Daya Matematis : Jurnal Inovasi Pendidikan Matematika

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Daya Matematis : Jurnal Inovasi Pendidikan Matematika

Volume, 10 Nomor 2 July 2022 Hal. 90-97 p-ISSN:2541-4232 dan e-ISSN: 2354-7146

HIGH-LEVEL THINKING SKILLS FOR MIDDLE SCHOOL STUDENTS IN WORKING ON THE TYPES OF NATIONAL ASSESSMENT

NUMERAL QUESTIONS

Putri Harianti¹, Maimunah¹, Yenita Roza²

1,2 Program Pascasarjana Universitas Riau Email: [email protected]

Abstract

Assessment is an activity to reveal the quality of the process and learning outcomes. The first national assessment will be held in 2021. The type of National Assessment question used in this study is the HOTS question. This study aims to describe students' higher order thinking skills in working on types of national assessment questions. This type of research is a qualitative descriptive study, with the subject of class VIII students of SMP Negeri 2 Rambah Samo totaling 28 people. The data collection technique used was a written test consisting of 2 description questions. Based on the results of the study, students' higher order thinking skills in working on national assessment type questions were in the sufficient category, namely 42.86%, less category 17.86%, good category 32.14% and very good category 7.14%. The percentage of appearance indicators analyzed was 84.82%, followed by evaluation indicators at 58.93% and creative indicators at 24.55%. Thus, it can be seen that the high-order thinking ability of students in the very good category is still very low. So it is necessary to apply higher-order thinking skills learning in schools so that students are accustomed to working on HOTS questions and can improve students' higher-order thinking skills.

Keywords: Types of National Assessment Numeral Questions, higher order thinking skills

INTRODUCTION

A country can be said to be a developed country is a country that prioritizes education.

Education is very important to be improved in order to obtain competent human resources (HR). With the aim of improving the quality of education in a country, it will be able to increase the existing human resources in the country itself. One of them is education in Indonesia, where in the 21st century requires human resources to be capable and have several abilities that are considered important in solving problems such as the ability to solve problems, think creatively and think critically (Pratiwi, NPW Dewi, NLPES, & Paramartha, 2019) . This ability is better known as higher order thinking ability.

The importance of higher-order thinking skills so that they can be developed in 21st century education, in order to face the problems that exist in everyday life. This is in line with the opinion of Sani (2019) , Driana (2019) , and Saraswati (2020) that in the 21st century the problems and challenges that will be faced by humans are becoming more complex, where these problems are caused by technology and knowledge that continues to develop rapidly.

Therefore, to prepare oneself in the face of technology and knowledge that continues to develop in the 21st century, it is necessary to master the ability to think creatively and think critically in order to solve any problems that arise.

In the 21st century, Indonesia made several changes in the implementation of education.

Although in every change there are pros and cons. In 2002 to 2003, to measure the final

(Received:13-4-2022; Reviewed: 18-4-2022; Revised: 26-05-2022; Accepted: 21-06-2022; Published: 27-07-2022)

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Daya Matematis: Jurnal Inovasi Pendidikan Matematika, Vol. 10 No. 2 July 2022 learning outcomes of students, the final school examination was carried out every year and then changed to the National Final Examination. The National Final Examination was changed to the National Examination in 2005.

According to Ghan (2019) The National Examination is an instrument to measure the knowledge of students simultaneously throughout Indonesia from elementary to high school.

In fact, in the field, the National Examination is a problem that is often debated among educators. According to Sinambela (2020) that in every implementation of the national exam, there are always problems that arise, both before starting the implementation of the national exam, in the process of implementing it, and after its implementation. Teachers are required to provide additional lessons in accordance with the lattice for the implementation of the National Examination. Students must also study more diligently, be active and be diligent in order to get good grades in order to continue their education to a higher level.

The National Assessment is used as a substitute for the national exam in 2021. According to Resti (2020) Assessment is an activity to find out or see process emission learning and its results . Assessment is the application of using assessment instruments to determine the knowledge of students in mastering certain competencies.

According to Nanda (2021) there are three aspects in the assessment of the National Assessment, namely the Study Environment Survey , Character Survey , and Minimum Competency Assessment (AKM) . AKM is used as a measuring tool for students' cognitive abilities such as numeracy literacy skills and reading literacy. AKM requires students to learn innovatively which aims to develop their reasoning abilities. So that students are able to solve problems faced through reasoning, not the result of remembering or memorizing formulas and so on. While the character survey is also needed to find out the knowledge of students about the principles of Pancasila and its implementation in life everyday (Cahyana, 2020) .

One of the learning materials that do not escape problems in everyday life is the material for building flat sides. Building a flat side room is a compulsory learning material for class VIII SMP/equivalent students in the even semester. The material for flat-sided space consists of cubes, blocks, prisms and pyramids whose problems are very easy to find in everyday life.

