The Effectiveness of Authentic Assessment Instrument Based on Higher Order Thinking Skills Integrated with Character Education
DOI:
https://doi.org/10.56916/jirpe.v3i1.548Keywords:
Effectiveness, HOTS, Authentic Assessment Instrument, CharacterAbstract
This research aims to examine the effectiveness of the authentic assessment instrument based on Higher Order Thinking Skills (HOTS) integrated with character education on the theme "Heat and Its Transfer" to enhance the learning outcomes of fifth-grade students at SD Muhammadiyah Purworejo. A quantitative approach using the Quasi-Experimental method was employed, involving two groups: the control group and the experimental group. The authentic assessment instrument based on HOTS integrated with character education was implemented in the experimental group, while the control group used conventional assessment instruments. The results showed that the use of the authentic assessment instrument based on HOTS integrated with character education significantly improved the Higher Order Thinking Skills (HOTS) of the students. The average HOTS score in the experimental group was higher than that in the control group after the intervention. Furthermore, the use of this instrument also influenced the improvement of students' character. The analysis results demonstrated a significant improvement in the experimental group compared to the control group. Therefore, it can be concluded that the authentic assessment instrument based on HOTS integrated with character education is effective in enhancing HOTS and character of fifth-grade students on the theme "Heat and Its Transfer." This research has significant implications in the field of education, providing a foundation for the development of learning approaches that promote high-level thinking skills and students' character. It is recommended that this approach be implemented more widely in the learning processes of schools to support students' development in various aspects of learning.
References
Adisel, A., Sartika, R., Kurniasih, S. D., Fajar, E. A., Arianda, R., & Saleh, T. J. (2022). Strategi Penilaian Autentik dalam Konteks Kurikulum 2013. Journal of Education and Instruction (JOEAI), 5(1), 282-287.
Agustin, N., Ratnaningsih, A., & Anjarini, T. (2022). Pengembangan Ensiklopedia Digital Berbasis Higher Order Thinking Skills Terintegrasi Karakter. 8(2), 641–648. https://doi.org/10.31949/educatio.v8i2.2259
Ashford-Rowe, K., Herrington, J., & Brown, C. (2014). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education, 39 (2), 205-222. https://doi.org/10.1080/02602938.2013.819566.
Benner, P. (2012). Educating nurses: a call for radical transformation—how far have we come?. Journal of Nursing Education, 51(4), 183-184. https://doi.org/ 10.3928/01484834-20120402-01
Bloxham, S. (2015). Assessing assessment: new developments in assessment design, feedback practices and marking in higher education, in Fry, H., Ketteridge, S. & Marshall, S. A. Handbook for Teaching and Learning in Higher Education (4th Edn), p107-122. Abingdon: Routledge
Brookhart, S. (2010). How to assess higher order thinking skills in your classroom, ASCD. http://www. ascd.org/Publications/Books/Overview/How-to-Assess-Higher-Order-Thinking-Skills-in-YourClassroom.aspx
Carroll, K. A., & Harris, C. M. (2020). Using a Repetitive Instructional Intervention to Improve Students’ Higher-Order Thinking Skills. College Teaching, 69(2), 82-90.
Eriansyah, Y., & Baadilla, I. (2023). Model Discovery Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Pada Muatan Pelajaran Bahasa Indonesia di Sekolah Dasar. Edukasiana: Jurnal Inovasi Pendidikan, 2(3), 151–158. https://doi.org/10.56916/ejip.v2i3.378
Fitri, A. Z., & Maunah. (2013). Model Authentic Assesment (1st Ed.). Stain Tulungagung Pers. Http://Repo.Iain-Tulungagung.Ac.Id/6181/1/Model Authentic Assesment.Pdf
Fitri, D., Aini, N., & Sulistyani, N. (2019). Pengembangan Instrumen Penilaian E-Quiz ( Electronic Quiz ) Matematika Berbasis Hots ( Higher Of Order Thinking Skills ) Untuk Kelas V Sekolah Dasar. 3(2), 1–10.
Giarti, S. (2015, November). Peningkatan keterampilan proses pemecahan masalah dan hasil belajar matematika menggunakan model pbl terintegrasi penilaian autentik pada siswa kelas vi sdn 2 bengle, wonosegoro. In Prosiding Seminar Pendidikan Ekonomi dan Bisnis (Vol. 1, No. 1).
Gulikers, J., Bastiaens, T., Kirschner, P., & Kester, L. (2008). Relation between student perceptions of assessment authenticity, study approaches and learning outcome. Studies in Educational Evaluation, 32, 381-400. https://doi.org/10.1016/j.stueduc. 2006.10.003.
Heffington, D. V., & Coady, M. R. (2023). Teaching higher-order thinking skills to multilingual students in elementary classrooms. Language and Education, 37(3), 308-327.
Jahra, J. (2022). Making Collage Work in Learning of Elementary School: A Study Of Student Creativity. Journal of Innovation and Research in Primary Education, 1(2), 40–44. https://doi.org/10.56916/jirpe.v1i2.173
Madhuri, G. V., Kantamreddi, V. S. S. N., & Prakash Goteti, L. N. S. (2012). Promoting higher order thinking skills using inquiry-based learning. European Journal of Engineering Education, 37(2), 117-123.
