EFEKTIVITAS PENGGUNAAN INSTRUMEN PENILAIAN BERBASIS HOTS TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS V UPTD SD NEGERI 070976 GUNUNGSITOLI
DOI:
https://doi.org/10.51878/educational.v6i4.15362Keywords:
Instrumen HOTS, Berpikir Kritis, Penilaian, Quasi EksperimenAbstract
This study was motivated by the low critical thinking skills of fifth-grade students at UPTD SD Negeri 070976 Gunungsitoli, stemming from the predominance of conventional evaluation tools oriented toward Lower Order Thinking Skills (LOTS). Consequently, students were rarely engaged in analysis, evaluation, and independent problem-solving. This study aimed to examine the effectiveness of Higher Order Thinking Skills (HOTS)-based assessment instruments in enhancing students' critical thinking abilities in primary science and social studies (IPAS). A quantitative approach was employed using a quasi-experimental method with a nonequivalent control group design. The study population comprised all 34 fifth-grade students selected through a total sampling technique, divided into an experimental class (n=17) receiving HOTS-based assessments and a control class (n=17) assessed via conventional instruments. Data were gathered through valid and reliable HOTS-based multiple-choice tests, then analyzed using descriptive statistics, normality, homogeneity, paired sample t-tests, independent sample t-tests, and N-Gain analysis. The results demonstrated that the experimental class achieved a posttest mean score of 88.82 with an N-Gain of 0.35 (moderate category), significantly outperforming the control class which obtained a posttest mean score of 60.29 with an N-Gain of 0.12 (low category). The independent sample t-test yielded a significance value of p=0.000<0.05. Therefore, the HOTS-based assessment instrument is proven effective in fostering elementary students' critical thinking skills.
ABSTRAK
Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis peserta didik kelas V di UPTD SD Negeri 070976 Gunungsitoli yang dipicu oleh dominasi instrumen penilaian konvensional pada tingkat berpikir rendah (Lower Order Thinking Skills). Kondisi ini menyebabkan peserta didik kurang terlatih dalam menganalisis, mengevaluasi, dan memecahkan masalah secara mandiri. Penelitian ini bertujuan untuk menganalisis efektivitas penggunaan instrumen penilaian berbasis Higher Order Thinking Skills (HOTS) terhadap peningkatan kemampuan berpikir kritis peserta didik pada materi IPAS konten IPS. Metode penelitian yang digunakan adalah eksperimen semu (quasi-experiment) dengan desain nonequivalent control group design. Populasi penelitian mencakup seluruh peserta didik kelas V sebanyak 34 orang yang dipilih menggunakan teknik total sampling, terbagi menjadi kelas eksperimen (n=17) yang memperoleh instrumen penilaian berbasis HOTS dan kelas kontrol (n=17) yang menggunakan instrumen konvensional. Data dikumpulkan melalui tes objektif pilihan ganda berbasis HOTS yang telah teruji validitas dan reliabilitasnya, kemudian dianalisis menggunakan statistik deskriptif, uji normalitas, uji homogenitas, paired sample t-test, independent sample t-test, dan analisis N-Gain. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kelas eksperimen mencapai 88,82 dengan perolehan N-Gain sebesar 0,35 (kategori sedang), lebih tinggi secara signifikan dibandingkan kelas kontrol yang memperoleh rata-rata posttest sebesar 60,29 dengan N-Gain sebesar 0,12 (kategori rendah). Hasil uji independent sample t-test memperoleh nilai signifikansi p=0,000<0,05. Dengan demikian, instrumen penilaian berbasis HOTS terbukti efektif dalam meningkatkan kemampuan berpikir kritis peserta didik di sekolah dasar.
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