For example, the roof of our house which resembles the flat side of a prism, an eraser box in the form of a block and many more examples that can be found in everyday life. Studying the flat-sided geometry is very necessary because it can develop students' mindset skills in the process of solving various kinds of Higher Order Thinking Skill (HOTS) questions.

According to Suryapuspitarini (2018), the HOTS question is a question that always involves a reasoning process in order to train creative, reflective , logical , metacognitive and critical thinking skills . A question can be said to be a HOTS question if, when students solve problems, students can relate the information that is known and asked to a problem so that they can develop that information which aims to achieve the resolution of problems that are difficult to solve. (Fanani, 2018) . HOTS questions train students to think at the level of analysis, evaluation, and creation. At the analysis stage, one can distinguish and find relationships or outlines and arrange them in a structured manner. At the evaluation stage someone will check and find discrepancies between the process and the results. While at the stage of creating (creating) someone will make a plan to create a problem by collecting information that already exists. So that through giving HOTS questions to students, they can train their thinking skills in solving a problem in the flat-sided building material.

AKM can also measure the ability of students to analyze, evaluate and create answers to the questions given. When students go through the stages of analyzing, evaluating and creating, it can be seen that the National Assessment exam questions are questions that require a high-

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Daya Matematis: Jurnal Inovasi Pendidikan Matematika, Vol. 10 No. 2 July 2022

level thinking process. This is in line with Moore's opinion (Sa'diah, 2019) that there are three levels in measuring students ' higher order thinking skills , namely (C4) analyzing, (C5) evaluating and (C6) create. However, this does not mean that the National Assessment exam questions are more difficult than the exam questions that are usually presented by math teachers. In general, questions of higher order thinking skills reflect the ability to connect two or more dissimilar concepts , interpret, solve problems, choose strategies in solving problems, find new ways , argue, and draw conclusions with Correct (Hasanah, 2019) .

But in reality in the field there are still many students who do not have the ability to connect two concepts that are not the same or even more, interpret , solve problems and others . Based on this condition, researchers are interested in conducting research in order to determine the ability of students to solve National Assessment type questions, especially the National Assessment Numeral Question type.

METHODS

In this study, the researcher used a qualitative descriptive type of research. The purpose of this study is to describe the ability of students to work on the questions of the National Assessment type, especially the type of National Assessment Number Questions. The place of research was taken based on the purpose, namely in SMP N 2 Rambah Samo , Rokan Hulu Regency , Riau Province . The population in this study is class VIII students for the academic year 2021/2022 which consists of 5 classes. However, for the research sample, 1 class was taken. Where the subject of this research is taken based on the opinion of each homeroom teacher with the consideration of students who can interact and communicate well to facilitate researchers in obtaining information about students' high-level thinking skills in solving description problems with the National Assessment Numeral Question type. flat-sided building material.

The data obtained and used in this study are the results of the National Assessment Numeration type test . Where the questions are taken from various sources including from the AKM numeration question type book. Then validated by teachers from several schools. Questions for the test given to students with the number 2 descriptive questions taken from the student manual to take the 2021 national assessment exam. The level of difficulty of the questions given is level 3, 4 and 5 which are adjusted right with junior high school education level (Kemdikbud, 2020) RESULTS AND DISCUSSION

The description of the data used in this study is the data obtained from the results of the description test by using the National Assessment Numeration question type which consists of 2 questions . The questions were given to 28 students in class VIII B. The type of questions for the National Assessment Numerals given were HOTS questions. Where the first question has a maximum score of 12. The second question also has the same maximum score as the first question. So the maximum score for all questions is 24. Then students work on the questions individually.

Table 1. The value of higher order thinking skills

Score Frequency Percentage (%) Category

0-20 0 0 Very less

21-40 5 17.86 Not enough

41-60 12 42.86 Enough

61-80 9 32.14 Well

81-100 2 7.14 Very good

Amount 28 100

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Based on table 1, it can be seen that students who have the highest frequency are in the sufficient category with a frequency of 12 people and a percentage of 42.86%. Followed by good category 9 people, very good category 2 people, less category 5 people, and for very poor category 0. This means that students who have high-level thinking skills with good and very good categories are classified as low. Furthermore, to see the level of thinking ability of students for each indicator is as follows:

Table 2. Percentage of Appearing Indicators of Students' High-Level Thinking Ability

Indicator Ability Percentage

Analyze 84.82

Evaluate 58.93

Create 24.55

Based on table 2. it can be seen the percentage of the results of high-level thinking skills of class VIII students at SMPN 2 Rambah Samo. Most of them have been able to meet the first indicator category. Then more than some students are also able to meet the second indicator category. However, in the third indicator only a small percentage of students are able to meet this category, namely the category of creating. Students still find it difficult to create final answers and make conclusions.

