Eksplorasi LOTS dan HOTS materi optik geometri siswa kelas 12 SMAN 9 Malang
DOI:
https://doi.org/10.21067/mpej.v1i1.2293Keywords:
geometry optic, HOTS, LOTS, optik geometriAbstract
Abstract: Higher order thinking is one of the abilities that must be mastered by students. This research is a quantitative descriptive research with the aim to describe how high student’s LOTS and HOTS on topic of geometrical optics. The subjects of the study were the 12th grade MIA students who had learned optics at the previous level. The instrument used consisted of 16 multiple-choice questions related to geometrical optics with reliability coefficient 0.714. An analysis of the descriptive statistics was made to the students' answers according to the cognitive level of the questions. The results of this study indicate that the average LOTS score of students is 44.44 (SD = 22.29) with the highest score of 83.3 and the lowest 25. Furthermore the average HOTS score of students is 53.57 (SD = 22.29 ) with the highest value of 75 and the lowest value of 25. This shows both skills still need to be improved. Based on the results of this study, it can be used as an indicator that student’s high-level thinking ability has to be practiced by a certain learning strategy. Abstrak: Kemampuan berpikir tingkat tinggi merupakan salah satu kemampuan yang harus dikuasai oleh siswa. Penelitian ini adalah penelitian deskriptif kuantitatif dengan tujuan untuk mendeskripsikan seberapa tinggi LOTS dan HOTS siswa pada materi optik geometri. Subjek penelitian adalah siswa kelas 12 MIA yang sudah menerima materi optik pada jenjang sebelumnya. Instrumen yang digunakan berupa 16 soal pilihan ganda terkait materi optik geometri dengan koefisien reliabilitas 0,714. Analisis statistik deskriptif dilakukan terhadap jawaban siswa sesuai tingkat kognitif soal. Hasil penelitian ini menunjukkan bahwa nilai rata-rata LOTS siswa adalah 44,44 (SD = 22,29) dengan nilai tertinggi 83,3 dan nilai terendah 25. Selanjutnya nilai rata-rata HOTS siswa adalah 53,57 (SD = 22,29) dengan nilai tertinggi 75 dan nilai terendah 25. Hal ini menunjukkan keduanya masih perlu ditingkatkan. Berdasarkan hasil penelitian ini, dapat dijadikan sebagai salah satu indikator bahwa kemampuan berpikir tingkat tinggi siswa harus dilatih dengan menggunakan strategi belajar tertentu.Downloads
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References
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Pratiwi, E, Suyatna, A. & Suyanto, E. (2013). Pengembangan Multimedia Interaktif (MMI) Tutorial dalam Pembelajaran Materi Optik Geometri. Jurnal Pembelajaran Fisika, 1 (6): 1-10.
RodrÃÂguez, Y., A. Santana, & L. M. Mendoza. (2013). Physics education through computational tools: the case of geometrical and physical optics. Physics Education, 48 (5): 621-628.
Sutopo. (2014). Miskonsepsi Pada Optika Geometri dan Remidiasinya. J-TEQIP, 5 (2): 256-268.
Zohar, A., & Dori, Y. (2003). Higher order thinking skill and low achieving students: Are they mutually exclusive?. The Journal of the Learning Sciences, 12(2), 145–181.
Zoller, U., & Pushkin, D. (2007). Matching higher-order cognitive skills (HOCS) promotion goals with problem-based laboratory practice in a freshman organic chemistry course. Chemistry Education Research and Practice, 8(2), 153-171.
Aydin, S., KeleÅŸ, P. U., & HaÅŸiloÄŸlu, M. A. (2012). Establishment for Misconceptions that Science Teacher Candidates have about Geometric Optics. The Online Journal of New Horizon in Education, 2 (3): 7-15.
Chang, H. P., Chen, J. Y., Guo, C. J., Chen, C. C., Chang, C. Y., Lin, S. H., Su, W. J., Lain, K. D., Hsu, S. Y., Lin, J. L., Chen, C. C., Cheng, Y. T., Wang, L. S., & Tseng, Y. T. (2007). Investigating Primary and Secondary Students' Learning of Physics Concepts in Taiwan. International Journal of Science Education. 29 (4): 465-482.
Chu, H., E & D. F. Treagust. (2014). Secondary Students' Stable and Unstable Optics Conceptions Using Contextualized Question. Journal Sci Edu Technol, 23: 238-251.
Galili, I. 2007. Students' conceptual change in geometrical optics. International Journal of Science Education. 18 (7): 847-868.
Galili, I., & Hazan, A. (2000). Learners' knowledge in optics: interpretation, structure and analysis. International Journal of Science Education. 22 (1): 57-88.
Heong, Y. M., Othman, W. B., Yunos, J. B. M., Kiong, T. T., Hasan, R. B., Mohammad, M. M. B. (2007). The Level of Marzano Higher Order Thinking Skills among Technical Education Students. International Journal of Social and Science and Humanity. 1 (2): 121-125.
Lalor, S. B., & Rainford, M. (2013). The Effect of Using Concept Mapping for Improving Advance Level Biology Students’ Lower-and Higher-Order Cognitive Skills. International Journal of Science Education. 36 (5): 839-864.
Parker, V., & Gerber, B. (2000). Effects of a science intervention program on middle-grade student achievement and attitudes. School Science & Mathematics, 100(5), 36–242.
Pratiwi, E, Suyatna, A. & Suyanto, E. (2013). Pengembangan Multimedia Interaktif (MMI) Tutorial dalam Pembelajaran Materi Optik Geometri. Jurnal Pembelajaran Fisika, 1 (6): 1-10.
RodrÃÂguez, Y., A. Santana, & L. M. Mendoza. (2013). Physics education through computational tools: the case of geometrical and physical optics. Physics Education, 48 (5): 621-628.
Sutopo. (2014). Miskonsepsi Pada Optika Geometri dan Remidiasinya. J-TEQIP, 5 (2): 256-268.
Zohar, A., & Dori, Y. (2003). Higher order thinking skill and low achieving students: Are they mutually exclusive?. The Journal of the Learning Sciences, 12(2), 145–181.
Zoller, U., & Pushkin, D. (2007). Matching higher-order cognitive skills (HOCS) promotion goals with problem-based laboratory practice in a freshman organic chemistry course. Chemistry Education Research and Practice, 8(2), 153-171.
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Published
2018-03-13
How to Cite
Sutrisno, F. H., Koes-H, S., & Supriana, E. (2018). Eksplorasi LOTS dan HOTS materi optik geometri siswa kelas 12 SMAN 9 Malang. Momentum: Physics Education Journal, 2(1), 21–28. https://doi.org/10.21067/mpej.v1i1.2293
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