Marfuah, A., & Febriza, F. (2019). Penilaian autentik pada pembelajaran Pendidikan Agama Islam (PAI) di sekolah dan perguruan tinggi. Fondatia, 3(2), 35-58.
Mega, A. M. P., & Madani, F. (2023). Analisisis Assesmen Autentik Pembelajaran Matematika Sekolah Dasar. Jurnal Elementaria Edukasia, 6(2), 778-788.
Pangestika, R. R., & Cahyaningsih, U. (2022). Relevansi Realistic Mathematics Education (Rme) Dengan Higher Order Thinking Skills (Hots) Pada Pembelajaran Matematika Di Sekolah Dasar. Jurnal Fundadikdas (Fundamental Pendidikan Dasar), 4(3), 341–348. Https://doi.org/10.12928/fundadikdas.V4i3.4780
Pratiwi, K. F., Wijayati, N., Mahatmanti, F. W., & Marsudi, M. (2019). Pengaruh model pembelajaran inkuiri terbimbing berbasis penilaian autentik terhadap hasil belajar siswa. Jurnal Inovasi Pendidikan Kimia, 13(1).
Raymond, J., Homer, C., Smith, R. & Gray, J. (2013). Learning through authentic assessment. An evaluation of a new development in the undergraduate midwifery curriculum. Nurse Educational and Practice, 13 (5), 471-476. https://doi.org/10.1016/j.nepr.2012.10.006.
Reinders, H. (2014). Personal learning environments for supporting out-of-class language learning. English Teaching Forum, 52, 14–19.
Sae, H., & Radia, E. H. (2023). Media Video Animasi Dalam Pembelajaran IPA Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa SD. Indonesian Journal of Education and Social Sciences, 2(2), 65–73. https://doi.org/10.56916/ijess.v2i2.474
Sahiri, A. E. ., & Faturahman, A. (2022). Manajemen Pembelajaran Pendidikan Agama Islam dengan Metode Cerita Islami dalam meningkatkan Nilai Karakter Siswa. Indonesian Journal of Education and Social Sciences, 1(2), 69–74. https://doi.org/10.56916/ijess.v1i2.225
Sambell, K., McDowell, L. and Montgomery, C. (2013). Assessment for Learning in Higher Education. London: Routledge.
Septikasari, R., & Frasandy, R. N. (2018). Keterampilan 4C abad 21 dalam pembelajaran pendidikan dasar. Tarbiyah Al-Awlad: Jurnal Kependidikan Islam Tingkat Dasar, 8(2), 107-117.
Sugiyono. (2019). Buku Metode Penelitian Kuantitatif, Kualitatif Dan Research And Development (R&D). Alfabeta.
Sugrah, N. (2019). Implementasi teori belajar konstruktivisme dalam pembelajaran sains. Humanika, Kajian Ilmiah Mata Kuliah Umum, 19(2), 121-138.
Swaffield, S. (2011). Getting to the heart of authentic assessment for Learning. Assessment in Education: Principles, Policy and Practice. 18 (4), 433-449. https://doi.org/10.1080/0969594X.2011.582838.
Syarif, I., & Rahmat. (2018). Penerapan Model Brain-Based Learning Terhadap Peningkatan Karakter Peserta Didik Kelas Ii Sekolah Dasar. Jurnal Pendidikan Edumaspul, 2(2), 87–90.
Vidergor, H. E. (2018). Effectiveness of the multidimensional curriculum model in developing higher-order thinking skills in elementary and secondary students. The curriculum journal, 29(1), 95-115.
Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840-854.
Virranmäki, E., Valta-Hulkkonen, K., & Pellikka, A. (2021). Geography curricula objectives and students’ performance: Enhancing the student’s higher-order thinking skills?. Journal of geography, 120(3), 97-107.
Wahyuningsih, Y., Rchmawati, I., Setiawan, A., & Ngazizah, N. (2018). Hots (Higher Order Thinking Skills) Dan Kaitannya Dengan Keterampilan Generik Sains Dalam Pembelajaran Ipa Sd. Prosiding Seminar Nasional Pendidikan Dasar, 227–234.
Wicaksana, M. F. (2020). Belajar Mengembangkan Model Penilaian Autentik Dalam Pembelajaran Bahasa Indonesia. Deepublish.
Wiggins, G. & McTighe, J. (2006). Examining the Teaching Life. Educational Leadership, 63 (6), 26-29.
Wiwik Setiawati, Oktavia Asmira, Y. A. (2019). Buku Penilaian Berorientasi Higher Order Thinking Skills. 2019.
Wu, X., Heng, M. & Wang, W. (2015). Nursing students´ experiences with the use of authentic assessment rubric and case approach in the clinical laboratories. Nurse Education Today, 35, 549-555. https://doi.org/10.1016/j.nedt.2014.12.009.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Nita Dwi Ayuningrum, Nur Ngazizah, Arum Ratnaningsih
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