Discussion

This study aims to describe the higher-order thinking skills of students in working on the type of national assessment numeration questions. From the results of the scoring and the value of students' high-level thinking skills, it was found that students with the category of scoring scores were very good with a frequency of 2 people. This means that there are only 2 people who are able to achieve a score between 81-100. For the good category, it was found that 9 people were able to achieve a score between 61-80. For the sufficient category there are 12 people who are able to achieve a score of 41-60. For the less category there are 5 people who are able to achieve a score of 21-40. From these results it can be seen that the ability of students with good and very good categories is still relatively low, namely 11 people.

Here is presented one of the student worksheets in providing answers to the types of national assessment numeration questions with questions:

Question number 1.

Indonesian culture is an ancestral heritage. We must maintain its sustainability as a national identity. One of the Indonesian cultures that is still maintained today is dances from various regions. The picture above presents the size of the stage that will be used for the ballet stage.

For stage lighting, the committee installed 1 lamp for every 8 m2 outside the ^stage. The number of lights needed by the committee to illuminate the stage is...

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Figure 1. Answer Sheet for S13 students

In Figure 1. it can be seen that students are able to do C4 which is to analyze. This means that students are able to write down what they know, and are able to write down what is asked in the question. However, based on the student answer sheets, students have not been able to do C5, namely evaluating and C6 creating answers. So that on the answer sheet the S13 students get a score of 4. Then with the same question other students' answer sheets will be presented as follows:

In Figure 2. it can be seen that students are able to do C4 which is to analyze. This means that students are able to write down what they know, and are able to write down what is asked in the question. From the student's answer sheet, students are also able to do C5, which is to evaluate. This means that students are able to distinguish and find relationships or outlines and arrange them in a structured manner . From the student answer sheets, students

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Daya Matematis: Jurnal Inovasi Pendidikan Matematika, Vol. 10 No. 2 July 2022 are also able to create answers in C6. This means being able to substitute problem solving into a complete formula , able to perform calculations to solve problems correctly , able to relate the results of previous calculations to get a complete final answer and be able to make conclusions from the final answer. So that on the answer sheet the S7 students get a score of 12.

Here is presented one of the student worksheets in providing answers to the types of national assessment numeration questions with questions:

Question number 2.

Small Pond

Small dam is a building that serves to collect water for a group of villagers. The stored water is then used as a source of agricultural irrigation. In one village, a small dam was built that holds up to 3,000 cubic meters of water with a pond height of 3 meters. The water is channeled to the residents' rice fields through irrigation canals. The velocity of the water flowing out of the reservoir can reach 30 m³ per minute.

To reduce the growth of weeds, Pak Budi usually irrigates the rice fields until the water level reaches 2.5 cm. If the irrigated rice field is 3,000 square meters, how long will it take to irrigate the rice fields so that the expected water level is met?

In Figure 3. it can be seen that students are able to do C4 which is to analyze. This means that students are able to write down what they know, and are able to write down what is asked in the question. However, on the answer sheet, students go directly to the time needed without knowing how much water is needed in the fields. So, on the answer sheet, S21 students get a score of 5, which is 4 scores because students are able to write down what they know, and are able to write down what is asked in the question. 1 score because students are trying to solve the problem, even though it is not right.

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In Figure 3. it can be seen that students are already able to do C4, which is to analyze even though it is not perfect. This means that students are able to write down what is known even though it is not complete. Then be able to examine and parse information accurately, be able to formulate problems, and provide steps for solving almost exactly or there is a slight error in determining what the question is asking. So, students get a score of 3 for C4 which is analyzing. Furthermore, getting a score of 1 for C4 is evaluating. This is because the scale participants are not able to provide reasons that are able to strengthen the answers obtained correctly, but the answers are almost leading to the right solution. So that the total score obtained by S17 students is 4.

Based on the results of the work of 28 students in working on the type of national assessment numeration questions, the largest number of students were 12 students in the sufficient category. Then 9 students in the good category and 2 students in the very good category.

Furthermore, there are no students in the very poor category. However, there are 5 students in the less category. Based on the results of the study, the largest percentage was obtained, namely the analyzing indicator, which was 84.82%. The lowest percentage is obtained by the creative indicator, which is 24.55%. This is because the creative indicator is usually called C6 or is the highest level in higher-order thinking skills.

CONCLUSION

Based on the results and discussion of research conducted on class VIII students at SMPN 2 Rambah Samo, it was concluded that the students' high-level thinking skills through the National Assessment Numeration type test were categorized as sufficient. 0% for the category of students who have high-level thinking skills with a very poor category. 17.86 % category of students who have high-level thinking skills with less category. 42.86 % category of students who have high-level thinking skills with sufficient category.

Meanwhile, for students who have high-level thinking skills with good categories are 32.14

%. Finally, for students who have high-order thinking skills in the very good category, it is 7.14 . The highest percentage of occurrence indicators is analyzing indicators, namely 84.82%, evaluating indicators 58.93%, creating indicators at 24.55%. Thus, it can be seen that the high-level thinking ability of students with good categories is still very low. So it is necessary to apply high-level thinking skills learning in schools so that students are accustomed to working on HOTS questions and can improve students' high-level thinking skills.

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