaran kimia berbasis proyek untuk meningkatkan keterampilan proses sains siswa kelas X sma negeri 2 Purworejo. Jurnal Inovasi Pendidikan Kimia. 2018;12(2):2137–48.
[11] Tessmer M. Planning and conducting formative evaluations: improving the quality of education and training. London: Kogan; 1993.
[12] Zulkardi, “Developing a learning environment of realistic mathematics education for indonesian student teachers,” (2006).